Abstract
Experiential education is an essential component of pharmacy education in order to allow intern students to experience real conditions and training opportunities in different inpatient and outpatient settings. This paper provides a description of the pharmacy practice experiences (PPEs) in the Lebanese International University (LIU) 5-year bachelor of pharmacy (BPharm) and postgraduate doctor of pharmacy (PharmD) programs; focuses on the opportunities and challenges encountered; and presents a model for experiential education in Lebanon. Learning outcomes and thus students’ acquisition of predefined competencies are evaluated in actual practice settings through assessment tools. Our experiential education program aligns with the accreditation/certification criteria set by the Accreditation Council for Pharmacy Education (ACPE) and equips future pharmacists with the knowledge and skills to become major components in the healthcare team.
Highlights
Pharmacy education globally aims to prepare competent patient-centered pharmacists who are able to optimize patient care and provide medication therapy services in different settings [1,2]
Introduction to practice in the community setting starts early in the first two years of the program and continues in the first and the second professional years through a series of twelve-week practice experiences in each year known as Pharmacy Practice Experiences I and II (PPE I and PPE II)
Inpatient clinical rotations are introduced in the bachelor of pharmacy (BPharm) program during the third professional year in two simultaneous practice courses known as Pharmacy Practice Experiences III and IV (PPE III and IV)
Summary
Pharmacy education globally aims to prepare competent patient-centered pharmacists who are able to optimize patient care and provide medication therapy services in different settings [1,2]. Advanced experiences in the postgraduate doctor of pharmacy (PharmD) program, which is an additional one year in Lebanon after the BS degree under the supervision of practicing pharmacist and faculty preceptor, allow students to get involved more in case discussion, decision-making, and in direct patient care [6]. These experiences take place in different inpatient and outpatient settings to broaden the practice exposure of students and to achieve all desired outcomes of experiential learning [6]. This paper reports a snapshot of the pharmacy practice experiences in the LIU BPharm and PharmD programs, the opportunities, encountered challenges, and provides a model for experiential education in Lebanon
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Free) 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call
