Community pharmacy as an effective teaching and learning environment: Student perspectives from a UK MPharm programme

• DOI: 10.1016/j.cptl.2019.05.007
• Publication Date: 2019-06-05T08:19:05Z
• Authors: Kathryn Bullen; Kathryn Davison; Jessica Hardisty
• Keywords: Adult; Male; sub_pharmacyandpharmacology; 4. Education; Community Pharmacy Services; Problem-Based Learning; 02 engineering and technology; United Kingdom; Students, Pharmacy; Education, Pharmacy; Surveys and Questionnaires; 0202 electrical engineering, electronic engineering, information engineering; Humans; Female

In order to increase new pharmacists' preparedness for clinical practice, pharmacy education in the United Kingdom (UK) is moving towards a five-year integrated degree incorporating the pre-registration year into the undergraduate programme. The purpose of this research is to explore masters of pharmacy (MPharm) student attitudes towards experiential learning and assess community pharmacy as a teaching and learning environment.MPharm students (n = 857) at one UK pharmacy school were invited to complete an online questionnaire. Responses were statistically analysed while open comments were thematically analysed.Students were positive about placement organisation, with over 80% agreeing the pharmacist and support staff were enthusiastic and well-prepared. However, 62% of respondents felt they were unable to interact with patients on placements and instead spent time completing pre-determined learning tasks. Seventy-seven percent felt these tasks limited real "hands-on" experiences. Although 78% of respondents believed placements provided a valuable learning experience, only 18% thought placements prepared them for post-graduate employment.Community pharmacy environments are often busy and unpredictable, and experiential learning should be designed to allow better exposure to clinical practice with less pre-defined learning. Placements should allow for more collaborative working between universities and employers and incorporate the use of learning standards. This would represent a move towards a five-year integrated degree and a better understanding of the associated challenges involved.