Complete-block scheduling for advanced pharmacy practice experiences

Hatton, Randy C.; Weitzel, Kristin

doi:10.2146/ajhp130148

Cited by 24 publications

(26 citation statements)

References 14 publications

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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: 98%

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: 98%

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

Danielson

Craddick

Eccles

et al. 2015

American Journal of Pharmaceutical Education

View full text Add to dashboard Cite

show abstract

“…An experiential education site coordinator can serve as a liaison between the site and the C/SOP and be very helpful in coordinating student and preceptor schedules at the institution to ensure the best use of resources to accomplish student training and patient care activities in addition to facilitating student onboarding, preceptor training, and affiliation agreements between the C/SOP and the practice site 70,78 . The Joint Commission standards require that health care systems' human resources departments treat students as employees, which leads to more complex and time‐consuming paperwork and onboarding requirements 79 .…”

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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“…An experiential education site coordinator can serve as a liaison between the site and the C/SOP regarding student scheduling, onboarding requirements and processes, preceptor training, and affiliation agreements between the C/SOP and the practice site 24‐26 . Geographic region collaboration through a consortium to more tightly coordinate shared preceptors and sites is encouraged.…”

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

View full text Add to dashboard Cite

These updates to the college's 2008 white paper and position statement on quality experiential education were undertaken to support colleges and schools of pharmacy (C/SOPs) in providing high-quality experiential education and to reflect the changes in accreditation standards, core educational outcomes, interprofessional competencies, use of the entrustable professional activities (EPAs), and advances in higher education, pharmacy practice, and health care. 2-11 2 | OUTCOMES, PREPAREDNESS, AND READINESS The college endorses the educational outcomes from the 2016 Accreditation Council for Pharmacy Education (ACPE) accreditation standards (2016 ACPE Standards), the four domains of which are Foundational Knowledge, Essentials for Practice and Care, Approach to Practice and Care, and Personal and Professional Development. 4,6 Additional pertinent outcomes described in the 2016 ACPE Standards include the Pharmacists' Patient Care Process and interprofessional education (IPE). These educational outcomes should be progressively developed, integrated, and applied in the didactic and experiential components of the Pharm.D. curriculum and elements in the co-curriculum, with development culminating during the advanced pharmacy practice experiences (APPEs).The EPA statements, developed by the American Association of Colleges of Pharmacy (AACP), describe the essential activities and tasks that a professional must be able to perform without supervision. 9-11 The EPAs provide students with a clear picture of the core responsibilities and activities that pharmacists will be entrusted with, thereby increasing the relevance of the prerequisite instruction and foundational experiences. The college recommends that C/SOPs adopt the 15 AACP EPA core statements and provide instruction related to the EPAs as a whole throughout the curriculum. 9-11 This should include activities and assessments in both introductory pharmacy practice experiences (IPPEs) andAPPEs. Each C/SOP should establish setting-appropriate entrustment milestones and remediation plans for progression. The college recommends that each C/SOP determine the threshold level of entrustment expected before starting the APPEs and after successful completion of each year of the curriculum.The overarching goal of both the pre-APPE curriculum (didactic courses and IPPEs) and associated co-curricular experiences is to prepare students for APPEs. 4 C/SOPs should use multiple assessments of knowledge, skills, and behaviors in courses and program-based assessments to determine student preparedness for entering APPEs. 4,[12][13][14][15][16][17]

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Complete-block scheduling for advanced pharmacy practice experiences

Abstract: Complete-block APPE scheduling is a viable model for some health systems to consider as a means of streamlining experiential education practices and helping to ensure high-quality clinical rotations for Pharm.D. students.

Cited by 24 publications

References 14 publications

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

Striving for excellence in experiential education

Striving for excellence in experiential education

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