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2022-07-19
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Copyright (c) 2022 Joelle Ayoub, Doreen Pon, Huan Mark Nguyen, Anne J. Kugler, Hyma P. Gogineni, Jenny H. Kang, Donald I. Hsu, Eunice P. Chung
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Copyright of content published in INNOVATIONS in pharmacy belongs to the author(s).
A Longitudinal Integrative Course Series to Prepare Students for Advanced Pharmacy Practice Experiences
Joelle Ayoub
Western University of Health Sciences College of Pharmacy
Doreen Pon
Western University of Health Sciences College of Pharmacy
Huan Mark Nguyen
Western University of Health Sciences College of Pharmacy
Anne J. Kugler
Western University of Health Sciences College of Pharmacy
Hyma P. Gogineni
Western University of Health Sciences College of Pharmacy
Jenny H. Kang
Western University of Health Sciences College of Pharmacy
Donald I. Hsu
Western University of Health Sciences College of Pharmacy
Eunice P. Chung
Western University of Health Sciences College of Pharmacy
DOI: https://doi.org/10.24926/iip.v13i2.4561
Keywords: capstone course, curricular integration, pharmacy education, high-stakes assessment, curriculum design
Abstract
Background: This paper describes a series of integrative courses intentionally designed to prepare students for Advanced Pharmacy Practice Experiences (APPEs) in a block system curriculum.
Innovation: Three integration blocks are interspersed throughout the didactic curriculum to serve as checkpoints to ensure competency as students progress in the curriculum, rather than waiting until the end to determine competency. Complex patient case discussions and a series of high-stakes assessments are used to reinforce and evaluate cumulative retention of knowledge, skills, and attitudes.
Findings: Class of 2022 exam results showed that in the cohort of students who failed the high-stakes comprehensive knowledge assessment (CKA) and pharmacy calculations exams during the first integration block (IB), failure rates decreased in subsequent IBs, indicating early detection of knowledge deficiencies and either exam performance improvement in each IB or failure to progress to the next IB. A survey of the same cohort indicated that the final integration block prior to advanced pharmacy practice experiences (APPEs) helped improve confidence in applying key knowledge and skills into practice.
Conclusion: The series of integration blocks designed and implemented at WesternU provides opportunities to reinforce knowledge and skills while requiring students to demonstrate maintenance of core competency as they progress through the curriculum.
