Remediation strategies for student pharmacists with socio‐behavioral issues in the experiential curriculum: A case series

Abstract

AbstractBackground and purposeThis manuscript describes two successful student remediation plans for an introductory pharmacy practice experience (IPPE) and an advanced pharmacy practice experience (APPE). Both students were not successful on rotation due to socio‐behavioral and professionalism deficits.Educational activity and settingAn IPPE and an APPE remediation student case will be presented in which a student exhibited socio‐behavioral issues in the experiential curriculum that lead to an individual educational plan (IEP) for each student.FindingsAn IPPE student and an APPE student successfully completed an assigned IEP focusing on socio‐behavioral and professionalism remediation and both went on to successfully complete further experiential rotations.DiscussionThere is little guidance in the literature regarding experiential education remediation procedures, especially for students who are unsuccessful due to socio‐behavioral issues (e.g., professionalism, communication, lack of self‐awareness). This paper describes benefits and barriers associated with this type of student educational plan.SummaryA targeted, yet individualized remediation plan including a student assessment and reflection of experiential rotation deficits and presentation to experiential faculty has helped students with a metacognitive understanding of performing better on rotation in the future and allowed for successful completion of future experiential rotations.