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Improving advanced pharmacy practice experiences with an intention/reflection practice.

Kerry K Fierke1, Gardner A Lepp2, Whitney D Maxwell3

  • 1Pharmacy Practice and Pharmaceutical Sciences, University of Minnesota, College of Pharmacy, 215 Life Science, 1110 Kirby Drive, Duluth, MN 55812, United States.

Currents in Pharmacy Teaching & Learning
|May 2, 2019
PubMed
Summary
This summary is machine-generated.

The intention/reflection (I/R) practice, a simple tool for pharmacy students, significantly improved self-awareness, motivation, and learning outcome identification during advanced pharmacy practice experiences (APPEs). This method enhances student engagement and learning during experiential rotations.

Keywords:
APPEAdvanced practicumExperientialIntentionReflectionStudent outcomes

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Area of Science:

  • Pharmacy Education
  • Experiential Learning
  • Medical Education

Background:

  • Experiential learning in pharmacy, particularly Advanced Pharmacy Practice Experiences (APPEs), offers transformative potential for students.
  • Enhancing APPEs requires fostering students' ability to track learning gains and develop self-awareness and motivation.

Purpose of the Study:

  • To introduce and evaluate the impact of the intention/reflection (I/R) practice on student experiences during APPEs.
  • To assess if the I/R tool can improve students' self-awareness, motivation, and identification of learning outcomes.

Main Methods:

  • The I/R practice, a resource-light tool with 3-5 questions, was implemented at the beginning, midpoint, and end of APPEs.
  • Preceptors at three universities integrated the I/R tool into various patient care and academic APPEs.
  • Thematic analysis of student responses and a retrospective pre-post survey were used to evaluate the tool's impact.

Main Results:

  • A quarter of students reported that the I/R practice helped them achieve their goals.
  • Thematic analysis of selected I/R questions highlighted the progressive value of the tool.
  • Retrospective pre-post surveys showed statistically significant improvements in identifying learning outcomes, focus, motivation, self-awareness, and metacognition.

Conclusions:

  • The intention/reflection (I/R) practice is an effective, low-resource tool for enhancing student learning and self-development during APPEs.
  • The I/R tool fosters critical skills such as self-awareness, motivation, and the ability to identify and track learning outcomes in pharmacy students.