Introductory Pharmacy Practice Experience Research Articles

Assessment of factors that impact performance in a year-long Top 200 Drug course

Background and PurposeKnowledge of commonly used medications (“Top 200”) is a common component of pharmacy curricula. This study assessed the impact of pre-pharmacy grade point average (GPA), timing of students' community introductory pharmacy practice experience (C-IPPE), C-IPPE practice location, completion of practice quizzes (PQs), and campus attended on Top 200 performance. Educational activity and settingTop 200 Drugs is a two-part series offered during the first professional (P1) year of the program. Students concurrently complete their C-IPPE during either the fall or spring semester. A retrospective review was completed to assess factors associated with student performance during the 2016–2017 academic year. FindingsHigher fall course grades were associated with higher pre-pharmacy GPA, active C-IPPE enrollment, and completion of >80% of PQs. Higher spring course grades were associated with higher pre-pharmacy GPAs, completion of >80% of PQs, satellite campus attendance, C-IPPE completion at a grocery store/mass merchant, and higher fall semester performance. SummaryA retrospective review of factors associated with student performance allowed the course coordinator to create further learning opportunities based on the findings. Since practice quizzes were associated with higher performance, these self-directed learning opportunities were expanded in the subsequent course offering. Student completion of the C-IPPE in the fall improved performance in the fall, and C-IPPE location may have impacted performance as well. Further investigations are warranted to better understand the impact of C-IPPE semester and C-IPPE location on Top 200 performance so these can be maximized to support student performance.

Development, Implementation, and Evaluation of Introductory Pharmacy Practice Experiences at an Academic Medical Center

Purpose Introductory pharmacy practice experiences (IPPEs) for pharmacy students are required by the Accreditation Council for Pharmacy Education, but guidance for rotational structure is limited. Objective To describe the design, implementation, and evaluation of IPPE rotations at a large, multisite, academic medical center. Conclusion A large IPPE program was successfully implemented and sustained. Rapid cycle changes were made based on post rotational surveys completed by both preceptors and IPPE students to assess and modify the rotations until the average experience was rated at least a 4 on a 5 point scale, illustrating a mutually beneficial collaboration between the Medical Center and the School of Pharmacy. The IPPE program structure and capacity has continued to grow at the Medical Center in a collaborative manner.

A Progress Report on the State of Pharmacy Informatics Education in US Pharmacy Schools and Colleges

Objective. To characterize informatics education opportunities in US colleges and schools of pharmacy curricula. Methods. Informatics curricular information online was catalogued via publicly available websites. Website content was searched via domain-specific keywords. Online course descriptions were reviewed. Website searches were also conducted for informatics-related opportunities. Results. Of 132 pharmacy curricula found online, 47 (36%) included an informatics course. Of those, 64% (n=30) were required while 47% (n=22) were elective courses. Additionally, 20% (n=26) provided informatics advanced and/or introductory pharmacy practice experiences, 20% (n=27) offered an informatics residency, and 17% (n=22) listed certificate and/or graduate degree programs in informatics. Conclusion. Over the past 10 years, little observable progress has been made in pharmacy school curricula in response to the increasing importance of informatics to the profession. Pharmacy programs can address this educational gap by internal (eg, course development) and external (eg, open source curriculum) solutions.

Value-Added Services: Incorporating Pharmacy Students in a Hospital Setting

Megan Unger, a PharmD candidate in her fourth professional year in the College of Pharmacy, completed an introductory pharmacy practice experience at Deaconess Hospital in Evansville, Indiana, during her third professional year. This was the third of thirteen experiential learning rotations that she will complete prior to graduation in 2019. Her future plans include pursuing a postgraduate residency training program. In this article, Megan highlights the value-added services that pharmacy students can provide to institutional pharmacy settings and the patients served.

