Supporting quality in experiential education through enhanced faculty engagement

Citation data:

Currents in Pharmacy Teaching and Learning, ISSN: 1877-1297, Vol: 9, Issue: 6, Page: 962-965

Publication Year:
2017
Usage 2
Abstract Views 2
DOI:
10.1016/j.cptl.2017.07.003
Author(s):
Caitlin K. Frail, Scott A. Chapman, Christene Jolowsky, Jean Y. Moon, Ann M. Philbrick
Publisher(s):
Elsevier BV
Tags:
Health Professions, Pharmacology, Toxicology and Pharmaceutics
article description
There are ongoing assessment and improvement activities related to strategies to improve the quality of education in the complex and resource-intensive area of experiential education (EE). One undescribed approach for design and delivery of EE programs for schools and colleges, with reliance on volunteer preceptors, is to utilize clinical practice faculty in formal partnerships with EE leadership to enhance curriculum and assessment. Clinical practice faculty, who possess practice setting expertise, can serve as course directors for advanced pharmacy practice experience (APPE) rotations. In this role, they can collaborate with EE faculty and staff to create more course-specific expectations, learning objectives, and criteria for APPE rotation experiences. This model could increase consistency for students and preceptors, using an approach that is analogous to content experts serving as course directors in didactic curriculum. This commentary explores the potential of this strategy to increase quality and consistency in EE.

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