Closing the Classroom Theory to Practice Gap by Simulating a Psychiatric Pharmacy Practice Experience

Area of Science:

• Pharmacy Education
• Clinical Pharmacy
• Educational Technology

Background:

• Pharmacy programs face challenges in preparing students for Advanced Pharmacy Practice Experiences (APPEs).
• There is a growing need for enhanced psychiatric pharmacy learning opportunities.
• Bridging the gap between theoretical knowledge and practical application is crucial.

Purpose of the Study:

• To assess the feasibility and effectiveness of a simulated clinical psychiatric APPE in the classroom.
• To integrate whole-task and guided reflection educational principles with cloud-based technologies.
• To address the theory-to-practice gap in psychiatric pharmacotherapy education.

Main Methods:

• A one-credit elective advanced psychiatric pharmacotherapy course was developed.
• Course components mimicked APPE experiences: case work-ups, preceptor sessions, personal goal statements, and peer interaction.
• Quantitative and qualitative data were collected from student participants and expert pharmacists.

Main Results:

• Twelve third-year pharmacy students successfully completed the course.
• Eleven board-certified psychiatric pharmacists (BCPP) provided preceptor-like feedback.
• Students demonstrated improved readiness for APPEs, enhanced psychiatric pharmacy knowledge, and better evidence-based decision-making skills.

Conclusions:

• This educational strategy is a feasible and effective method to improve student readiness for APPEs.
• It expands psychiatric learning opportunities without significant new material development or faculty workload.
• The approach helps meet the increasing demand for mental health services in clinical settings.