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Pharmacy

Striving for excellence in experiential education

Profile image of Stuart T. HainesStuart T. Haines

2020, JACCP: JOURNAL OF THE AMERICAN COLLEGE OF CLINICAL PHARMACY

https://doi.org/10.1002/JAC5.1240
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Abstract

High-quality experiential education builds on didactic education to enable graduates to meet the full spectrum of entry-level pharmacy-related roles and responsibilities, including lifelong learning and professional development. The 2019 Educational Affairs Committee A, an ACCP standing committee, was charged to review and update the 2008 ACCP white paper and position statement on quality experiential education. The main objective of this white paper is to provide colleges and schools of pharmacy (C/SOPs) and affiliated partners in experiential education with practices expected to assist in achieving excellence in experiential education and fulfilling the goal of developing fully competent practice-and team-ready pharmacy graduates. K E Y W O R D S clinical pharmacist, experiential education, preceptors 1 | INTRODUCTION The American College of Clinical Pharmacy (the College, ACCP) and its members recognize the need to strive for excellence in experiential education and continue the direction set by the College's 2008 white paper and position statement on quality experiential education. 1,2 High-quality experiential education builds on didactic education to enable graduates to meet the full spectrum of entry-level pharmacyrelated roles and responsibilities, including lifelong learning and professional development. The 2008 white paper provided a solid foundation for excellence in experiential education and contains recommendations that are relevant today. 1 Subsequent changes in the 2016 Accreditation Standards from the Accreditation Council for Pharmacy Education (ACPE) (2016 ACPE Standards), the 2013 educational outcomes from the Center for the Advancement of Pharmacy Education (CAPE) of the American Association of Colleges of Pharmacy (AACP), the 2016 update to the interprofessional core competencies from the Interprofessional Education Collaborative core competencies, and the movement to the use of the AACP entrustable professional abilities (EPAs) in pharmacy education provide the setting for an update. 3-7 In this same time interval, numerous advances in higher education, pharmacy practice, and health care have also been evident. Educational research has driven the widespread acceptance and use of evidence-based methods of instruction such as active learning strategies, collaborative and cooperative learning, problemand team-based learning, the flipped classroom, distance delivery, blended and online learning, simulated patients and health care This document was prepared by the 2019 ACCP Educational Affairs Committee A: Eric G.

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International Journal of Pharmacy and Pharmaceutical Sciences (IJPPS)

International Journal of Pharmacy and Pharmaceutical Sciences, 2017

Objective: To identify studies describing and/or assessing pharmacy practice experiential programs focusing on clinical education. Methods: A systematic literature review was carried out. The databases searched included Lilacs, Medline/Pubmed, Eric and Scopus. The search strategy was devised based on a combination of subject headings related to pharmacy practice experiential programs, pharmacy education, and clinical practice in pharmacy. Two reviewers independently performed article selection, applying eligibility criteria defined. The level of agreement between the reviewers (Kappa coefficient) was calculated. Information about the clinical practice and settings used, description of pharmacy practice experiential model and type of evaluation study performed was collected from the articles selected using a pre structured form. Results: Of the 474 items retrieved in the initial search, 31 articles met the eligibility criteria. An increase in the number of publications in the 2000s was noted, predominantly (n=22, 71.0%) from North America. Pharmaceutical care was the most commonly used term to denote clinical practice in pharmacy. The practice sites ranged from hospitals (n=13, 41.9%), outpatient clinics (n=12, 38.7%), community pharmacies (n=7, 22.6%) and other community institutions (n=10, 32.3%), whereas some experiences involved a combination of these settings. The most common organizational arrangement involved pharmacists from the healthcare service as preceptors supervising students in the field, and teachers as educators, tutors and researchers within universities. In some situations, however, teachers and more advanced students acted as preceptors. Educational outcomes and/or results related to the service delivered by students and preceptors were assessed, where the quantitative method was the most frequently employed approach in both cases. Conclusion: The studies revealed that the partnership among university, health services and community is a promising initiative for improving the quality of pharmaceutical services offered to society and of pharmaceutical education.

