Journal of the American College of Clinical Pharmacy : JACCP · 2026
Student Perspectives of a Remote Transitions of Care Pharmacy Internship: A Mixed-Methods Study.
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Warunek Letitia N, Sklanka Kelly, McIntyre Morgan, Mendygral Abigail, Gruver Brenda
Аннотация
BACKGROUND: Innovative pharmacy internships and experiential learning opportunities in non-traditional practice settings are needed to support student skill development and career exposure. A Transitions of Care (TOC) internship and Advanced Pharmacy Practice Experience (APPE) program, developed through collaboration between a school of pharmacy and a health system, offers students a remote clinical patient care experience. The purpose of this study was to explore pharmacy student perceptions of this unique intern program and APPE and its effect on learning, confidence, and career development.
METHODS: A convergent mixed-methods design was used, incorporating semi-structured interviews with pharmacy interns and de-identified APPE student evaluation data. Eligible participants included pharmacy interns and APPE students who participated in the TOC program between January 2021 and December 2023. Qualitative data were analyzed using an inductive thematic analysis. Quantitative survey data were summarized using descriptive statistics.
RESULTS: Eight former interns (80% response rate) were interviewed and evaluations from 29 APPE students were analyzed. Seven themes emerged from intern interviews: TOC is a unique area of pharmacy practice; the internship is flexible and independent; confidence in patient chart review; development of clinical knowledge, teamwork, and communication skills; personal growth through navigating challenges; impact on career interests; and exposure to research. Four themes were identified from APPE evaluations: independent work in a unique setting; clear rotation structure and consistent feedback; remote versus in-person learning experiences; and continuous program improvement. The mean APPE evaluation score was 3.92 (standard deviation [SD] 0.27) out of 4, indicating a positive student experience.
CONCLUSION: The TOC internship and APPE were described by students as positive experiences that promoted meaningful skill development, increased confidence, and offered exposure to a unique pharmacy practice setting. These findings support the value of and need for innovative, remote experiential learning models in preparing students for evolving pharmacy practice.
METHODS: A convergent mixed-methods design was used, incorporating semi-structured interviews with pharmacy interns and de-identified APPE student evaluation data. Eligible participants included pharmacy interns and APPE students who participated in the TOC program between January 2021 and December 2023. Qualitative data were analyzed using an inductive thematic analysis. Quantitative survey data were summarized using descriptive statistics.
RESULTS: Eight former interns (80% response rate) were interviewed and evaluations from 29 APPE students were analyzed. Seven themes emerged from intern interviews: TOC is a unique area of pharmacy practice; the internship is flexible and independent; confidence in patient chart review; development of clinical knowledge, teamwork, and communication skills; personal growth through navigating challenges; impact on career interests; and exposure to research. Four themes were identified from APPE evaluations: independent work in a unique setting; clear rotation structure and consistent feedback; remote versus in-person learning experiences; and continuous program improvement. The mean APPE evaluation score was 3.92 (standard deviation [SD] 0.27) out of 4, indicating a positive student experience.
CONCLUSION: The TOC internship and APPE were described by students as positive experiences that promoted meaningful skill development, increased confidence, and offered exposure to a unique pharmacy practice setting. These findings support the value of and need for innovative, remote experiential learning models in preparing students for evolving pharmacy practice.