Evaluating the clinical interventions of students during clerkships using a cognitive services claim form

Jason B. Reddick, John E Murphy

Research output: Contribution to journalArticle

25 Citations (Scopus)

Abstract

In order to determine the extent and frequency of such events, ten fourth-year Doctor of Pharmacy candidates used a method of documentation to quantify their clinical interventions during two weeks each of three of four selected advanced pharmacy practice experiences between July 1997 and March 1998. Encounters (338) were documented and data collected at 27 clerkship sites. At least 64 percent of the recommendations corresponded with the resulting actions of physicians or staff. The average time spent by students per encounter was 21 minutes. On average, the students accounted for over 90 percent of the impact of the intervention (versus preceptor) and most frequently rated their interventions as "significant." The students made positive contributions to clerkship sites as shown by their impact, perceived significance, and results of their interventions. Further work should be done to document all aspects of the student's interactions and the potential financial value to institutions.

Original languageEnglish (US)
Pages (from-to)38-42
Number of pages5
JournalAmerican Journal of Pharmaceutical Education
Volume64
Issue number1
StatePublished - 2000

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Students
student
Documentation
documentation
candidacy
physician
staff
Physicians
event
interaction
Values
experience
time

ASJC Scopus subject areas

  • Pharmacology
  • Education

Cite this

Evaluating the clinical interventions of students during clerkships using a cognitive services claim form. / Reddick, Jason B.; Murphy, John E.

In: American Journal of Pharmaceutical Education, Vol. 64, No. 1, 2000, p. 38-42.

Research output: Contribution to journalArticle

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