In providing patient care in this environment, the student should be a member of a peer-mentor team. Interactions with the peer-mentor team are necessary for socializing the student into the pharmacy profession. These team interactions should provide opportunity for the student to develop reflective judgment by discussing clinical problems that have uncertainty. Finally an EPCE will incorporate an active and reflective based learning process that is carefully integrated into the curriculum so learning is optimal. When students have an opportunity to reflect on experiences, they are more likely to gain a deeper respect for basic sciences and understanding of theory and class work.
Reflection is essential for transforming experiential education into learning.
Reflective thinking will be incorporated by involving small groups of students in discussions about their experiences in a presentation discussion format. Development of a Practice Philosophy Pharmaceutical care portrays the pharmacist as a professional responsible for identifying, solving, and preventing drug-related problems for the purpose of achieving optimal drug therapy outcomes. Early in the EPCE sequence the student will begin with learning basic technical skills including medication preparation, distribution and administration progressing to management skills, patient assessment and pharmacotherapy decision-making. The student shall represent the profession in an ethical manner and embody the responsibilities of pharmaceutical care. Experiential learning is continuous in that these collective events prepare the student for new concrete experiences.