Twelve Tips for Synergistic Delivery of Remote Advanced Pharmacy Practice Experience Rotations.

Trisha Branan,W Anthony Hawkins,Christopher Bland,Susan Smith,Andrea Sikora Newsome

doi:10.15694/mep.2020.000257.1

Abstract

This article was migrated. The article was marked as recommended. In response to the COVID-19 pandemic, many institutions changed their staffing models to incorporate remote work which created a need for pharmacy faculty and preceptors to also shift their rotation experience to a remote format. While initially this may be a daunting task, remote experiences have the potential to equip students with unique skillsets while offering a mutually beneficial effort towards patient care and/or other responsibilities. In addition, these remote experiences can offer students a more customized rotation and a behind the scenes look at the preceptor's career. This article provides 12 tips for developing a remote learning experience.

Highlights

Remote advanced pharmacy practice experience (APPE) rotations are powerful tools to maintain rotation site availability in the era of COVID-19 and have unique synergistic potential
While transitioning to an alternative APPE model can be challenging, the ability to provide a remote experience with flexible activities and timelines has unique appeal that can engage students in new skillsets while providing mutually beneficial effort on daily responsibilities and scholastic projects
We outline 12 tips for successful delivery of a remote APPE. These tips are drawn from our experiences as preceptors of pharmacy student APPEs, many of us serve as preceptors for medical student and pharmacy post-graduate resident experiences

Summary

Introduction

Remote advanced pharmacy practice experience (APPE) rotations are powerful tools to maintain rotation site availability in the era of COVID-19 and have unique synergistic potential. In a remote environment, where much of the communication occurs via electronic means, providing feedback remains a core part of the learning experience, especially given a lack of "face-time." Being highly intentional with feedback can help ensure that it is provided and can be achieved in several ways: (1) put it on the calendar: schedule feedback (e.g., "Feedback Fridays") during which the student can self-reflect and the preceptor can provide formative and summative feedback, (2) provide formal feedback for each assignment, and (3) use various formats for feedback (e.g., written and verbal, formal and informal). "Credit" can be granted in several different ways: a line item to add to the student’s curriculum vitae, an acknowledgement in a published manuscript or in a formal presentation, or verbal recognition at a meeting of peers, to name a few This professional generosity provides great value and sense of accomplishment to the student.

Conclusion

Notes On Contributors