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Integration of first- and second-year introductory pharmacy practice experiences
Catherine M Crill1, Melissa A Matlock, Nathan A Pinner
1University of Tennessee Health Science Center, 910 Madison Ave., Memphis, TN 38163, USA.
American Journal of Pharmaceutical Education
|July 1, 2009
Summary
Integrating first- and second-year introductory pharmacy practice experiences (IPPEs) with direct patient contact improved resource efficiency. This model demonstrated benefits for students and preceptors in pharmacy education.
Area of Science:
- Pharmacy Education
- Clinical Pharmacy Practice
Background:
- Increasing pharmacy student enrollment necessitates innovative educational models.
- Limited availability of clinical practice sites and preceptors poses a challenge for experiential learning.
Purpose of the Study:
- To describe the integration of first- and second-year introductory pharmacy practice experiences (IPPEs).
- To assess the efficiency of using academic and preceptor resources through integrated IPPEs.
- To evaluate the impact of integrated IPPEs on student learning and preceptor engagement.
Main Methods:
- Two IPPE courses were integrated in fall 2004.
- Students (P1 and P2) interviewed patients and presented cases.
- Preceptor expectations were guided by structured instructional objectives.
- Student and preceptor feedback was collected via course evaluations.
Main Results:
- All students successfully completed the integrated IPPE courses.
- Both students and preceptors provided positive evaluations post-integration.
- Students' subsequent advanced pharmacy practice experience (APPE) grades indicated positive outcomes.
Conclusions:
- The integration of IPPEs resulted in more efficient utilization of academic and preceptor resources.
- The successful model offers a potential framework for other pharmacy programs.
- Integrated IPPEs appear beneficial for student development in pharmacy practice.
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