| Article ID | Journal | Published Year | Pages | File Type |
|---|---|---|---|---|
| 353333 | Currents in Pharmacy Teaching and Learning | 2014 | 8 Pages |
ObjectiveTo assess the effectiveness of four hospital-based, faculty-facilitated, Introductory Pharmacy Practice Experiences (IPPEs) at meeting instructional objectives related to the Accreditation Council for Pharmacy Education (ACPE) standards.MethodsA pre-test and a post-test were administered to students to assess their acquisition of basic institutional pharmacy knowledge and perceptions of their ability and interest in hospital pharmacy practice. The test included demographic, open-ended, and multiple-choice questions designed to assess objectives in line with ACPE standards. Students’ pre-test and post-test scores were compared using paired t-tests. Differences in test scores and perceptions were assessed based on year and work experience.ResultsAnalysis of 88 students from year one and 84 students in year two showed significant improvement in test scores from pre-test to the post-test in year one (71.4% vs. 77.0%, p < 0.01) and year two (68.4% vs. 81.7%, p < 0.001). In year one, students with prior hospital experience (30%) scored significantly higher on the pre-test but not the post-test. In year two, no difference in scores was observed for students with prior hospital experience (23.8%) compared to those without. Students reported improved confidence in their knowledge of hospital pharmacy practice at the conclusion of IPPE (p < 0.001 in both years). Students’ likelihood of pursuing a career in hospital pharmacy did not change after institutional IPPE (p = 0.184 in year one, p = 0.075 in year two).ConclusionsThe institutional IPPE program was successful at improving students’ knowledge in basic hospital pharmacy practice. Institutional IPPE improved students’ confidence but did not change their perceived career path.
