Randy C. Hatton, B.Pharm., Pharm.D., FCCP, BCPS, is Clinical Professor, College of Pharmacy, University of Florida (UF); at the time of writing, he was Director, Shands Block Advanced Pharmacy Practice Experience Program, Director, Drug Information and Pharmacy Resource Center, Shands at UF, and Clinical Professor, College of Pharmacy, UF, Gainesville. Kristin W. Weitzel, Pharm.D., FAPhA, CDE, is Clinical Associate Professor and Associate Director, UF Health Personalized Medicine Program; at the time of writing, she was Director of Experiential Education and Clinical Associate Professor, Department of Pharmacotherapy and Translational Research, College of Pharmacy, UF.
Am J Health Syst Pharm. 2013 Dec 1;70(23):2144-51. doi: 10.2146/ajhp130148.
An innovative approach to meeting increased student demand for advanced pharmacy practice experiences (APPEs) is described, including lessons learned during a two-year pilot project.
To achieve more efficient allocation of preceptor resources, the University of Florida College of Pharmacy (UFCOP) adopted a new APPE rotation model in which 20 pharmacy students per year complete all required and elective APPEs at one practice site, an affiliated academic medical center. Relative to the prevailing model of experiential training for Pharm.D. students, the "complete-block scheduling" model offers a number of potential benefits to students, preceptors, and the pharmacy school. In addition to potentially reduced student housing expenses and associated conveniences, complete-block scheduling may enable (1) more efficient use of teaching resources, (2) increased collaboration among preceptors, (3) greater continuity and standardization of educational experiences, and (4) enhanced opportunities for students to engage in longer and more complex research projects. The single-site APPE rotation model also can provide value to the training site by enabling the extension of clinical pharmacy services; for example, UFCOP students perform anticoagulation monitoring and discharge medication counseling at the host institution. Despite logistical and other challenges encountered during pilot testing of the new scheduling model, the program has been well received by students and preceptors alike.
Complete-block APPE scheduling is a viable model for some health systems to consider as a means of streamlining experiential education practices and helping to ensure high-quality clinical rotations for Pharm.D. students.
描述一种满足学生对高级药学实践经验（APPE）日益增长需求的创新方法，包括在为期两年的试点项目中获得的经验教训。
为了更有效地分配导师资源，佛罗里达大学药学院（UFCOP）采用了一种新的 APPE 轮转模式，每年有 20 名药学学生在一个实践基地——附属学术医疗中心完成所有必修和选修 APPE。与 Pharm.D. 学生传统的体验式培训模式相比，“完整模块排班”模式为学生、导师和药学院带来了许多潜在的好处。除了可能降低学生的住房费用和相关便利外，完整模块排班可能还能实现：（1）更有效地利用教学资源；（2）增加导师之间的合作；（3）提高教育经验的连续性和标准化；（4）为学生提供更多机会参与更长期和更复杂的研究项目。单一站点 APPE 轮转模型也可以通过扩展临床药学服务为培训站点提供价值；例如，UFCOP 的学生在主办机构进行抗凝监测和出院药物咨询。尽管在新排班模式的试点测试中遇到了后勤和其他挑战，但该计划受到了学生和导师的一致好评。
完整模块 APPE 排班是一些卫生系统考虑简化体验式教育实践并确保 Pharm.D. 学生获得高质量临床轮转的可行模式。
