A Sequence of Introductory Pharmacy Practice Experiences to Address the New Standards for Experiential Learning

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.

Section: Introductionmentioning

confidence: 99%

Comparison of Introductory Pharmacy Practice Experiences Among US Pharmacy Programs

Galinski

Horosz

Spooner

et al. 2014

“…4 As part of another study, investigators had IPPE students reflect on how classroom instruction received in specific courses prepared them for practice experience activities and then documented each course the students mentioned. 5 Another pharmacy program had IPPE students document achievement of CAPE competencies throughout their practice experiences. 6 While a list of classroom courses cited as a source of knowledge or preparation for introductory practice experiences has been published, 5 the actual context for how classroom coursework is used by pharmacy students has not been described.…”

Section: Introductionmentioning

confidence: 99%

“…5 Another pharmacy program had IPPE students document achievement of CAPE competencies throughout their practice experiences. 6 While a list of classroom courses cited as a source of knowledge or preparation for introductory practice experiences has been published, 5 the actual context for how classroom coursework is used by pharmacy students has not been described. This paper will discuss an IPPE assignment that required students to document how classroom course content had been used in the practice experience environment.…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Pharmacy Students' Application of Knowledge From the Classroom to Introductory Pharmacy Practice Experiences

Krueger

2013

Objective. To determine whether and how pharmacy students used knowledge learned in the classroom during their introductory pharmacy practice experiences (IPPEs) in community and hospital settings. Design. To reinforce course concepts and make connections between coursework and practice, students documented examples of how knowledge from first-year courses was used in IPPEs. Assessment. Data submitted were categorized by classroom-based pharmacy course, including the frequency with which each course was cited. For community practice experiences, most student examples of knowledge application related to the self-care therapeutics course, pharmacy practice laboratory course, and dose form/compounding laboratory courses. Hospital IPPE examples were most frequently based on the pharmaceutical calculations course, physiology/pathophysiology course, medicinal chemistry course, and pharmacy practice laboratory course. Conclusion. All prior classroom-based pharmacy courses were cited by students as being useful during IPPEs, although some were more frequently cited than others. This activity provided useful programmatic assessment data.

“…16 Others have described IPPEs or early curricular experiences in which students provided pharmacy distribution services, direct patient-care, or assistance during daily living activities to geriatric patients. 17,18 However, because both of these IPPEs included non-geriatric-focused experiences, not all students were required to complete a geriatrics IPPE. An elective pharmacy course that includes clinical interactions with geriatric patients as components of a lecture-based course also has been described.…”

Section: Introductionmentioning

confidence: 99%

Geriatric Care as an Introductory Pharmacy Practice Experience

Woelfel

Boyce

Patel

2011

Objective. To describe the design, delivery, and impact of a geriatric introductory pharmacy practice experience (IPPE) to develop students' skills related to consultant pharmacists' roles and patient care responsibilities. Design. A required 2-unit geriatric IPPE, involving 40 hours in a geriatric-care facility, 5 reflection hours, and 12 classroom-discussion hours, was developed for first-and second-year pharmacy students. Students interviewed patients and caregivers, reviewed patient charts, triaged patient needs, prepared care plans, and performed quality-assurance functions. Assessment. After completing the IPPE, students' geriatric-and patient-care abilities were enhanced, based on review of their interactions, care plans, reflections, and examinations, and they demonstrated cognitive, affective, and psychomotor-domain learning skills. Students' care plans and quality assurance activities revealed positive patient outcomes, opportunities for measurable patient health improvement, and a positive impact on quality assurance activities. Student evaluations and feedback from health workers at the facilities also were positive. Conclusions. This geriatric IPPE in which students cared for a specific patient and interacted with other health care providers is an innovative approach to enhancing students' abilities to serve the growing geriatric population.