Can we do it all? Reflections on the development of a collaborative, three day a week internal medicine rounding experience

Interdisciplinary training is a critical part of pharmacy education, and often much of the interdisciplinary participation occurs during the advanced practice experiences of the final professional year of pharmacy education. Creation and maintenance of these experiences can be difficult for faculty...

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Bibliographic Details
Published in:Currents in pharmacy teaching and learning 2022-12, Vol.14 (12), p.1555-1558
Main Authors: Hemenway, Alice N., Meyer-Junco, Laura
Format: Article
Language:English
Subjects:
Collaborative rounding
Education, Pharmacy
Experiential learning
Faculty
Humans
Internal Medicine
Pharmacy faculty
Students, Pharmacy
Teaching Rounds
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Summary:Interdisciplinary training is a critical part of pharmacy education, and often much of the interdisciplinary participation occurs during the advanced practice experiences of the final professional year of pharmacy education. Creation and maintenance of these experiences can be difficult for faculty members, especially faculty at community hospitals or those with multiple roles and responsibilities at their practice site. The purpose of this article is to reflect on the development process and student acceptance of a collaborative, three-day a week internal medicine rounding student experience. Instead of a traditional five-day a week rounding schedule with a single, primary faculty preceptor, students participated in a three-day a week internal medicine rounding experience where their primary faculty preceptor had a faculty partner who functioned as a substitute. The student activities on the other days were adapted by each faculty preceptor based on their internal medicine subspecialty duties and needs of the practice site. Results from a seven-question, anonymous survey to students who participated in the three-day a week internal medicine rounds found high impact on their reported confidence and knowledge. Those responding “positive impact” or “extreme positive impact” ranged from 67% to 100%. In addition, 78% indicated comfort with the substitute faculty preceptor. This collaborative, three-day a week rounding experience was well received by pharmacy students. Non-traditional rounding may be an option that could help decrease pharmacy student and faculty burnout, while still providing a positive learning experience for students.
ISSN:1877-1297
1877-1300
DOI:10.1016/j.cptl.2022.10.014