Exploring the impact of engaging student pharmacists in developing individualized experiential success plans

IntroductionEstablishing remediation policies in experiential settings poses many challenges. We endeavored to create a customizable Advanced Pharmacy Practice Experiences (APPE) Experiential Success Plan (ESP) initiative in which students engage in self-assessment of preceptor-identified performance deficiencies, develop actionable improvement plans, and apply critical reflection. This approach incorporates a self-directed learning process pedagogy and provides APPE students valuable experience in developing essential self-awareness skills upon which to scaffold. ObjectivesThe purpose of this evaluation was to describe the outcomes of our ESP initiative and to determine if student-created ESPs were successful in reducing the need for future ESPs, as compared with a Pre-ESP cohort. MethodsAn ESP policy was created in which preceptors identified performance deficiencies at final APPE evaluation, and students became eligible for an ESP if they received at least two "needs improvement" or at least one "significant deficiency" competency ratings. Pre-ESP and With ESP data were compared to determine if ESP reduced the need for repeat ESPs. Outcome data was collected to describe APPE rotation classifications, competency domains of identified deficiencies, and grades of students on an ESP. Reflections were rubric assessed for criticality. ResultsPreceptors identified 5.4 performance deficiencies per APPE from all rotation types (most commonly inpatient), and over half derived from the Pharmacists' Patient Care Process competency domain. Of students eligible for ESP, 78% required just the one ESP to self-correct their deficiencies. Students eligible for multiple ESPs declined from 26% Pre-ESP to 22% With ESP. ConclusionsThe ESP initiative enabled students to address preceptor-identified APPE performance deficiencies derived from all rotation types and competency domains. By requiring student self-engagement in creating ESPs, students gained self-awareness and self-directed lifelong learning skills. A majority of students (78%) can self-correct APPE performance deficiencies with one ESP. For those that required multiple ESPs, further remedial strategies are necessary to adequately address noted deficiencies.