(304) Embedding Assignments in the Experiential Curriculum that Aligns with Interprofessional Education Collaborative Initiatives

Objective : Demonstrate an effective mechanism in developing student integration as part of the healthcare team from Introductory to Advanced pharmacy practice experiences.

Methods: Two-year data collection was obtained from 2 cohorts of students.
A student interprofessional evaluation 5-point scale form (0-4) was developed based on Interprofessional Education Collaborative Core Competencies to integrate students on rotations to interdisciplinary teams. Preceptors were to evaluate students, providing scores in key competency areas. Statistical analysis was performed utilizing averages of each core competency area, highlighting student interactions and success. Per the developed scale, a student was deemed average on each section with a reported score of 2 or greater.

Results: The final post-APPE score mean in all competencies for the 2023 cohort (n=41) was 3.61.Data shows growth in developing areas from introductory to advanced pharmacy practice experiences. Each section of the developed 5-point scale showed that by graduation all students scored above average in all areas of the key Interprofessional Education Collaborative competencies identified.

Conclusions: Academic experiential assignments focused on the integration of students during and progression through the experiential curriculum provide intentional exposure to healthcare teams early in student careers. These assignments are inclusive in nature to intentionally have preceptors bring students into the healthcare team process to improve interprofessional skills. Upon graduation, students are exposed to quality interactions, identifying various healthcare team members, identifying system errors and advocating for patients through a team approach.