Evaluation of a comprehensive, integrated, medical service‐based pharmacy practice model

PurposePrior to 2008, the pharmacy practice model utilized by the University of North Carolina (UNC) Medical Center was a traditional central pharmacist and clinical specialist model. The department of pharmacy implemented a unique and innovative pharmacy practice model in 2008 organized around medical services. Through this medical service‐based model, all patients are now covered by a pharmacist. The objectives of this study were to evaluate the sustainability of the improvements associated with the medical service‐based pharmacy practice model at UNC Medical Center, which included pharmacist turnover, employee satisfaction and workforce engagement, resident and student involvement in patient care, and inpatient drug costs.MethodsThis retrospective analysis focused on data spanning fiscal year (FY) 2004 to 2016. Internal data reporting sources were analyzed to evaluate the outcomes of this practice model.ResultsIn FY 2016, 67% of work groups were tier 1 (highest satisfaction tier) and 4% were tier 3 (lowest satisfaction tier) and inpatient pharmacist turnover rate was only 7% compared with a 17% hospital turnover rate. Prior to 2008, the average difference between actual and expected drug expenditures was $2.8 million per year, and post‐implementation, the average difference improved to $3.3 million per year. In FY 2017, the department had 35 residents, representing a 169% increase in number of residency positions available compared with FY 2008. In FY 2016, 134 months of early immersion experiences were offered, 29 months of Introductory Pharmacy Practice Experiences (IPPEs), and 417 months of Advanced Pharmacy Practice Experiences (APPEs), which represents a 263% increase in IPPE months and a 369% increase in APPE months from FY 2008.ConclusionThis practice model, along with other factors, has had a continued sustained positive impact on employee engagement, inpatient drug costs, and patient care in our health system. In addition, this practice model is organized around pharmacist responsibilities that support continued growth of pharmacy learners.

Establishment of a patient-centered communication course to address curricular gaps

Background and purposePatient-centered communication (PCC) skills are critical to the practice of pharmacy. A gap analysis of the communication content of our curriculum revealed inadequate coverage of several competencies recommended by a National Association of Chain Drug Stores Foundation – National Community Pharmacy Association – Accreditation Council for Pharmacy Education joint task force report: “support patient behavior change through skills such as motivational interviewing”, “demonstrate compassion and empathy for patients”, and “solve adherence challenges created by low health literacy”. Educational activity and settingA required PCC course, heavily grounded in motivational interviewing principles, was introduced into the spring of the first professional year to address the identified curricular gaps. Activities and assessments in additional semesters were added to further develop these skills and provide accountability. FindingsThe course addressed the curricular gaps and was well-received by students. Students demonstrated competency in a role-play setting including improved proficiency between role-play activities. Reflections from a community pharmacy introductory pharmacy practice experience (IPPE) demonstrate that students perceived an ability to use the skills in practice. Discussion and summaryThis course has been successfully established as an introduction to PCC concepts and skills for first professional year pharmacy students. Use of the skills during a community pharmacy IPPE illustrates that the class functions as a foundation on which to further develop these skills throughout the remaining didactic and experiential curricula.

A Characterization of Student Reflections in an Introductory Pharmacy Practice Experience Discussion Course

Objective. To characterize weekly student reflections in an introductory pharmacy practice experience (IPPE) discussion course meeting concurrently with IPPE rotations in institutional pharmacy. Methods. A qualitative analysis was conducted to identify themes within weekly reflective statements submitted by second year pharmacy students (P2) enrolled in an IPPE rotation and concurrent discussion course. Weekly reflections from the 2015-2016 offering of the course were reviewed by investigators to identify common themes via an iterative process. Subsequently, investigators coded each submission into one of the identified categories. Initial agreement between investigators was assessed using the Cohen kappa coefficient. Discrepancies between coding were resolved through discussion to reach consensus. Results. A total of 402 reflection assignments were reviewed from 85 P2 students enrolled in the IPPE course. Ten themes were identified, with the most common themes being interprofessional teamwork, pharmacist and technician roles and responsibilities, and policies and procedures. Substantial initial agreement between investigators was found, with the most discrepancies arising within the themes of medication distribution and pharmacy administration/organizational structure. Conclusion. Student reflections on IPPEs centered on 10 key topics, primarily related to distributive, legal, and regulatory functions of institutional pharmacy practice. Structuring an IPPE rotation longitudinally in an academic term, with a concurrent discussion course, builds a framework for regular student reflection.

