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Student Perceptions of Introductory Pharmacy Practice Experiences

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Abstract:

Objective: To determine student perceptions of their level of mastery and rate the importance of where the experiences occurred.

Methods: All pharmacy students (n=350) were surveyed. The survey consisted of 23 items. Each item was rated based on level of skill mastery and importance of where the experience occurred. The level of skill mastery ranged from ‘familiar with but no experience’ to ‘expert (at the level of a pharmacist)”. The level of importance was ranked least to most for the following experiences: “work for pay”; “courses/labs”; “professional service projects”; and “clerkships”.

Results: The average level of practice experience increased across the curriculum with overall mean (median) for each class as follows: P1s=1.9 (2); P2s=3 (3); P3s=3.5 (3); P4s=3.9 (4). Items with the highest mastery were “Dispensing medications”, “Interacting with pharmacy technicians” and “Performing calculations”. Items that displayed the least mastery were “Conducting physical assessment”, “Identifying patient specific factors that affect health, pharmacotherapy, &/or disease state management”, and “Preparing & compounding sterile products”. For the P1, P2, and P3 students, of the items with the highest mastery, “work” were rated the most important followed by “courses/labs” and “service project”. However, for the items with the least mastery the students rated “courses/labs” the most important followed by “service project” and “work”.

Implications: Students feel the most comfort with activities that they get adequate practice experience. The results of this survey will help guide implementation of early practice experiences into the curriculum.
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Association:
Name: American Association of Colleges of Pharmacy
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http://www.aacp.org


Citation:
URL: http://citation.allacademic.com/meta/p118875_index.html
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MLA Citation:

Stowe, Cindy. and Gardner, Stephanie. "Student Perceptions of Introductory Pharmacy Practice Experiences" Paper presented at the annual meeting of the American Association of Colleges of Pharmacy, Sheraton San Diego Hotel & Marina, San Diego, California, USA, Jul 05, 2006 <Not Available>. 2013-12-16 <http://citation.allacademic.com/meta/p118875_index.html>

APA Citation:

Stowe, C. D. and Gardner, S. F. , 2006-07-05 "Student Perceptions of Introductory Pharmacy Practice Experiences" Paper presented at the annual meeting of the American Association of Colleges of Pharmacy, Sheraton San Diego Hotel & Marina, San Diego, California, USA <Not Available>. 2013-12-16 from http://citation.allacademic.com/meta/p118875_index.html

Publication Type: Abstract
Abstract: Objective: To determine student perceptions of their level of mastery and rate the importance of where the experiences occurred.

Methods: All pharmacy students (n=350) were surveyed. The survey consisted of 23 items. Each item was rated based on level of skill mastery and importance of where the experience occurred. The level of skill mastery ranged from ‘familiar with but no experience’ to ‘expert (at the level of a pharmacist)”. The level of importance was ranked least to most for the following experiences: “work for pay”; “courses/labs”; “professional service projects”; and “clerkships”.

Results: The average level of practice experience increased across the curriculum with overall mean (median) for each class as follows: P1s=1.9 (2); P2s=3 (3); P3s=3.5 (3); P4s=3.9 (4). Items with the highest mastery were “Dispensing medications”, “Interacting with pharmacy technicians” and “Performing calculations”. Items that displayed the least mastery were “Conducting physical assessment”, “Identifying patient specific factors that affect health, pharmacotherapy, &/or disease state management”, and “Preparing & compounding sterile products”. For the P1, P2, and P3 students, of the items with the highest mastery, “work” were rated the most important followed by “courses/labs” and “service project”. However, for the items with the least mastery the students rated “courses/labs” the most important followed by “service project” and “work”.

Implications: Students feel the most comfort with activities that they get adequate practice experience. The results of this survey will help guide implementation of early practice experiences into the curriculum.

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