Readiness for virtual experiential education: A qualitative study of PharmD students and faculty preceptor...

Disruptions to clinical training have prompted exploration of alternative experiential learning models, including virtual internships (VI). Understanding stakeholder perceptions and readiness determinants is important for evaluating the feasibility of VI and informing their structured integration within PharmD curricula. This study explored PharmD students' and faculty preceptors' perceptions of VI and examined factors shaping readiness for implementation within a postgraduate program.

A qualitative study was conducted within a one-year postgraduate PharmD program. All eligible students (n = 12) and faculty preceptors (n = 8) were invited to participate. Two focus groups were conducted with students (n = 10) and five semi-structured interviews with faculty preceptors. Data were analyzed thematically and interpreted using readiness to change framework.

Participants recognized the necessity of transitioning to VI and described both enabling conditions and constraints. Virtual delivery supported continuity of experiential training and was perceived to facilitate clinical reasoning and self-directed learning. Faculty highlighted structured academic scaffolding, use of electronic health records, and leadership coordination as key implementation enablers. However, limitations related to direct patient interaction, interprofessional engagement, and applied clinical skill development were consistently identified. VI was perceived to be differentially suited to specific competencies and internship types, supporting selective rather than universal application.

VI were perceived as a feasible strategy for maintaining experiential training during disruption and may serve as a complementary adjunct to traditional placements when selectively aligned with appropriate competencies and supported by institutional structures. Further research is warranted to evaluate sustainable integration of virtual components and their impact on competency development in evolving practice settings.