Providing an Academic APPE Elective via Videoconference Between Off-campus Faculty and Students

摘要

>Objective. To describe students’ experiences and learning outcomes of an academic advanced pharmacy practice experience (APPE) elective provided via videoconference. Faculty preceptor and experiential administration’s perspectives also are described.>Methods. This 5-week APPE was developed using backward design and delivered starting in 2015 via videoconferencing, with the faculty preceptor and students physically located in different locations throughout the state. After the APPE, students completed a retrospective survey comparing their perspectives and learning outcomes before and after the rotation. They also provided feedback on the experience. Students completed the standard APPE evaluation. Faculty preceptor’s self-reflections and experiential administration’s perspectives were documented.>Results. Six students completed this unique APPE over three academic years. After the rotation, five students (83%) stated that their interest in a full-time academic career increased, while one student’s (17%) interest stayed the same. All students stated there was “no hindrance” with this rotation being conducted via videoconference or with the geographical distance between the faculty preceptor and them. Student ratings of nine learning outcomes increased after completing the APPE, demonstrating their perception of their knowledge improved in all topic areas.>Conclusion. Students, the faculty preceptor, and experiential administration deemed this videoconference academic APPE effective and successful. This experience affords students, without regard for physical location, the opportunity to pursue interests in academia, adds to the variety of APPEs offered by the school, and allows students to learn about careers in academic pharmacy, an area of growing need in the pharmacy profession.