I/R practice was linked to stronger student pharmacist engagement

What the study found: Student pharmacists who took part in Intention/Reflection (I/R) practice during APPEs, or advanced pharmacy practice experiences, perceived the practice as transformative and linked it with sustained learning, increased confidence, and continued professional development.
Why the authors say this matters: The authors conclude that adding I/R to experiential pharmacy education may enhance student engagement and help advance best practices for post-pandemic pharmacy training.
What the researchers tested: This retrospective qualitative study examined 20 student pharmacists from two U.S. colleges who completed APPE elective rotations with I/R activities. Researchers collected responses to five structured I/R prompts and analyzed them thematically with two independent researchers using qualitative data analysis software.
What worked and what didn't: Four themes were identified. In intention responses, students described embracing discomfort as a catalyst for confidence, engagement, and leadership growth, and purposeful precision as a way of growing into adaptive leadership. In reflection responses, students described reflection as a catalyst for professional learning and engagement, and as a tool for focused growth and self-awareness.
What to keep in mind: The abstract describes a small, retrospective qualitative study from two U.S. colleges, so the findings are based on participants' responses in that setting. Limitations beyond this are not described in the available summary.

Key points

• 20 student pharmacists from two U.S. colleges were included.
• The study used five structured Intention/Reflection prompts during APPE elective rotations.
• Students perceived I/R as supporting sustained learning, confidence, and professional development.
• Four themes emerged from the intention and reflection responses.
• The authors say the findings may help improve post-pandemic pharmacy training.