Crill Catherine M, Matlock Melissa A, Pinner Nathan A, Self Timothy H
University of Tennessee Health Science Center, 910 Madison Ave., Memphis, TN 38163, USA.
Am J Pharm Educ. 2009 May 27;73(3):50. doi: 10.5688/aj730350.
To describe the integration of a first- and second-year introductory pharmacy practice experience (IPPE) involving direct patient contact in hospitals and clinics as a means of more efficiently using academic and preceptor resources.
Two IPPE courses were integrated in fall 2004 to accommodate increasing enrollment in classes and limited clinical practice sites and preceptors, as well as to meet the increased need for students and clinicians to practice principles of self-education. P1 and P2 students interviewed patients and presented patient cases; preceptor expectations were structured by instructional objectives. Student and preceptor course evaluations were assessed from survey data.
During the assessment period, all students passed the courses. Following integration of the IPPEs, both courses received positive evaluations from students and preceptors. Initial advanced pharmacy practice experience (APPE) grades for students completing the courses further suggests that the integrated IPPEs were beneficial to students.
The successful integration of first- and second- year IPPE courses resulted in more efficient use of academic and preceptor resources and created a model for other colleges of pharmacy to consider.
描述将涉及医院和诊所直接患者接触的一年级和二年级药学实践入门经验（IPPE）整合起来，作为更有效利用学术资源和带教资源的一种方式。
2004年秋季将两门IPPE课程整合，以适应班级招生人数增加、临床实践地点和带教老师有限的情况，同时满足学生和临床医生对实践自我教育原则的更多需求。P1和P2学生采访患者并汇报病例；带教老师的期望由教学目标确定。通过调查数据评估学生和带教老师的课程评价。
在评估期间，所有学生都通过了课程。IPPE整合后，两门课程均获得了学生和带教老师的积极评价。完成课程的学生的初始高级药学实践经验（APPE）成绩进一步表明，整合后的IPPE对学生有益。
一年级和二年级IPPE课程的成功整合更有效地利用了学术资源和带教资源，并为其他药学院提供了一个可参考的模式。
