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Related Experiment Video

Updated: Jun 12, 2026

A Cross-Disciplinary and Multi-Modal Experimental Design for Studying Near-Real-Time Authentic Examination Experiences
08:33

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Published on: September 4, 2019

From information to experience: Using design thinking to support pharmacy students preparing for multiple mini

Kingston Rajiah1, Gail Hamilton2, Aaron Courtenay1

  • 1School of Pharmacy and Pharmaceutical Sciences, Ulster University, Coleraine, UK.

Currents in Pharmacy Teaching & Learning
|June 10, 2026
PubMed
Summary
This summary is machine-generated.

Pharmacy students need experiential learning, not just information, to prepare for Foundation Training Year (FTY) Multiple Mini Interviews (MMI). Mock interview practice sessions are key for building confidence and professional competence.

Keywords:
Curriculum designDesign thinkingExperiential learningInterview preparationMultiple mini interview (MMI)Pharmacy educationProfessional readinessStudent partnership

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Last Updated: Jun 12, 2026

A Cross-Disciplinary and Multi-Modal Experimental Design for Studying Near-Real-Time Authentic Examination Experiences
08:33

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Problem-Solving Before Instruction (PS-I): A Protocol for Assessment and Intervention in Students with Different Abilities
10:26

Problem-Solving Before Instruction (PS-I): A Protocol for Assessment and Intervention in Students with Different Abilities

Published on: September 11, 2021

Area of Science:

  • Pharmacy education
  • Professional skills development
  • Higher education pedagogy

Background:

  • Foundation Training Year (FTY) Multiple Mini Interviews (MMI) assess crucial non-academic competencies for pharmacy practice.
  • Current pharmacy curricula often prioritize informational support over experiential learning for MMI preparation.
  • This gap hinders students' transition to professional practice and can lead to performance anxiety.

Purpose of the Study:

  • To explore the utility of a Design Thinking approach in enhancing pharmacy students' preparation for the MMI.
  • To address the limitations of informational support by incorporating experiential learning strategies.
  • To co-create effective MMI preparation methods with student input.

Main Methods:

  • A Design Thinking framework was employed, utilizing Poll Everywhere for student engagement.
  • Students' experiences, concerns, and ideas regarding MMI preparedness were explored.
  • Interventions were generated and evaluated based on student feedback and learning theories.

Main Results:

  • Students reported significant uncertainty about MMI expectations and limited practice opportunities.
  • Performance anxiety was a common concern among pharmacy students.
  • Mock MMI practice sessions were identified as the most preferred and effective intervention.

Conclusions:

  • Effective MMI preparation necessitates a pedagogical shift towards experiential, practice-based learning.
  • Mock interview sessions are crucial for developing performance-based competencies and boosting student confidence.
  • Integrating student feedback and authentic practice enhances readiness for high-stakes assessments.