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Community pharmacy as an effective teaching and learning environment: Student perspectives from a UK MPharm programme
Kathryn Bullen1, Kathryn Davison1, Jessica Hardisty1
1University of Sunderland, Sciences Complex, Chester Road, Sunderland SR1 3SD, United Kingdom.
Currents in Pharmacy Teaching & Learning
|October 2, 2019
Summary
Pharmacy students desire more hands-on patient experience during integrated degrees. Current placements offer valuable learning but lack real-world preparedness, highlighting a need for revised experiential learning strategies in pharmacy education.
Area of Science:
- Pharmacy Education
- Experiential Learning
- Clinical Practice
Background:
- UK pharmacy education is evolving towards a five-year integrated degree.
- This integrates the pre-registration year into undergraduate MPharm programmes.
- The goal is to enhance new pharmacists' clinical practice preparedness.
Purpose of the Study:
- To explore Masters of Pharmacy (MPharm) student attitudes towards experiential learning.
- To assess community pharmacy as a teaching and learning environment for MPharm students.
Main Methods:
- An online questionnaire was distributed to 857 MPharm students at a UK pharmacy school.
- Statistical analysis was performed on quantitative responses.
- Thematic analysis was used for open-ended comments.
Main Results:
- Over 80% found placement organisation and staff enthusiasm positive.
- 62% felt unable to interact with patients due to pre-determined tasks.
- 77% believed these tasks limited hands-on experience, with only 18% feeling prepared for post-graduate employment.
Conclusions:
- Community pharmacy placements need better exposure to clinical practice.
- Experiential learning should involve less pre-defined tasks and more patient interaction.
- Collaborative efforts between universities and employers are crucial for effective integrated degrees.
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