Evaluation of a Newly Established Layered Learning Model in an Ambulatory Care Practice Setting

Background and PurposeGiven the need to accommodate overlapping longitudinal Introductory Pharmacy Practice Experience (IPPE) students and Advanced Pharmacy Practice Experience (APPE) students at regular intervals while meeting clinical demands, the opportunity to establish a layered learning model (LLM) became evident at University of Missouri - Kansas City School of Pharmacy. The purpose of this project was to establish an LLM at an ambulatory care site, observe the teaching-learning interactions between IPPE and APPE students, and evaluate student perceptions of the experience. Educational Activity and SettingThe LLM was implemented over the course of three traditional semesters during Spring 2016 through Spring 2017. Clinical services were offered 2.5 days per week. Overlapping student instructional time was established in conjunction with the provision of clinical pharmacy services and the structure of each rotation type. Third-year (P3) IPPE and fourth-year (P4) APPE students, who participated in the LLM at this site, completed a course evaluation pertaining to their experiences. The evaluation focused on APPE and practice readiness, as well as strengths and limitations of the LLM. FindingsAll 16 students completed the evaluation (100% response rate). All IPPE students indicated the LLM prepared them for APPEs in either an excellent (n=3, 37.5%) or above average (n=5, 62.5%) manner. Of the APPE students, most indicated the LLM prepared IPPE students for APPEs in an excellent (n=3, 37.5%) or above average (n=4, 50%) manner. Similarly, the majority of APPE students indicated the LLM prepared APPE students for practice in an excellent (n=3, 37.5%) or above average (n=5, 62.5%) manner. In addition, the following common themes developed, which highlight the benefits of the experience: reinforcement of knowledge through instruction, enhanced understanding of APPE expectations, exposure to multiple teaching styles, and creation of a comfortable learning environment. Students suggested the LLM include increased time for interaction with other learners. SummaryAn LLM involving P3 IPPE and P4 APPE pharmacy students, in an ambulatory care practice setting, was associated with positive student perceptions. Student feedback was best utilized to generate the hypothesis that this LLM may increase both APPE and practice readiness. However, further study is needed to confirm direct cause and effect.

Specialization within pharmacy education: A survey of curricular track or concentration offerings

IntroductionThe purpose of this national survey was to determine what constitutes a curricular track or concentration within colleges and schools of pharmacy. Additionally, for programs not currently offering curricular tracks or concentrations, this survey sought to identify barriers to implementation. MethodsA survey instrument was developed and piloted. It was distributed electronically via SurveyMonkey to members of the American Association of Colleges of Pharmacy (AACP) Curriculum Special Interest Group (SIG) contact list, along with academic affairs contacts for the balance of programs not included on the SIG contact list, as obtained via a targeted website search. ResultsSixty-five of 134 programs responded to the survey (48.5%). Sixteen programs currently offer 38 curricular tracks or concentrations. On average, tracks or concentrations contained 10.6 didactic credits, with 4.6 elective and six required didactic credits; 0.7 introductory pharmacy practice experience (IPPE) credits; and 5.3 advanced pharmacy practice experience (APPE) credits, with 2.8 elective and 2.5 required APPE credits. Most tracks did not require a summative project (n = 13), while some required completion of a project individualized by interest/needs (n = 7). Forty-nine programs do not currently offer curricular tracks, most frequently due to logistics of faculty, oversight, or the curriculum structure. Of these programs not currently offering curricular tracks or concentrations, 38.8% are currently considering implementation. ConclusionExisting tracks or concentrations are highly variable in their composition. Many colleges and schools of pharmacy are considering implementation of curricular tracks or concentrations; this report provides guidance for appropriate rigor and development considerations.

