Navigating the Transition to APPEs: A Survey of US Schools of Pharmacy

Abstract

Objective

To describe the current state of curriculum elements designed to transition student pharmacists in the United States to Advanced Pharmacy Practice Experiences (APPEs) and to identify trends, strategies, and challenges in their implementation.

Methods

A cross-sectional survey was administered to 142 accredited US schools of pharmacy between May and October 2024. One faculty member with curriculum oversight was selected per institution. The survey collected data on course structure, content delivery, evaluation strategies, and perceived barriers. Descriptive statistics summarized quantitative data, and thematic analysis was applied to open-ended responses.

Results

A total of 115 responses were received (80.9% response rate). Of these, 75.7% (n = 84) reported an intentionally designed transition to APPE curriculum, most commonly as a stand-alone course delivered immediately prior to APPEs. Programs covered key topics such as professionalism (91%), literature evaluation (88.9%), and therapeutics (86.5%), using diverse teaching and assessment strategies, including simulations, examinations, and objective structured clinical examinations. Fewer programs addressed wellness (44.2%) or professional identity formation (55.8%). Faculty cited challenges such as lack of standardized APPE readiness definitions, varied assessment methods, and resource limitations. Programs without formal transition curricula often integrated APPE readiness into broader curricular components.

Conclusion

There is considerable variability in how pharmacy schools approach student transitions to APPEs. The findings highlight that most schools have discrete curricula for APPE transitions, but there is a need for shared definitions, standardization, and guidance in curriculum design and assessment. These results may inform the future development of best practices to ensure consistent and effective preparation of students for experiential learning.