A novel approach to Introductory Pharmacy Practice Experiences: an integrated, longitudinal, residence-based program

Objectives. To launch and evaluate a comparative effectiveness research education and dissemination program as part of an introductory pharmacy practice experience (IPPE). Methods. First-through third-year PharmD students received training on comparative effectiveness research and disseminated printed educational materials to patients in the community who they were monitoring longitudinally (n5314). Students completed an assessment and initial visit documentation form at the first visit, and a follow-up assessment and documentation form at a subsequent visit. Results. Twenty-three diabetes patients, 29 acid-reflux patients, 30 osteoarthritis patients, and 50 hypertension patients received materials. Aside from the patient asking questions, which was the most common outcome (n544), the program resulted in 38 additional actions, which included stopping, starting, or changing treatments or health behaviors, or having additional follow-up or diagnostic testing. Small but positive improvements in patient understanding, confidence, and self-efficacy were observed. Conclusions. Dissemination of comparative effectiveness research materials in an IPPE program demonstrated a positive trend in markers of informed decision-making.

Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Disseminating Comparative Effectiveness Research Through Community-based Experiential Learning

Hansen

Williamson

Stevenson

et al. 2017

“…Additionally, institutions such as Auburn University Harrison School of Pharmacy and Southern Illinois University-Edwardsville School of Pharmacy published self-studies describing and analyzing the design of their IPPE programs. 5,6 While these selfstudies are useful in reviewing individual institutions' IPPE design, it is not possible to extrapolate the findings in these reports to determine common practices or more effective practices.…”

Section: Introductionmentioning

confidence: 99%

Comparison of Introductory Pharmacy Practice Experiences Among US Pharmacy Programs

Galinski

Horosz

Spooner

et al. 2014

Objective. To identify the various IPPE designs utilized by US pharmacy programs. Methods. A 20-question survey was developed and distributed to experiential affairs professionals at 129 pharmacy institutions nationwide addressing school demographics and IPPE design. Results were analyzed in aggregate. Results. Ninety-three schools responded (72%). Eighty-nine percent of those reported beginning IPPE experiences in the first professional year, although there was a great variation regarding whether the IPPE was held while didactic classes were in session or during school breaks. The number of required practice experiences varied. Institutions prohibited students from completing rotations in the same pharmacy chain (72%) or hospital (70%) where employed, and from completing 2 rotations at the same site (62%). Fifty-seven percent utilized faculty members as preceptors. 51% allowed a maximum of 2 students per preceptor per practice experience. Conclusion. While clear trends existed in IPPE curricula, institutions incorporated aspects that addressed unique needs. Further research can determine the benefits and drawbacks of different IPPE designs.

“…1 Colleges and schools of pharmacy have taken different approaches to address the required increase in IPPE hours. [3][4][5] One such approach was a longitudinal experience that spanned the first 3 years of a PharmD program and focused on caring for patients in residential settings. 3 Students' level of involvement in patient care progressively increased from the P1 to the P3 year.…”

Section: Introductionmentioning

confidence: 99%

“…[3][4][5] One such approach was a longitudinal experience that spanned the first 3 years of a PharmD program and focused on caring for patients in residential settings. 3 Students' level of involvement in patient care progressively increased from the P1 to the P3 year. Students established relationships with actual patients, assessed medication therapy, developed care plans, and mentored students in earlier classes.…”

Section: Introductionmentioning

confidence: 99%

Integration of an Introductory Pharmacy Practice Experience With an Advanced Pharmacy Practice Experience in Adult Internal Medicine

Smith

Bird

Vesta

et al. 2012

Objective. To describe the development, implementation, and assessment of an internal medicine introductory pharmacy practice experience (IPPE) that was integrated with an existing advanced pharmacy practice experience (APPE) in internal medicine. Design. A structured IPPE was designed for first-, second-, and third-year pharmacy (P1, P2, and P3) students. Activities for the IPPE were based on the established APPE and the individual learner's educational level. Assessment. Students reported a greater understanding of clinical pharmacists' roles, increased confidence in their clinical skills, and better preparation for APPEs. Peers viewed the approach as innovative and transferable to other practice settings. Participating faculty members provided a greater number of contact hours compared to traditional one-time site visits. Conclusions. Integrating an IPPE with an existing APPE is an effective and efficient way to provide patient care experiences for students in the P1-P3 years in accordance with accreditation standards.Keywords: pharmacy education, experiential education, introductory pharmacy practice experience, advanced pharmacy practice experience, internal medicine INTRODUCTIONTraditional introductory pharmacy practice experiences (IPPEs) offered by faculty members practicing in the internal medicine service at the University of Oklahoma College of Pharmacy (OUCOP) consisted of the student making a single visit to the practice site where they primarily observed patient care activities. While faculty members felt that even this minimal exposure to internal medicine pharmacy practice was valuable, the limited time spent at the practice site did not allow opportunities for students to be involved in patient care. Additionally, the experience was not progressive in nature and seemed unlikely to prepare students for advanced pharmacy practice experiences (APPEs). According to the Accreditation Council for Pharmacy Education (ACPE), IPPEs should involve actual practice experiences and permit students to assume direct patient care responsibilities. 1The Center for the Advancement of Pharmaceutical Education (CAPE) Educational Outcomes place an emphasis on student provision of patient-centered care in collaboration with patients, prescribers, and other healthcare professionals.2 Furthermore, in 2007 ACPE standards increased the required number of IPPE contact hours to at least 300. 1 Colleges and schools of pharmacy have taken different approaches to address the required increase in IPPE hours. [3][4][5] One such approach was a longitudinal experience that spanned the first 3 years of a PharmD program and focused on caring for patients in residential settings. Students' level of involvement in patient care progressively increased from the P1 to the P3 year. Students established relationships with actual patients, assessed medication therapy, developed care plans, and mentored students in earlier classes. Ninety-seven percent of students received grades of "satisfactory" or "excels" based on their performance in p...