Experiential education accommodations for students with disabilities in United States pharmacy schools: An exploratory study

Abstract

IntroductionWe sought to identify challenges and possible outcomes for pharmacy schools providing accommodations on experiential rotations for students with disabilities. MethodsA survey was developed and sent to the experiential education departments of pharmacy schools across the nation and anonymous responses were collected. Quantitative survey results were assessed using descriptive statistics, and qualitative results were assessed using thematic analysis. ResultsA total of 43 individuals who self-identified as current members of the experiential education department of their school responded to the survey. Student, preceptor, and institutional challenges and barriers were identified, and various approaches to providing accommodations for students with disabilities during experiential rotations were described. ConclusionsProviding accommodations for students on experiential rotations remains a challenge for pharmacy programs. However, guidance for pharmacy schools on proper support of students with disabilities on experiential rotations remains limited.