Student perceptions of an academic introductory pharmacy practice experience

2021 ◽  
Author(s):  
Mary E. Fredrickson
Keyword(s):  
Student Perceptions ◽  
Pharmacy Practice ◽  
Practice Experience

Oncology boot camp: A preparatory curriculum for advanced pharmacy practice experience students

2021 ◽  
pp. 107815522110191
Author(s):  
Bethannee Horn ◽  
Lyn Wells ◽  
Zachery Halford
Keyword(s):  
Student Perceptions ◽  
Pharmacy Practice ◽  
Boot Camp ◽  
Primary Objective ◽  
Comfort Level ◽  
Post Intervention ◽  
Student Knowledge ◽  
Survey Tool ◽  
Practice Experience ◽  
Drug Knowledge

Introduction The primary objective of this study was to evaluate the effectiveness of an autonomous oncology boot camp on Advanced Pharmacy Practice Experience (APPE) student knowledge. Secondary objectives included assessing student perception of the virtual learning experience and overall comfort level with the material. Methods APPE students rotating through our institution between November 2019 and March 2020 were voluntarily enrolled in a 4-hour oncology-focused boot camp, which included five PlayPosit (Denver, CO, USA) interactive video lectures embedded with case-based application questions followed by one comprehensive web-based Quandary (Victoria, BC, Canada) action-maze case. Student learning was measured by a pre- and post-intervention exam. A web survey tool (Qualtrics, Provo, UT, USA) collected student perceptions evaluating their comfort with oncology-specific drug knowledge and APPE rotations tasks. Results Fifty students enrolled in the oncology boot camp, with 100% completing the pre- and post-intervention assessments. Overall, pre-intervention exam scores (mean: 55.4%, SD: 21.8%) improved by 23.2% following the boot camp (mean: 78.6%, SD: 19.2%; p < 0.001). Students performed better on all 10 exam questions, with 6 questions showing a statistically significant improvement (p < 0.05). Forty-five students (90%) completed the perception surveys. Of those, 93% agreed that it effectively reinforced important oncology knowledge, 91% supported the autonomous design, and 82% would recommend the oncology boot camp for future students. Conclusion The boot camp proved to be a beneficial educational tool that enhanced student knowledge and confidence in navigating common oncology concepts. Students valued the ability to independently complete the activities and supported its continuation.

scholarly journals Evaluation and revision of an introduction to experiential rotations course

2014 ◽  
pp. 34-45 ◽  
Author(s):  
Eliza Anne Dy ◽  
Sarah A Nisly
Keyword(s):  
Learning Styles ◽  
Student Perceptions ◽  
Pharmacy Practice ◽  
Study Groups ◽  
Initial Study ◽  
Perceived Usefulness ◽  
Practice Experience ◽  
Survey Results ◽  
Initial Survey

ObjectiveThe objectives of this study were to evaluate the perceived student value of topics taught in a university’s Introduction to Experiential Rotations (RX500) course, implement course revisions to address any perceived weaknesses, and to reassess the course following implementation of those course revisions.MethodsAdvanced Pharmacy Practice Experience (APPE) students from the university’s 2012 doctorate of pharmacy class were initially surveyed to assess the perceived usefulness and design of RX500.  Based on the findings of the initial data, course revisions were developed and implemented for the following semester’s RX500 course.  In order to assess for potential changes in the perceived value of the course following implementation, a follow-up survey was sent to students completing the revised course in the fall of 2012.ResultsFifty-eight students completed the initial survey in the fall of 2011, and 34 completed the follow-up survey in the fall of 2012.  The majority of students in the both groups had completed at least four APPE experiences at the time of survey completion.  Both of the study groups rated hands-on activities and visual presentations as their most beneficial learning styles within a classroom setting.  Based on the initial survey findings, two topics were removed from the course, two topics were revised within the course, and three topics were added to the course.  The follow-up survey results indicated an increased perceived usefulness of the two revised topics; however, the three new topics added to the course had mixed results.ConclusionsData from the initial study period identified perceived areas for improvement in the course’s ability to prepare pharmacy students for the APPE year.  Following course revisions based on student perceptions, follow-up surveys indicated improvements in the perceived values of the revised topics.  Faculty can continue, however, to work on delivery of newer topics being added to the APPE preparation course.

scholarly journals A Precepting-Focused Advanced Pharmacy Practice Experience in Academia

2020 ◽  
Vol 11 (4) ◽  
pp. 11
Author(s):  
Andrew Darley ◽  
Ashley N. Hannings ◽  
Linda D. Logan ◽  
Kay L. Brooks
Keyword(s):  
Student Perceptions ◽  
Pharmacy Practice ◽  
Faculty Members ◽  
Job Responsibilities ◽  
Quality Of Instruction ◽  
Practice Experience ◽  
Article Type ◽  
Potential Strategy ◽  
Faculty Instruction

