Developing a comprehensive APPE-readiness plan with a focus on skills, attitudes, and behaviors

Guirguis, Erenie; Sourial, Mariette; Jackson, Jay W; Bonfiglio, Mark F.; Nornoo, Adwoa O.; Maarsingh, Harm

doi:10.1016/j.cptl.2019.12.035

Cited by 10 publications

(6 citation statements)

References 14 publications

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“…Focusing on programmatic ABOs and essential skills aligns well with published strategies. [2][3][4][5][6] Identifying a consistent passing threshold on item-level achievement proved difficult due to varying assessment philosophies across the College. For example, faculty may prefer to offer "APPE-level" exam questions to P2s, utilizing grade adjustments to achieve more normal distribution.…”

Section: Discussionmentioning

confidence: 99%

“…2,3 Consensus definitions of APPE readiness have been lacking, with limited clarity available in the literature or accreditation guidance. [4][5][6][7] Early reports also identified discordance in assessment strategies and thresholds, necessitating a data-driven approach to guide practice. 4 Historically, our program considered any student that passed all courses in the pre-APPE curriculum to be APPE ready.…”

Section: Introductionmentioning

confidence: 99%

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Development and Initial Evaluation of an Advanced Pharmacy Practice Experience Readiness Assessment Plan

VanLangen

Schmidt

Sohn

et al. 2023

American Journal of Pharmaceutical Education

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Objective: Describe the composition of an advanced pharmacy practice experience readiness assessment plan (APPE-RAP) along with initial findings following retrospective application to a cohort of students. Methods: The APPE-RAP utilizes existing summative assessment data within the ExamSoft platform on six skills and 12 ability-based outcomes from the pre-APPE curriculum. Thresholds were created to sort students into three readiness categories for skills and knowledge, determine overall readiness, and identify need for curricular review. Students that completed the third professional year in Spring 2021 served as the pilot cohort. The APPE-RAP was applied after the cohort progressed to APPEs to analyze appropriateness of categorization and revise the plan before full implementation. Results: The APPE-RAP was applied to 131 students that progressed to APPEs in Spring 2021. Overall, 87.9% were APPE ready for all skills and aggregate knowledge. Two skills met criteria for curricular review. Seven students (5.3%) were categorized as red on at least one skill after one remediation attempt. Nine students (7%) were categorized as red on aggregate knowledge-based ABO evaluation. Four students (3.1%) did not pass one of their first two experiential rotations. Using a red categorization on aggregate knowledge as a risk indicator identified APPE failure with 94% specificity with a 98% negative predictive value. Conclusion:Existing assessment data may be leveraged to identify assessment targets to help quantify APPE readiness. Further research is warranted to identify additional assessment thresholds that enhance quantification of APPE readiness as well as the impact of focused remediation on attainment of APPE readiness.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Development and Initial Evaluation of an Advanced Pharmacy Practice Experience Readiness Assessment Plan

VanLangen

Schmidt

Sohn

et al. 2023

American Journal of Pharmaceutical Education

View full text Add to dashboard Cite

show abstract

“…In addition, DI skills may be incorporated into simulations and EBM topics, as well as incorporated into longitudinal courses 11,12,17–19 . Intentional incorporation of literature evaluation skills as an APPE‐readiness assessment has been used to ensure students demonstrate mastery prior to entering APPEs 21,22 . Table 3 presents additional examples of activities and approaches aimed at meeting the ACPE educational outcomes specific to those educational outcomes pertinent to DI.…”

Section: Education and Trainingmentioning

confidence: 99%

“…11,12,[17][18][19] Intentional incorporation of literature evaluation skills as an APPE-readiness assessment has been used to ensure students demonstrate mastery prior to entering APPEs. 21,22…”

Section: Education and Trainingmentioning

confidence: 99%

From education to practice—2024 update: An opinion paper of the Drug Information Practice and Research Network of the American College of Clinical Pharmacy

