Stanton Robert B, Kimble Craig, Butt Melanie T, Anderson Stephanie L, Broedel-Zaugg Kimberly, Anderson Harold Glenn
Department of Pharmacy Practice, Administration and Research, Marshall University School of Pharmacy, Huntington, WV.
Department of Pharmacy Practice, Administration and Research, Marshall University School of Pharmacy, Huntington, WV.
Curr Pharm Teach Learn. 2017 Jan-Feb;9(1):55-59. doi: 10.1016/j.cptl.2016.08.049. Epub 2016 Nov 6.
The Marshall University School of Pharmacy had the opportunity to create an experiential education program where IPPE education was introduced in their P1 year and was concurrent with didactic coursework. The School begins the delivery of experiential education as soon as the sixth week of the first professional year.
To ascertain the opinion of institutional preceptors, community preceptors, and students after the first academic year to discern viewpoints on the effectiveness and value of very early P1 experiential rotations.
Institutional and community preceptors and students were assessed by anonymous survey in order to ascertain their respective opinions regarding early P1 experiential education. The results of the preceptors were further divided into institutional and community practice sites. This study was approved by the Marshall University Institutional Review Board.
Key findings demonstrated that early rotations were perceived as beneficial to the student by both community and institutional preceptors, as well as, the students themselves.
Most, but not all, preceptors felt early rotations were beneficial to their practice and the student. Institutional preceptors were less likely to perceive a benefit to their practice or to the student than were community preceptors. Students were positive about the early experience. The results of these surveys regarding early experiential rotations should help minimize concerns of both preceptors and those assigned responsibility for constructing experiential programs about implementing early experiential rotations in the curriculum.
马歇尔大学药学院有机会创建一个体验式教育项目，在其P1年级引入IPPE教育，并与理论课程同步进行。该学院在第一专业学年的第六周就开始提供体验式教育。
在第一学年结束后，确定机构带教老师、社区带教老师和学生的意见，以了解他们对P1年级早期体验式轮转的有效性和价值的看法。
通过匿名调查对机构和社区带教老师以及学生进行评估，以确定他们对P1年级早期体验式教育的各自看法。带教老师的结果进一步分为机构和社区实践地点。本研究获得了马歇尔大学机构审查委员会的批准。
主要研究结果表明，社区和机构带教老师以及学生自己都认为早期轮转对学生有益。
大多数（但不是所有）带教老师认为早期轮转对他们的实践和学生有益。与社区带教老师相比，机构带教老师不太可能认为对他们的实践或学生有益。学生对早期经历持积极态度。这些关于早期体验式轮转的调查结果应有助于减少带教老师以及负责构建体验式项目的人员对在课程中实施早期体验式轮转的担忧。
