SHORT REPORT: Analysing student achievement of advanced pharmacy practice experience learning outcomes

Authors

  • Richard O'Brocta University at Buffalo School of Pharmacy and Pharmaceutical Sciences, United States https://orcid.org/0000-0002-6940-9061
  • Nicole Paolini Albanese University at Buffalo School of Pharmacy and Pharmaceutical Sciences, United States

DOI:

https://doi.org/10.46542/pe.2021.211.838843

Keywords:

Accreditation Council for Pharmacy Education (ACPE), Outcome, Pharmacy practice, Professionalism, Skill, Quality improvement

Abstract

Objectives: To assess the learning outcome achievement of the required Advanced Pharmacy Practice Experiences (APPE) for the purposes of accreditation, quality improvement, and practice readiness.    

Methods: At the end of each APPE rotation, students were evaluated on 11 professionalism criteria and 25 skills criteria via a rubric. For the four required rotations (ambulatory patient care, community pharmacy, inpatient general medicine patient care and hospital/health system pharmacy), professionalism and skills outcomes data for the class of 2020 were analysed.    

Results: A total of 6,293/6,303 (99.84%) of the professionalism ratings met expectations (received a score > 2).  The median professionalism rating was 3. A total of 14,286/14,325 (99.7%) of the skills ratings met expectations (received a score > 3). The median skills rating was 4.    

Conclusion: Calculating and analysing APPE student achievement of learning outcomes supports accreditation standards, can be used for quality improvement and measures practice readiness. 

Author Biographies

Richard O'Brocta, University at Buffalo School of Pharmacy and Pharmaceutical Sciences, United States

Director of Experiential Education, Pharmacy Practice Department

Nicole Paolini Albanese, University at Buffalo School of Pharmacy and Pharmaceutical Sciences, United States

Assistant Director of Experiential Education, Pharmacy Practice Department

References

Accreditation Council for Pharmacy Education (ACPE). (2015a). Accreditation standards and key elements for the professional program in pharmacy leading to the doctor of pharmacy degree: Standards 2016. Available at: www.acpe-accredit.org/pdf/Standards2016FINAL.pdf

Accreditation Council for Pharmacy Education (ACPE). (2015b). Guidance for the accreditation standards and key elements for the professional program in pharmacy leading to the doctor of pharmacy degree: Guidance for Standards 2016. Available at: www.fip.org/files/content/priority-areas/workforce/nanjing-statements.pdf

International Pharmaceutical Federation (FIP). (2017). Nanjing Statements: Statements on Pharmacy and Pharmaceutical Sciences Education. Available at: www.fip.org/files/content/priority-areas/workforce/nanjing-statements.pdf

Katoue, M. G., & Schwinghammer, T. L. (2020). Competency‐based education in pharmacy: A review of its development, applications, and challenges. Journal of Evaluation in Clinical Practice, 26(4), 1114-1123. https://doi.org/10.1111/jep.13362

Law, M., Bader, L., Uzman, N., Williams, A., & Bates, I. (2019). The FIP Nanjing Statements: Shaping global pharmacy and pharmaceutical sciences education. Res Social Adm Pharm, 15(12), 1472-1475. https://doi.org/10.1016/j.sapharm.2019.03.013

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Published

2021-12-29

How to Cite

O’Brocta, R., & Albanese, N. P. (2021). SHORT REPORT: Analysing student achievement of advanced pharmacy practice experience learning outcomes. Pharmacy Education, 21, p. 838–843. https://doi.org/10.46542/pe.2021.211.838843

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Section

Short Report