An innovative introductory pharmacy practice experience model

Objectives. The implementation of a required third-year introductory pharmacy practice experience (IPPE) in the University of Georgia College of Pharmacy's professional curriculum is described, and outcomes associated with the experience are evaluated. The IPPE involved fourth-year advanced pharmacy practice experience students facilitating the patient-student interactions for their third-year colleagues. Methods. Third-year students interviewed patients in 10 different clinical areas, evaluated drug therapies, and presented the patients' pharmaceutical assessment and care plans to a group of 7 students and I faculty member. Students completed a pre- and post-survey consisting of 21 competency-based skills that the IPPE course was designed to address. Faculty members were asked to log the time they spent conducting the IPPE. Results. Students (N=21) indicated that they could better perform the IPPE's competencies after the course (P < 0.002). Also, students indicated that the course increased their knowledge of patient care, and that they enjoyed the course. Conclusions. This IPPE resulted in a significant reduction of faculty members' time (requiring less than 80 hours of total faculty time to conduct the course) compared with the greater than 300 hours of faculty member time required to conduct the course that this IPPE replaced.