The development and impact of active learning strategies on self-confidence in a newly designed first-year self-care pharmacy course – outcomes and experiences

Background and purposeThe primary objective of this investigation was to determine the effectiveness of different active learning exercises in a newly-designed flipped-classroom self-care course in applying newly acquired knowledge of self-care and improving the confidence of first-year pharmacy students to recommend self-care treatments and counsel patients. The early development of these skills is essential for the subsequent Community Introductory Pharmacy Practice Experience (CIPPE). Educational activity and settingAn unpaired anonymous survey was administered to students, pre- and post-course, to ascertain their opinions on the effectiveness of various teaching strategies and active learning exercises on learning and on their confidence in treatment-planning and patient counseling for self-care patients. Comparison between pre- and post-course Likert scores was conducted using a one-way ANOVA followed by a post-hoc Tukey's test with significance at p = 0.05. All other tests of significance were conducted using a student's t-test with significance at p = 0.05. FindingsStudents’ self-confidence in developing treatment plans and in counseling for non-prescription drugs and dietary supplements significantly improved from the beginning to the end of this self-care course. The response rate was high in both the pre- (N = 208, 88.1%) and post- (N = 198, 83.9%) course surveys. The positive change in confidence was not reflected in increased performance on the final exam represented by a lower average score than the midterm exam. Discussion and summaryActive learning sessions and the flipped classroom approach in this first-year pharmacy self-care course contributed to increased self-confidence in making recommendations and counseling patients on proper use of nonprescription medications and dietary supplements.

Survey highlights the need to expand offerings of introductory pharmacy practice experiences in psychiatry and neurology: Benefits and example experiences.

Introduction:Introductory pharmacy practice experiences (IPPEs) are 1 requirement schools and colleges of pharmacy must fulfill to meet accreditation standards. The purpose of this manuscript is to report existing IPPEs in psychiatry and neurology across the United States.Methods:Two separate electronic surveys were administered to individual College of Psychiatric and Neurologic Pharmacists members with board certification in psychiatric pharmacy with an academic affiliation and academic institutions in the 2014-15 academic year to assess the neuropsychiatric curriculum in pharmacy programs. Results focusing on IPPEs were summarized using descriptive statistics.Results:Academic institutional data reveal only 37.3% offered IPPEs in psychiatry, and 6.7% offered neurology. The number of available IPPEs is low even if a program offered an available rotation. The majority of College of Psychiatric and Neurologic Pharmacists member respondents (69.9%) did not offer IPPEs in psychiatry in the 2014-15 academic year, and none offered an IPPE in neurology. More than half of individual respondents feel their institution should increase IPPEs in psychiatry and neurology in order to enhance their curriculum.Discussion:To expand IPPE availability, pharmacy programs should increase early exposure of pharmacy students to patients with psychiatric and neurologic conditions. Longitudinal experiences may allow students to engage in hands-on experiences, which may impact future career aspirations and reduce stigma. Current example IPPEs at the authors' institutions are included to stimulate discussion and action among readers on how IPPEs in these practice areas may be developed. Implementation of IPPEs in psychiatry and neurology is needed for students to gain experience working with these patients.

A Qualitative Study Designed to Build an Experiential Education Curriculum for Practice-Ready Community Pharmacy-Bound Students

