Selection of Non-Direct Patient Care Rotations by Entry-Level PharmD students (SENDER Study) Monica Zhang 1, Janice Ma 2, Sylvain Grenier 2, Doret Cheng 1, Andrea J. Cameron 1 1 Leslie Dan Faculty of Pharmacy, University of Toronto, Toronto, ON 2 Canadian Forces Health Services Group (CFHSG), Ottawa, ON Methods Objective Results Conclusions Reference Entry-level PharmD (ELPD) students have limited exposure to non-direct patient care (NDPC) sites prior to their advanced pharmacy practice experiences (APPE). With the increasing expansion of pharmacists’ role in NDPC settings, it is important to generate interest and attract pharmacy students to such non-traditional sites. Rotation outlines are a key resource that students use to select their APPE rotations. The standard rotation outline provides information in a mechanistic format. To better emphasize the unique learning experiences offered at the CFHSG site, an experiential version of the rotation outline was developed, which was intended to generate greater interest in the profiled rotation. A rotation outline which emphasizes the unique learning experiences available at a non-direct patient care training site was well received among entry-level PharmD students at U of T. However, this did not result in greater selection of the site for rotations. It is highly possible that pragmatic considerations (e.g., relocation expenses) predominate when students are selecting rotations. Further investigation of students’ satisfaction with both project work and other learning activities may identify additional factors that influence their selection of NDPC rotations. Discussion Despite an overwhelming preference for the experiential version of the rotation outline, there was no difference in selection of the profiled site among study participants (10% in experiential vs. 22.2% in the mechanistic group, P=0.466). All 10 survey respondents preferred the experiential outline over the mechanistic version. Content areas that students found helpful included: -Examples of other projects done by students; -Sample learning objectives that were accompanied by specific learning activities; and -Description of unique pharmacist roles, that can be compared and contrasted with those from clinical rotation sites. Limitations of this study include: -Small study size (N=19). -Time limitations may have precluded broader participation. All pharmacy students in the Class of 1T6 at the Leslie Dan Faculty of Pharmacy, University of Toronto were eligible to participate in the study. In Phase 1: Voluntary participants were randomized to receive either the experiential or mechanistic rotation outline. Their selection of the profiled rotation was then tracked using the matching software (RxPreceptor®). In Phase 2: Participants were asked to complete an online survey comparing the two rotation outlines. Participants were asked to rate the overall outline, and corresponding information sections. Freeform comments were reviewed to identify recurring themes. Statistics: Fischer’s Exact test was used for Phase 1 analysis. Descriptive statistics were applied in Phase 2. We thank Nicholas Mitsakakis (statistician at LDFP) for his assistance with this project. Background To determine whether the proportion of pharmacy students selecting the CFHSG rotation differs based on assignment to the experiential or mechanistic outline. Table 1. (Phase 1) Rotation Selections from RxPreceptor® Experiential Outline Group (N=10) Mechanistic Outline Group (N=9) P Value Selected the CFHSG Rotation12P= Did Not Select CFHSG Rotation97 Table 2. Rotation Outline Preferences with Free Form Comments (N=10 survey respondents ) “ [The experiential outline ] is not about making students want to select the site, but ensuring students who are a good fit select the site.” “This section should be shorter. Approximately 1 paragraph.” (A general overview would suffice.) In general, background information on preceptors was appreciated. Important to describe the role of the pharmacist at CFHSG in comparison to the community/ hospital setting. Simply stating “project work” is not sufficient. Students want to have concrete examples of previous and future projects. Learning activities were easier to read and understand when presented in table format (vs. lists). Linking learning objectives to concrete learning activities allows students to better conceptualize what will be taught. Option of working from home is helpful to know. Headings are preferred to bullet points and lists. Costs should be stated upfront, especially for rotations outside Toronto. Transportation and parking information should be retained.