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Abstract
Discussion Forum (0)
Poster Category: Research and Education Poster Abstract
AACP Section: Experiential Education
Objectives: Remote Advanced Pharmacy Practice Experiences (APPEs) increased due to COVID-19. Limited data exists to compare onsite and remote outpatient competency achievement. The aim is to identify outpatient competencies that may be adaptable for onsite or remote APPE ambulatory care (AMB) and community settings.
Methods: Class of 2020 Doctor of Pharmacy students completed one remote APPE. Using a Qualtrics® survey grounded in 2016 Accreditation Council for Pharmacy Education Guidance Document Appendix B that has 7 performance competencies and 84 subcategories, students reported experiences for outpatient APPEs. Four cohort groups were compared: remote community, remote AMB, onsite community, and onsite AMB. Quantitative statistical analysis was performed to identify differences in competency attainment by rotation type.
Results: AMB remote (n=63), community remote (n=50), AMB onsite (n=69), and community onsite (n=92) were compared. Onsite community rotations allow for more activities to be integrated for all subcategories related to Dispensing Systems Management, Business Management, Leadership Abilities, and Legal Consideration compared to remote community (p0.05). For AMB, none of the seven categories significantly favored a specific setting when examining all subcategories. No subcategories occurred significantly more in the remote setting, although 56% of subcategories were not statistically different for either setting (p>0.05).
Conclusion: To accomplish best practices, encourage onsite community APPEs. AMB appears more amendable to remote integration. This data can be utilized in future APPE format changes for continuous quality improvement during the pandemic, natural disaster or other. Strengths include preceptor attestation to student reporting, while a limitation includes potential student recall bias.
AACP Section: Experiential Education
Objectives: Remote Advanced Pharmacy Practice Experiences (APPEs) increased due to COVID-19. Limited data exists to compare onsite and remote outpatient competency achievement. The aim is to identify outpatient competencies that may be adaptable for onsite or remote APPE ambulatory care (AMB) and community settings.
Methods: Class of 2020 Doctor of Pharmacy students completed one remote APPE. Using a Qualtrics® survey grounded in 2016 Accreditation Council for Pharmacy Education Guidance Document Appendix B that has 7 performance competencies and 84 subcategories, students reported experiences for outpatient APPEs. Four cohort groups were compared: remote community, remote AMB, onsite community, and onsite AMB. Quantitative statistical analysis was performed to identify differences in competency attainment by rotation type.
Results: AMB remote (n=63), community remote (n=50), AMB onsite (n=69), and community onsite (n=92) were compared. Onsite community rotations allow for more activities to be integrated for all subcategories related to Dispensing Systems Management, Business Management, Leadership Abilities, and Legal Consideration compared to remote community (p0.05). For AMB, none of the seven categories significantly favored a specific setting when examining all subcategories. No subcategories occurred significantly more in the remote setting, although 56% of subcategories were not statistically different for either setting (p>0.05).
Conclusion: To accomplish best practices, encourage onsite community APPEs. AMB appears more amendable to remote integration. This data can be utilized in future APPE format changes for continuous quality improvement during the pandemic, natural disaster or other. Strengths include preceptor attestation to student reporting, while a limitation includes potential student recall bias.
Poster Category: Research and Education Poster Abstract
AACP Section: Experiential Education
Objectives: Remote Advanced Pharmacy Practice Experiences (APPEs) increased due to COVID-19. Limited data exists to compare onsite and remote outpatient competency achievement. The aim is to identify outpatient competencies that may be adaptable for onsite or remote APPE ambulatory care (AMB) and community settings.
Methods: Class of 2020 Doctor of Pharmacy students completed one remote APPE. Using a Qualtrics® survey grounded in 2016 Accreditation Council for Pharmacy Education Guidance Document Appendix B that has 7 performance competencies and 84 subcategories, students reported experiences for outpatient APPEs. Four cohort groups were compared: remote community, remote AMB, onsite community, and onsite AMB. Quantitative statistical analysis was performed to identify differences in competency attainment by rotation type.
Results: AMB remote (n=63), community remote (n=50), AMB onsite (n=69), and community onsite (n=92) were compared. Onsite community rotations allow for more activities to be integrated for all subcategories related to Dispensing Systems Management, Business Management, Leadership Abilities, and Legal Consideration compared to remote community (p0.05). For AMB, none of the seven categories significantly favored a specific setting when examining all subcategories. No subcategories occurred significantly more in the remote setting, although 56% of subcategories were not statistically different for either setting (p>0.05).
