National Trends in IPPE Programs at US Schools of Pharmacy from 2008-2013

Abstract

Objective. To determine trends and challenges in introductory pharmacy practice experience (IPPE) programs from 2008-2013. Methods. In 2013, a web-based survey was sent to IPPE program administrators at 107 fully accredited colleges and schools of pharmacy. The survey addressed administrative personnel, program structure, and quality assurance issues. Results. Sixty-nine IPPE administrators responded to the survey (64.5% response rate). Within the past 5 years, 4 significant trends occurred in the area of administrative personnel, 7 trends in program structure, and 6 in quality assurance. Conclusion. Clarifications of ACPE Standards through new guidelines and policy statements likely influence many of the 17 trends. Understaffed programs, competition for institutional sites, difficulty conducting site visits, preceptor training, program assessment, documentation maintenance, and individual site requirements are all challenges. The results of this study can be used as a stimulus to address ongoing issues and to enhance the quality of IPPE programs.

Nationwide survey of experiential learning in MPharm programmes in UK Universities

“…The Doctor of Pharmacy (PharmD) programme in the USA has specific requirements for placement hours and different avenues for providing students with EL experiences due to different legislations . The PharmD system has two components, the Introductory Pharmacy Practice Experience and Advanced Pharmacy Practice Experience, and as such requires more placement sites, dedicated EL staff and trained tutors . In the UK, there is a 52‐week pre‐registration year but no prescribed amount of EL in the undergraduate programme.…”

“…Two nationwide studies on EL programmes have been conducted in the USA, in 2008 and 2013, which investigated areas such as staffing, programme structure and issues related to placements and tutors . There has, however, yet to be a similar study done in the UK .…”

Utilizing an Innovative Preceptor Video Mini-Series to Prepare Students for Experiential Rotations: Does it Work?

“…13 To meet these requirements, schools use a combination of didactic, experiential, laboratory, and problem-based learning activities, such as patient simulation, capstone courses, and IPPEs. [14][15][16][17][18] Students can also take an active role in their preparation for rotations through self-directed learning focusing on review of drug and disease state knowledge, drug references, medication safety techniques, and professionalism, among others.…”

A Qualitative Study Designed to Build an Experiential Education Curriculum for Practice-Ready Community Pharmacy-Bound Students

“…14 Devine and Darbishire noted changes in IPPE practice activities between 2008 and 2013, including activities in community pharmacies, but this study was not designed to differentiate IPPE from APPE activities. 15 There is currently no consensus about how community pharmacy IPPE and APPE activities can and should differ, 16 nor are there evidence-based guidelines for how core and elective APPE community pharmacy experiences should differ. It would be useful to distinguish current skills in community pharmacy practice for which all pharmacy graduates should demonstrate competency and determine additional skills needed by students who plan to enter practice in this setting upon graduation.…”