Evaluating the Impact of Advanced Pharmacy Practice Experience on Student Pharmacist Metacognition

Abstract

Objective. The objective of this study was to assess factors impacting metacognition during the advanced pharmacy practice experience (APPE) year for student pharmacists at five different institutions.

Methods. Student pharmacists completed a pre- and post-APPE year survey, which collected data on demographics, curricular and co-curricular experiences, and the 19-item modified metacognition assessment inventory (MAI). Additionally, the post-APPE survey collected data on learning activities completed during the APPE year. Matched survey responses were analyzed using paired t-tests and Spearman’s correlation to identify associations between change in MAI and individual experiences.

Results. A total of 139 matched responses were analyzed. A statistically significant improvement in overall student pharmacist metacognition was seen in matched pre- versus post-APPE surveys. Several statistically significant, moderate to weak correlations were associated with a change in MAI over the APPE year.

Conclusion. The APPE year resulted in a statistically significant change in student pharmacists’ metacognition at five institutions. This improvement was multifactorial as individual factors had minimal association with the change in metacognition.