Accommodating Pharmacy Students With Physical Disabilities During the Experiential Learning Curricula

Area of Science:

• Pharmacy Education
• Disability Studies
• Higher Education Accessibility

Background:

• Experiential learning in Doctor of Pharmacy (PharmD) programs presents unique accommodation challenges for students with physical disabilities.
• Limited literature exists on best practices for supporting these students during crucial introductory pharmacy practice experiences (IPPEs) and advanced pharmacy practice experiences (APPEs).

Purpose of the Study:

• To address the scarcity of guidance for pharmacy schools in accommodating students with physical disabilities.
• To propose practical strategies for supporting students with mobility, vision, and auditory impairments during pharmacy experiential learning.

Main Methods:

• This commentary synthesizes current challenges and proposes practical solutions based on expert opinion and the need for a resource community.
• It focuses on actionable suggestions for IPPEs and APPEs.

Main Results:

• Identifies specific challenges in accommodating students with mobility, vision, and auditory disabilities in pharmacy experiential settings.
• Offers concrete, practical suggestions for implementing necessary accommodations.

Conclusions:

• Highlights the need for a collaborative community among pharmacy programs to share resources and best practices for disability accommodations.
• Emphasizes the importance of proactive and practical strategies to ensure equitable access to pharmacy experiential education for all students.