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A consortium's approach to developing an EPA-based community IPPE curriculum.

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  • 1Department of Pharmacy Practice, Auburn University Harrison College of Pharmacy, 2137 Walker Building, Auburn University, AL 36849, United States.

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Summary

This study developed a curriculum for introductory pharmacy practice experiences (IPPEs) using entrustable professional activities (EPAs). The goal was to define tasks for IPPE students to achieve competence for advanced pharmacy practice experiences (APPEs).

Keywords:
APPE readinessCommunity introductory pharmacy practice experienceDelphiEntrustable professional activityExperiential educationIntroductory pharmacy practice experience

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Area of Science:

  • Pharmacy Education
  • Experiential Learning
  • Curriculum Development

Background:

  • Limited data exists on using entrustable professional activities (EPAs) in introductory pharmacy practice experiences (IPPEs).
  • There is a need to define core competencies for IPPE students to ensure readiness for advanced pharmacy practice experiences (APPEs).

Purpose of the Study:

  • To identify and establish consensus on supporting EPA tasks for community IPPE students.
  • To develop an EPA-based curriculum for community IPPEs that aligns with APPE expectations.

Main Methods:

  • A modified Delphi process was employed, involving focus groups and two surveys with community IPPE and APPE preceptors (N=140).
  • The process aimed to identify and build consensus on EPA-based activities for IPPE students.

Main Results:

  • A consensus was reached on a community IPPE curriculum featuring 12 required EPAs and 54 supporting tasks (40 required, 14 suggested).
  • The initial list of 62 tasks was refined to match the IPPE student skill set.

Conclusions:

  • The modified Delphi process facilitated preceptor collaboration in redesigning IPPE curricula around EPAs.
  • A unified, EPA-based IPPE curriculum enhances continuity, expectations, and evaluation for pharmacy students and preceptors.