Qualitative Evaluation of a Practice-based Experience Pilot Program for Master of Pharmacy Students in Scotland

Hendry, Gillian; Winn, Philip; Wiggins, Sally; Turner, Christopher

doi:10.5688/ajpe8010165

Cited by 12 publications

(11 citation statements)

References 31 publications

(37 reference statements)

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“…While pharmacists see the value in EL, they do face a burden when taking on students for placements, as they do not have protected time, resulting in an increase in workload and stress when students are there, and limited time to engage with students. 2,[23][24][25][26][27][28] This is similar to that highlighted in this study, where many perceived community tutors as too busy to engage with students. However, as placements in the hospital are of a shorter duration (Table 1), it is most likely easier to organise and for tutors to spend time with students.…”

Section: 1822supporting

confidence: 72%

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

Jacob¹,

Boyter²

2020

Pharm Pract (Granada)

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Objective: To determine the perception of undergraduate pharmacy students of their experiential learning (EL) placements both in the community and hospital settings. Methods: A cross-sectional survey was conducted utilizing a six-item online survey consisting of one open-ended and five closed-ended questions, the latter utilising five-point Likert-type scales ranging from strongly disagree (1) to strongly agree (5). All undergraduate pharmacy students from the School of Pharmacy (N=496) were included in the study. Survey questions assessed students’ perceptions on the effectiveness of the EL, tutors and placements sites, and organisation and structure of the EL. Thematic content analysis was performed on the open-ended comments, where relevant themes were generated. Results: From the 139 responses (response rate: 28%), 121 responses were analysed, and of these, 72.5% already had part-time jobs in community pharmacies. Close to 85% felt that their part-time work should contribute to EL hours, which is currently not recognised by the university. Respondents were positive about the effectiveness of EL in developing their professionalism and communication (M=3.84, SD=1.05), clinical (M=3.42, SD=1.22), and technical skills (M=3.32, SD=1.25) Respondents provided favourable feedback about their experience in the hospital as it gave them a real-world exposure to the role of a hospital pharmacist. Community placements were not viewed favourably and this was mainly attributed to the poor experience with tutors whom they felt used them as an extra pair of hands. This was thought to impede their learning experience. They also felt that hospital placements were of insufficient duration, reported by 72.5% of respondents. Respondents also felt they should be sent to other sites such as primary care for placements. Conclusions: Tutor-training is key to ensure tutors are aware of the responsibilities and expectations. Similarly, quality assurance measures should be adopted to ensure tutors and placement sites are capable of providing students with an effective placement experience. While placement durations are a concern, the focus should be on the quality of the placement experience, and ensuring there is structure and flexibility. Content changes are also needed to include emerging placement sites such as primary care to prepare students for evolving pharmacist roles in the changing healthcare system.

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Section: 1822supporting

confidence: 72%

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

Jacob¹,

Boyter²

2020

Pharm Pract (Granada)

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“…Students' ability to self-assess their learning is limited but the students' comments on improved self-confidence are consistent with the literature including supervisorbased assessments of self-confidence in student pharmacists in early experiential education (Dunning, Heath, Suls, 2004;Hendry et al, 2016). The students' comments about interest in repeating the experience help to validate their comments about increased self-confidence.…”

Section: Discussionsupporting

confidence: 73%

Reflections of pharmacy students on experiential education in providing health services to people with history of substance use disorders in Malaysia

Taufek

Halimi

Rahman

et al. 2021

JoP

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Introduction: Accreditation standards for pharmacy students’ education include the requirement for experiential education (EE) and acknowledge, in building life-long learning skills, the need to develop students’ skills in analysing their practice-based performance. The goal of this qualitative study was to assess students’ ability to reflect on their experience providing face-to-face care to patients with a history of substance use disorders (PHSUDs). Materials and methods: Interviews were conducted with undergraduate pharmacy students who provided care to PHSUDs in an EE programme. An interview guide was used to explore students’ experiences and their perceptions regarding the challenges they encountered, changes in their attitude towards PHSUDs and ways to improve their ability to care for PHSUDs. Data relevant to the study was extracted from interview transcripts, manually sorted and coded using Microsoft Excel and subjected to thematic analysis. Results: The themes identified were 1) Increased self-confidence in face-to-face interactions with PHSUDs 2) Increased empathy towards PHSUDS 3) Reduction in stigmatised attitudes towards PHSUDs 4) Positive nature of the interactions with PHSUDs 5) Appreciation for the opportunity to apply knowledge in practice 6) Recognition of the need for improved communication skill training 7) Recognition of the need to improve training for dealing with unexpected questions and situations. Conclusion: Pharmacy students demonstrated reflective skills in identifying multiple positive learning outcomes stemming from a one-day EE programme involving PHSUDs. In addition, they provided insights useful to faculty in curriculum planning.

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“…Ethics approval for this qualitative study, performed using a thematic analysis method, 2,3,6 was not required.…”

Section: Methodsmentioning

confidence: 99%

“…As health care education is evolving and improving continuously through evidence-based research, [2][3][4][5][6][7][8] the standards upon which the educational programs are evaluated also must evolve to reflect these changes. 2,8 Regularly updating the educational standards helps to facilitate implementation of current healthcare educational and assessment procedures and processes into the educational programs.…”

Section: Introductionmentioning

confidence: 99%

The European Council on Chiropractic Education identification of critical standards to accredit chiropractic programs: a qualitative study and thematic analysis

Peterson¹,

Browning²,

Med³

et al. 2019

Journal of Chiropractic Education

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Objective: The objectives for this project were to: (1) identify and agree upon “critical standards” that must be “fully” or “substantially compliant” for a maximum 8-year reaccreditation, (2) compare recent compliance for each critical standard for all accredited programs, and (3) identify which standards have lower compliance levels compared to others. Methods: This qualitative study uses thematic analysis. The 37 European Council on Chiropractic Education (ECCE) standards were assessed by the Quality Assurance Committee (QAC) to identify “critical standards” requiring “fully” or “substantially compliant” ratings for the maximum 8-year accreditation time period. These were approved by the entire ECCE. A table identifying specific criteria for each compliance level then was created. The most recent evaluation reports for all accredited programs were reviewed to record compliance levels for each critical standard and identify the number falling below the status of “substantially compliant”. Specific standards with the highest proportion falling below “substantially compliant” also were identified. Results: Eighteen of 37 standards were deemed critical. Two of 10 accredited programs had 0 “critical standards” below “substantially compliant” and two programs had three below this level. The most common standard to fall below “substantially compliant” was “faculty recruitment” with three programs (30%) at “partially compliant.” Conclusion: Identification and approval of “critical standards” requiring at least substantial compliance and the compliance criteria table facilitate implementation of the flexible 8-year reaccreditation period, providing the flexibility needed to work collaboratively with national accrediting agencies. “Faculty recruitment” standard had the highest percentage of programs rated as “partially” compliant.

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Qualitative Evaluation of a Practice-based Experience Pilot Program for Master of Pharmacy Students in Scotland

Cited by 12 publications

References 31 publications

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

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

Reflections of pharmacy students on experiential education in providing health services to people with history of substance use disorders in Malaysia

The European Council on Chiropractic Education identification of critical standards to accredit chiropractic programs: a qualitative study and thematic analysis

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