Supporting quality in experiential education through enhanced faculty engagement

Caitlin K. Frail, Scott A. Chapman, Christene Jolowsky, Jean Y. Moon, Ann M. Philbrick

Research output: Contribution to journalComment/debatepeer-review

4 Scopus citations


Introduction There are ongoing assessment and improvement activities related to strategies to improve the quality of education in the complex and resource-intensive area of experiential education (EE). One undescribed approach for design and delivery of EE programs for schools and colleges, with reliance on volunteer preceptors, is to utilize clinical practice faculty in formal partnerships with EE leadership to enhance curriculum and assessment. Commentary and implications Clinical practice faculty, who possess practice setting expertise, can serve as course directors for advanced pharmacy practice experience (APPE) rotations. In this role, they can collaborate with EE faculty and staff to create more course-specific expectations, learning objectives, and criteria for APPE rotation experiences. This model could increase consistency for students and preceptors, using an approach that is analogous to content experts serving as course directors in didactic curriculum. This commentary explores the potential of this strategy to increase quality and consistency in EE.

Original languageEnglish (US)
Pages (from-to)962-965
Number of pages4
JournalCurrents in Pharmacy Teaching and Learning
Issue number6
StatePublished - Nov 2017

Bibliographical note

Publisher Copyright:
© 2017 Elsevier Inc.


  • Curricular model
  • Experiential education
  • Faculty engagement
  • Quality improvement


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