Enhancing Anticoagulation Continuing Professional Development with Experiential Learning
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
Objective: This study aims to determine the value of including practical experiential learning in a continuing professional development (CPD) course primarily for pharmacists. The Management of Oral Anticoagulation Therapy (MOAT) course blends self-paced online learning with experiential training in an anticoagulation clinic under expert supervision. Methods: An email survey was sent to 186 graduates of MOAT in October 2017. Participants were asked to indicate their confidence in providing anticoagulation services on a seven-point Likert scale prior to taking MOAT, after completing the self-paced online module, and after the experiential component. They were also asked to identify the most important aspect of the course and describe their rationale for this selection. Results: 125 surveys were completed for a response rate of 71.4%. Most respondents were pharmacists who had not completed advanced clinical training or a prior course in anticoagulation therapy management. Participants reported a progressive increase in their confidence in providing anticoagulation services from baseline (mean score, 2.9), after completing the online component (mean score, 5), and after the experiential training (mean score, 6.2) (p < 0.001 for all comparisons). Ninety percent of participants indicated the experiential component was the most important aspect of MOAT, reporting this best prepared them to translate their learning to professional practice in anticoagulation. Conclusions: The experiential component of a blended-learning CPD course in anticoagulation management was a highly valued complement to online case-based learning.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
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 | 0.001 | 0.002 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.002 | 0.004 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| 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 it