Shared-learning experience during a clinical pharmacy practice experience.

Area of Science:

• Pharmacy Education
• Experiential Learning
• Interprofessional Education

Background:

• Traditional pharmacy education models may not fully prepare students for collaborative healthcare environments.
• Developing effective communication and teamwork skills is crucial for future pharmacists.

Purpose of the Study:

• To implement and evaluate a shared learning model where fourth-year pharmacy students mentor third-year students.
• To assess third-year pharmacy students' perceptions of a shared learning experience in clinical and pharmacotherapeutic practice.

Main Methods:

• A shared learning experience was integrated into clinical pharmacy and pharmacotherapeutic practice.
• 87 third-year and 51 fourth-year pharmacy students participated, with senior students mentoring junior groups.
• Student perceptions were gathered regarding teamwork, communication, and clinical problem-solving skills.

Main Results:

• Over 75% of students felt the approach improved teamwork and communication skills.
• More than 70% agreed it would enhance their effectiveness in healthcare teams and future professional relationships.
• Nearly two-thirds believed shared learning improved their understanding of clinical problems, though 31% felt peer learning within their own group was sufficient for problem-solving.

Conclusions:

• The shared learning approach was generally perceived positively by pharmacy students.
• Students reported enhanced understanding of clinical problems, improved communication, and better teamwork skills.
• The model demonstrated potential for developing essential skills for future practice.