The opinion of preceptors and students of very early IPPE rotations delivered concurrently with didactic courses
| Autor: | Kimberly Broedel-Zaugg, Robert B. Stanton, Melanie T. Butt, Craig Kimble, Harold Glenn Anderson, Stephanie L. Anderson |
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| Rok vydání: | 2017 |
| Předmět: |
Universities
Experiential education Pharmacy 01 natural sciences Experiential learning 03 medical and health sciences 0302 clinical medicine Andragogy Nursing Surveys and Questionnaires ComputingMilieux_COMPUTERSANDEDUCATION Humans Medicine 030212 general & internal medicine Program Development 0101 mathematics General Pharmacology Toxicology and Pharmaceutics Curriculum Medical education Academic year business.industry 010102 general mathematics Problem-Based Learning West Virginia Viewpoints Attitude Students Pharmacy Education Pharmacy Coursework Preceptorship Community practice business Program Evaluation |
| Zdroj: | Currents in Pharmacy Teaching and Learning. 9:55-59 |
| ISSN: | 1877-1297 |
| DOI: | 10.1016/j.cptl.2016.08.049 |
| Popis: | Introduction The Marshall University School of Pharmacy had the opportunity to create an experiential education program where IPPE education was introduced in their P1 year and was concurrent with didactic coursework. The School begins the delivery of experiential education as soon as the sixth week of the first professional year. Objective To ascertain the opinion of institutional preceptors, community preceptors, and students after the first academic year to discern viewpoints on the effectiveness and value of very early P1 experiential rotations. Methods Institutional and community preceptors and students were assessed by anonymous survey in order to ascertain their respective opinions regarding early P1 experiential education. The results of the preceptors were further divided into institutional and community practice sites. This study was approved by the Marshall University Institutional Review Board. Results Key findings demonstrated that early rotations were perceived as beneficial to the student by both community and institutional preceptors, as well as, the students themselves. Conclusions Most, but not all, preceptors felt early rotations were beneficial to their practice and the student. Institutional preceptors were less likely to perceive a benefit to their practice or to the student than were community preceptors. Students were positive about the early experience. The results of these surveys regarding early experiential rotations should help minimize concerns of both preceptors and those assigned responsibility for constructing experiential programs about implementing early experiential rotations in the curriculum. |
| Databáze: | OpenAIRE |
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