Fostering career-readiness in pharmacy students through work-integrated learning: Qualitative analysis of co-op...

Work-integrated learning (WIL) is a key component of many professional programs, allowing students to apply classroom knowledge in workplace and practice settings. While most pharmacy schools include clinical rotations in their curriculum, few integrate co-operative education ("co-op"), resulting in a dearth of literature regarding how each WIL model prepares students for pharmacy careers. We analyzed student performance evaluations to identify co-op supervisors' and rotation preceptors' perceptions of students' job/practice readiness skills, distinguishing the unique and complementary skills developed by each experience.

In the University of Waterloo Doctor of Pharmacy (PharmD) program, students complete three co-op work terms in their second and third years and three clinical rotations in their fourth year. Supervisor and preceptor qualitative feedback on student performance for students in three graduating classes was qualitatively analyzed; two researchers independently coded data, using content analysis to identify themes.

Both WIL models support students' growth in confidence, ability to engage in tailored communication with patients, and improved collaboration with other healthcare providers. A hierarchy of learning was observed with co-op helping students gain experience as a contributing member of an interprofessional team and learning how to adapt to workflow changes. This provided a foundation for final-year rotations allowing students to focus and gain self-assurance providing patient care services.

Supervisors and preceptors perceive that co-op and rotations provide students with multiple important skills for job/practice readiness. Co-op's fostering of job readiness skills prepares students for more advanced, focused, and nuanced practice skill development in the program's final year.