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Abstract
Discussion Forum (0)
Poster Category: Research and Education
AACP Section: Experiential Education
Objectives: To describe the reasons students failed an APPE over a four-year period.
Methods: Three colleges of pharmacy identified reasons students failed a rotation within these categories: knowledge, communication, and professionalism. The data from the three colleges were then collated for a larger sample size to identify cross-sectional trends.
Results: A total of 1,081 students were included in our study throughout the 4 academic years, including 38 failed APPEs. Knowledge was one of the reasons for failing in 69.6% of failures over the whole period, professionalism was identified in 49.7%, and communication in 40% of failures. In three of the years, knowledge was the most identified category. In 2022-2023, however, more students failed professionalism (n=7) and communication (n=6) than knowledge (n=3). Additionally, students often failed an APPE rotation for more than one reason with 38.5%, 77.8%, 45.5%, and 80% failing at least 2 categories each academic year since 2020-2021.
Conclusion: Understanding the reasons for APPE failures can assist colleges of pharmacy when determining: APPE orientation content, pre-APPE readiness criteria for the institution, additional curricular and co-curricular considerations, and preceptor development. Knowledge is essential, but knowledge alone is not enough to pass a rotation. Development of professional identity and meeting professionalism expectations may help students to understand the impact of their attitudes and behaviors on their success.
AACP Section: Experiential Education
Objectives: To describe the reasons students failed an APPE over a four-year period.
Methods: Three colleges of pharmacy identified reasons students failed a rotation within these categories: knowledge, communication, and professionalism. The data from the three colleges were then collated for a larger sample size to identify cross-sectional trends.
Results: A total of 1,081 students were included in our study throughout the 4 academic years, including 38 failed APPEs. Knowledge was one of the reasons for failing in 69.6% of failures over the whole period, professionalism was identified in 49.7%, and communication in 40% of failures. In three of the years, knowledge was the most identified category. In 2022-2023, however, more students failed professionalism (n=7) and communication (n=6) than knowledge (n=3). Additionally, students often failed an APPE rotation for more than one reason with 38.5%, 77.8%, 45.5%, and 80% failing at least 2 categories each academic year since 2020-2021.
Conclusion: Understanding the reasons for APPE failures can assist colleges of pharmacy when determining: APPE orientation content, pre-APPE readiness criteria for the institution, additional curricular and co-curricular considerations, and preceptor development. Knowledge is essential, but knowledge alone is not enough to pass a rotation. Development of professional identity and meeting professionalism expectations may help students to understand the impact of their attitudes and behaviors on their success.
Poster Category: Research and Education
AACP Section: Experiential Education
Objectives: To describe the reasons students failed an APPE over a four-year period.
Methods: Three colleges of pharmacy identified reasons students failed a rotation within these categories: knowledge, communication, and professionalism. The data from the three colleges were then collated for a larger sample size to identify cross-sectional trends.
Results: A total of 1,081 students were included in our study throughout the 4 academic years, including 38 failed APPEs. Knowledge was one of the reasons for failing in 69.6% of failures over the whole period, professionalism was identified in 49.7%, and communication in 40% of failures. In three of the years, knowledge was the most identified category. In 2022-2023, however, more students failed professionalism (n=7) and communication (n=6) than knowledge (n=3). Additionally, students often failed an APPE rotation for more than one reason with 38.5%, 77.8%, 45.5%, and 80% failing at least 2 categories each academic year since 2020-2021.
Conclusion: Understanding the reasons for APPE failures can assist colleges of pharmacy when determining: APPE orientation content, pre-APPE readiness criteria for the institution, additional curricular and co-curricular considerations, and preceptor development. Knowledge is essential, but knowledge alone is not enough to pass a rotation. Development of professional identity and meeting professionalism expectations may help students to understand the impact of their attitudes and behaviors on their success.
AACP Section: Experiential Education
Objectives: To describe the reasons students failed an APPE over a four-year period.
Methods: Three colleges of pharmacy identified reasons students failed a rotation within these categories: knowledge, communication, and professionalism. The data from the three colleges were then collated for a larger sample size to identify cross-sectional trends.
Results: A total of 1,081 students were included in our study throughout the 4 academic years, including 38 failed APPEs. Knowledge was one of the reasons for failing in 69.6% of failures over the whole period, professionalism was identified in 49.7%, and communication in 40% of failures. In three of the years, knowledge was the most identified category. In 2022-2023, however, more students failed professionalism (n=7) and communication (n=6) than knowledge (n=3). Additionally, students often failed an APPE rotation for more than one reason with 38.5%, 77.8%, 45.5%, and 80% failing at least 2 categories each academic year since 2020-2021.
Conclusion: Understanding the reasons for APPE failures can assist colleges of pharmacy when determining: APPE orientation content, pre-APPE readiness criteria for the institution, additional curricular and co-curricular considerations, and preceptor development. Knowledge is essential, but knowledge alone is not enough to pass a rotation. Development of professional identity and meeting professionalism expectations may help students to understand the impact of their attitudes and behaviors on their success.
