Rebecca A. Taylor, Pharm.D., M.B.A., BCPS, is Pharmacy Manager, Cleveland Clinic Marymount Hospital, Garfield Heights, OH; at the time of writing she was Education Manager, Department of Pharmacy, Cleveland Clinic, Cleveland, OH. S. Scott Wisneski, Pharm.D., M.B.A., is Director of Experiential Education, Assistant Professor of Pharmacy Practice, Northeast Ohio Medical University. Megan A. Kaun, Pharm.D., BCPS, is Director of Advanced Pharmacy Practice Experiences, College of Pharmacy, University of Toledo, Toledo, OH. Patricia Parteleno, Pharm.D., is Director of Experiential Education and Associate Professor, Raabe College of Pharmacy, Ohio Northern University, Ada. Jonathan Williams, Pharm.D., M.S., is Assistant Director, Pharmacy Operations, Cleveland Clinic. Morton P. Goldman, Pharm.D., FCCP, BCPS, is Consultant, American Pharmacotherapy, Cleveland; at the time of writing he was System Director, Academic Affairs and International Business Development, Department of Pharmacy, Cleveland Clinic.
Am J Health Syst Pharm. 2014 Jan 15;71(2):140-4. doi: 10.2146/ajhp130139.
The structure and implementation of an advanced pharmacy practice experience (APPE) that was sequential in nature are described.
In early 2008, the pharmacy department of the Cleveland Clinic began conversations with three partner pharmacy schools in the surrounding area to accommodate rotations for advanced practice experiences pharmacy students. The resulting sequential APPE (SAE) program is offered at each school for four or five months and incorporates a longitudinal student project component to be completed over the SAE's duration. Program coordination and scheduling are unique to this program, where rotations are set up outside of the typical rotation selection. Since 2009, 23 students have completed the program, and 10 are currently enrolled. The SAE program was implemented in 2009 and continues to provide a depth of experience for pharmacy students. Preceptors have reported that SAE students are more motivated, have goals that fit with the institution, and offer decreased orientation burden compared with traditional APPE students. Students report a maximum of 19 hours gained per month in decreased orientation time to the computer system and site, allowing them to focus more time on patient care. Over a five-month period, a student could gain 76 hours in clinical experience over the traditional APPE student due to the decreased orientation burden.
SAEs at one institution have proven advantageous to preceptors, students, and the site. SAEs have provided enriching student rotations while increasing site efficiencies, allowing longitudinal projects, and enhancing the site's exposure to students as potential residency candidates.
描述一种进阶实习经验（APPE）的结构和实施，该经验具有顺序性质。
2008 年初，克利夫兰诊所的药房部门开始与周边地区的三所合作药学学校进行对话，以容纳进阶实习经验药学学生的轮转。由此产生的顺序进阶实习经验（SAE）计划在每所学校提供四到五个月，并纳入纵向学生项目部分，在 SAE 的持续时间内完成。该计划的协调和安排是独特的，轮转是在典型轮转选择之外安排的。自 2009 年以来，已有 23 名学生完成了该计划，目前有 10 名学生在读。SAE 计划于 2009 年实施，继续为药学学生提供丰富的经验。导师报告称，与传统 APPE 学生相比，SAE 学生更有动力、目标与机构相符，并且减少了定向负担。学生报告称，由于定向负担减少，每月在计算机系统和现场的定向时间减少了 19 小时，从而使他们能够将更多的时间用于患者护理。在五个月的时间里，由于定向负担的减少，学生在临床经验方面比传统 APPE 学生多获得 76 小时。
一家机构的 SAE 已被证明对导师、学生和现场都有优势。SAE 提供了丰富的学生轮转机会，同时提高了现场效率，允许进行纵向项目，并增强了现场对学生作为潜在住院医师候选人的曝光率。
