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Complete-block scheduling for advanced pharmacy practice experiences.

Randy C Hatton1, Kristin W Weitzel

  • 1Randy C. Hatton, B.Pharm., Pharm.D., FCCP, BCPS, is Clinical Professor, College of Pharmacy, University of Florida (UF); at the time of writing, he was Director, Shands Block Advanced Pharmacy Practice Experience Program, Director, Drug Information and Pharmacy Resource Center, Shands at UF, and Clinical Professor, College of Pharmacy, UF, Gainesville. Kristin W. Weitzel, Pharm.D., FAPhA, CDE, is Clinical Associate Professor and Associate Director, UF Health Personalized Medicine Program; at the time of writing, she was Director of Experiential Education and Clinical Associate Professor, Department of Pharmacotherapy and Translational Research, College of Pharmacy, UF.

American Journal of Health-System Pharmacy : AJHP : Official Journal of the American Society of Health-System Pharmacists
|November 20, 2013
PubMed
Summary
This summary is machine-generated.

The University of Florida College of Pharmacy implemented a complete-block scheduling model for advanced pharmacy practice experiences (APPEs). This innovative approach enhances student training and optimizes preceptor resources within a single academic medical center.

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Area of Science:

  • Pharmacy Education
  • Experiential Learning
  • Academic Medical Centers

Background:

  • Increasing student demand for advanced pharmacy practice experiences (APPEs) necessitates innovative educational models.
  • Traditional APPE models may not efficiently utilize preceptor resources or provide consistent student experiences.

Purpose of the Study:

  • To describe an innovative APPE rotation model designed to meet increased student demand.
  • To evaluate the lessons learned from a two-year pilot project of this new model.

Main Methods:

  • Implementation of a complete-block scheduling model at the University of Florida College of Pharmacy (UFCOP).
  • 20 pharmacy students annually completed all required and elective APPEs at a single affiliated academic medical center.
  • Pilot testing and evaluation over a two-year period.

Main Results:

  • The complete-block model offers benefits including efficient resource allocation, enhanced preceptor collaboration, and standardized educational experiences.
  • Students may experience reduced housing costs and increased opportunities for long-term research projects.
  • The model facilitates the extension of clinical pharmacy services at the training site, such as anticoagulation monitoring and discharge counseling.

Conclusions:

  • Complete-block APPE scheduling is a viable and effective model for streamlining experiential education.
  • This model can enhance the quality of clinical rotations for Doctor of Pharmacy (Pharm.D.) students.
  • Health systems should consider this approach for optimizing APPEs and preceptor resource management.