Objective. To design an experiential education curriculum that sequentially and deliberately prepares community pharmacy-bound graduates to practice at the level of the care provider and display the skills needed to be a pharmacist-in-charge. Methods. Semi-structured interviews were conducted with community pharmacy stakeholders. Transcriptions from the interviews were analyzed to identify common themes in needed community pharmacy training for core and elective advanced pharmacy practice experiences (APPEs). The themes were used to distinguish key elements of a community pharmacy experiential education curriculum that would meet the project objective. Results. Forty-two individuals were interviewed: 11 were interviewed individually and 31 in focus groups, with each group comprising two to six individuals. There were 11 focus groups. Theme analysis allowed differentiation of activities and performance levels for the community pharmacy introductory pharmacy practice experience (IPPE) and the core APPE as well as the goal of the core APPE for all program graduates. Participants identified two important elective APPEs for students planning to practice in community pharmacy after graduation: an advanced patient care experience and a management experience. Participants emphasized the importance of sequencing the core and advanced elective APPEs so that the advanced electives could build upon the skills demonstrated in the core APPE. Participants identified knowledge, skills, and attitudes needed for practice-readiness upon graduation. Conclusion. The identified experiential education curriculum for students planning to practice in the community pharmacy setting upon graduation will prepare them to provide care to complex community-dwelling patients and function as a pharmacist-in-charge in this setting.

Educational outcomes associated with early immersion of second-year student pharmacists into direct patient care roles in health-system practice

Background and purposeTo assess the educational impact of engaging second professional year student pharmacists in active, direct patient care experiences in health system practice. Educational activity and settingStudent pharmacists in their second professional year completed a redesigned, skill-based four-week introductory pharmacy practice experience in health system practice. The immersion consisted of experiences in both operational and clinical pharmacy environments. Students were assessed with skill development checklist assessments. Pre-post surveys were also collected. Data were analyzed using a mixed methods approach. FindingsTwenty-eight student pharmacists were included; of those, 26 completed both surveys (92.9% response rate). Survey results revealed significant increases in 81.8% of operational and 100% of clinical self-efficacy statements (p<0.05) and positive perceptions of the program overall. Overall, findings suggested that student pharmacists developed skills in health system practice while identifying additional areas for emphasized learning. SummaryStudent pharmacists engaged in early, hands-on, direct patient care experiences enhanced their skill development in operational and clinical pharmacy practice.

Pharmacy student perspectives regarding curricular renewal with experiential alignment

Background and purposeTo evaluate pharmacy students’ ability to perform and perspectives regarding a purposeful mapping of curricular content into experiential settings for application. Educational activity and settingStudents were given a list of activities developed by their curricular course directors that were to be completed during their introductory pharmacy practice experiences (IPPEs). Students were tasked with completing each assignment at their community or health system pharmacy site, and verify completion with their preceptor. Students were surveyed regarding their completion of these activities, who the tasks were performed on, and the value students perceived from the exercises. FindingsStudents ranked that the curricular mapping to experiential courses were successful. Average student responses reflected that the activities had value and positively impacted their learning. Many students struggled to find specific patient examples to complete the activities the way the course designed them. Changes to the structure of these activities was necessary for student success. Discussion and summaryStudents felt that the curricular mapping of assignments into IPPEs was meaningful and improved their learning. Not all students were able to complete assignments as described.

Curriculum renewal: Alignment of introductory pharmacy practice experiences with didactic course content

Background and purposeThe University of Colorado Skaggs School of Pharmacy and Pharmaceutical Sciences (SSPPS) used the opportunity of curriculum renewal to integrate knowledge and skills learned from didactic courses into the introductory pharmacy practice experiences (IPPEs) occurring simultaneously. This paper describes and evaluates the meaningful application of course content into IPPEs, and evaluates the success using qualitative feedback. Educational activity and settingStudents entering the renewed curriculum starting in fall 2012 were provided a list of pharmacy skills and activities from didactic course directors that reinforced course content for that semester. The skills and activities were to be completed during the students’ IPPE visits in the community or health systems settings, depending on the program year and semester. FindingsStudents successfully completed course assignments during their IPPE course program. Not all activities could be completed as designed, and many required modification, including simulated experiences. Feedback from faculty and preceptor members of the school's experiential education committee demonstrated that these activities were valuable and improved learning of course material, but were challenging to implement. Discussion and summaryA renewed curriculum that mapped course assignments for completion in experiential settings was successfully established, after some modifications. The program was modified at regular intervals to improve the ability of preceptors to complete these activities in their individual practice environment. A balance between the school providing guidance on what activities students should perform and allowing unstructured independent learning with the preceptor is needed for an optimal experience.

