Student-driven practice management activities to enhance community pharmacy and ambulatory care APPE [abstract] Abstract uri icon
  • Objectives: To increase consistency in practice management topics covered during community pharmacy and ambulatory care (CPAC) APPEs, and assess the impact of sharing student experiences across sites. Method: Five practice management modules were developed by clinical practice faculty with input from volunteer preceptors. Topics were selected based on a survey of preceptors on the most critical content for CPAC practice, and included: billing and payment, medication safety, care models, quality measures, and interprofessional care. Assignments required students to read, reflect, and discuss with their preceptor. Through the learning management site, students posted on a discussion forum and responded to classmates to compare and contrast experiences. Surveys assess contribution to learning, benefit from other students’ experiences, and sense of community on the online forum. Results: In 2016, 100 students completed the CPAC curriculum. Response rate was 71% (n540) for summer semester, and 50% (n522) for fall semester. Students generally felt the assignments contributed to their learning on rotation (66%), and the majority felt it was helpful to learn from students at different rotation settings (e.g. community versus ambulatory care; 55%) and sites (e.g. one community pharmacy versus another; 61%). Fewer students found it valuable to interact with their classmates online during rotation (43%). Implications: Students saw value in completing standardized practice management assignments and learning from other students’ sites and experience, but did not experience a sense of community with classmates through online forums. A more intentional design to facilitate interactions may enhance a sense of community in the future.

  • publication date
  • 2017
  • Research
  • Delivery of Health Care
  • Drugs and Drug Therapy
  • Education, Medical
  • Pharmacists
  • Students
  • Additional Document Info
  • 81
  • issue
  • 5