Description of the Opportunity: Traditional advanced pharmacy practice experiences (APPEs) in academia provide students exposure to job responsibilities and expectations of pharmacy faculty members. The purpose of this manuscript is to describe the development and structure of a precepting-focused academic APPE, APPE student perceptions of the experience, and introductory pharmacy practice experience (IPPE) student perceptions of being precepted by APPE students. Innovation: An academic pharmacy APPE was developed to emphasize preceptor development in addition to traditional academic pharmacy topics and responsibilities. Pre- and post-experience surveys were completed by APPE students to collect perceptions of academic pharmacy and precepting. During the experience, APPE students, under the supervision of faculty, precepted IPPE students, who were given the opportunity to assess the APPE student’s precepting ability by completing a survey following the experience. Descriptive statistics were used to analyze the results. Findings: Nine students completed the academic APPE and the corresponding pre- and post-surveys. All students indicated the rotation increased their understanding of academia, and the majority (7/9) indicated an increased confidence in their precepting ability. Eighty-five IPPE students evaluated the APPE students, and the majority (78%) rated the quality of instruction from APPE students as “similar” to faculty instruction. Conclusion: The structure of this experience allowed APPE students to gain exposure to academia and increase confidence in precepting, while facilitating the delivery of the IPPE program. Results indicate offering an academic APPE with an emphasis on experiential teaching is a potential strategy to prepare future pharmacy preceptors.   Article Type: Note

scholarly journals Use of a Structured Method of Antimicrobial Stewardship at a City Hospital by Pharmacy Students

Pharmacy ◽  
2020 ◽  
Vol 8 (4) ◽  
pp. 188
Author(s):  
Kimberly E. Ng ◽  
Nicole Bradley
Keyword(s):  
Student Perceptions ◽  
Antimicrobial Stewardship ◽  
Pharmacy Practice ◽  
Pharmacy Students ◽  
City Hospital ◽  
Student Knowledge ◽  
Exact Test ◽  
Practice Experience ◽  
Before And After ◽  
Review Form

The objective of this study was to determine the utility of a structured method of antimicrobial stewardship by Advanced Pharmacy Practice Experience students and assess student perceptions of the tool. Pharmacy students on rotation were trained to utilize a structured team antibiotic review form (TARF) as a tool to participate in antimicrobial stewardship. Students completed anonymous evaluations regarding their confidence in performing stewardship after completing their rotation, and preceptors quantified total student interventions. Data analysis was conducted using descriptive statistics. The Fisher’s Exact Test was used to compare students’ confidence before and after using TARFs. Twenty-six students participated in antimicrobial stewardship using TARFs, resulting in 889 interventions. Nearly 96% of students reported that TARFs helped them evaluate patient antibiotics in a way that was easy to follow and that TARFs provided them with an organized and structured way to systematically evaluate antibiotics. All students felt that the TARFs increased their knowledge on how to evaluate antibiotics. Significantly more students were confident in participating in antimicrobial stewardship after using the TARF. TARF use allowed students to substantially contribute to stewardship, and provided them with a structured guide allowing for improved student knowledge and confidence.

scholarly journals Evaluation of a Resident-led Residency Preparation Series for Fourth Year Pharmacy Students

2019 ◽  
Vol 10 (4) ◽  
pp. 12
Author(s):  
Katelyn Elizabeth Brammer ◽  
Lisa Brennan ◽  
Diep Phan ◽  
Lauren Walter ◽  
Asima Ali ◽  
...  
Keyword(s):  
North Carolina ◽  
Student Perceptions ◽  
Pharmacy Practice ◽  
Pharmacy Students ◽  
Application Process ◽  
Residency Programs ◽  
Practice Experience ◽  
Article Type ◽  
Perceived Impact ◽  
Residency Application

Description of Problem: The increased interest in residency programs nationwide has made the application process more competitive and complex. Statement of Innovation: In 2015, Wake Forest Baptist Health (WFBH) created a resident-led residency preparatory series (RPS) to assist advanced pharmacy practice experience (APPE) students in preparing for residency applications. This study sought to evaluate the perceived value of the resident-led RPS by fourth year APPE students. Innovation: This single-center, survey-based, descriptive study aimed to evaluate the perceived impact of a resident-led RPS. All APPE students during the 2016-2017 and 2017-2018 academic years who completed rotations in the Triad region of North Carolina were invited to participate in the RPS. Surveys were sent to eligible students and data was captured for respondents who indicated an interest in pursuing residency and attendance to at least one RPS. Survey questions evaluated satisfaction with the RPS. Survey data was collected and analyzed using Qualtrics©. Critical Analysis:  A total of 84 students were invited to attend the RPS. Thirty-three respondents participated in the RPS and indicated an interest in applying for a residency. The resident-led RPS was consistently well received by the majority of students over the course of two years, with over two-thirds of all respondents finding every session extremely or very useful. The majority of students agreed or strongly agreed with all confidence statements. Conclusion A resident-led RPS resulted in positive student perceptions and increased confidence in the residency application process.   Article Type: Note

scholarly journals Integration of a Virtual Dispensing Simulator “MyDispense” in an Experiential Education Program to Prepare Students for Community Introductory Pharmacy Practice Experience