Conclusion: To accomplish best practices, encourage onsite community APPEs. AMB appears more amendable to remote integration. This data can be utilized in future APPE format changes for continuous quality improvement during the pandemic, natural disaster or other. Strengths include preceptor attestation to student reporting, while a limitation includes potential student recall bias.
AACP Section: Experiential Education
Objectives: Remote Advanced Pharmacy Practice Experiences (APPEs) increased due to COVID-19. Limited data exists to compare onsite and remote outpatient competency achievement. The aim is to identify outpatient competencies that may be adaptable for onsite or remote APPE ambulatory care (AMB) and community settings.
Methods: Class of 2020 Doctor of Pharmacy students completed one remote APPE. Using a Qualtrics® survey grounded in 2016 Accreditation Council for Pharmacy Education Guidance Document Appendix B that has 7 performance competencies and 84 subcategories, students reported experiences for outpatient APPEs. Four cohort groups were compared: remote community, remote AMB, onsite community, and onsite AMB. Quantitative statistical analysis was performed to identify differences in competency attainment by rotation type.
Results: AMB remote (n=63), community remote (n=50), AMB onsite (n=69), and community onsite (n=92) were compared. Onsite community rotations allow for more activities to be integrated for all subcategories related to Dispensing Systems Management, Business Management, Leadership Abilities, and Legal Consideration compared to remote community (p0.05). For AMB, none of the seven categories significantly favored a specific setting when examining all subcategories. No subcategories occurred significantly more in the remote setting, although 56% of subcategories were not statistically different for either setting (p>0.05).
Conclusion: To accomplish best practices, encourage onsite community APPEs. AMB appears more amendable to remote integration. This data can be utilized in future APPE format changes for continuous quality improvement during the pandemic, natural disaster or other. Strengths include preceptor attestation to student reporting, while a limitation includes potential student recall bias.
Examining Remote Versus Onsite Competency Activities for Community and Ambulatory Advanced Pharmacy Practice Experiences (APPEs)
Dr. Jennifer Prisco
Affiliations:
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Abstract
Discussion Forum (0)
Poster Category: Research and Education Poster Abstract
AACP Section: Experiential Education
Objectives: Remote Advanced Pharmacy Practice Experiences (APPEs) increased due to COVID-19. Limited data exists to compare onsite and remote outpatient competency achievement. The aim is to identify outpatient competencies that may be adaptable for onsite or remote APPE ambulatory care (AMB) and community settings.
Methods: Class of 2020 Doctor of Pharmacy students completed one remote APPE. Using a Qualtrics® survey grounded in 2016 Accreditation Council for Pharmacy Education Guidance Document Appendix B that has 7 performance competencies and 84 subcategories, students reported experiences for outpatient APPEs. Four cohort groups were compared: remote community, remote AMB, onsite community, and onsite AMB. Quantitative statistical analysis was performed to identify differences in competency attainment by rotation type.
Results: AMB remote (n=63), community remote (n=50), AMB onsite (n=69), and community onsite (n=92) were compared. Onsite community rotations allow for more activities to be integrated for all subcategories related to Dispensing Systems Management, Business Management, Leadership Abilities, and Legal Consideration compared to remote community (p0.05). For AMB, none of the seven categories significantly favored a specific setting when examining all subcategories. No subcategories occurred significantly more in the remote setting, although 56% of subcategories were not statistically different for either setting (p>0.05).
Conclusion: To accomplish best practices, encourage onsite community APPEs. AMB appears more amendable to remote integration. This data can be utilized in future APPE format changes for continuous quality improvement during the pandemic, natural disaster or other. Strengths include preceptor attestation to student reporting, while a limitation includes potential student recall bias.
AACP Section: Experiential Education
Objectives: Remote Advanced Pharmacy Practice Experiences (APPEs) increased due to COVID-19. Limited data exists to compare onsite and remote outpatient competency achievement. The aim is to identify outpatient competencies that may be adaptable for onsite or remote APPE ambulatory care (AMB) and community settings.
