Grant recipients:
Kristen Archbell, Rosemary Killeen, Cynthia Richard, Naomi Steenhof, School of Pharmacy
(Project timeline: September 2024 - August 2025)
Description
The goal of this project is to enhance student support and the development of adaptive expertise among pharmacy students and ultimately improve patient outcomes. Adaptive expertise is an important skill to ensure pharmacists meet the demands of an ever-evolving healthcare system. We currently know little about how adaptive expertise manifests among pharmacy students (i.e., predictors, outcomes). Given the growing concern related to anxiety in pharmacy students, we are interested in understanding the connection between these constructs, to highlight the necessity of additional forms of pharmacy student support. Students will be surveyed with open-ended and Likert scale questions, and a mixed-method approach to analyses will be employed.
Methods for enhancing adaptive expertise can be incorporated into pedagogical strategies. Understanding the developmental trajectory of adaptive expertise among pharmacy students (i.e., cohort comparisons) will be used to provide insight into potential adaptive expertise gaps and gains in the curriculum.
Project Objectives
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Is the measure of self-perceived adaptive expertise (Fisher and Peterson (2001) reliable and valid among pharmacy students?
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Are there associations between anxiety and adaptive expertise (and related constructs)?
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What is the developmental trajectory of adaptive expertise among pharmacy students?
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Where do students perceive adaptive expertise gains in the curriculum?
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Are there specific gaps and/or gains in adaptive expertise when comparing cross-sectional results of adaptive expertise to the curriculum, and how can we address this?