(280) Preceptor Perceptions of Student Preparedness for Journal Club Presentations on Introductory Pharmacy Practice Experiences

Objective : To assess preceptor perceptions of introductory pharmacy practice student performance on formal journal clubs as it relates to evidence-based medicine course design.

Methods: Longitudinal introductory pharmacy practice experience (IPPE) preceptors completed an anonymous, electronic survey distributed via email. The IPPE is offered to all third-year student pharmacists and is scheduled for the academic year. The survey examined preceptor expectations for student journal club (JC) presentations and their assessment of the student preparedness for each component of a JC. Preceptors evaluated the 2021-2022 and 2022-2023 cohorts at the end of the academic year in June 2022 and June 2023, respectively. Results were summarized using descriptive statistics.

Results: The survey had 15 respondents in 2022 and 18 respondents in 2023 (63% and 75% response rates, respectively). Most preceptors practice in outpatient general medicine (57% and 72%). On average, preceptors take 6-7 longitudinal students yearly and had precepted this rotation for 9-10.5 years. The most common requirements for JC were handouts (100% and 94%) and verbal presentations to live audiences (79% and 65%). Fewer preceptors expected presentations to virtual audiences (36% and 47%) and presentation slides (29% and 24%). The most common areas preceptors reported students need improvement were related to audience questions, including anticipating questions (57% and 56%) and responding to discussion (29% and 44%). Preceptors consistently report students meet expectations in handout (93% and 81%) and slide (83% and 79%) preparation, analyzing trial design (71% and 75%), and interpreting results (71% and 81%).

Conclusions: Skills perceived to be strongest by preceptors align with assessments in the existing Evidence Based Medicine course. Preceptor responses reveal areas of focus for future course modifications and skill development in formal JC.