Skip to main page content
U.S. flag

An official website of the United States government

Dot gov

The .gov means it’s official.
Federal government websites often end in .gov or .mil. Before sharing sensitive information, make sure you’re on a federal government site.

Https

The site is secure.
The https:// ensures that you are connecting to the official website and that any information you provide is encrypted and transmitted securely.

Access keys NCBI Homepage MyNCBI Homepage Main Content Main Navigation
. 2021 Mar 4;12(1):10.24926/iip.v12i1.3374.
doi: 10.24926/iip.v12i1.3374. eCollection 2021.

Concentrated Learning Experiences Across Two Different Health-Systems

Sarah A Nisly  1 , Brennen T Guzik  2 , Alexandra L Cunha  3 , Brittany A Sturdivant  3 , Lisa F Brennan  1 , Jamielynn Sebaaly  4 , Susan Smith  1
Affiliations

Concentrated Learning Experiences Across Two Different Health-Systems

Sarah A Nisly et al. Innov Pharm. .

Abstract

Background: While many public pharmacy schools have an adjoining health-system to accommodate their students, some pharmacy programs form partnerships with non-affiliated health-systems to precept students. These health-systems often afford students the opportunity to complete multiple rotations within a single organization, offering decreased onboarding time and more longitudinal experiences.

Innovation: Two autonomous partnerships were developed with independent healthcare systems for concentrated learning experiences during the advanced pharmacy practice experiences year. Each program differs in student requirements and is overseen by the practice site, with participation by area faculty.

Key findings: A survey assessed professional skill set development, achievement of program goals during the experiential year, and student satisfaction of a concentrated learning experience. A comparison between programs was completed to assess for consistency in student experiences. Nineteen students (83%) responded to the survey. Students from both health-systems reported similarities in professional skill growth. Likewise, all students reported achievement of program goals and overall satisfaction with their experiential training.

Conclusions: Independently managed concentrated learning experiences provided evidence of consistent growth in student professional development and achievement of programmatic goals. Partnerships with non-affiliated healthcare systems can provide a rich training ground for student learners.

Keywords: APPE; longitudinal experiences; perceptions; student.

PubMed Disclaimer

Conflict of interest statement

Conflicts of interest: None

Figures

Figure 1.
Figure 1.
Median student self-assessments pre and post APPE in professional skills Scale 1-10: 1=weak, 10=strong; *p<0.05 for difference between programs
See this image and copyright information in PMC

References

    1. Accreditation council for pharmacy education . Standards: 2016. [Jun 27;2020 ]. Accreditation standards and key elements for the professional program in pharmacy leading to the doctor of pharmacy degree.https://www.acpe-accredit.org/pdf/Standards2016FINAL.pdf Accessed.
    1. Hatton RC, Weitzel KW. Complete-block scheduling for advanced pharmacy practice experiences. Am J Health Syst Pharm. 2013;70(23):2144–2151. - PubMed
    1. Taylor RA, Wisneski SS, Kaun MA, Parteleno P, Williams J, Goldman MP. Sequential advanced pharmacy practice experiences at one institution for students from three pharmacy schools. Am J Health Syst Pharm. 2014;71(2):140–144. - PubMed
    1. Frasiolas JA, Wright K, Dzierba AL. Evaluation of a longitudinal advanced pharmacy practice experience. Am J Pharm Educ. 2017;81(3) Article 1. - PMC - PubMed
    1. O’Sullivan TA, Sullivan L, Webber K, Weber SS. Comparison of student outcomes between longitudinally and traditionally placed advanced pharmacy practice experiences. Am J Pharm Educ. 2019;83(8) Article 7143. - PMC - PubMed

LinkOut - more resources