Sequential advanced pharmacy practice experiences at one institution for students from three pharmacy schools

Taylor, Rebecca A; Wisneski, S. Scott; Kaun, Megan; Parteleno, Patricia; Williams, Jonathan; Goldman, Morton

doi:10.2146/ajhp130139

Cited by 15 publications

(19 citation statements)

References 1 publication

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“…30 Some studies proposed streamlining placement procedures so students complete many of their APPEs continuously within 1 system, which reduces paperwork and improves learning outcomes. 20,[31][32][33][34][35] These results would support use of block scheduling as a way to create efficiency.…”

Section: Discussionmentioning

confidence: 97%

A Qualitative Analysis of Common Concerns about Challenges Facing Pharmacy Experiential Education Programs

Danielson

Craddick

Eccles

et al. 2015

American Journal of Pharmaceutical Education

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Objective. To qualitatively analyze free-text responses gathered as part of a previously published survey in order to systematically identify common concerns facing pharmacy experiential education (EE) programs. Methods. In 2011, EE directors at all 118 accredited pharmacy schools in the US were asked in a survey to describe the most pressing issues facing their programs. Investigators performed qualitative, thematic analysis of responses and compared results against demographic data (institution type, class size, number of practice sites, number and type of EE faculty member/staff). Expert and novice investigators identified common themes via an iterative process. To check validity, additional expert and novice reviewers independently coded responses. The Cohen kappa coefficient was calculated and showed good agreement between investigators and reviewers.Results. Seventy-eight responses were received (66% response rate) representing 75% of publicly funded institutions and 71% of schools with class sizes 51-150. Themes identified as common concerns were site capacity, workload/financial support, quality assurance, preceptor development, preceptor stipends, assessment, onboarding, and support/recognition from administration. Good agreement (mean percent agreement 93%, ƙ range50.59-0.92) was found between investigators and reviewers. Conclusion. Site capacity for student placements continues to be the foremost concern for many experiential education programs. New concerns about preceptor development and procedures for placing and orienting students at individual practice sites (ie, "onboarding") have emerged and must be addressed as new accreditation standards are implemented.

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Section: Discussionmentioning

confidence: 97%

A Qualitative Analysis of Common Concerns about Challenges Facing Pharmacy Experiential Education Programs

Danielson

Craddick

Eccles

et al. 2015

American Journal of Pharmaceutical Education

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show abstract

“…Similar sequential APPE designs, or "complete-block scheduling," have been described at other institutions and have proven to be successful. 13,14 Advantages associated with this design include: increased learning satisfaction, enhancement of problem-solving skills, and increased ownership of patient outcomes. Students that participate in this type of APPE design also are capable of extending pharmacy services and providing more clinical interventions.…”

Section: Discussionmentioning

confidence: 99%

“…Students that participate in this type of APPE design also are capable of extending pharmacy services and providing more clinical interventions. 13,14 Other models have focused on collaborative programming, including workshops and mock interviews, to enhance student preparation for the residency application and selection process, which was also well-received. 15,16 There are other examples of clinical track approaches which combine requirements for coursework, focused clinical APPEs, participation in a clinical skills competition, and completion of a skills checklist.…”

Section: Discussionmentioning

confidence: 99%

A Pharmacotherapy Scholars Program to Provide Intensive Training to Enhance Pharmacy Students’ Postgraduate Readiness

Coons

Benedict

Seybert

et al. 2019

American Journal of Pharmaceutical Education

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Objective. To design, integrate the curriculum for, and evaluate an innovative program to facilitate placement of students into postgraduate pharmacy residency training programs involving direct patient care. Methods. The Pharmacotherapy Scholars Program (PSP) was designed to prepare fourth-professional year students to become highly proficient in a direct patient care role and to successfully match with postgraduate residency training programs. The following elements were included in the year-long curriculum: integrated synchronous advanced pharmacy practice experiences with personal advising, teambased mentoring, peer-to-peer learning, longitudinal research, and professional development. Program goals were modeled after the accreditation standards for postgraduate year one (PGY1) pharmacy residency programs. Program faculty members ensured that the PSP had a broad scope, included rigorous student assessments, had a strong research focus, and provided scholarship opportunities. Results. Sixty-eight students completed the program from fall 2013 through spring 2019. The overall residency match rate was 93%. Students' performance on both knowledge and clinical skills assessments significantly improved after completing the program. There was an approximately 15% increase in knowledge and a 30% improvement in clinical skills based on comprehensive readiness assessments and an intermittent clinical examination that used patient simulation, respectively. Conclusion. The Pharmacotherapy Scholars Program is an innovative training program designed to enhance PharmD students' preparation for advanced clinical training. Students who completed the PSP achieved a high PGY1 residency placement rate while demonstrating significant improvements in pharmacotherapy knowledge and clinical skills in direct patient care activities.

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“…Included among the many methods of assigning students to IPPEs and APPEs are systems that are random, that include some personal preferences and/or academic performance ranking, and that involve longitudinal or tracked experiences within a single health care system 66 . Students should be made fully aware of the process and any factors that allow for preferences or order of selection.…”

Section: Management and Administration Of The Experiential Programmentioning

confidence: 99%

Striving for excellence in experiential education

Boyce

Harris

Bingham

et al. 2020

J Am Coll Clin Pharm

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High-quality experiential education builds on didactic education to enable graduates to meet the full spectrum of entry-level pharmacy-related roles and responsibilities, including lifelong learning and professional development. The 2019 Educational Affairs Committee A, an ACCP standing committee, was charged to review and update the 2008 ACCP white paper and position statement on quality experiential education. The main objective of this white paper is to provide colleges and schools of pharmacy (C/SOPs) and affiliated partners in experiential education with practices expected to assist in achieving excellence in experiential education and fulfilling the goal of developing fully competent practice-and team-ready pharmacy graduates. K E Y W O R D Sclinical pharmacist, experiential education, preceptors

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Sequential advanced pharmacy practice experiences at one institution for students from three pharmacy schools

Abstract: SAEs at one institution have proven advantageous to preceptors, students, and the site. SAEs have provided enriching student rotations while increasing site efficiencies, allowing longitudinal projects, and enhancing the site's exposure to students as potential residency candidates.

Cited by 15 publications

References 1 publication

A Qualitative Analysis of Common Concerns about Challenges Facing Pharmacy Experiential Education Programs

A Qualitative Analysis of Common Concerns about Challenges Facing Pharmacy Experiential Education Programs

A Pharmacotherapy Scholars Program to Provide Intensive Training to Enhance Pharmacy Students’ Postgraduate Readiness

Striving for excellence in experiential education

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