Pharmacy Practice and Translational Research Division, University of Wisconsin-Madison School of Pharmacy, Madison, WI, USA.
Social and Administrative Sciences, University of Wisconsin-Madison School of Pharmacy, Madison, WI, USA.
Am J Pharm Educ. 2024 Oct;88(10):101265. doi: 10.1016/j.ajpe.2024.101265. Epub 2024 Aug 14.
To quantify the impact of a revised third-year (P3) introductory pharmacy practice experience (IPPE) curriculum on student opportunities for direct patient care and to evaluate student and preceptor perceptions of advanced pharmacy practice experience (APPE) readiness.
An intentional, structured curriculum redesign shifted 50 IPPE hours from each of the first- and second-years into the P3 year. A survey was developed and administered to students in the graduating classes of 2023 (original curriculum) and 2024 (revised curriculum) at the end of their first APPE rotation. The survey quantified the frequency of patient care activities completed during P3 IPPEs and assessed student perceptions of the effectiveness of P3 IPPEs in preparation for APPEs. At the conclusion of the first APPE, preceptors answered a single question assessing student APPE readiness.
A total of 213/226 (94%) students responded to the optional survey. A significantly higher proportion of students in the 2024 cohort had the opportunity to complete several direct patient care activities compared to the 2023 cohort in community, institutional, and elective IPPEs. Additionally, the 2024 cohort was provided with greater access to the electronic health record (EHR). Although the 2024 cohort had higher perceived APPE readiness in areas of navigating the EHR and administering vaccines, student- and preceptor-perceived overall APPE readiness was similar between the 2 cohorts.
Transferring more IPPE hours into the last didactic year can increase student opportunities for direct patient care while promoting APPE readiness. Activity quantification could be used by other pharmacy programs to optimize IPPEs.
量化修订后的第三年（P3）入门药学实践经验（IPPE）课程对学生直接患者护理机会的影响，并评估学生和导师对高级药学实践经验（APPE）准备情况的看法。
一项有意的、结构化的课程重新设计将第一年和第二年的 50 个 IPPE 小时转移到 P3 年。在他们的第一个 APPE 轮转结束时，向 2023 年（原始课程）和 2024 年（修订课程）的毕业班级的学生发放并管理了一份调查。该调查量化了在 P3 IPPE 期间完成的患者护理活动的频率，并评估了学生对 P3 IPPE 为 APPE 做准备的有效性的看法。在第一个 APPE 结束时，导师回答了一个问题，评估学生的 APPE 准备情况。
共有 213/226（94%）名学生回答了可选调查。与 2023 年的学生相比，2024 年的学生在社区、机构和选修 IPPE 中完成几项直接患者护理活动的机会明显更高。此外，2024 年的学生获得了更多访问电子健康记录（EHR）的机会。尽管 2024 年的学生在使用 EHR 和接种疫苗方面的 APPE 准备情况更高，但学生和导师对 APPE 准备情况的整体看法在两个队列之间相似。
将更多的 IPPE 时间转移到最后一个教学年可以增加学生直接患者护理的机会，同时促进 APPE 准备情况。活动量化可以被其他药学课程用来优化 IPPE。
