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Using Preceptor Time More Effectively: A Performance-based Advanced Pharmacy Practice Experience Model

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Abstract:

Objective: Construction of an ambulatory care APPE model for self-directed student learning of required material and skills to promote preceptor-facilitated development of patient care skills.

Methods: Electronic learning modules with quizzes replaced discussion sessions to guide student learning of foundational therapeutic information. The material was practiced in patient encounters and re-assessed in case-based final examinations. Preceptor time was redirected toward development of clinical skills. Objective assessment forms were created and a process developed for teaching students clinical skills. The orientation process was streamlined by instructional videos.

Results: Every student in the APPE demonstrated proficiency in clinical skills and therapeutic knowledge objectives. Students found the new structure effective at both reviewing knoweldge previously taught in didactic coursework and developing clinical skills. Peer faculty identified the APPE structure as successful, innovative, and transferable. The videos were effective at streamlining repetitive processes.

Implications: This APPE model demonstrates that students can self-assess and self-learn material and skills in a structured review process. Preceptor time shifts from remediation to developing student patient care skills. The model may be applied to a variety of settings and rotation types, providing preceptors a structure to build an APPE ensuring consistency across practice sites within a program. Development time can be reduced by using material available in the didactic program and through sharing material developed within a college or between colleges of pharmacy.
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Association:
Name: American Association of Colleges of Pharmacy
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http://www.aacp.org


Citation:
URL: http://www.allacademic.com/meta/p261280_index.html
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MLA Citation:

Marcy, Todd., Armor, Becky., Bird, Jennifer., Dennis, Vincent., Letassy, Nancy., Medina, Melissa., Britton, Mark. and Barud, Stephanie. "Using Preceptor Time More Effectively: A Performance-based Advanced Pharmacy Practice Experience Model" Paper presented at the annual meeting of the American Association of Colleges of Pharmacy, Jul 19, 2008 <Not Available>. 2009-03-04 <http://www.allacademic.com/meta/p261280_index.html>

APA Citation:

Marcy, T. R., Armor, B. L., Bird, J. K., Dennis, V. C., Letassy, N. A., Medina, M. S., Britton, M. L. and Barud, S. J. , 2008-07-19 "Using Preceptor Time More Effectively: A Performance-based Advanced Pharmacy Practice Experience Model" Paper presented at the annual meeting of the American Association of Colleges of Pharmacy <Not Available>. 2009-03-04 from http://www.allacademic.com/meta/p261280_index.html

Publication Type: Abstract
Abstract: Objective: Construction of an ambulatory care APPE model for self-directed student learning of required material and skills to promote preceptor-facilitated development of patient care skills.

Methods: Electronic learning modules with quizzes replaced discussion sessions to guide student learning of foundational therapeutic information. The material was practiced in patient encounters and re-assessed in case-based final examinations. Preceptor time was redirected toward development of clinical skills. Objective assessment forms were created and a process developed for teaching students clinical skills. The orientation process was streamlined by instructional videos.

Results: Every student in the APPE demonstrated proficiency in clinical skills and therapeutic knowledge objectives. Students found the new structure effective at both reviewing knoweldge previously taught in didactic coursework and developing clinical skills. Peer faculty identified the APPE structure as successful, innovative, and transferable. The videos were effective at streamlining repetitive processes.

Implications: This APPE model demonstrates that students can self-assess and self-learn material and skills in a structured review process. Preceptor time shifts from remediation to developing student patient care skills. The model may be applied to a variety of settings and rotation types, providing preceptors a structure to build an APPE ensuring consistency across practice sites within a program. Development time can be reduced by using material available in the didactic program and through sharing material developed within a college or between colleges of pharmacy.

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Associated Document Available American Association of Colleges of Pharmacy


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