Jacob SA, Boyter AC. Survey of undergraduates' perceptions of experiential learning in the MPharm programme: The TELL Project.
Pharm Pract (Granada) 2020;
18:1856. [PMID:
32587642 PMCID:
PMC7308912 DOI:
10.18549/pharmpract.2020.2.1856]
[Citation(s) in RCA: 4] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/24/2020] [Accepted: 06/14/2020] [Indexed: 11/23/2022] Open
Abstract
Objective:
To determine the perception of undergraduate pharmacy students of their
experiential learning (EL) placements both in the community and hospital
settings.
Methods:
A cross-sectional survey was conducted utilizing a six-item online survey
consisting of one open-ended and five closed-ended questions, the latter
utilising five-point Likert-type scales ranging from strongly disagree (1)
to strongly agree (5). All undergraduate pharmacy students from the School
of Pharmacy (N=496) were included in the study. Survey questions assessed
students’ perceptions on the effectiveness of the EL, tutors and
placements sites, and organisation and structure of the EL. Thematic content
analysis was performed on the open-ended comments, where relevant themes
were generated.
Results:
From the 139 responses (response rate: 28%), 121 responses were
analysed, and of these, 72.5% already had part-time jobs in community
pharmacies. Close to 85% felt that their part-time work should
contribute to EL hours, which is currently not recognised by the university.
Respondents were positive about the effectiveness of EL in developing their
professionalism and communication (M=3.84, SD=1.05), clinical (M=3.42,
SD=1.22), and technical skills (M=3.32, SD=1.25) Respondents provided
favourable feedback about their experience in the hospital as it gave them a
real-world exposure to the role of a hospital pharmacist. Community
placements were not viewed favourably and this was mainly attributed to the
poor experience with tutors whom they felt used them as an extra pair of
hands. This was thought to impede their learning experience. They also felt
that hospital placements were of insufficient duration, reported by
72.5% of respondents. Respondents also felt they should be sent to
other sites such as primary care for placements.
Conclusions:
Tutor-training is key to ensure tutors are aware of the responsibilities and
expectations. Similarly, quality assurance measures should be adopted to
ensure tutors and placement sites are capable of providing students with an
effective placement experience. While placement durations are a concern, the
focus should be on the quality of the placement experience, and ensuring
there is structure and flexibility. Content changes are also needed to
include emerging placement sites such as primary care to prepare students
for evolving pharmacist roles in the changing healthcare system.
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