(481) Landscape of APPE Readiness: A Literature Review and Inter-Institution Assessment among AACP Aspiring Academics

Objective : Advanced Pharmacy Practice Experience (APPE) readiness is crucial for ensuring student pharmacists are prepared for their clinical rotations, applying knowledge learned within their didactic curriculum. This study aims to describe the current landscape of defining and measuring APPE readiness.

Methods: A literature review and mini-interviews with faculty members at the home institutions of four Aspiring Academic (AA) students was conducted. An iterative search was conducted in PubMed, Web of Science, and the American Journal of Pharmaceutical Education using keywords “Advanced Pharmacy Practice Experience Readiness”, and “pharmacy education” with no time restrictions set. All papers were selected which addressed any area of APPE readiness; these inclusion criteria were intentionally broad due to the topic's emerging nature. For mini-interviews, each AA student solicited information from home mentors and other key faculty members (e.g., assessment committee chair) to describe their program’s approach to APPE readiness. Literature review and mini-interview data were compared.

Results: 28 articles were included. While no standard definition of APPE readiness was identified, the phrase often encompassed pharmacy students with knowledge, interprofessional skills, and competency to effectively participate in APPEs. A range of approaches were used to facilitate APPE readiness including supplemental training, course modifications, capstone courses/exams, and identifying predictors associated with APPE readiness. There were similarities between literature review and mini-interview findings, however there was some variation in individual APPE readiness strategies used based on the needs of each AA home institution’s student population.

Conclusions: Despite some commonalities, there is still no agreed-upon way to optimize APPE readiness. Study findings indicate the need for further research, but this is challenged by a changing educational environment, evolving student demographics, and potential 2025 accreditation changes.