(331) The State of Introductory Pharmacy Practice Experiences at ACPE Accredited Schools and Colleges of Pharmacy

Primary Author(s)

Brittney Cox, Pharm.D., MHA, BCPS

Director for Advanced Pharmacy Practice Experiences & Assistant Professor
University of North Texas Health Science Center
Fort Worth, Texas, United States

Co-Author(s)

Gretchen Jehle, PharmD

Coordinator of Experiential Education & Associate Professor
Massachusetts College of Pharmacy and Health Sciences
Worcester, Massachusetts, United States
Lisa M. Richter, Pharm.D., BCPS, BCCCP, FASHP (she/her/hers)

Director of Experiential Outreach and Assessment, Vice Chair & Associate Professor of Practice
North Dakota State University
Fargo, North Dakota, United States
Jeanna Sewell, Pharm.D., BCACP

Director of Interprofessional Education & Associate Clinical Professor
Auburn University
Auburn, Alabama, United States
Mary Douglass Smith, Pharm.D.

Director of Experiential Education & Associate Professor
Presbyterian College School of Pharmacy
Clinton, South Carolina, United States
Emmeline Tran, PharmD, BCPS

Associate Professor
Medical University of South Carolina
Charleston, South Carolina, United States
Frank Yu, PharmD, MPH

Director of Curriculum and Instruction & Clinical Assistant Professor
The University of Texas at Tyler, Texas, United States

Objective : This study aims to provide a comprehensive description of the current landscape of Introductory Pharmacy Practice Experiences (IPPEs) across schools and colleges of pharmacy (S/COPs) in the United States, focusing on compliance with upcoming Accreditation Council for Pharmacy Education (ACPE) Standards 2025.

Methods: A survey comprising 41 items was distributed to 140 ACPE fully-accredited S/COPs. Data on IPPE program characteristics, including structure, learning activities, assessments, and exemption policies were gathered. Descriptive statistics and thematic analysis were employed to analyze responses.

Results: Eighty-seven programs participated in the survey, yielding a response rate of 62.1%. Findings revealed a diverse array of IPPE curricula. Most institutions (78.6%) did not count simulation hours towards ACPE-hour requirements, with few allowing up to 60 hours. Layered learning was intentionally incorporated by some programs (15.7%) to enrich the learning experience. To further expose students to patient care, some programs (24%) included elective rotations. Several programs (7.2%) allowed students to be exempt from IPPE experiences. Over half of the programs (57.5%) utilized Entrustable Professional Activities (EPAs) for summative assessment, aligning with emerging trends in pharmacy education.

Conclusions: This study provides valuable insights into the current state of IPPE programs, highlighting opportunities to meet evolving accreditation standards. The findings underscore the need for programmatic changes in response to Standards 2025, with an emphasis on the removal of simulation hours for ACPE-hour requirements and aligning assessment practices with EPAs. Strategies such as the intentional incorporation of layered learning can be beneficial, but programs should be cognizant of the proposed 2:1 student-to-preceptor ratio. Future programmatic efforts should focus on optimizing IPPE curricula to better prepare student pharmacists for advanced practice.