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Comparison of Introductory Pharmacy Practice Experiences Among US Pharmacy Programs.
Christine N Galinski1, Patricia J Horosz1, Joshua J Spooner1
1Western New England University, Springfield, Massachusetts.
Most US pharmacy programs start introductory pharmacy practice experiences (IPPEs) in the first year, with varied designs and preceptor utilization. Further research is needed to evaluate different IPPE models.
Area of Science:
- Pharmacy Education
- Experiential Learning
Background:
- Introductory Pharmacy Practice Experiences (IPPEs) are crucial components of pharmacy curricula.
- Understanding the diversity in IPPE design is essential for curriculum development and accreditation.
Purpose of the Study:
- To identify and analyze the various designs of Introductory Pharmacy Practice Experiences (IPPEs) implemented in United States pharmacy programs.
Main Methods:
- A 20-question survey was distributed to experiential affairs professionals at 129 pharmacy institutions nationwide.
- Data on school demographics and IPPE design were collected and analyzed in aggregate.
Main Results:
- 89% of responding institutions initiate IPPEs in the first professional year, with variations in timing (during classes or breaks).
- Significant institutional policies exist, including prohibitions on completing rotations at student employers' sites (pharmacy chains, hospitals) and limits on multiple rotations at the same site.
- Faculty preceptors were utilized by 57% of institutions, with 51% allowing a maximum of two students per preceptor.
Conclusions:
- While common trends in IPPE curricula are evident, pharmacy programs incorporate unique elements to meet specific needs.
- Further investigation is recommended to ascertain the advantages and disadvantages associated with diverse IPPE designs.
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