Determining preceptor perceptions of APPE readiness through the use of entrustable professional activities

Stefanie C Nigro; Stephanie A Gernant; Molly Csere; Diana M Sobieraj

doi:10.1016/j.cptl.2023.09.004

Determining preceptor perceptions of APPE readiness through the use of entrustable professional activities

Curr Pharm Teach Learn. 2023 Nov;15(11):956-960. doi: 10.1016/j.cptl.2023.09.004. Epub 2023 Sep 15.

Authors

Stefanie C Nigro¹, Stephanie A Gernant², Molly Csere³, Diana M Sobieraj⁴

Affiliations

¹ Associate Clinical Professor, University of Connecticut School of Pharmacy, 69 N Eagleville Rd Unit 3092, Storrs, CT 06269, United States.
² Assistant Professor, University of Connecticut School of Pharmacy, 69 N Eagleville Rd Unit 3092, Storrs, CT 06269, United States.
³ PharmD Candidate, University of Connecticut School of Pharmacy, 69 N Eagleville Rd Unit 3092, Storrs, CT 06269, United States.
⁴ Director of Assessment and Associate Professor, University of Connecticut School of Pharmacy, 69 N Eagleville Rd Unit 3092, Storrs, CT 06269, United States. Electronic address: diana.sobieraj@uconn.edu.

PMID: 37718222
DOI: 10.1016/j.cptl.2023.09.004

Abstract

Introduction: Pharmacy programs are required to demonstrate that students are advanced pharmacy practice experience (APPE) ready, but neither a professionally recognized definition of nor a consistent approach to assess APPE readiness exists.

Methods: APPE preceptors were surveyed about the relationship of EPAs to APPE readiness in three domains, including: (1) each EPA's relative importance, (2) indicators that a student is not ready to begin APPEs, and (3) each EPA's expected level of entrustment on the first day of the first APPE. We determined consensus of EPA importance and expected level of entrustment by adapting previously published thresholds. We analyzed the association between preceptor or practice setting characteristics with ranking of EPA importance.

Results: Of the 431 preceptors queried, 31% responded. Ten EPAs, primarily those reflecting the first three steps of the Pharmacists' Patient Care Process (PPCP), were identified as important with strong consensus. Ambulatory care preceptors placed higher importance on EPAs, primarily in the final steps of the PPCP and within the public health domain. Professionalism issues were most often cited as reasons for a lack of APPE readiness. There was considerable variability (weak or moderate consensus) in preceptors' expected level of entrustment per EPA.

Conclusions: Pharmacy programs can consider prioritizing EPAs in the domains of patient care and information master when developing APPE readiness plans; professionalism should also be emphasized. Further work is needed to better understand what level of entrustment preceptors expect of an APPE ready student.

Keywords: APPE readiness; Accreditation; Curricular assessment; Entrustable professional activities.