Skip to main content
2024 Annual Meeting Main banner
X
Back
Rate ePoster

(401) Creation Of A Dashboard To Track Advanced Pharmacy Practice Experience Readiness

    Co-Author(s)

  • Mariette Sourial, Pharm.D.

    Associate Professor of Pharmacy Practice I Director of Interprofessional Education
    Palm Beach Atlantic University
    West Palm Beach, Florida, United States

    • Primary Author(s)

  • Yolanda M. Hardy, Pharm.D. (she/her/hers)

    Associate Dean of Academic Affairs, Assessment, and Accreditation
    Palm Beach Atlantic University, Gregory School of Pharmacy
    West Palm Beach, Florida, United States

    • Co-Author(s)

  • JD

    John Dougherty, MBA, Pharm.D., BCPS, CPh

    Director of PharmD/MBA program; Associate Professor of Pharmacy
    Palm Beach Atlantic University, Gregory School of Pharmacy
    West Palm Beach, United States

  • Erenie University, PharmD, BCPS (she/her/hers)

    Associate Professor of Pharmacy Practice; Director of Pharmacy Post-Graduate Year 1 Residency
    Palm Beach Atlantic University, Gregory School of Pharmacy
    West Palm Beach, Florida, United States

  • Jay Jackson, PharmD

    Assistant Dean of Student Affairs; Associate Professor of Pharmacy Practice
    Palm Beach Atlantic University, Gregory School of Pharmacy
    West Palm Beach, Florida, United States

  • ES

    Edwin Santini, PhD

    Associate Professor of Pharmaceutical Sciences
    Palm Beach Atlantic University, Gregory School of Pharmacy, United States

  • Jessica E. Lendoiro, PharmD

    Director of Experiential Education; Assistant Professor of Pharmacy Practice
    Palm Beach Atlantic University, Gregory School of Pharmacy
    West Palm Beach, Florida, United States

Objective: To describe the process of using AACP’s 2022 Curricular Outcomes and Entrustable Professional Activities (COEPA) in designing a dashboard tool to assist faculty track student performance on Advanced Pharmacy Practice Experience (APPE) readiness

Methods: AACP’s 2022 COEPA document was used to develop our school’s APPE readiness plan. The 13 EPAs were used as a framework for the skills needed to be APPE-ready and were mapped to the corresponding curricular outcome(s). Professional Year 1 to Professional Year 3 didactic and experiential courses with skills-based assessments that mapped to the EPAs were identified within our curriculum. Each of those skills-based assessments was designated as formative or summative APPE readiness assessments. Student performance on APPE readiness assessments were integrated to a Microsoft Power BI® dashboard tool for real-time data visualization.

Results: A dashboard tool was created to show individual and cohort data of student performance on each APPE readiness skill.

Conclusions: Designing and implementing a dashboard tool to assess APPE readiness can assist faculty in early detection of students at risk of poor performance on APPEs and the specific areas needing to improve.
Back to Top