Johnson,

Goldwire,

Abdalla

et al. 2024

J Am Coll Clin Pharm

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Drug information specialists (DIS) bring unique, specialized expertise and provide services in diverse settings including health systems, academia, pharmaceutical industry, compendia, medical writing, and other areas. With widespread access to drug information (DI) resources through user‐friendly, online platforms, the role of DIS has shifted. Core skill sets once confined to DIS are now distributed across various non‐DIS clinical specialties. DIS have transformed the application of their specialized skill set and adapted it to a variety of traditional and nontraditional areas, providing and applying advanced expertise to solve a variety of contemporary challenges. The training of students and residents has evolved to include evidence‐based practical contemporary methods that promote critical thinking and reasoning. Effective DI evaluation and communication necessitates customizing content for stakeholders to ensure understanding and contribute to optimal patient care, all while addressing misinformation and disinformation. The future of DI as a specialty is bright, with ever‐increasing recognition of the importance of DI skills in non‐DIS practitioners. DIS will likely continue to guide best practices in the education/training of new practitioners and continue to provide advanced services and formulary analytics. This update to our 2009 DI PRN Opinion paper will focus on: (1) DI education and training needed for all students, residents, and pharmacists; (2) career opportunities, roles, and responsibilities specifically tailored for DIS in health systems, managed care organizations, academia, pharmaceutical/biotechnology industry, and medical writing services; and (3) the future direction of DI, including the potential impact of artificial intelligence.

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“…The pharmacy education literature focuses primarily on knowledge and skill-based indicators of APPE readiness. Researchers have studied pre-pharmacy and pharmacy grade point average (GPA) 2,3 , comprehensive assessments [4][5][6][7] , Pharmacy Curriculum Outcomes Assessment (PCOA) performance 3,8 , simulated patient encounters 9,10 , objective structured clinical exams (OSCEs) [4][5][6]11,12 , introductory pharmacy practice experiences (IPPEs) 13,14 , and successful completion of APPE preparatory courses 5,15,16 as measures of APPE readiness. These studies indicate that APPE readiness is currently conceptualized as an assessment of student achievement prior to APPEs.…”

Section: Introductionmentioning

confidence: 99%

Exploring Multiple Perspectives on Pharmacy Students’ Readiness for Advanced Pharmacy Practice Experiences

Gruenberg

Hsia

O’Brien

et al. 2021

American Journal of Pharmaceutical Education

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Methods. We conducted a descriptive qualitative study of APPE readiness using workplace learning as a guiding conceptual framework. We collected data between March and September 2019 through semi-structured focus groups and interviews with students (5 groups), preceptors (4 groups), and faculty site directors (1 group, 2 individual interviews). We analyzed these data using directed content analysis. Results. Participants described APPE readiness as a multifaceted construct comprised of four themes: learner characteristics, participation in workplace activities, relationship-building, and workplace practices to orient and support students. While all participant groups collectively addressed each category, faculty site directors and preceptors tended to focus on learner characteristics, whereas students placed emphasis on their participation in the workplace and relationship-building. Conclusion. Knowledge is widely recognized as a requirement for APPE readiness. Our study identified learner characteristics, workplace participation, and relational skills as additional requirements. Some of these components are challenging to assess prior to APPEs, which makes orienting both prior to and at the start of APPEs particularly important to support readiness. Thus, a comprehensive view of APPE readiness might also include assessing the readiness of workplaces, administrators, and preceptors for APPE students.

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Developing a comprehensive APPE-readiness plan with a focus on skills, attitudes, and behaviors

Cited by 10 publications

References 14 publications

Development and Initial Evaluation of an Advanced Pharmacy Practice Experience Readiness Assessment Plan

Development and Initial Evaluation of an Advanced Pharmacy Practice Experience Readiness Assessment Plan

From education to practice—2024 update: An opinion paper of the Drug Information Practice and Research Network of the American College of Clinical Pharmacy

Exploring Multiple Perspectives on Pharmacy Students’ Readiness for Advanced Pharmacy Practice Experiences

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