Rosemin Kassam1, John B Collins. 1. Faculty of Pharmaceutical Sciences, The University of British Columbia, 2146 East Mall, Vancouver, BC, V6T 1Z3. rokassam@interchange.ubc.ca
Abstract
OBJECTIVE: To develop and validate a preceptor/student self-report survey instrument to distinguish between different advanced pharmacy practice experience (APPE) models based on pharmaceutical care competencies. METHODS: The survey instrument's psychometric properties and differential impacts of 3 community-based APPE models were evaluated retrospectively. RESULTS: Five dimensions characterized APPE learning: importance of 14 pharmaceutical care competencies; agreement with pharmaceutical care procedures in practice; gains in perceived pharmaceutical care abilities; and learning climate and preceptor support. Most of the survey instrument scales detected student/preceptor differences as well as differences in APPE model structures. A streamlined, 30-item short form was validated against the full 78-item survey instrument. CONCLUSIONS: This study confirms that APPE learning can be quantified to: (1) identify high-risk students, (2) train new or continuing preceptors, (3) promote skills-training for select pharmaceutical care competencies, (4) add clarity and structure to APPE learning objectives, and (5) provide students and preceptors with common frameworks for negotiating the APPE experience.
OBJECTIVE: To develop and validate a preceptor/student self-report survey instrument to distinguish between different advanced pharmacy practice experience (APPE) models based on pharmaceutical care competencies. METHODS: The survey instrument's psychometric properties and differential impacts of 3 community-based APPE models were evaluated retrospectively. RESULTS: Five dimensions characterized APPE learning: importance of 14 pharmaceutical care competencies; agreement with pharmaceutical care procedures in practice; gains in perceived pharmaceutical care abilities; and learning climate and preceptor support. Most of the survey instrument scales detected student/preceptor differences as well as differences in APPE model structures. A streamlined, 30-item short form was validated against the full 78-item survey instrument. CONCLUSIONS: This study confirms that APPE learning can be quantified to: (1) identify high-risk students, (2) train new or continuing preceptors, (3) promote skills-training for select pharmaceutical care competencies, (4) add clarity and structure to APPE learning objectives, and (5) provide students and preceptors with common frameworks for negotiating the APPE experience.
Keywords:
advanced pharmacy practice experience (APPE); assessment; community pharmacy; pharmaceutical care competencies; survey