Nationwide survey of experiential learning in MPharm programmes in UK Universities

Abstract

Objectives To determine the current structure of experiential learning (EL) in Master of Pharmacy (MPharm) programmes in UK universities, and assess how they meet the standards specified by the General Pharmaceutical Council. Methods A cross‐sectional survey of staff in charge of EL in MPharm programmes was conducted, utilising a 31‐item online survey, consisting of both open‐ended and close‐ended questions. Variables of interest were administrative aspects and structure of the EL component, tutor issues and placement sites. To pinpoint the challenges faced with EL, the Relative Importance Index (RII) was calculated. Key findings Twenty (66.7%) universities responded. EL coordinators were mostly academic/teaching fellows (19) and spent 0.29 ± 0.31 full‐time equivalents on coordination. Tutors completed training annually in 53.8% of universities, with topics focusing on placement structure (85.7%) and requirements (78.6%). Total placement hours in all practice sites over the 4 years of study ranged from 54 to 496 h, and included hospitals, community pharmacies, hospices, prisons and nursing homes. The three biggest challenges faced with regard to EL were in obtaining/retaining hospital placements (1st), financial support (2nd) and quality assurance (QA) of tutors (3rd). Conclusions While there has been an increase in the variety of placement sites and hours since the last survey in 2003, universities face challenges in terms of staffing and obtaining placement sites. There are also gaps in tutor training. More standardisation and regulation of the QA of the EL programme, placement sites and tutors is needed to ensure students obtain the most out of their placements.

Survey of undergraduates’ perceptions of experiential learning in the MPharm programme: The TELL Project

“…11 As such there is variation between the different universities in terms of placement hours, and the structure and governance of EL. 12 Funding depends on each university's resources as well as any external funding.…”

“…This was supported by respondents in the aforementioned nationwide survey of UK universities, where more than 50% believed that students should receive EL credit for pharmacy employment. 12 There is, however, no stipulation in the Standards which allow students to be excluded from EL because of their part-time work. The School of Pharmacy's philosophy is that all students should have equitable access to EL to enable the School to ensure all students have a similar experience, independent of their part-time work.…”

Longitudinal Evaluation of the Healthy Living Assessment as an Experiential Learning Activity Provided On-Campus

“…Pharmacy schools in the United Kingdom offer a wide range of external experiential learning in hospitals, community pharmacies, prisons, care homes, and hospices, but these placements come with the challenges of obtaining and retaining placement providers, quality assurance, and cost. 6 The on-campus HLAs do not replace external placements for pharmacy student, but rather facilitate increased experiential learning in a lowcost, standardized, and quality-assured manner. In 2018, the HLA experience and resources were shared with another UK pharmacy school to support them in piloting student-led health checks.…”

“…[3][4][5] A 2018 survey of experiential learning in MPharm programs in the United Kingdom found that the total placement time at each university varies considerably, ranging from nine to 146 hours of community pharmacy placements and 14 to 103 hours of hospital pharmacy placements. 6 Organizing placements for students can be challenging because of increasing class sizes, issues with obtaining and retaining placement providers, and lack of financial support, quality assurance measures, and/or administrative support. 6 In the United States, introductory pharmacy practice experience (IPPE) programs have also experienced challenges such as competition for sites, difficulty conducting site visits, understaffing, and issues surrounding program assessment.…”

“…6 Organizing placements for students can be challenging because of increasing class sizes, issues with obtaining and retaining placement providers, and lack of financial support, quality assurance measures, and/or administrative support. 6 In the United States, introductory pharmacy practice experience (IPPE) programs have also experienced challenges such as competition for sites, difficulty conducting site visits, understaffing, and issues surrounding program assessment. 7,8 Similar challenges with arranging placements for a large cohort of students (approximately 500 students) were experienced at Reading School of Pharmacy, leading to the introduction of an innovative approach involving on-campus placements.…”