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AI Summary of Peer-Reviewed Research

This page presents an AI-generated summary of a published research paper. The original authors did not write or review this article. [See full disclosure ↓]

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I/R practice was linked to stronger engagement in APPEs

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A healthcare professional in a white lab coat leans over a laboratory workbench in a clinical setting, appearing to write or document information, while another person in medical attire stands nearby in what appears to be a hospital or clinical pharmacy environment with equipment and supplies visible.
Research area:Medical educationInnovative Teaching MethodsInnovations in Medical Education

What the study found

The study found that student pharmacists viewed Intention/Reflection (I/R) practice as helpful for engagement during APPEs, a type of advanced pharmacy practice experience. Participants described gains in confidence, sustained learning, self-awareness, and professional development.

Why the authors say this matters

The authors conclude that integrating I/R into experiential pharmacy education can enhance student engagement and support best practices for post-pandemic pharmacy training. The study suggests I/R may help students learn and develop in different APPE settings.

What the researchers tested

This was a retrospective qualitative study of 20 student pharmacists from two U.S. colleges who completed APPE elective rotations that included I/R activities. The researchers analyzed responses to five structured I/R prompts using thematic analysis by two independent researchers with qualitative data analysis software.

What worked and what didn't

Four themes were identified in the students' responses: two related to intention and two related to reflection. The intention themes focused on embracing discomfort and purposeful precision, while the reflection themes focused on professional learning, engagement, focused growth, and self-awareness. The abstract does not report any specific aspects that did not work.

What to keep in mind

The available summary does not describe formal limitations beyond the small sample and the fact that the study included students from two U.S. colleges. It also reports perceptions and themes from a retrospective qualitative design, so the abstract does not provide quantitative measures of effect.

Key points

  • Twenty student pharmacists from two U.S. colleges took part in APPE elective rotations with I/R activities.
  • Four themes emerged from the students' responses, split between intention and reflection prompts.
  • Students described I/R as supporting confidence, resilience, self-awareness, and professional development.
  • The authors say integrating I/R may enhance student engagement in experiential pharmacy education.
  • The abstract does not report specific negative findings or a control group.

Disclosure

Research title:
I/R practice was linked to stronger engagement in APPEs
Authors:
Kerry K. Fierke, Gardner A. Lepp, Alina Cernasev
Institutions:
Tennessee Department of Health, University of Minnesota, Duluth, University of Minnesota, Duluth
Publication date:
2026-03-05
DOI:
10.3390/pharmacy14020045
OpenAlex record:
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AI provenance: This post was generated by gpt-5.4-mini (OpenAI). The original authors did not write or review this post.