Am J Pharm Educ. 2024 Jul 16:100762. doi: 10.1016/j.ajpe.2024.100762. Online ahead of print.
ABSTRACT
OBJECTIVE: To utilize a process to identify strengths and weaknesses of an introductory pharmacy practice experience (IPPE) curriculum from stakeholder perspectives and undergo IPPE curricular revision.
METHODS: An IPPE Curriculum Redesign Taskforce was created, and a five-step systematic quality improvement (QI) process was developed and applied to redesign an IPPE curriculum. Steps were to (1) identify existing curriculum challenges and strengths; (2) determine potential solutions to challenges; (3) redesign IPPE curricular structure; (4) obtain stakeholder input and support; and (5) redesign IPPE content. Throughout these steps, surveys were administered, and feedback was solicited from stakeholder groups through focus groups and meetings. Quantitative data were analyzed using descriptive statistics. Qualitative data were analyzed using inductive content analysis and peer debriefing to identify themes.
RESULTS: Student survey and focus group results identified desires to limit student-preceptor negotiations when scheduling hours, decrease conflict between IPPE hours and scheduled classes, and increase direct patient care opportunities. Structural revisions included transition of IPPE hours from the first- and second-year of the program into the third-year (P3), revising course schedule grids to allow P3 students one day per week to complete hours, and aligning rotation dates during class-free times. Curricular content was strengthened through curricular mapping, threading, and course coordinator collaborations.
CONCLUSION: A 5-step IPPE redesign systematic QI process utilizing solicitation, analysis, and incorporation of stakeholder feedback was used to revise an IPPE curriculum to maintain framework and content strengths and address weaknesses. Other pharmacy programs could utilize this process to redesign their IPPE curriculum.
PMID:39025465 | DOI:10.1016/j.ajpe.2024.100762
