Pharmacy student and preceptor perceptions of elective introductory experiential learning
DOI:
https://doi.org/10.46542/pe.2023.231.574583Keywords:
Academic pharmacy, Experiential education, Pharmacist preceptor, Pharmacy student, Student’s perceptionAbstract
Background: Elective Introductory Pharmacy Practice Experiences (IPPEs) were created to expose students to specialised areas of pharmacy practice, provide options for experiential learning during the third professional (P3) year, and offer valuable experiences for students and sites prior to Advanced Pharmacy Practice Experiences (APPEs). This study sought to determine why students chose to take elective IPPEs and what rotation elements were perceived to be most valuable to preceptors and students.
Methods: Elective, longitudinal IPPEs were offered each term of the P3 year. Students were surveyed before and after to determine their reasons for completing an elective IPPE and what aspects of the rotation were most valuable. Preceptors were surveyed to determine their perceived value of these rotations.
Results: From 2015 to 2019, 124 students (37.5% of eligible students) participated in 139 elective IPPEs. Students selected gaining additional knowledge and skills as a top five reason to take an elective IPPE as 86.3%. Students most frequently cited professional development and enhanced understanding of pharmacist roles (24.2%) as the most valuable things learned.
Conclusion: Elective IPPEs provided valuable experiences to students and preceptors. Students valued the opportunities to explore specialised areas of practice; preceptors found value in the required activities and the rotations professionally rewarding.
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