Student perceptions of an academic introductory pharmacy practice experience.

Background and purpose: Many pharmacists have found a career in academia to be meaningful and fulfilling, and pharmacy schools have traditionally utilized academic advanced pharmacy practice experiences to prepare their students to enter into this field. This article describes the design, implementation, and perceptions of an academic introductory pharmacy practice experience (IPPE). Educational activity and setting: Eighteen second professional year students and six third professional year students completed the IPPE between 2017 and 2019. Throughout these experiences, students engaged in teaching activities, developed presentation skills, and were educated on various aspects of life in academia. IPPE students completed evaluations of the preceptor and rotation using a standardized evaluation form. Findings: Collective student feedback indicated that IPPE students found the rotation to be a positive and meaningful experience, with highlights including opportunities to expand their understanding of careers in academia and to challenge themselves to develop and refine their teaching skills. Summary: The successful implementation of this academic IPPE may provide an impetus for other pharmacy schools to develop similar rotations. Challenges associated with precepting such a rotation should be noted, and a quantitative assessment of the rotation can be considered for future offerings. This initiative demonstrated that an academic IPPE can provide students early in their pharmacy education meaningful insight into the teaching and learning process and assist with associated skill development.