Pharmacy ◽  
2021 ◽  
Vol 9 (1) ◽  
pp. 48
Author(s):  
Ashley E. Johnson ◽  
Jillian Barrack ◽  
Jill M. Fitzgerald ◽  
Diana M. Sobieraj ◽  
Lisa M. Holle
Keyword(s):  
Community Pharmacy ◽  
Experiential Education ◽  
Self Care ◽  
Pharmacy Practice ◽  
Pharmacy Education ◽  
P Value ◽  
Community Practice ◽  
Practice Experience ◽  
Group A ◽  
Group B

Background: Technology is increasingly used to enhance pharmacy education. We sought to evaluate student learning and preparedness for community introductory pharmacy practice experiences (IPPEs) after implementation of “MyDispense” into experiential education. Methods: Both first-year pharmacy students and assigned community IPPE preceptors were eligible. Students were stratified based on previous community pharmacy experience (< or ≥ 50 h), then randomized to complete MyDispense exercises before IPPE (group A) or after 24–32 h of IPPE (group B). We evaluated preceptors’ assessment of student readiness using a 6-item Likert scale survey and students’ readiness and opinion of MyDispense using an anonymous 9-item survey. Descriptive statistics were used to characterize data. The Mann–Whitney U test was used to compare groups and a p-value < 0.05 was considered statistically significant. Results: Of 177 eligible students, 155 were randomized and 56 completed study. Group A included 32 students; 56.3% had prior community practice experience. Group B included 24 students; 50% had prior community practice experience. Forty-eight preceptors were enrolled. Students who completed exercises before rotation received higher preceptor scores for patient counseling of self-care and of medications (p < 0.05 for both). Students self-assessed their counseling skills lower than all other skills; 30.4% and 42.9% of students felt mostly or always prepared to counsel for self-care and medications, respectively. Students found MyDispense straightforward, realistic, and appreciated the ability to practice in a safe, electronic, community pharmacy, patient-care environment. Conclusion: Simulation-based software, such as MyDispense, can enhance learner understanding of the prescription fill and counseling process in a community pharmacy practice setting.

scholarly journals A Novel Approach to Pharmacy Practice Law Instruction

Pharmacy ◽  
2021 ◽  
Vol 9 (2) ◽  
pp. 75
Author(s):  
Matthew Deneff ◽  
Lisa M. Holle ◽  
Jill M. Fitzgerald ◽  
Kathryn Wheeler
Keyword(s):  
Student Perceptions ◽  
Pharmacy Practice ◽  
Pharmacy Education ◽  
Survey Study ◽  
State Laws ◽  
Institutional Review ◽  
Novel Approach ◽  
Study Results ◽  
Course Changes ◽  
Main Component

Pharmacy law instruction is often taught as a didactic course; however practical application of pharmacy law is a main component of pharmacy practice. Technology-based simulations are becoming more frequently used to enhance didactic pharmacy education. The goal of this study was to evaluate the utility of and student perceptions on the usefulness of MyDispense community pharmacy simulation for additional law instruction that if successful might prompt curricular revamping. This Institutional Review Board–approved, two-year, qualitative, prospective, survey study was conducted in a case study class where students completed MyDispense exercises focused on common legal issues that arise in practice, both individually before and within groups during class. Participating students completed a qualitative survey directed at use of MyDispense for pharmacy law review, which included a series of close-ended questions graded on a Likert scale and open-ended questions thematically grouped. Thirty-eight (41%) and twenty-eight (31%) students completed surveys in 2017 and 2018, respectively. The majority of respondents felt exercises improved their understanding of pharmacy laws, focused on challenging areas, and were more interesting than additional lectures. However, certain topics were reported as irrelevant based on practice experiences or not ideal for simulation, and students desired exercises on state laws versus pharmacy policies. Students reported the MyDispense simulation exercises helped them to recall pharmacy laws and focus on topics that were challenging. These study results prompted curricular revamping to incorporate MyDispense throughout the curriculum for practice in recognizing and solving legal scenarios, along with didactic course changes.

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