Evaluation of a multi staged professional development course for practising pharmacists in anticoagulation management
Bibliographic record
Abstract
BACKGROUND: With the evolution of pharmacist prescriptive authority in Alberta, Canada, professional development courses need to impact change in daily practice. We designed a multi stage course targeting anticoagulation management with several components: (1) a print-based course to develop foundational knowledge; (2) a 2-day workshop; (3) a 3-day experiential programme; (4) distance mentorship to practice site; and (5) two full-day mentorship meetings. OBJECTIVE: To assess the impact of a comprehensive anticoagulation professional development course on practising pharmacists' knowledge, confidence and daily practice, with documentation of resources for the mentorship phases. METHODS: A mixed method of evaluation using surveys to assess pharmacist knowledge and confidence and semi-structured interviews to assess the impact on practice. Surveys were conducted prior to and following the workshop, after the experiential training and 4-6 months following completion of the workshop. Interviews were conducted following the experiential training and 4-6 months after the workshop. RESULTS: Enrolment for the complete multi stage course was limited to 12 pharmacists, while another 59 completed the course to the end of the workshop. Pharmacists completing the entire course had improved knowledge scores following the workshop, and between the workshop and 3-day experiential. These scores declined at 4-6 months. Improvements in confidence occurred throughout the course. At the final interview, all pharmacists indicated a positive impact on their practice. Mentorship was feasible and imperative to offer security to facilitate practice change. CONCLUSIONS: Overall, this comprehensive multi stage course improved knowledge, confidence and practice for pharmacists.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.006 | 0.002 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.002 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".