Open AccessPromoting direct patient care services at community pharmacies through advanced pharmacy practice experiences
Author(s) -
Kassam Rosemin,
Kwong Mona,
Collins John B.
Publication year - 2013
Publication title -
international journal of pharmacy practice
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.42
H-Index - 37
eISSN - 2042-7174
pISSN - 0961-7671
DOI - 10.1111/ijpp.12016
Subject(s) - preceptor , medicine , pharmacy practice , preparedness , pharmacy , medical education , debriefing , experiential education , nursing , psychological intervention , clinical pharmacy , pharmaceutical care , acute care , experiential learning , family medicine , health care , pedagogy , psychology , political science , law , economics , economic growth
Objectives To determine the relative benefits of three different models of advanced pharmacy practice experience ( APPE ) in successfully integrating the delivery of direct patient care into students' final year community pharmacy clerkships. Methods All fourth‐year pharmacy students at the U niversity of B ritish C olumbia were divided into one of three study arms for their community APPE : a 2 × 4‐week rotation in a traditional format, a 1 × 8‐week rotation where their preceptors had experienced a 2‐day education course and a 1 × 8‐week rotation with both preceptor education plus a 5‐day pre‐ APPE in‐store orientation and peer debriefing. Key findings All 123 students conducted patient consultations and documented their care. Students in the pre‐ APPE + preceptor education arm provided nearly double the number of direct patient consultations than did students in the preceptor‐education‐only arm or the traditional 2 × 4‐week arm. Numbers of drug‐related problems identified and interventions performed per patient consult did not differ across study arms. Conclusions Pre‐ APPE orientation activities provided an enhanced learning environment, promoted greater student engagement, provided care to more patients, increased preceptor preparedness and enhanced in‐store patient‐centred care practice. Certain of these learning activities can also form part of third‐ and fourth‐year introductory pharmacy practice experiences to prepare students for their final‐year APPE .