Early longitudinal community pharmacy placements: Connection, integration and engagement

Area of Science:

• Pharmacy Education
• Experiential Learning
• Healthcare Professional Training

Background:

• Longitudinal placements involve regular, recurrent experiences in the same setting with the same supervisor.
• Continuity of care, curriculum, and supervision are key principles for learning in longitudinal placements.
• While common in medicine, longitudinal placements in community pharmacy are less understood.

Purpose of the Study:

• To explore if longitudinal community pharmacy placements (LCPPs) enhance learning for Year 2 pharmacy students.
• Investigate impacts on student patient-centeredness, curricular integration, and professional engagement.

Main Methods:

• Explanatory mixed methods study design.
• Quantitative data collected via pre- and post-placement questionnaires (professional engagement, patient-centeredness, curriculum integration).
• Qualitative data from semi-structured interviews with students, supervisors, and practice-educators, analyzed thematically.

Main Results:

• Significant increase in professional engagement scores (S-PIPE instrument).
• Evidence of enhanced curriculum integration due to the longitudinal nature.
• Patient connection was observed, though opportunities varied; continuity of supervision was sometimes compromised.

Conclusions:

• Early LCPPs promote learning via curriculum integration and professional engagement.
• Consider LCPPs to enhance experiential learning in pharmacy curriculum design.
• Sufficient placement length and consistent supervision are crucial for optimal benefits.