Striving for excellence in experiential education

Abstract

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]

Impact of a veterans affairs primary care collaboration to provide remote team‐based care and telehealth introductory pharmacy practice experiences

“…These experiences can provide students with an opportunity to engage in interdisciplinary patient care activities, and therefore align with the American College of Clinical Pharmacy's recommendation for experiential excellence. 12 Clinical pharmacy practice has a history of partnering with academic institutions, resulting in symbiotic relationships that produce innovative practice advancements. 13 It is important that the academic partner and the health care system share a mission to support patient care.…”