Implementation of a series of advanced pharmacy practice experience (APPE) preparatory topics into a skills lab curriculum.
Advanced pharmacy practice experience readiness
Longitudinal preparedness
Professional practice skills lab
Journal
Currents in pharmacy teaching & learning
ISSN: 1877-1300
Titre abrégé: Curr Pharm Teach Learn
Pays: United States
ID NLM: 101560815
Informations de publication
Date de publication:
02 2023
02 2023
Historique:
received:
09
03
2022
revised:
25
10
2022
accepted:
24
02
2023
medline:
1
5
2023
pubmed:
11
3
2023
entrez:
10
3
2023
Statut:
ppublish
Résumé
Advanced pharmacy practice experiences (APPEs) play a significant role in readying students for professional practice. Factors beyond traditional knowledge and skills taught in the didactic curriculum may play a role in APPE success. The purpose of this manuscript is to describe an activity implemented within a third-year skills lab focused on APPE preparedness, the methods used, and student feedback related to the series. Experiential and skills lab faculty collaborated to generate advice for students regarding common misconceptions or areas of difficulty encountered on APPEs. The advice was developed into short topics that were paired with and presented at the start of most lab sessions with impromptu contributions from faculty and facilitators integrated at the time of delivery. One hundred twenty-seven third-year pharmacy students (54% of the cohort) consented to complete a follow-up survey and provided feedback on the series. Most students agreed or strongly agreed with the elements evaluated, providing positive feedback for all ranked statements. Feedback from free-text response questions indicated that many students found all topics presented to be beneficial and suggested that topics of interest for the upcoming semester included advice regarding residencies/fellowships/employment, wellness, and communication with preceptors. Student feedback indicated an overall perception of benefit and value from most respondents. Implementation of a similar series in other courses is a potential area for future study.
Sections du résumé
BACKGROUND AND PURPOSE
Advanced pharmacy practice experiences (APPEs) play a significant role in readying students for professional practice. Factors beyond traditional knowledge and skills taught in the didactic curriculum may play a role in APPE success. The purpose of this manuscript is to describe an activity implemented within a third-year skills lab focused on APPE preparedness, the methods used, and student feedback related to the series.
EDUCATIONAL ACTIVITY AND SETTING
Experiential and skills lab faculty collaborated to generate advice for students regarding common misconceptions or areas of difficulty encountered on APPEs. The advice was developed into short topics that were paired with and presented at the start of most lab sessions with impromptu contributions from faculty and facilitators integrated at the time of delivery.
FINDINGS
One hundred twenty-seven third-year pharmacy students (54% of the cohort) consented to complete a follow-up survey and provided feedback on the series. Most students agreed or strongly agreed with the elements evaluated, providing positive feedback for all ranked statements. Feedback from free-text response questions indicated that many students found all topics presented to be beneficial and suggested that topics of interest for the upcoming semester included advice regarding residencies/fellowships/employment, wellness, and communication with preceptors.
SUMMARY
Student feedback indicated an overall perception of benefit and value from most respondents. Implementation of a similar series in other courses is a potential area for future study.
Identifiants
pubmed: 36898894
pii: S1877-1297(23)00029-1
doi: 10.1016/j.cptl.2023.02.029
pii:
doi:
Types de publication
Journal Article
Langues
eng
Sous-ensembles de citation
IM
Pagination
218-223Informations de copyright
Copyright © 2023 Elsevier Inc. All rights reserved.
Déclaration de conflit d'intérêts
Declaration of Competing Interest None.