Development and Implementation of an Experiential Education Course Review Process

Abstract

Experiential education (EE) quality assurance is required per pharmacy education accreditation standards, but little information is available regarding best practices in establishing a successful process. The aim of this study is to describe the development and implementation of an EE course review process as part of a quality assurance plan. Students enrolled in the Auburn University Harrison College of Pharmacy (HCOP) are required to complete Introductory Pharmacy Practice Experiences (IPPEs) and Advanced Pharmacy Practice Experiences (APPEs). These EE courses account for approximately 30% of the Doctor of Pharmacy curriculum. The HCOP EE Committee developed and implemented an EE course review process with the goal of reviewing each IPPE and APPE course at least triennially and identify strengths and areas for improvements. The EE Committee created course review forms and methods to assess each course type. Specified components of a single form are completed by three stakeholders: (a) Course Coordinator, (b) EE Committee, and (c) Curriculum Committee, consecutively. To date, the course coordinators and EE Committee have completed eight course reviews, five IPPE and three APPE courses. Course coordinators identified 32 strengths and 30 areas for improvement. The EE Committee identified 42 strengths, 42 improvement areas, and 25 areas for preceptor development. Global outcomes included feedback and suggestions for modifications related to curricular design, course assignments, and preceptor resources. This systematic EE course review process has resulted in the identification of course strengths and areas for improvement which will ultimately enhance the quality of student experiences.