How postgraduate pharmacy students develop professional understanding: Re-conceptualising deep, reflective learning

Abstract

Published literature has shown that learners conceptualise and approach learning in different ways. The research reported in this paper explores postgraduate pharmacy students' perceptions of learning and their understanding of the learning strategies employed whilst undertaking a postgraduate prescribing course. Twenty-six individuals, who had been registered on Keele University's Supplementary Prescribing Course, participated in focus groups and individual interviews. Data are presented relating to one of the eight key themes that emerged, that is, traditional, academic learning and non-traditional, reflective learning. Participants clearly perceived, and had experience of, approaches to learning which they articulated as being of qualitatively different types. They perceived reflective learning to be analogous with a deep learning approach. Participants indicated a synergistic relationship between knowledge accumulation and reflective learning, resulting in higher levels of learning. Further, the findings show that behaviourist and constructivist orientations to education appear to be compatible, despite contrary views in the published literature. The authors describe the complexities of learning through the development of a model that articulates a re-conceptualisation of deep, reflective learning for professional practice.

A qualitative study of UK pharmacy pre-registration graduates' views and reflections on pharmacist prescribing

“…The expressed desire to gain experience as pharmacists before training as prescribers is reassuring, highlighting reflection and self‐awareness. The combination of knowledge accumulated over time and reflection promotes more effective learning; this is particularly relevant when assuming new, challenging roles [8]…”

Learning styles and approaches: Can reflective strategies encourage deep learning?

“…It can be postulated that the main aim for educators is to guide students to become deep learners, particularly in pharmacy education where reflective, deep learning fosters professionalism, and lifelong learners who develop skills of inquiry and independent learning. 2,12,[61][62][63] The impact of assessments on learning approaches: Are they driving performance?…”

Using Artifacts and Qualitative Methodology to Explore Pharmacy Students’ Learning Practices

“…There are a very small number of studies in pharmacy education which are underpinned by learning as participation. [14][15][16] Hodkinson and colleagues 7 offer an interesting critical account of the body of literature on learning. They describe many of Fenwick's 6 contested perspectives as the "cognitive learning" versus "situated learning" debate, in other words, the contrast between learning as acquisition and learning as participation.…”