The University of Oklahoma Health Sciences Center College of Pharmacy, Oklahoma City, Oklahoma.
Editorial Board Member, American Journal of Pharmaceutical Education, Arlington, Virginia.
Am J Pharm Educ. 2019 Apr;83(3):6587. doi: 10.5688/ajpe6587.
To evaluate the impact of an academic and administrative advanced pharmacy practice experience (APPE) on participants' career choice and long-term retention of teaching knowledge. Participants in an academic and administrative APPE from 2009 to 2016 completed a questionnaire about the experience and a 20-item knowledge test covering the five APPE modules. In addition, a retrospective review of graduates from the same timeframe was conducted to determine their faculty and preceptor status. Of the 17 APPE participants, 16 completed the study and 100% reported that the experience helped them understand what it means to be a faculty member and an effective preceptor. The study participants completed the APPE knowledge test over the five modules. Participants passed four of the five module tests, including that for the instructional design module. A greater proportion of participants (75%) obtained faculty positions than did graduates who had not completed the APPE (9%). Seventy-one percent of students became active preceptors compared to 53% of students who did not complete the academic and administrative APPE, but this difference was not significant as the study was not powered to detect a difference. A longitudinal analysis of an academic and administrative APPE found that 75% of participants pursued a faculty position and retained their knowledge over time. A majority of the APPE participants (71%) and nonparticipants (53%) obtained a preceptor license. The outcomes support continued offering of the academic and administrative APPE to fourth-year pharmacy (P4) students. Requiring all P4 students to complete the APPE could help make them "preceptor ready."
评估学术和管理型进阶药剂实践经验（APPE）对参与者职业选择和长期保留教学知识的影响。2009 年至 2016 年期间参加学术和管理型 APPE 的参与者完成了一份关于该经验的问卷和涵盖五个 APPE 模块的 20 项知识测试。此外，还对同一时间段的毕业生进行了回顾性审查，以确定他们的教师和导师身份。在 17 名 APPE 参与者中，有 16 名完成了研究，100%的人报告说，这一经历帮助他们了解成为一名教师和一名有效导师的含义。研究参与者完成了五个模块的 APPE 知识测试。参与者通过了五个模块测试中的四个，包括教学设计模块。完成 APPE 的参与者获得教职的比例（75%）高于未完成 APPE 的毕业生（9%）。与未完成学术和管理型 APPE 的学生相比，71%的学生成为了活跃的导师，而 53%的学生成为了活跃的导师，但这一差异并不显著，因为该研究没有足够的能力来检测差异。对学术和管理型 APPE 的纵向分析发现，75%的参与者追求教职，并随着时间的推移保留了他们的知识。大多数 APPE 参与者（71%）和非参与者（53%）获得了导师执照。这些结果支持继续为第四年药学（P4）学生提供学术和管理型 APPE。要求所有 P4 学生完成 APPE 可以帮助他们“做好导师准备”。