“It's like rotations, but in the classroom”: Creation of an innovative course to prepare students for advanced pharmacy practice experiences

Background and purposeThe purpose of this article is to discuss the course development and results of a survey assessing students’ perceived confidence in performing various skills after completion of this course. Educational activity and settingThe course was taught using a model in which all activities performed by students took place in a fictitious health system. The course was created to give students the opportunity to learn in an environment that closely mimicked advanced pharmacy practice experiences (APPEs) while in the didactic setting. Higher order active learning activities and case-based exams were utilized in the course. Students’ perceived level of confidence in performing skills practiced in the course was assessed via survey after completion of each semester of the course and after the first introductory pharmacy practice experience (IPPE). Course coordinators hypothesized that this course design would improve students’ perceived level of confidence in performing skills utilized in the clinical practice setting. FindingsSurvey data from two class cohorts were analyzed. Students’ perceived level of confidence in performing skills necessary in clinical practice increased as a result of the course. DiscussionThis course provided students an opportunity to experience an APPE environment while still in the didactic setting. The course design meets the Center for the Advancement of Pharmacy Education (CAPE) outcomes and aids in making students “APPE-ready” prior to the start of the P4 year. SummaryThis unique and innovative course format allowed students to integrate knowledge learned in previous courses and apply it in a manner like what is expected in the clinical setting.

Utilizing an Innovative Preceptor Video Mini-Series to Prepare Students for Experiential Rotations: Does it Work?

Objectives: To determine whether an innovative Mini-Series training model originally developed for preceptors could be beneficial to pharmacy students prior to and/or after beginning their introductory or advanced pharmacy practice experiences.&#x0D; Methods: This program consists of twelve incremental video episodes, each ranging from five to eight minutes in length. It tells the story of a young pharmacy preceptor as she guides a third and fourth year student through a challenging six-week clinical hospital rotation. Two to three reflection questions were written for each individual episode, focusing on student issues portrayed in the videos. Two-hour viewing sessions, consisting of all (12) video episodes and facilitated student reflection were held for 2nd – 4th year professional students on two campuses. At conclusion of each session, students completed a short evaluation to gauge the effectiveness and potential application of the Mini-Series program.&#x0D; Results: Fifty-six (56) students (22 fourth-year, 6 third-ear, and 28 second-year) participated in the voluntary viewing sessions. All students either agreed or strongly agreed that the Mini-Series program was entertaining and educational. In addition, 82% of students strongly agreed this program would be beneficial for students prior to taking their first experiential rotation, while only 47% strongly agreed it would be beneficial after they had started rotations. On a 5-point Likert scale (1=strongly disagree, 5=strongly agree), participants reported a mean of 4.6 that this medium is more effective than traditional lecture orientations held by the Office of Experiential Programs. On three open-ended questions, students provided a diversity of suggestions for enhancing the Mini-Series to make it more effective for students.&#x0D; Implications: The “Mini-Series” model was well received by students as a training medium to deliver educational content. As a result, more programs are being developed utilizing this innovative teaching method to help prepare students for future experiential rotations.&#x0D; Conflict of Interest&#x0D; The authors report no conflicts of interest or financial incentives to disclose related to this project. Dr. Craig D. Cox conceptualized, developed, and directed the Mini-Seriesprogram described in the manuscript. All funding for and all income generated by the program studied is the property of the Texas Tech University Health Sciences Center School of Pharmacy.&#x0D; &#x0D; Type: Original Research

Discrepancies Identified Through a Telephone-Based, Student-Led Initiative for Medication Reconciliation in Ambulatory Psychiatry

