PROGRAMME DESCRIPTION: Development of an Innovative Drug Information Evidence-Based Medicine Advanced Pharmacy Practice Experience
DOI:
https://doi.org/10.46542/pe.2022.221.4147Keywords:
Active learning, Distance learning, Experiential education, Evidence-based medicineAbstract
Aim: To describe the development, implementation, and structure of an innovative evidence-based medicine (EBM) advanced pharmacy practice experience (APPE) rotation and evaluate student pharmacists’ perceptions of the course.
Methods: A five-week, EBM APPE rotation was designed by seven faculty. Students worked remotely in teams and individually to complete pre- and post-assessments, journal clubs, journal scans, drug information questions, and clinical debates, as well as self- and peer-assessments. Students were asked to rate their perceptions of the course on a 5-point Likert scale.
Results: A total of eighteen students, precepted by seven faculty members, completed the rotation. Students completed three group journal clubs, three individual journal scans, one individual journal club, one drug information question, and one clinical debate. Students survey data indicated that confidence in EBM skills was high following the rotation.
Conclusion: This EBM APPE rotation was successful. The structure of this rotation may be transferable to a variety of settings.
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American Council for Pharmacy Education. (2015) Guidance for the accreditation standards and key elements for the professional program in pharmacy leading to the Doctor of Pharmacy degree. https://www.acpe-accredit.org/pdf/GuidanceforStandards2016FINAL.pdf
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