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

Abstract

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.

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

“…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…”

“…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.…”

Is a FASTHUG enough? Going beyond mnemonics for the next generation of pharmacy learners

“…47 Furthermore, there is evidence to suggest that students who struggle with SOAP notes are more likely to fail APPE rotations. 48,49 Thus, competence in this evaluation method may improve provision of patient care. As such, there is more evidence to support a problem-based review than a systems-based review for a pharmacy learner.…”

“…Of these two strategies, problem‐based presentations are likely more familiar to pharmacy students because of its similarity to SOAP notes (subjective, objective, assessment, and plan) which is a standard part of pharmacy curricula 47 . Furthermore, there is evidence to suggest that students who struggle with SOAP notes are more likely to fail APPE rotations 48,49 . Thus, competence in this evaluation method may improve provision of patient care.…”

Exploring the Impact of a Vicarious Learning Approach on Student Pharmacists’ Professional Identity Formation Using a Simulated Pharmacist–Patient Encounter

“…Learning how to effectively provide patient-centered communication using the Pharmacists' Patient Care Process (PPCP) is a foundational skill for student pharmacists [25,26]. A recent study involving P3 students reported that, of the six practice skills evaluated for pre-APPE readiness, the "green light" for patient-counseling competency was noted in less than 50% of students [27]. This finding indicates that continued efforts in developing pharmacist-patient communication skills are warranted, as studies demonstrate improved patient outcomes when provider -patient communication is optimized [28][29][30].…”