Event Title
Assessment of IPE Core Competencies During Advanced Pharmacy Practice Clinical Experiences
Start Date
10-29-2016 9:45 AM
End Date
10-29-2016 10:45 AM
Description
Purpose: To illustrate incorporation of select interprofessional education collaborative (IPEC) competencies into preceptor evaluations of students for advanced pharmacy practice experiences (APPEs). To describe the tool and evaluate the results obtained.
Background: Interprofessional education (IPE) is a necessary component of pharmacy curricula. Pharmacy students at this health sciences university participate in a required two-year, longitudinal IPE program during their first two program years; some students participate in additional IPE programming throughout the final two program years. To evaluate the success of these experiences, student achievement of IPEC competencies during their APPEs in the curriculum’s final year was measured.
Description of Intervention: During 2014-2015, the curriculum committee updated preceptor evaluations of students by including select IPEC competencies. These applied to core APPE environments: acute care (AC), ambulatory care (AMC), hospital and community pharmacy. The annual 2015 preceptor development program focused on IPE. The updated preceptor evaluations of students were instituted in the 2015-2016 academic year.
Results: Student achievement of the competencies was evaluated. Among the three values/ethics IPEC competencies achievement was reached by ≥98.2% of students. Among roles/responsibilities competencies, 81.8% of students accomplished one of these in the AMC environment; ≥98% of students achieved the other roles/responsibility competencies in other APPE environments. Among communication competencies, ≤64% of students accomplished one of these in the AC and AMC environments. Greater than 93% of students achieved the team/teamwork competencies in the AC and AMC environments.
Conclusion: Measuring achievement of IPEC competencies during APPEs has confirmed that, overall, pharmacy students appear prepared for interprofessional, collaborative practice. Interprofessional communication is an area for increased focus in IPE activities during years 1-3 of the curriculum.
Relevance to Interprofessional Education: This process may be replicable by other health professions. Assessing student achievement of the IPEC competencies during the clinical components of curricula provides valuable information.
Two to Three Learning Objectives
- Identify a process for incorporating IPE competency measurement into preceptor evaluations of students on clinical rotations.
- Describe the process for evaluating the obtained outcomes in contributing to continuous quality improvement of IPE programming.
Included in
Assessment of IPE Core Competencies During Advanced Pharmacy Practice Clinical Experiences
Purpose: To illustrate incorporation of select interprofessional education collaborative (IPEC) competencies into preceptor evaluations of students for advanced pharmacy practice experiences (APPEs). To describe the tool and evaluate the results obtained.
Background: Interprofessional education (IPE) is a necessary component of pharmacy curricula. Pharmacy students at this health sciences university participate in a required two-year, longitudinal IPE program during their first two program years; some students participate in additional IPE programming throughout the final two program years. To evaluate the success of these experiences, student achievement of IPEC competencies during their APPEs in the curriculum’s final year was measured.
Description of Intervention: During 2014-2015, the curriculum committee updated preceptor evaluations of students by including select IPEC competencies. These applied to core APPE environments: acute care (AC), ambulatory care (AMC), hospital and community pharmacy. The annual 2015 preceptor development program focused on IPE. The updated preceptor evaluations of students were instituted in the 2015-2016 academic year.
Results: Student achievement of the competencies was evaluated. Among the three values/ethics IPEC competencies achievement was reached by ≥98.2% of students. Among roles/responsibilities competencies, 81.8% of students accomplished one of these in the AMC environment; ≥98% of students achieved the other roles/responsibility competencies in other APPE environments. Among communication competencies, ≤64% of students accomplished one of these in the AC and AMC environments. Greater than 93% of students achieved the team/teamwork competencies in the AC and AMC environments.
Conclusion: Measuring achievement of IPEC competencies during APPEs has confirmed that, overall, pharmacy students appear prepared for interprofessional, collaborative practice. Interprofessional communication is an area for increased focus in IPE activities during years 1-3 of the curriculum.
Relevance to Interprofessional Education: This process may be replicable by other health professions. Assessing student achievement of the IPEC competencies during the clinical components of curricula provides valuable information.
Two to Three Learning Objectives
- Identify a process for incorporating IPE competency measurement into preceptor evaluations of students on clinical rotations.
- Describe the process for evaluating the obtained outcomes in contributing to continuous quality improvement of IPE programming.