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• W2187949844 abstract "BACKGROUND As the profession of pharmacy adopts the PharmD as the entry-level degree and integrates more widely throughout the health care system to provide pharmaceutical care services, demand for experiential training of students has increased dramatically. In a majority of PharmD programs, students are required to complete approximately one year of clinical rotations. This has lead to a great demand for sites to provide this clinical training. Competition among sites is intense, especially in the hospital. Hospitals provide the foundation for training in the health profession due to the controlled patients in a rich, multidisciplinary environment where the clinical skills learned can be transferred to other environments. Administrators have been forced to reduce staff, document the value of services, increase productivity, and maximize their resources in response to the downsizing of hospitals. This has increased the pressure to justify clinical teaching programs. Due to the high demand being placed on different clerkship sites, monetary reimbursement from schools is becoming a means of justifying the training of students and the student’s value to the site. The AACP Professional Experiential Programs Special Interest Group (PEP-SIG) Committee formed a task force to evaluate clerkship students as resources. The task force identified four key issues to address. The first issue was to evaluate the curricula to determine which elements provide students with skills that are an immediate value to an affiliated site. The curriculum may need to be modified (to prepare students with the basic skills) in order to make the students most desirable to the sites. Preceptors have certain expectations of student ability based on their didactic training. These skills obtained from didactic experience need to be uniform among students as well as perfected. This will allow students to concentrate on clerkship activities that cannot be learned through didactic work and to better contribute to the host environment. The second issue to evaluate is the model for experiential training. The task force should focus on the “employee model” of training. In this model, both the preceptor and student produce output, which should be most contributory to the training site. The student produces output independent of the preceptor. Only if the student is fully trained will they have a positive effect on output. This model assumes that the student acts as an employee and if they are not present output will be decreased. It assumes that the student can provide services which the practitioner would provide if the student was not actively participating in these services while on their clinical rotations. In the “nonemployee model” the student can have a positive impact on output, but not independent of the preceptor. The student only increases the preceptor’s output. The student cannot be considered an employee. The third issue was to evaluate block training for students at experiential sites, including identification of the optimal length of training which provides return to the site. Many students are exposed to multiple practice sites that require orientation at each site. This increases training time and decreases productivity for host staff. If a Fig. 1. Length of rotations." @default.
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• W2187949844 date "2000-01-01" @default.
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• W2187949844 title "PEP-SIG Task Force 1 Chair Report: PharmD Clerkship Students as Resources" @default.
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