Development of a collaborative psychiatric advanced pharmacy practice experience

Faculty are required to balance multiple duties, including, but not limited to teaching, precepting, and scholarly activity. Likewise, pharmacy managers with faculty appointments are challenged with balancing teaching and administrative duties. With increasing numbers of pharmacy students enrolled in colleges of pharmacy and the recent economic decline, there are concerns that increased responsibilities of faculty and preceptors may lead to sub-optimal advanced pharmacy practice experiences (APPEs). Objectives: Describe a collaborate approach in teaching a psychiatric APPE allowing for additional time for other responsibilities while providing a favorable environment for students. Methods: Pharmacy faculty and managers developed a collaborative psychiatric APPE. The pharmacists divided lectures and case discussions. Students were given many responsibilities (e.g., counseling, intervention documentation). Preceptor evaluations were documented and evaluated. Results: Sixty-four students were precepted over two years. Student evaluations of APPE preceptors averaged 3.74/4.00. Additionally, faculty and pharmacy managers accomplished other activities. Conclusion: It appears this collaborative team taught approach succeeded in providing an auspicious environment for students while allowing preceptors to be productive.