While we were not fortunate enough to recieve any rotational students during the Purdue portion of the fellowship, my co-fellow and I were able to engage in many instances of experiential teaching. The first example being the Drug Information Question Practice Call assessment. For this assignment we created personalized patient cases that would be used to simulate a medication inquiries likely to be encountered by pharmacists in real practice. During this assessment, students were given access to one of the patient records that we created and were scheduled to recieve a call from a "healthcare provider" posing a question regarding one of the patients medications. The purpose was to provide students with a chance to practice collecting each facet of information deemed necessary for answering a patient-specific, drug related question, as expected in a professional setting. This individualized and hands-on approach allowed us to directly engage and provide guidence in a meaningful way.

In addition to to the Drug Information Question Practice Call, we were able to help onboard residents rotating at the drug information center. While this experience is different from the dynamic seen between a preceptor and a student, it still provided the valuable opportunity to engage with other professionals in the context of providing guidance and constructive feedback. During these interactions we reviewed their responses to drug information questions, participated in topic discussions, and evaluated journal clubs.

Ultmately, there were many assignments and projects throughout the duration of the course that involved hands-on interaction and provided experiential learning opportunities to students. All helping to build working relationships and gain different perspectives for approaching tasks.