A survey of experiential education practices at US colleges and schools of pharmacy
DOI:
https://doi.org/10.46542/pe.2025.251.305310Keywords:
Experiencial education, Experiencial learning, Organisational structureAbstract
Background: Experiential education accounts for a third of pharmacy education in the United States, bridging the gap between didactic material and practical application. Despite its prevalence in programs, variability exists in the structure and delivery of experiential learning. Sharing current practices can improve the quality and consistency of experiential learning worldwide.
Objective: To determine the current standard operations of experiential education units in United States colleges or schools of pharmacy.
Methods: A 16-item survey with four categories: participant demographics, IPPE and APPE structure, monetary policies, and preceptor benefits was used. The survey was sent via e-mail, was completed by all AACP Experiential Education section members. Descriptive statistics were used to quantify responses to closed-ended questions, and qualitative analysis was completed with open-ended questions, identifying common themes.
Results: The survey had a 67% response rate (95/141 programmes). Diverse programme implementation strategies among the academy were highlighted. Oftentimes, colleges of pharmacy offer four-year programmes, provide professional liability insurance for students, conduct IPPEs in a block format, utilise preceptor assessment in determining grades, and do not cover housing expenses.
Conclusion: The study provided valuable insight into common practices that have not been easily accessible in the past and may help inform practices in experiential education units moving forward.
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