Accommodating Pharmacy Students With Physical Disabilities During the Experiential Learning Curricula

Mara Kieser; Donna Feudo; Julie Legg; Raquel Rodriguez; Allison Schriever; Louise Parent-Stevens; Sheila M. Allen; Agnes Ann Feemster; Mark Brueckl; Paul C. Walker; Amy Pick; Kate Caward; Katie Oja; Mary McGuiggan; Brian Shepler

doi:10.5688/ajpe8426

Accommodating Pharmacy Students With Physical Disabilities During the Experiential Learning Curricula

Mara Kieser, Donna Feudo, Julie Legg, Raquel Rodriguez, Allison Schriever, Louise Parent-Stevens, Sheila M. Allen, Agnes Ann Feemster, Mark Brueckl, Paul C. Walker, Amy Pick, Kate Caward, Katie Oja, Mary McGuiggan, Brian Shepler

Research output: Contribution to journal › Article › peer-review

3 Scopus citations

Abstract

Accommodating pharmacy students with physical disabilities during the experiential learning portion of the Doctor of Pharmacy (PharmD) curriculum can present unique challenges for pharmacy schools. The available literature regarding accommodations for pharmacy students in the experiential learning environment is sparse, leaving programs with little guidance. This commentary from the Big Ten Academic Alliance calls on the Academy to create a community of shared resources and best practice examples and offers practical suggestions for accommodating pharmacy students with mobility, vision, and auditory disabilities during introductory pharmacy practice experiences (IPPEs) and advanced pharmacy practice experiences (APPEs).

Original language	English (US)
Article number	8426
Pages (from-to)	9-14
Number of pages	6
Journal	American journal of pharmaceutical education
Volume	86
Issue number	1
DOIs	https://doi.org/10.5688/ajpe8426
State	Published - Jan 1 2022

Keywords

Accommodations
Disability
Experiential
Pharmacy

ASJC Scopus subject areas

Education
Pharmacy
General Pharmacology, Toxicology and Pharmaceutics

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Kieser, M., Feudo, D., Legg, J., Rodriguez, R., Schriever, A., Parent-Stevens, L., Allen, S. M., Feemster, A. A., Brueckl, M., Walker, P. C., Pick, A., Caward, K., Oja, K., McGuiggan, M., & Shepler, B. (2022). Accommodating Pharmacy Students With Physical Disabilities During the Experiential Learning Curricula. American journal of pharmaceutical education, 86(1), 9-14. Article 8426. https://doi.org/10.5688/ajpe8426

Kieser, M, Feudo, D, Legg, J, Rodriguez, R, Schriever, A, Parent-Stevens, L, Allen, SM, Feemster, AA, Brueckl, M, Walker, PC, Pick, A, Caward, K, Oja, K, McGuiggan, M & Shepler, B 2022, 'Accommodating Pharmacy Students With Physical Disabilities During the Experiential Learning Curricula', American journal of pharmaceutical education, vol. 86, no. 1, 8426, pp. 9-14. https://doi.org/10.5688/ajpe8426

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abstract = "Accommodating pharmacy students with physical disabilities during the experiential learning portion of the Doctor of Pharmacy (PharmD) curriculum can present unique challenges for pharmacy schools. The available literature regarding accommodations for pharmacy students in the experiential learning environment is sparse, leaving programs with little guidance. This commentary from the Big Ten Academic Alliance calls on the Academy to create a community of shared resources and best practice examples and offers practical suggestions for accommodating pharmacy students with mobility, vision, and auditory disabilities during introductory pharmacy practice experiences (IPPEs) and advanced pharmacy practice experiences (APPEs).",

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Accommodating Pharmacy Students With Physical Disabilities During the Experiential Learning Curricula

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