Striving for excellence in experiential education

Boyce, Eric G.; Harris, Christy; Bingham, Angela L.; Chan, Emily; Chapman, Scott A; Chilbert, Maya R; Dy-Boarman, Eliza A.; Haines, Stuart T.; Heavner, Mojdeh; Marcus, Kristine B.; Smith, Susan E.; Strnad, Kyle; Yunker, Nancy S.

doi:10.1002/jac5.1240

Cited by 14 publications

(11 citation statements)

References 76 publications

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“…With experiential training, the students learn to apply their classroom knowledge to real-life hospital and community settings (Rathbun et al, 2012). It assists future healthcare providers in developing and refining the skills necessary to provide comprehensive pharmaceutical care (Boyce et al, 2020). Practice experiences, community and hospital, extend the practice exposure of students and permit them to experience direct responsibilities of patient care in different outpatient and inpatient settings (Akel et al, 2020).…”

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confidence: 99%

Experiential training during COVID-19 pandemic: a virtual attachment experience from a college of pharmaceutical sciences in the United Arab Emirates

et al. 2021

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Description: The COVID-19 pandemic compelled the traditional higher educational institutions to make a quick transition to the virtual instruction model. Considering the COVID-19 restrictions, the Department of Clinical Pharmacy and Pharmacology at Ras Al Khaimah College of Pharmaceutical Sciences, United Arab Emirates restructured their original onsite experiential training for final year Bachelor of Pharmacy students as a virtual online experience to ensure educational continuity. Evaluation: The virtual experiential training was conducted over two weeks and was imparted employing different virtual platforms like Google Classroom, Google Meet, Google Forms, Google Docs, etc. As a part of the community pharmacy training, the students were given different e-activities and tasks like e-case scenario analysis and interpretation, e-prescription screening, virtual patient education and were shown various 3-D animated videos related to community pharmacy. For the hospital training, the students were given different e-cases for developing pharmaceutical care plans, e-case scenario analysis, e-drug information query and were shown different animated videos related to rounds of different hospital departments. Conclusion: The virtual experiential training was successfully conducted achieving the desired learning outcomes and was well received by the students. Based on this experience, it is recommended that efforts should be made to develop an integrated model for experiential training in the future, which can be an amalgamation of online tools and traditional experiential methods.

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confidence: 99%

Experiential training during COVID-19 pandemic: a virtual attachment experience from a college of pharmaceutical sciences in the United Arab Emirates

et al. 2021

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“…The goal of a Pharm.D. curriculum is to develop students from the first year through APPEs who are practice-ready to assume the responsibilities of a pharmacist upon graduation (ACPE, 2016a;ACPE, 2016b, ASHP, 2020Boyce et al, 2020). Evaluation and application of EBM principles is a critical area to introduce.…”

Section: Discussionmentioning

confidence: 99%

Development of an Innovative Drug Information Evidence-Based Medicine Advanced Pharmacy Practice Experience

et al. 2022

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Aim: To describe the development, implementation, and structure of an innovative evidence-based medicine (EBM) advanced pharmacy practice experience (APPE) rotation and evaluate student pharmacists’ perceptions of the course. Methods: A five-week, EBM APPE rotation was designed by seven faculty. Students worked remotely in teams and individually to complete pre- and post-assessments, journal clubs, journal scans, drug information questions, and clinical debates, as well as self- and peer-assessments. Students were asked to rate their perceptions of the course on a 5-point Likert scale. Results: A total of eighteen students, precepted by seven faculty members, completed the rotation. Students completed three group journal clubs, three individual journal scans, one individual journal club, one drug information question, and one clinical debate. Students survey data indicated that confidence in EBM skills was high following the rotation. Conclusion: This EBM APPE rotation was successful. The structure of this rotation may be transferable to a variety of settings.

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“…In fact, these clinical PPE courses are intended to provide senior pharmacy students with an adequate practice exposure to apply their academic knowledge, problem solving, and decision-making skills [ 17 ]. Thus, this will enable the pharmacy interns to provide patient care, drug dispensing, drug information, health promotion/disease prevention, and other pharmacy services [ 18 ]. Similarly, these courses aim to develop the pharmacy students’ skills to practice as part of the healthcare team, and interact with patients and other healthcare professionals to identify, resolve, and prevent drug therapy related problems, therefore ensuring safe, effective, and economical drug therapy [ 19 ].…”

Section: Inpatient Settingmentioning

confidence: 99%

Experiential Education in Pharmacy Curriculum: The Lebanese International University Model

et al. 2020

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Experiential education is an essential component of pharmacy education in order to allow intern students to experience real conditions and training opportunities in different inpatient and outpatient settings. This paper provides a description of the pharmacy practice experiences (PPEs) in the Lebanese International University (LIU) 5-year bachelor of pharmacy (BPharm) and postgraduate doctor of pharmacy (PharmD) programs; focuses on the opportunities and challenges encountered; and presents a model for experiential education in Lebanon. Learning outcomes and thus students’ acquisition of predefined competencies are evaluated in actual practice settings through assessment tools. Our experiential education program aligns with the accreditation/certification criteria set by the Accreditation Council for Pharmacy Education (ACPE) and equips future pharmacists with the knowledge and skills to become major components in the healthcare team.

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Striving for excellence in experiential education

Cited by 14 publications

References 76 publications

Experiential training during COVID-19 pandemic: a virtual attachment experience from a college of pharmaceutical sciences in the United Arab Emirates

Experiential training during COVID-19 pandemic: a virtual attachment experience from a college of pharmaceutical sciences in the United Arab Emirates

Development of an Innovative Drug Information Evidence-Based Medicine Advanced Pharmacy Practice Experience

Experiential Education in Pharmacy Curriculum: The Lebanese International University Model

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