Methods: Class of 2020 Doctor of Pharmacy students completed one remote APPE. Using a Qualtrics® survey grounded in 2016 Accreditation Council for Pharmacy Education Guidance Document Appendix B that has 7 performance competencies and 84 subcategories, students reported experiences for outpatient APPEs. Four cohort groups were compared: remote community, remote AMB, onsite community, and onsite AMB. Quantitative statistical analysis was performed to identify differences in competency attainment by rotation type.
Results: AMB remote (n=63), community remote (n=50), AMB onsite (n=69), and community onsite (n=92) were compared. Onsite community rotations allow for more activities to be integrated for all subcategories related to Dispensing Systems Management, Business Management, Leadership Abilities, and Legal Consideration compared to remote community (p0.05). For AMB, none of the seven categories significantly favored a specific setting when examining all subcategories. No subcategories occurred significantly more in the remote setting, although 56% of subcategories were not statistically different for either setting (p>0.05).
Conclusion: To accomplish best practices, encourage onsite community APPEs. AMB appears more amendable to remote integration. This data can be utilized in future APPE format changes for continuous quality improvement during the pandemic, natural disaster or other. Strengths include preceptor attestation to student reporting, while a limitation includes potential student recall bias.
Poster Category: Research and Education Poster Abstract
AACP Section: Experiential Education
Objectives: Remote Advanced Pharmacy Practice Experiences (APPEs) increased due to COVID-19. Limited data exists to compare onsite and remote outpatient competency achievement. The aim is to identify outpatient competencies that may be adaptable for onsite or remote APPE ambulatory care (AMB) and community settings.
Methods: Class of 2020 Doctor of Pharmacy students completed one remote APPE. Using a Qualtrics® survey grounded in 2016 Accreditation Council for Pharmacy Education Guidance Document Appendix B that has 7 performance competencies and 84 subcategories, students reported experiences for outpatient APPEs. Four cohort groups were compared: remote community, remote AMB, onsite community, and onsite AMB. Quantitative statistical analysis was performed to identify differences in competency attainment by rotation type.
Results: AMB remote (n=63), community remote (n=50), AMB onsite (n=69), and community onsite (n=92) were compared. Onsite community rotations allow for more activities to be integrated for all subcategories related to Dispensing Systems Management, Business Management, Leadership Abilities, and Legal Consideration compared to remote community (p0.05). For AMB, none of the seven categories significantly favored a specific setting when examining all subcategories. No subcategories occurred significantly more in the remote setting, although 56% of subcategories were not statistically different for either setting (p>0.05).
Conclusion: To accomplish best practices, encourage onsite community APPEs. AMB appears more amendable to remote integration. This data can be utilized in future APPE format changes for continuous quality improvement during the pandemic, natural disaster or other. Strengths include preceptor attestation to student reporting, while a limitation includes potential student recall bias.
AACP Section: Experiential Education
Objectives: Remote Advanced Pharmacy Practice Experiences (APPEs) increased due to COVID-19. Limited data exists to compare onsite and remote outpatient competency achievement. The aim is to identify outpatient competencies that may be adaptable for onsite or remote APPE ambulatory care (AMB) and community settings.
Methods: Class of 2020 Doctor of Pharmacy students completed one remote APPE. Using a Qualtrics® survey grounded in 2016 Accreditation Council for Pharmacy Education Guidance Document Appendix B that has 7 performance competencies and 84 subcategories, students reported experiences for outpatient APPEs. Four cohort groups were compared: remote community, remote AMB, onsite community, and onsite AMB. Quantitative statistical analysis was performed to identify differences in competency attainment by rotation type.
Results: AMB remote (n=63), community remote (n=50), AMB onsite (n=69), and community onsite (n=92) were compared. Onsite community rotations allow for more activities to be integrated for all subcategories related to Dispensing Systems Management, Business Management, Leadership Abilities, and Legal Consideration compared to remote community (p0.05). For AMB, none of the seven categories significantly favored a specific setting when examining all subcategories. No subcategories occurred significantly more in the remote setting, although 56% of subcategories were not statistically different for either setting (p>0.05).
Conclusion: To accomplish best practices, encourage onsite community APPEs. AMB appears more amendable to remote integration. This data can be utilized in future APPE format changes for continuous quality improvement during the pandemic, natural disaster or other. Strengths include preceptor attestation to student reporting, while a limitation includes potential student recall bias.
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