University of Wisconsin-Madison School of Pharmacy, Madison, WI, USA.
University of Wisconsin-Madison School of Pharmacy, Madison, WI, USA.
Am J Pharm Educ. 2024 Sep;88(9):100762. doi: 10.1016/j.ajpe.2024.100762. Epub 2024 Jul 16.
To utilize a process to identify strengths and weaknesses of an introductory pharmacy practice experience (IPPE) curriculum from stakeholder perspectives and undergo IPPE curricular revision.
An IPPE curriculum redesign taskforce was created, and a 5-step systematic quality improvement process was developed and applied to redesign an IPPE curriculum. The steps were to identify existing curriculum challenges and strengths, determine potential solutions to challenges, redesign IPPE curricular structure, obtain stakeholder input and support, and redesign IPPE content. Throughout these steps, surveys were administered, and feedback was solicited from stakeholder groups through focus groups and meetings. Quantitative data were analyzed using descriptive statistics. Qualitative data were analyzed using inductive content analysis and peer debriefing to identify themes.
Student survey and focus group results identified desires to limit student-preceptor negotiations when scheduling hours, decrease conflict between IPPE hours and scheduled classes, and increase direct patient care opportunities. Structural revisions included transition of IPPE hours from the first and second year of the program into the third year, revising course schedule grids to allow third-year students 1 day per week to complete hours, and aligning rotation dates during class-free times. Curricular content was strengthened through curricular mapping, threading, and course coordinator collaborations.
A 5-step IPPE redesign systematic quality improvement process utilizing solicitation, analysis, and incorporation of stakeholder feedback was used to revise an IPPE curriculum to maintain framework and content strengths and address weaknesses. Other pharmacy programs could utilize this process to redesign their IPPE curriculum.
从利益相关者的角度利用一个流程来确定入门级药学实践经验（IPPE）课程的优势和劣势，并进行 IPPE 课程修订。
创建了一个 IPPE 课程重新设计工作组，并制定并应用了 5 步系统质量改进流程来重新设计 IPPE 课程。这些步骤包括确定现有课程的挑战和优势，确定解决挑战的潜在方案，重新设计 IPPE 课程结构，获得利益相关者的投入和支持，以及重新设计 IPPE 内容。在这些步骤中，通过问卷调查，以及通过焦点小组和会议向利益相关者群体征求反馈意见。使用描述性统计分析对定量数据进行分析。使用归纳内容分析和同行讨论来识别主题对定性数据进行分析。
学生调查和焦点小组的结果表明，希望在安排时间时限制学生与导师的协商，减少 IPPE 时间与预定课程之间的冲突，并增加直接患者护理机会。结构修订包括将 IPPE 时间从项目的第一和第二年转移到第三年，修改课程时间表网格，允许第三年学生每周有 1 天完成时间，以及在无课时间安排轮换日期。通过课程映射、穿线和课程协调员合作，加强了课程内容。
利用征求、分析和纳入利益相关者反馈的 5 步 IPPE 重新设计系统质量改进流程，对 IPPE 课程进行了修订，以保持框架和内容的优势，并解决弱点。其他药学课程可以利用这个流程来重新设计他们的 IPPE 课程。
