在实践学习课程中接纳身体有残疾的药学专业学生。
Accommodating Pharmacy Students With Physical Disabilities During the Experiential Learning Curricula.
作者信息
Kieser Mara, Feudo Donna, Legg Julie, Rodriguez Raquel, Schriever Allison, Parent-Stevens Louise, Allen Sheila M, Feemster Agnes Ann, Brueckl Mark, Walker Paul C, Pick Amy, Caward Kate, Oja Katie, McGuiggan Mary, Shepler Brian
机构信息
University of Wisconsin-Madison, School of Pharmacy, Madison, Wisconsin.
Rutgers University, Ernest Mario School of Pharmacy, Piscataway, New Jersey.
出版信息
Am J Pharm Educ. 2022 Jan;86(1):8426. doi: 10.5688/ajpe8426. Epub 2021 Apr 2.
Accommodating pharmacy students with physical disabilities during the experiential learning portion of the Doctor of Pharmacy (PharmD) curriculum can present unique challenges for pharmacy schools. The available literature regarding accommodations for pharmacy students in the experiential learning environment is sparse, leaving programs with little guidance. This commentary from the Big Ten Academic Alliance calls on the Academy to create a community of shared resources and best practice examples and offers practical suggestions for accommodating pharmacy students with mobility, vision, and auditory disabilities during introductory pharmacy practice experiences (IPPEs) and advanced pharmacy practice experiences (APPEs).
在药学博士（PharmD）课程的实践学习阶段，为身体有残疾的药学专业学生提供便利，对药学院来说可能会带来独特的挑战。关于在实践学习环境中为药学专业学生提供便利的现有文献很少，这使得各项目几乎没有指导依据。来自十大联盟学术联盟的这篇评论呼吁该学会创建一个共享资源和最佳实践范例的社区，并就如何在药学基础实践经验（IPPE）和高级药学实践经验（APPE）期间为行动不便、视力和听力有残疾的药学专业学生提供便利提出了切实可行的建议。
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