University of Washington School of Pharmacy, Seattle, Washington.
Am J Pharm Educ. 2018 Mar;82(2):6215. doi: 10.5688/ajpe6215.
To identify common components of inpatient general medicine advanced pharmacy practice experiences (APPEs) across sites, determine which components were important to standardize, and distinguish a benchmark of each component that would indicate standardization. In-depth interviews about the student experience were conducted with two students and one or more preceptors at each of 12 inpatient general medicine sites in the greater Seattle metropolitan area. Data from transcribed interviews were analyzed, then collapsed into a single spreadsheet for comparison. Overall themes for component groups were identified and components within each theme tested for importance in overall quality of the student experience. Components important for quality of the student experience were deemed "key components" and component metrics were developed for benchmarking. Three themes were essential in the quality of the learning experience at inpatient general medicine sites: welcoming of the student by the preceptors, integration of the student into the site, and student interaction with patients and other health care providers. Key components to be standardized across sites were a structured orientation, written site-specific student guidelines and performance expectations, regular and meaningful student-preceptor interactions, identified performance competency standards, clear delineation of student patient care load and responsibilities, and daily interactions with patients and other health care providers. Qualitative evidence from sites can be used to identify key components to standardize across practice sites offering the same experiential course. These key components aid in the welcoming of the student to the site, integration of the student into the workflow, and daily opportunities for the student to interact with patients and with health care providers.
为了识别住院内科高级药学实践经验（APPE）在各站点的常见组成部分，确定哪些组成部分需要标准化，并区分每个组成部分的基准，以表明标准化。在西雅图大都市区的 12 个住院内科站点，对两名学生和一名或多名导师进行了有关学生体验的深入访谈。对转录访谈数据进行了分析，然后将其合并到一个单独的电子表格中进行比较。确定了组成部分组的总体主题，并对每个主题中的组成部分进行了测试，以了解其对学生体验整体质量的重要性。对学生体验质量重要的组成部分被视为“关键组成部分”，并为基准测试制定了组成部分指标。在住院内科站点的学习体验质量方面，有三个主题至关重要：导师对学生的欢迎、学生与站点的融合以及学生与患者和其他医疗保健提供者的互动。需要在各站点标准化的关键组成部分包括结构化的迎新、书面的站点特定学生指南和绩效期望、定期和有意义的学生-导师互动、明确的绩效能力标准、明确划分学生的患者护理负担和责任，以及与患者和其他医疗保健提供者的日常互动。来自各站点的定性证据可用于确定提供相同体验课程的实践站点的标准化关键组成部分。这些关键组成部分有助于欢迎学生到站点、将学生融入工作流程，以及为学生提供与患者和医疗保健提供者日常互动的机会。
