Kali M VanLangen1, Lisa M Meny2, David R Bright3, Mandy R Seiferlein4, Ashok Philip5, Roopali Sharma6, Margarita DiVall7. 1. Pharmacy Practice, Ferris State University College of Pharmacy, 25 Michigan St, Suite 7000, Grand Rapids, MI 49503, United States. Electronic address: KaliVanLangen@ferris.edu. 2. Pharmacy Practice, Ferris State University College of Pharmacy, 25 Michigan St, Suite 7000, Grand Rapids, MI 49503, United States. Electronic address: LisaMeny@ferris.edu. 3. Pharmaceutical Sciences, Ferris State University College of Pharmacy, 220 Ferris Dr, Big Rapids, MI 49307, United States. Electronic address: DavidBright@ferris.edu. 4. Ferris State University College of Pharmacy, 25 Michigan St, Suite 7000, Grand Rapids, MI 49503, United States. Electronic address: MandySeiferlein@ferris.edu. 5. Union University, 1050 Union University Drive, Jackson, TN 38305, United States. Electronic address: aphilip@uu.edu. 6. Pharmacy Practice, Touro College of Pharmacy, 2090 Adam Clayton Powell Jr Blvd, Room 514, New York, NY 10027, United States. Electronic address: Roopali.Sharma@touro.edu. 7. Northeastern University School of Pharmacy, 140 The Fenway, Boston, MA 02115, United States. Electronic address: m.divall@northeastern.edu.
Abstract
INTRODUCTION: Standards 2016 require schools/colleges of pharmacy (s/cop) to assess students' readiness to enter advanced pharmacy practice experiences (APPEs). However, literature describing how schools are meeting this standard is limited. The purpose of this study was to conduct an environmental scan to describe how s/cop assess student readiness to enter APPEs. METHODS: A web-based survey was distributed to assessment leads at United States s/cop, regardless of accreditation status. Respondents answered questions related to their current approach to assessing student APPE readiness, existence of intentional assessment plans, competencies used, assessment methods, benchmarks, and remediation strategies. Aggregate data were analyzed using descriptive statistics. RESULTS: Fifty-two S/COP (36.1%) responded. The majority (90.1%) were fully accredited schools. Most respondents have an intentional APPE readiness plan (73.5%), although the duration since implementation varied. There was no consensus among schools on which competencies informed APPE readiness with 67.3% listing Center for the Advancement of Pharmacy Education (CAPE) 2013 outcomes, 61.2% Guidance for Standards 2016 Appendix A, 53.1% pre-APPE domains (Standards 2007), and 30.6% Entrustable Professional Activities. Twenty-eight S/COP (57.1%) reported having individual student-level data to assess student APPE readiness. The most common methods for validating student APPE readiness were preceptor (48.9%) and student (44.9%) surveys. CONCLUSIONS: This environmental scan begins to identify trends in how S/COP is approaching the assessment of student readiness to begin APPEs. Further research is needed to identify best practices and practical methods to ensure compliance with current accreditation standards.
INTRODUCTION: Standards 2016 require schools/colleges of pharmacy (s/cop) to assess students' readiness to enter advanced pharmacy practice experiences (APPEs). However, literature describing how schools are meeting this standard is limited. The purpose of this study was to conduct an environmental scan to describe how s/cop assess student readiness to enter APPEs. METHODS: A web-based survey was distributed to assessment leads at United States s/cop, regardless of accreditation status. Respondents answered questions related to their current approach to assessing student APPE readiness, existence of intentional assessment plans, competencies used, assessment methods, benchmarks, and remediation strategies. Aggregate data were analyzed using descriptive statistics. RESULTS: Fifty-two S/COP (36.1%) responded. The majority (90.1%) were fully accredited schools. Most respondents have an intentional APPE readiness plan (73.5%), although the duration since implementation varied. There was no consensus among schools on which competencies informed APPE readiness with 67.3% listing Center for the Advancement of Pharmacy Education (CAPE) 2013 outcomes, 61.2% Guidance for Standards 2016 Appendix A, 53.1% pre-APPE domains (Standards 2007), and 30.6% Entrustable Professional Activities. Twenty-eight S/COP (57.1%) reported having individual student-level data to assess student APPE readiness. The most common methods for validating student APPE readiness were preceptor (48.9%) and student (44.9%) surveys. CONCLUSIONS: This environmental scan begins to identify trends in how S/COP is approaching the assessment of student readiness to begin APPEs. Further research is needed to identify best practices and practical methods to ensure compliance with current accreditation standards.