Intention/Reflection (I/R) Practice Creates a Deeper APPE Connection for Student Pharmacists After COVID-19

TL;DR

This study shows how the Intention/Reflection practice helps student pharmacists learn better and grow professionally after the pandemic.

Contribution

The study introduces and evaluates the Intention/Reflection (I/R) practice as a novel engagement tool in pharmacy education.

Findings

I/R practice increased student confidence and resilience in overcoming challenges.

Reflection themes showed professional growth and self-awareness among students.

Participants found I/R transformative for sustained learning and career development.

Abstract

(1) Background: In response to the educational challenges brought on by the COVID-19 pandemic, APPE preceptors implemented the Intention/Reflection (I/R) practice as a structured engagement tool. I/R is designed to promote engagement, motivation, metacognitive growth, and self-awareness among student pharmacists with the goal of enhancing learning experiences in diverse APPE settings. This project aimed to assess the impact of I/R strategies on student pharmacist engagement during APPEs in the post-pandemic landscape, with the overarching goal of identifying and advancing best practices in experiential pharmacy education. (2) Methods: This retrospective qualitative study included 20 student pharmacists from two U.S. colleges who participated in APPE elective rotations featuring I/R activities. Student pharmacists’ responses to five structured I/R prompts were collected and thematically analyzed by two independent researchers using qualitative data analysis software. (3) Results: Four themes were identified in the I/R responses: two themes each from the intention and reflection responses. The intention themes “Embracing Discomfort as a Catalyst for Confidence, Engagement, and Leadership Growth” and “Purposeful Precision: Growing into Adaptive Leadership” both illustrate the students’ journeys as they develop greater confidence and resilience in overcoming challenges. The reflection themes “Reflection as a Catalyst for Professional Learning and Engagement” and “Reflection as a Tool for Focused Growth and Self-Awareness” synthesized the evolution of the student pharmacist and forward thinking for future career. (4) Conclusion: Overall, participants perceived the I/R practice as transformative, citing benefits such as sustained learning, increased confidence, and continued professional development. These findings suggest that integrating I/R into experiential pharmacy education can significantly enhance student engagement and contribute to best practices for post-pandemic pharmacy training.

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