IntroductionEstablishing remediation policies in experiential settings poses many challenges. We endeavored to create a customizable Advanced Pharmacy Practice Experiences (APPE) Experiential Success Plan (ESP) initiative in which students engage in self‐assessment of preceptor‐identified performance deficiencies, develop actionable improvement plans, and apply critical reflection. This approach incorporates a self‐directed learning process pedagogy and provides APPE students valuable experience in developing essential self‐awareness skills upon which to scaffold.ObjectivesThe purpose of this evaluation was to describe the outcomes of our ESP initiative and to determine if student‐created ESPs were successful in reducing the need for future ESPs, as compared with a Pre‐ESP cohort.MethodsAn ESP policy was created in which preceptors identified performance deficiencies at final APPE evaluation, and students became eligible for an ESP if they received at least two “needs improvement” or at least one “significant deficiency” competency ratings. Pre‐ESP and With ESP data were compared to determine if ESP reduced the need for repeat ESPs. Outcome data was collected to describe APPE rotation classifications, competency domains of identified deficiencies, and grades of students on an ESP. Reflections were rubric assessed for criticality.ResultsPreceptors identified 5.4 performance deficiencies per APPE from all rotation types (most commonly inpatient), and over half derived from the Pharmacists' Patient Care Process competency domain. Of students eligible for ESP, 78% required just the one ESP to self‐correct their deficiencies. Students eligible for multiple ESPs declined from 26% Pre‐ESP to 22% With ESP.ConclusionsThe ESP initiative enabled students to address preceptor‐identified APPE performance deficiencies derived from all rotation types and competency domains. By requiring student self‐engagement in creating ESPs, students gained self‐awareness and self‐directed lifelong learning skills. A majority of students (78%) can self‐correct APPE performance deficiencies with one ESP. For those that required multiple ESPs, further remedial strategies are necessary to adequately address noted deficiencies.

Objective To develop and implement an Experiential Education (EE) Honors policy designed to recognize excellence throughout introductory/advanced pharmacy practice experience (IPPE/APPE) sequences, as a replacement of Dean's List recognition of academic achievement during the Final Professional (P4) year. The created policy recognizes excellence in ≤10% of students during the APPE sequence predicated on preceptor APPE evaluation of communications, professionalism, and therapeutics knowledge inherent within the APPEs. The awardee selection criterion incorporates preceptor feedback/grades, faculty rubric‐graded work‐products, national poster presentation during P4, and previous IPPE distinctions. Disqualifications include academic integrity infractions, ≤B+ grades, and “Needs Improvement” student learning outcome/competency ratings. Methods Grade point averages (GPAs) of EE Honors awardees were compared with an equal number of graduating students in the same cohort who earned the highest GPAs to test the hypothesis that EE Honors awardees would be a different subset of graduates than those solely with high GPAs. Results EE Honors have been implemented for 5 years. Over the 5‐year collective, students who received EE Honors earned an average GPA of 3.41, which was lower than top GPA earners (an average GPA of 3.82 for a similar size cohort), demonstrating that the EE Honors awardees were a different subset of students than solely the top GPA earners. Conclusions The EE Honors Policy has replaced Dean's List to recognize exemplary performance in 10% of students during the EE sequences. Not surprisingly, due to the comprehensive nature of APPE evaluation which includes professionalism and communications skills, EE award winners were not necessarily the students with the highest GPAs, revealing a different subset of the student population who rises to the top when recognizing exemplary experiential performance.