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Exploring the Effect of Virtual Education on Student Pharmacists’ Confidence toward APPE Readiness

A drop in confidence in Advanced Pharmacy Practice Experience (APPE) readiness was observed in students in the Class of 2022 prior to starting APPEs. We aim to investigate potential causes of students’ low confidence in APPE preparedness to provide solutions and to prevent this outcome with future s...

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Autores principales: Mirzaian, Edith, White, Samara Jasmine, Karim, Mona, Franson, Kari L., Wu, Maryann, Wang, Ying
Formato: Online Artículo Texto
Lenguaje:English
Publicado: MDPI 2022
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9612274/
https://www.ncbi.nlm.nih.gov/pubmed/36287439
http://dx.doi.org/10.3390/pharmacy10050118
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author Mirzaian, Edith
White, Samara Jasmine
Karim, Mona
Franson, Kari L.
Wu, Maryann
Wang, Ying
author_facet Mirzaian, Edith
White, Samara Jasmine
Karim, Mona
Franson, Kari L.
Wu, Maryann
Wang, Ying
author_sort Mirzaian, Edith
collection PubMed
description A drop in confidence in Advanced Pharmacy Practice Experience (APPE) readiness was observed in students in the Class of 2022 prior to starting APPEs. We aim to investigate potential causes of students’ low confidence in APPE preparedness to provide solutions and to prevent this outcome with future students. We evaluated students’ perceived confidence to start APPEs and compared this to curricular changes, employment obligations, and the impact of COVID-19 on delivery of the pre-APPE and APPE curriculum. Students’ low confidence with APPE readiness was not indicative of the following factors: (1) delivery of the didactic curriculum, (2) students’ performance in the didactic curriculum, or (3) number of summative assessments in key didactic courses. Rather, the low confidence perception may have been due to differences such as a fully remote didactic experience in the P3 year, more virtual Introductory Pharmacy Practice Experiences (IPPEs), a reduced course load in the P3 spring semester, and changes to a pre-APPE preparatory course compared to other class years. The students’ self-reported midpoint scores during their first APPE block and preceptor’s evaluations on their performance contrasted their pre-APPE perceptions. Frequent in-person and on-site skills assessments throughout the didactic curriculum seem to reinforce confidence before APPEs.
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spelling pubmed-96122742022-10-28 Exploring the Effect of Virtual Education on Student Pharmacists’ Confidence toward APPE Readiness Mirzaian, Edith White, Samara Jasmine Karim, Mona Franson, Kari L. Wu, Maryann Wang, Ying Pharmacy (Basel) Article A drop in confidence in Advanced Pharmacy Practice Experience (APPE) readiness was observed in students in the Class of 2022 prior to starting APPEs. We aim to investigate potential causes of students’ low confidence in APPE preparedness to provide solutions and to prevent this outcome with future students. We evaluated students’ perceived confidence to start APPEs and compared this to curricular changes, employment obligations, and the impact of COVID-19 on delivery of the pre-APPE and APPE curriculum. Students’ low confidence with APPE readiness was not indicative of the following factors: (1) delivery of the didactic curriculum, (2) students’ performance in the didactic curriculum, or (3) number of summative assessments in key didactic courses. Rather, the low confidence perception may have been due to differences such as a fully remote didactic experience in the P3 year, more virtual Introductory Pharmacy Practice Experiences (IPPEs), a reduced course load in the P3 spring semester, and changes to a pre-APPE preparatory course compared to other class years. The students’ self-reported midpoint scores during their first APPE block and preceptor’s evaluations on their performance contrasted their pre-APPE perceptions. Frequent in-person and on-site skills assessments throughout the didactic curriculum seem to reinforce confidence before APPEs. MDPI 2022-09-22 /pmc/articles/PMC9612274/ /pubmed/36287439 http://dx.doi.org/10.3390/pharmacy10050118 Text en © 2022 by the authors. https://creativecommons.org/licenses/by/4.0/Licensee MDPI, Basel, Switzerland. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license (https://creativecommons.org/licenses/by/4.0/).
spellingShingle Article
Mirzaian, Edith
White, Samara Jasmine
Karim, Mona
Franson, Kari L.
Wu, Maryann
Wang, Ying
Exploring the Effect of Virtual Education on Student Pharmacists’ Confidence toward APPE Readiness
title Exploring the Effect of Virtual Education on Student Pharmacists’ Confidence toward APPE Readiness
title_full Exploring the Effect of Virtual Education on Student Pharmacists’ Confidence toward APPE Readiness
title_fullStr Exploring the Effect of Virtual Education on Student Pharmacists’ Confidence toward APPE Readiness
title_full_unstemmed Exploring the Effect of Virtual Education on Student Pharmacists’ Confidence toward APPE Readiness
title_short Exploring the Effect of Virtual Education on Student Pharmacists’ Confidence toward APPE Readiness
title_sort exploring the effect of virtual education on student pharmacists’ confidence toward appe readiness
topic Article
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9612274/
https://www.ncbi.nlm.nih.gov/pubmed/36287439
http://dx.doi.org/10.3390/pharmacy10050118
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