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An online module series to prepare pharmacists to facilitate student engagement in patient-centered care delivery: development and evaluation
Rosemin Kassam

Advances in Medical Education and Practice, 2012

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Transforming pharmacy education and practice for the new century
Ali Banigesh

2021

Pharmacy education has evolved from the outdated changing 5 to 4 year dispensing pharmacy program that focus on the medicines value the compounding and dispensing to patient-oriented pharmacy program (Pharm D) that focus on patient, experiential learning (practicum courses), evidence -based program that does foster critical thinking, and clinical reasoning skills [1] and improving patient care. Due to the ongoing progression of the profession, the only program now is accredited by the recognized accreditation body in North America is the patientfocused pharmacy program (Pharm D) [2]. The main pillars of pharmacy education and practice (Figure 1) rely on establishing non-profit national pharmacy accreditation authority or council, such as the one in Canada (Canadian Council for Accreditation of Pharmacy Programs) [3] or in the United States of America which is called Accreditation Council for Pharmacy Education (Accreditation Council for Pharmacy Education, "n.d." [4]

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Curricular Integration of the Pharmacist’s Patient Care Process (PPCP)
Soumana Nasser

2019

Background The Accreditation Council for Pharmacy Education (ACPE) standard 10 specifies the need to prepare students to provide patient-centered collaborative care through both the didactic and experiential pharmacy curriculum. The aim of this study is to assess the impact of a newly introduced PPCP based laboratory course on students’ perception of their preparedness to apply PPCP steps in introductory pharmacy practice experiences (IPPEs). Methods In spring of 2017, PPCP was introduced into the Pharmaceutical Care and Dispensing Laboratory course. Students’ self-perception of preparedness to apply PPCP was assessed via a survey composed of questions related to PPCP skillsets. The pre-PPCP laboratory cohort (control group) took the survey after the completion of their experiential rotations. The PPCP laboratory cohort (intervention group) took the same survey prior to taking the course, at the end of the course and then following the completion of their IPPEs. The Pearson’s and Mc...

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Related topics

  • Psychology
  • Pharmacy
  • Medical Education
  • Experiential Education
  • Pharmacy Practice
  • Pharmacy Education

    • Cited by

    Experiential training during COVID-19 pandemic: a virtual attachment experience from a college of pharmaceutical sciences in the United Arab Emirates
    JAVEDH SHAREEF

    Pharmacy Education, 2021

    Description: The COVID-19 pandemic compelled the traditional higher educational institutions to make a quick transition to the virtual instruction model. Considering the COVID-19 restrictions, the Department of Clinical Pharmacy and Pharmacology at Ras Al Khaimah College of Pharmaceutical Sciences, United Arab Emirates restructured their original onsite experiential training for final year Bachelor of Pharmacy students as a virtual online experience to ensure educational continuity. Evaluation: The virtual experiential training was conducted over two weeks and was imparted employing different virtual platforms like Google Classroom, Google Meet, Google Forms, Google Docs, etc. As a part of the community pharmacy training, the students were given different e-activities and tasks like e-case scenario analysis and interpretation, e-prescription screening, virtual patient education and were shown various 3-D animated videos related to community pharmacy. For the hospital training, the...

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    Development of an Innovative Drug Information Evidence-Based Medicine Advanced Pharmacy Practice Experience
    Taylor Steuber

    Pharmacy Education, 2022

    Aim: To describe the development, implementation, and structure of an innovative evidence-based medicine (EBM) advanced pharmacy practice experience (APPE) rotation and evaluate student pharmacists’ perceptions of the course. Methods: A five-week, EBM APPE rotation was designed by seven faculty. Students worked remotely in teams and individually to complete pre- and post-assessments, journal clubs, journal scans, drug information questions, and clinical debates, as well as self- and peer-assessments. Students were asked to rate their perceptions of the course on a 5-point Likert scale. Results: A total of eighteen students, precepted by seven faculty members, completed the rotation. Students completed three group journal clubs, three individual journal scans, one individual journal club, one drug information question, and one clinical debate. Students survey data indicated that confidence in EBM skills was high following the rotation. Conclusion: This EBM APPE rotation was successfu...

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    Experiential Education in Pharmacy Curriculum: The Lebanese International University Model
    Marwan Akel

    Pharmacy, 2020

    Experiential education is an essential component of pharmacy education in order to allow intern students to experience real conditions and training opportunities in different inpatient and outpatient settings. This paper provides a description of the pharmacy practice experiences (PPEs) in the Lebanese International University (LIU) 5-year bachelor of pharmacy (BPharm) and postgraduate doctor of pharmacy (PharmD) programs; focuses on the opportunities and challenges encountered; and presents a model for experiential education in Lebanon. Learning outcomes and thus students’ acquisition of predefined competencies are evaluated in actual practice settings through assessment tools. Our experiential education program aligns with the accreditation/certification criteria set by the Accreditation Council for Pharmacy Education (ACPE) and equips future pharmacists with the knowledge and skills to become major components in the healthcare team.

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