Usage and Recommendations Regarding Experiential Webpage on AACP Website: Results of Task Force Survey

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Conference Proceeding

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Objectives: To determine current usage of and recommendations from experiential administrators regarding the AACP Experiential Education Section (EES) webpage.

Method: The 10-question survey was piloted, peer-reviewed, and edited prior to administration. Experiential Administrators were emailed a link to a web-based questionnaire. Reminders were sent throughout the 3-week collection period during late fall 2014.

Results: 242 responses were received. Usage: Over 61% have never accessed the EES website. When asked why, 64% did not know it existed, 55% were not sure what information was on it, and 28% did not know where to find it. Of those that had accessed it, 3.7 times was the mean number of times they accessed it and one-third accessed it 2 times (mode). Recommendations: Information respondents thought would be useful that is not currently on the website: preceptor development opportunities (83%), experiential literature publication or links (68%), listserv topics and contacts (50%), quality assurance information (50%), discussion board (42%), and membership list in excel or access (36%). Complete results including differences in responses found based on number of years in experiential will be presented.

Implications: Quality experiential education and training are important to develop competent pharmacy professionals. Experiential Education faces daily challenges trying to meet these responsibilities, therefore; having tools and resources to help support these endeavors are important. The information obtained through this survey will be relayed back to Section leadership, as well as recommended changes to better match the needs of experiential administrators. Emphasis will be placed on increasing awareness and access of the webpage.



Presented at the American Association of Colleges of Pharmacy (AACP) Annual Meeting in National Harbor, Maryland, July 11-15, 2015.

Abstract published in American Journal of Pharmaceutical Education, 2015; 79 (5) Article S4:

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