Criteria for Excellence in Experiential Education

(From the Center for the Advancement of Pharmaceutical Education (CAPE) Outcomes and the ACPE Accreditation Standards for Doctor of Pharmacy Programs)

What Students Are Expected to Do

Pharmaceutical Care

• Provide patient- and population-based care
• Deliver patient-centered care as members of an interprofessional team, emphasizing evidence-based practice, quality-improvement approaches, and informatics

Systems Management

• Manage human, physical, medical, informational, and technologic resources
• Manage medication use systems

Public Health

• Assure availability of effective, quality health and disease-prevention services

What Each Site Is Expected to Have

Site-Specific Criteria of Excellence

• Ability to meet educational outcomes
• Practice focused on pharmaceutical care
• Adequate staff for pharmaceutical care
• Sufficient number and variety of patients
• Opportunities for students to learn specific disease therapy management, provider-patient communication skills, ethical behavior
• Caring attitude toward patients
• Role in interdisciplinary patient care
• Informatics to support pharmaceutical care
• Sufficient library and learning resources
• Professional image
• Compliance with all HIPAA requirements
• Compliance with all state and federal laws
• Support from site owners and administration for providing pharmacy education to students
• Site owners and administrators encourage quality improvement programs

What Preceptors are Expected to Be

Preceptor-Specific Criteria of Excellence

• Role-model practitioner
• Effective, organized, enthusiastic teacher
• Skilled in interpersonal relationships and communication
• Skilled in leadership and management
• Encourage self-directed learning
• Demonstrate effective managerial and leadership relationships with pharmacists and staff
• Embody a practice philosophy

Other Preceptor Expectations

• Develop a rotation that includes a syllabus of written activities and objectives; coordinate activities and pharmacy input with assigned physician supervisors; integrate PharmD students into the ongoing pertinent education activities of the specific site including but not limited to journal club, discussion of pertinent disease states, therapeutic controversies and designated review of primary or secondary literature
• Orient the student to the required objectives and activities of the rotation as well as the site at the beginning of the month.
• Interact with the student at least three times per week for one-to-two-hour intervals. Preceptors should be readily available to the student. If the preceptor is out of town during a rotation period, then an alternate preceptor should be assigned.
• Supervise the written and verbal recommendations made by the PharmD student
• Provide a midpoint and final evaluation of the student’s performance. Provide constructive feedback throughout the rotation.