Purpose: To identify the number of medication discrepancies following establishment of a telephone-based, introductory pharmacy practice experience student-driven, medication reconciliation service for new patients in an ambulatory psychiatry clinic. Secondarily, to identify factors impacting medication discrepancies to better target medication profiles to reconcile and to evaluate whether the implementation of a call schedule effected clinic no-show rates. Methods: This was a retrospective analysis of a telephone-based medication reconciliation service from June 2014 to January 2016. Results: At least 1 medication discrepancy was identified among 84.7% of medication profiles (N = 438), with a total of 1416 medication discrepancies reconciled (3.2 discrepancies per patient). Of the 1416 discrepancies, 38.6% were deletions, 38.9% were additions, and 22.5% were changes in dosage strength or frequency. Discrepancies pertaining to prescription medications totaled 57.8%. Student pharmacists were critical team members in the service. Patient’s age, number of medications on the patient’s list, and number of days since the last medication reconciliation were not clinically significant determinants for targeting medication profiles. There was a statistically significant reduction in the clinic no-show rates following implementation of a call schedule compared with no-show rates prior to call schedule implementation. Conclusion: This student pharmacist–led telephone medication reconciliation service demonstrated the importance of medication reconciliation in ambulatory psychiatry by identifying numerous discrepancies within this population. Further, we demonstrated pharmacy students across various levels of education can assist in this process under the supervision of a pharmacist.

Organizational readiness for change: Preceptor perceptions regarding early immersion of student pharmacists in health-system practice.

To examine preceptors' perceptions regarding readiness for change pre- and post-implementation of a pilot early immersion program engaging student pharmacists in direct patient care. Student pharmacists enrolled in the second professional year of a Doctor of Pharmacy degree program completed a four-week health-system introductory pharmacy practice experience (IPPE) which was modified to include direct patient care roles in operational (drug preparation and dispensing) and clinical (comprehensive medication management) pharmacy environments. Pharmacy preceptors with direct oversight for program implementation completed a pre/post Organizational Readiness for Implementing Change (ORIC) survey and a 50-min interview or focus group post-experience. The ORIC survey evaluates two dimensions of organizational readiness for change - change commitment and change efficacy. Additional items assessed included implementation needs, support, and perceived value of the change. ORIC survey constructs were compared before and after the experience. Interviews and focus groups were audio recorded, transcribed, and evaluated by constant comparative analysis. A mixed methods approach was used to triangulate findings and develop greater understanding of the ORIC survey results. Twenty pharmacy preceptors (37±8 years of age, 60% female, 65% clinical pharmacist position, 70% prior preceptor experience) participated in the study. There were no significant changes in pre/post survey constructs, except for a decline in the perception of organizational change commitment (p<0.001). Sub-analyses indicated the decline was associated with items assessing individual dedication and individual commitment to the change (p<0.05 for both). Primary emerging themes from interviews included concerns about implementation requirements, contextual factors of the experience that affected implementation, and varying perceptions about the value of early immersion across preceptor roles. As pharmacy curricula immerse student pharmacists in practice earlier in their education, pharmacy departments can utilize the ORIC survey to identify preceptors' commitment and concerns to support the necessary changes for student pharmacist engagement.

Disseminating Comparative Effectiveness Research Through Community-based Experiential Learning

Objectives. To launch and evaluate a comparative effectiveness research education and dissemination program as part of an introductory pharmacy practice experience (IPPE). Methods. First- through third-year PharmD students received training on comparative effectiveness research and disseminated printed educational materials to patients in the community who they were monitoring longitudinally (n=314). Students completed an assessment and initial visit documentation form at the first visit, and a follow-up assessment and documentation form at a subsequent visit. Results. Twenty-three diabetes patients, 29 acid-reflux patients, 30 osteoarthritis patients, and 50 hypertension patients received materials. Aside from the patient asking questions, which was the most common outcome (n=44), the program resulted in 38 additional actions, which included stopping, starting, or changing treatments or health behaviors, or having additional follow-up or diagnostic testing. Small but positive improvements in patient understanding, confidence, and self-efficacy were observed. Conclusions. Dissemination of comparative effectiveness research materials in an IPPE program demonstrated a positive trend in markers of informed decision-making.