The IPPE sequence allows students the opportunity to observe and practice a variety of professional activities in multiple settings, including inpatient, outpatient, and research.
The IPPE program is divided over the first three years of the PharmD curriculum and includes both experiential and a didactic curricular components. Each year corresponds with the class year (P3 = IPPE-3). An a or b indicates the semester (a = fall, b = spring). Before beginning P4 rotations, a minimum of three-hundred (300) hours of IPPE activities must be completed. It is the student’s responsibility to complete the minimum three-hundred (300) IPPE hours before APPE rotations begin.
Students courses correspond with each IPPE year. During the classroom portion, topics relevant to each stage of IPPE as well as general topics will be discussed with time for student self-reflection.
To assist with integration of IPPE topics, PioneerRx Pharmacy Software is used to enhance the learning experience for students through hands-on simulations featuring the functions and workflow processes found in pharmacies.
The IPPE program offers the student the opportunity to observe and develop professional skills in major areas of contemporary pharmacy practice including:
The IPPE curriculum addresses the clinical experience requirement of the American Council on Pharmaceutical Education (ACPE) and includes experiential activities in:
Pharmaceutical care and clinical components objectives are based upon standards from the American Association of Colleges of Pharmacy (AACP), the National Association of Boards of Pharmacy (NABP), and the American Pharmaceutical Association (APhA). Students' competency is determined via cognitive and psychomotor performance at ambulatory clinics, community and hospital training sites, as well as didactic performance on school administered evaluation instruments.
Guideline 14.4 of Accreditation Council of Pharmacy Education (ACPE) Revised PharmD Standards:
"The introductory pharmacy practice experiences must involve actual practice experiences in community and institutional settings and permit students, under appropriate supervision and as permitted by practice regulations, to assume direct patient care responsibilities. Additional practice experiences in other types of practice settings may also be used. The introductory pharmacy practice experiences should begin early in the curriculum and be interfaced with didactic course work that provides an introduction to the profession, and continue in a progressive manner leading to entry into the advanced pharmacy practice experiences. The didactic course work itself should not be counted toward the curricular requirement of introductory pharmacy practice experiences.”
While at a IPPE rotation site, students must abide by the rules, regulations and policies of the facility. Students may not be financially compensated for activities performed during their rotations.
All students must maintain updated immunization records as well as liability insurance as outlined by the School of Pharmacy and Pharmaceutical Sciences to engage in IPPE rotation sites experiences.