Exploring Student and Faculty Staff Perceptions of a Student-Led Cardiovascular Disease Screening Clinic

To explore pharmacy students' and faculty's perspectives on the learning and experience of a student-led cardiovascular disease (CVD) screening clinic as a form of work-based learning, with a focus on identifying opportunities for optimization of the educational experience.

A qualitative study design, using focus groups with second-year pharmacy students (n = 22) and semistructured interviews with faculty staff (n = 5) who supervised the CVD screening clinic. The clinic operated over 88 days at a city center location and offered opportunistic walk-in CVD screening to members of the public. A phenomenographic approach was used to explore the range of ways participants conceptualized their experiences. Transcripts were analyzed thematically, and findings were interpreted using an established work-based learning model to derive broader pedagogical insights.

Three key themes were identified: learning in action, consultation barriers, and shaping the future. Students reported enhanced clinical confidence, improved consultation skills, and a greater appreciation of patient-centered care. Challenges included delivering sensitive health messages, navigating lifestyle advice, maintaining motivation after fulfilling assessment requirements, and engaging with complex referral pathways. The work-based learning model highlighted key areas for improvement, including mechanisms to support student-patient interaction, artifacts (tools) to aid participation, and strategies to foster motivation and practical competence.

Student-led clinics offer rich learning opportunities but require careful design and support to maximize their educational value. Insights from this study can inform the development of sustainable, pedagogically grounded work-based learning experiences in pharmacy education that promote confidence, patient-facing activities, and consultation skills.