(377) Use of Thematic Analysis of Student Pharmacists’ Perceptions to Improve Advanced Pharmacy Practice Experience Readiness

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Trainee Category: Student Pharmacist

Primary Author(s)

CC

Celeste Chung

Student Pharmacist
University of Maryland, United States

Co-Author(s)

AF

Agnes Ann Feemster, PharmD, BCPS

Assistant Dean, Experiential Learning
University of Maryland
Baltimore, Maryland, United States
AI

Amy L. Ives, PharmD, BCPS

Assistant Professor of Practice, Sciences, and Health Outcomes Research
University of Maryland
GERMANTOWN, Maryland, United States

Trainee Competition Judge(s)

AT

Amy Thompson

Clinical Associate Professor
University of Michigan
NF

Norm Fenn

Clinical Assistant Professor
Manchester University
Andrea L. Porter, PharmD (she/her/hers)

Associate Professor
University of Wisconsin - Madison, School of Pharmacy
Madison, Wisconsin, United States

Objective : To evaluate fourth-year pharmacy student recommendations on curricular modifications to improve APPEs and understand the impact of COVID-19 on these perceptions.

Methods: After the final APPE, students in the 2017-2022 graduating classes responded to an open- ended question about curriculum changes that would prepare them better for APPEs . De-identified responses were categorized into themes and analyzed for codes that specified concentrated areas for curricular refinement. Descriptive statistics were used to determine the frequency of themes. Fisher's exact test with simulated p-value was used to compare the distribution of themes between the pre-COVID (2017-2020) and during COVID (2021-2022) eras.

Results: 1323 recommendations were submitted with 6 themes and 6 subthemes for curricular enhancement identified: 1) Practical Skills (Communication, Practice Management), 2) Pharmacy Knowledge (Course Specific, Medication, Application in Clinical Practice, Knowledge Implementation), 3) Information Gathering/Interpretation, 4) Course Design, 5) NAPLEX Preparation and 6) Other. Frequency of themes and subthemes differed between the pre- COVID and COVID students (p < 0.0001). COVID students were more likely to recommend changes to practical skills (p < 0.0001) and information gathering/ interpretation (p=0.002); while pre- COVID students recommended pharmacy knowledge improvements (p < 0.0001). Developments in communication skills (p < 0.0001) and application of knowledge were reported more frequently by COVID students (p=0.009) whereas pre- COVID students recommended enhancements to specific course content (p=0.0007).

Conclusions: The COVID-19 pandemic and the changed learning environment resulting from it influenced student perceptions regarding curricular changes to improve APPE readiness. Our study suggests greater focus on communication skills and application of knowledge are needed for successful performance on APPEs in our new environment for healthcare delivery.