Students' attitudes and perceptions of a structured longitudinal introductory pharmacy practice experience (IPPE) medicine rotation

Abstract

Objectives To implement a structured, longitudinal introductory pharmacy practice experience (IPPE) that provided real practice experiences, increased students' understanding of clinical pharmacy, and addressed accreditation standards. Methods A quasi-experimental design was used. Students completed a month-long IPPE structured around an established advanced pharmacy practice experience (APPE) with participation in activities based on learner level. Matched surveys of students' attitudes and perceptions before and after the IPPE were compared. Students' attitudes and perceptions on this IPPE approach were also compared with a traditional shadowing approach (controls). Results Thirty students completed the IPPE. After completion, students had increased confidence in skills practiced during the IPPE and improved understanding of the pharmacist's role compared with responses before completion and control student responses. Conclusion This innovative IPPE approach represents an efficient way to provide patient care experiences to IPPE students in accordance with accreditation standards. Because IPPE activities were layered on established APPE activities, this model could be adapted to other clinical settings that provide APPEs.