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Research ArticleINSTRUCTIONAL DESIGN AND ASSESSMENT

A Study of Layered Learning in Oncology

Jill S. Bates, Larry W. Buie, Kayley Lyons, Kamakshi Rao, Nicole R. Pinelli, Jacqueline E. McLaughlin and Mary T. Roth
American Journal of Pharmaceutical Education May 2016, 80 (4) 68; DOI: https://doi.org/10.5688/ajpe80468
Jill S. Bates
aUniversity of North Carolina Medical Center, Chapel Hill, North Carolina
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Larry W. Buie
aUniversity of North Carolina Medical Center, Chapel Hill, North Carolina
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Kayley Lyons
bUniversity of North Carolina Eshelman School of Pharmacy, Chapel Hill, North Carolina
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Kamakshi Rao
aUniversity of North Carolina Medical Center, Chapel Hill, North Carolina
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Nicole R. Pinelli
aUniversity of North Carolina Medical Center, Chapel Hill, North Carolina
bUniversity of North Carolina Eshelman School of Pharmacy, Chapel Hill, North Carolina
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Jacqueline E. McLaughlin
bUniversity of North Carolina Eshelman School of Pharmacy, Chapel Hill, North Carolina
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Mary T. Roth
bUniversity of North Carolina Eshelman School of Pharmacy, Chapel Hill, North Carolina
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Abstract

Objective. To explore use of pharmacy learners as a means to expand pharmacy services in a layered learning practice model (LLPM), to examine whether an LLPM environment precludes achievement of knowledge-based learning objectives, and to explore learner perception of the experience.

Design. An acute care oncology pharmacy practice experience was redesigned to support the LLPM. Specifically, the redesign focused on micro discussion, standardized feedback (eg, rubrics), and cooperative learning to enhance educational gain through performing clinical activities.

Assessment. Posttest scores evaluating knowledge-based learning objectives increased in mean percentage compared to pretest values. Learners viewed the newly designed practice experience positively with respect to perceived knowledge attainment, improved clinical time management skills, contributions to patient care, and development of clinical and self-management skills. A fifth theme among students, comfort with learning, was also noted.

Conclusion. Layered learning in an oncology practice experience was well-received by pharmacy learners. Data suggest a practice experience in the LLPM environment does not preclude achieving knowledge-based learning objectives and supports further studies of the LLPM.

Keywords
  • Layered learning practice model (LLPM)
  • active learning
  • experiential education
  • oncology
  • Received April 26, 2015.
  • Accepted September 24, 2015.
  • © 2016 American Association of Colleges of Pharmacy
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American Journal of Pharmaceutical Education
Vol. 80, Issue 4
25 May 2016
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A Study of Layered Learning in Oncology
Jill S. Bates, Larry W. Buie, Kayley Lyons, Kamakshi Rao, Nicole R. Pinelli, Jacqueline E. McLaughlin, Mary T. Roth
American Journal of Pharmaceutical Education May 2016, 80 (4) 68; DOI: 10.5688/ajpe80468

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A Study of Layered Learning in Oncology
Jill S. Bates, Larry W. Buie, Kayley Lyons, Kamakshi Rao, Nicole R. Pinelli, Jacqueline E. McLaughlin, Mary T. Roth
American Journal of Pharmaceutical Education May 2016, 80 (4) 68; DOI: 10.5688/ajpe80468
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Keywords

  • Layered learning practice model (LLPM)
  • active learning
  • experiential education
  • oncology

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