LET’S THINK ABOUT IT V O L U M E
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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)