Retrospective Analysis of APPE Failures Since 2020
Melissa Gratz
Abstract
Discussion Forum (0)
Poster Category: Research and Education
AACP Section: Experiential Education
Objectives: To describe the reasons students failed an APPE over a four-year period.
Methods: Three colleges of pharmacy identified reasons students failed a rotation within these categories: knowledge, communication, and professionalism. The data from the three colleges were then collated for a larger sample size to identify cross-sectional trends.
Results: A total of 1,081 students were included in our study throughout the 4 academic years, including 38 failed APPEs. Knowledge was one of the reasons for failing in 69.6% of failures over the whole period, professionalism was identified in 49.7%, and communication in 40% of failures. In three of the years, knowledge was the most identified category. In 2022-2023, however, more students failed professionalism (n=7) and communication (n=6) than knowledge (n=3). Additionally, students often failed an APPE rotation for more than one reason with 38.5%, 77.8%, 45.5%, and 80% failing at least 2 categories each academic year since 2020-2021.
Conclusion: Understanding the reasons for APPE failures can assist colleges of pharmacy when determining: APPE orientation content, pre-APPE readiness criteria for the institution, additional curricular and co-curricular considerations, and preceptor development. Knowledge is essential, but knowledge alone is not enough to pass a rotation. Development of professional identity and meeting professionalism expectations may help students to understand the impact of their attitudes and behaviors on their success.
AACP Section: Experiential Education
Objectives: To describe the reasons students failed an APPE over a four-year period.
Methods: Three colleges of pharmacy identified reasons students failed a rotation within these categories: knowledge, communication, and professionalism. The data from the three colleges were then collated for a larger sample size to identify cross-sectional trends.
Results: A total of 1,081 students were included in our study throughout the 4 academic years, including 38 failed APPEs. Knowledge was one of the reasons for failing in 69.6% of failures over the whole period, professionalism was identified in 49.7%, and communication in 40% of failures. In three of the years, knowledge was the most identified category. In 2022-2023, however, more students failed professionalism (n=7) and communication (n=6) than knowledge (n=3). Additionally, students often failed an APPE rotation for more than one reason with 38.5%, 77.8%, 45.5%, and 80% failing at least 2 categories each academic year since 2020-2021.
Conclusion: Understanding the reasons for APPE failures can assist colleges of pharmacy when determining: APPE orientation content, pre-APPE readiness criteria for the institution, additional curricular and co-curricular considerations, and preceptor development. Knowledge is essential, but knowledge alone is not enough to pass a rotation. Development of professional identity and meeting professionalism expectations may help students to understand the impact of their attitudes and behaviors on their success.
Poster Category: Research and Education
AACP Section: Experiential Education
Objectives: To describe the reasons students failed an APPE over a four-year period.
Methods: Three colleges of pharmacy identified reasons students failed a rotation within these categories: knowledge, communication, and professionalism. The data from the three colleges were then collated for a larger sample size to identify cross-sectional trends.
Results: A total of 1,081 students were included in our study throughout the 4 academic years, including 38 failed APPEs. Knowledge was one of the reasons for failing in 69.6% of failures over the whole period, professionalism was identified in 49.7%, and communication in 40% of failures. In three of the years, knowledge was the most identified category. In 2022-2023, however, more students failed professionalism (n=7) and communication (n=6) than knowledge (n=3). Additionally, students often failed an APPE rotation for more than one reason with 38.5%, 77.8%, 45.5%, and 80% failing at least 2 categories each academic year since 2020-2021.
Conclusion: Understanding the reasons for APPE failures can assist colleges of pharmacy when determining: APPE orientation content, pre-APPE readiness criteria for the institution, additional curricular and co-curricular considerations, and preceptor development. Knowledge is essential, but knowledge alone is not enough to pass a rotation. Development of professional identity and meeting professionalism expectations may help students to understand the impact of their attitudes and behaviors on their success.
AACP Section: Experiential Education
Objectives: To describe the reasons students failed an APPE over a four-year period.
Methods: Three colleges of pharmacy identified reasons students failed a rotation within these categories: knowledge, communication, and professionalism. The data from the three colleges were then collated for a larger sample size to identify cross-sectional trends.
Results: A total of 1,081 students were included in our study throughout the 4 academic years, including 38 failed APPEs. Knowledge was one of the reasons for failing in 69.6% of failures over the whole period, professionalism was identified in 49.7%, and communication in 40% of failures. In three of the years, knowledge was the most identified category. In 2022-2023, however, more students failed professionalism (n=7) and communication (n=6) than knowledge (n=3). Additionally, students often failed an APPE rotation for more than one reason with 38.5%, 77.8%, 45.5%, and 80% failing at least 2 categories each academic year since 2020-2021.
Conclusion: Understanding the reasons for APPE failures can assist colleges of pharmacy when determining: APPE orientation content, pre-APPE readiness criteria for the institution, additional curricular and co-curricular considerations, and preceptor development. Knowledge is essential, but knowledge alone is not enough to pass a rotation. Development of professional identity and meeting professionalism expectations may help students to understand the impact of their attitudes and behaviors on their success.
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