Alexa Sevin Valentino1, Kelsey K Schmuhl2, E Michael Murphy3, Julie Legg4, Junan Li5. 1. Division of Pharmacy Practice and Science, The Ohio State University College of Pharmacy, 500 W. 12(th) Ave, Columbus, OH 43210, United States; Director of BuckIPE Curriculum, Office of Interprofessional Practice and Education, The Ohio State University and Wexner Medical Center, United States; Clinical Pharmacist, PrimaryOne Health, United States. Electronic address: valentino.49@osu.edu. 2. Division of Pharmacy Practice and Science, The Ohio State University College of Pharmacy, 500 W. 12(th) Ave, Columbus, OH 43210, United States. Electronic address: schmuhl.5@osu.edu. 3. Division of Pharmacy Practice and Science, The Ohio State University College of Pharmacy, 500 W. 12(th) Ave, Columbus, OH 43210, United States. Electronic address: murphy.981@osu.edu. 4. Division of Pharmacy Practice and Science, The Ohio State University College of Pharmacy, 500 W. 12(th) Ave, Columbus, OH 43210, United States. Electronic address: legg.31@osu.edu. 5. The Ohio State University College of Pharmacy, 500 W. 12(th) Ave, Columbus, OH 43210, United States. Electronic address: li.225@osu.edu.
Abstract
BACKGROUND AND PURPOSE: Advanced pharmacy practice experiences (APPEs) are a highly anticipated part of the doctor of pharmacy program. Traditionally, these rotations are offered as full-time, onsite experiences. However, there are situations in which geography, transportation, and housing requirements limit the accessibility of these experiences. Additionally, unexpected changes in rotation schedules or resource limitations may leave students in a difficult situation when completing their rotation hours. Having the ability to provide a remote APPE that results in similar student learning outcomes provides flexibility to experiential directors and ensures students' continued progression towards graduation. EDUCATIONAL ACTIVITY AND SETTING: A group of faculty members and post-graduate trainees collaborated to create a remote, one-month ambulatory care experience for 18 students over three months. Students had access to the electronic health record (EHR) from their homes through a partnership with a local federally qualified health center. Access to the EHR enabled the students to participate in telehealth visits and have meaningful interactions with patients as if they were on-site. Students were also able to participate in topic discussions, answer drug information questions, complete a literature evaluation series, and work on projects remotely through this rotation. FINDINGS AND SUMMARY: This remote rotation allowed preceptors to meet the educational needs of students while allowing them to provide patient care through telehealth. Data from summative student evaluations, student evaluations of preceptor and site, and a supplemental survey demonstrate that this remote rotation is a meaningful learning experience for students and is comparable to similar in-person rotations.
BACKGROUND AND PURPOSE: Advanced pharmacy practice experiences (APPEs) are a highly anticipated part of the doctor of pharmacy program. Traditionally, these rotations are offered as full-time, onsite experiences. However, there are situations in which geography, transportation, and housing requirements limit the accessibility of these experiences. Additionally, unexpected changes in rotation schedules or resource limitations may leave students in a difficult situation when completing their rotation hours. Having the ability to provide a remote APPE that results in similar student learning outcomes provides flexibility to experiential directors and ensures students' continued progression towards graduation. EDUCATIONAL ACTIVITY AND SETTING: A group of faculty members and post-graduate trainees collaborated to create a remote, one-month ambulatory care experience for 18 students over three months. Students had access to the electronic health record (EHR) from their homes through a partnership with a local federally qualified health center. Access to the EHR enabled the students to participate in telehealth visits and have meaningful interactions with patients as if they were on-site. Students were also able to participate in topic discussions, answer drug information questions, complete a literature evaluation series, and work on projects remotely through this rotation. FINDINGS AND SUMMARY: This remote rotation allowed preceptors to meet the educational needs of students while allowing them to provide patient care through telehealth. Data from summative student evaluations, student evaluations of preceptor and site, and a supplemental survey demonstrate that this remote rotation is a meaningful learning experience for students and is comparable to similar in-person rotations.