The culture of scholarship is best described as an environment of creativity and productivity that extends from active investigations designed to create, advance, or transform new knowledge. This new knowledge becomes scholarship when it is assessed by peer-review and made public. The culture requires active support by the administration as reflected in a dynamic infrastructure, a well-defined method of evaluation, and a system of rewards that adheres to the established evaluation criteria. In addition, the culture is facilitated by a contingent of productive senior faculty members who sustain the environment and are available to mentor junior investigators as they develop independent careers. This manuscript begins with a brief overview of the development of scholarship in American academia followed by examples of the common expressions of scholarship in pharmacy education and how they are encompassed by the definition. Subsequent sections discuss the support and development of research, an analysis of the rewards to faculty for scholarly activities, and the relationship between scholarship and professional pharmacy education. The final section includes recommendations that colleges, as well as AACP and ACPE, can pursue to further develop and sustain a culture of scholarship in pharmacy education.
Objective. To implement an introductory pharmacy practice experience (IPPE) curricular sequence in a manner that optimized preceptor availability, fostered significant learning, and addressed the new standards for experiential education. Design. A 4-course, 3001 hour IPPE sequence was developed with 1 module in each semester of the first 2 professional years. Semesters were 18 weeks in length with IPPE taking place in the middle weeks as dedicated time blocks when no concurrent didactic courses were scheduled. Learning exercises were developed to build a progressive foundation in preparation for advanced pharmacy practice experiences (APPE). Assessment. During 2 academic years, 161 students participated in the IPPE program. Eighty-one students completed the 4-course sequence and another 80 students completed the first 2 courses. Collectively, 486 individual IPPE placements were made at over 120 community pharmacies and 60 hospital pharmacies or alternative practice sites located over a broad geographic region. Student evaluations by preceptors, evaluation of student journals by faculty, and surveys of students and preceptors demonstrated that course objectives were being achieved.Conclusion. An innovative approach to scheduling IPPE optimized preceptor availability, exceeded the minimum number of IPPE hours required by current accreditation standards, and achieved development of desired competencies.
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