Let's Think About It

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LET’S THINK ABOUT IT V O L U M E

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I S S U E

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S P R I N G

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Let’s Think About It is published three times a year by the Center for the Advancement of Teaching and Learning (CATAL) in Mercer University’s College of Pharmacy and Health Sciences. The purpose of CATAL is to support and promote effective and innovative teaching that enhances learning at the College. CATAL’s vision is to create a learning-centered community that promotes a culture of excellence in teaching and learning.

Evaluation of Institutional Introductory Pharmacy Practice Experiences at Area Hospitals Nicole L. Metzger, Pharm.D., Angela O. Shogbon, Pharm.D., Pamela M. Moye, Pharm.D., Phillip S. Owen, Pharm.D., Melissa M. Chesson, Pharm.D., and Bobby C. Jacob, Pharm.D.

Leisa L. Marshall, Pharm.D.

This Issue Let’s Think About It

is the newsletter for Mercer University’s Center for the Advancement of Teaching and Learning (CATAL) in the College of Pharmacy and Health Sciences.

Pharmacists are widely regarded as medication experts and can provide evidence-based, cost-effective patient care. The Accreditation Council for Pharmacy Education (ACPE) describes their vision of future pharmacy practice as one where pharmacists ensure optimal medication therapy outcomes for patients. They further recommend that pharmacy

ing designs and structure, but all with a goal to

education prepares students for the delivery

increase students’ preparedness for Advanced

of patient-centered care that optimizes medica-

Pharmacy Practice Experiences (APPE). Some

tion use, improves therapeutic outcomes, and

institutional IPPE programs have involved

Let’s Think About It provides a forum for College

promotes public health initiatives. However,

students working with interprofessional patient

of Pharmacy and Health Sciences faculty to

along with recognition of the pharmacist as

care teams, while others have incorporated

share reports of their scholarship of teaching

a medication expert comes the additional

direct patient care activities such as patient

and learning. At present, I serve as editor and

accountability for patient health outcomes;

interviews and medication reconciliation

Dr. Ajay Banga as associate editor. We encour-

and, hopefully, public recognition of the phar-

services.2-4 Assessment of IPPE is also varied,

age you to submit reports of your pedagogical

macist’s ability to manage medications, improve

including students’ perceptions of IPPE and

research or innovative teaching techniques and

cost-effectiveness and patient outcomes.1

knowledge gained, faculty’s assessment of

approaches that facilitate learning in the class-

As a result, ACPE has increased emphasis

students’ performance, and students’ readi-

room or practice site. We would also invite you

on experiential education, specifically Intro-

to submit short summaries of books or arti-

ductory Pharmacy Practice Experiences (IPPE).

In an assessment of a direct patient care in-

cles that you have found useful in your teach-

In January 2011, ACPE updated their 2007 stan-

stitutional IPPE program focused on providing

ing, as we would like to include these types

dards to include guidelines 14.4 and 14.5 which

medication reconciliation services at a local

of articles in the newsletter. Each submission is

clarify requirements for IPPE.1 Guideline 14.4

health-system, preliminary data showed

reviewed by the editors and selected members

recommends that IPPE include a total of 300

students had positive attitudes about medica-

of CATAL, and we provide feedback to authors

hours, of which 150 hours be equally divided

tion reconciliation and an awareness of its

within 60 days. Please consult the CATAL Web-

between community (75 hours) and institution-

importance.3 Students’ understanding of and

site for previous issues of Let’s Think About It to

al settings (75 hours).1 While community hours

their abilities to perform medication reconcilia-

review the manuscripts published in the past.

are relatively easy to obtain, institutional IPPE

tion improved after IPPE.3 In another longi-

The Web site also contains information about

hours are much more difficult to secure due to

tudinal IPPE program described by Chisolm

(Continued on page 2)

the smaller number of hospitals.

et al, students worked with faculty and APPE

There are several descriptions of institutional IPPE programs in the literature, each with vary-

ness for experiential rotations.2-5

students to interview patients, evaluate and (Continued on page 2)


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