Learning by Doing at Community Pharmacies: Objectives and Outcomes
Journal
Journal of Medical Education
Journal Volume
20
Journal Issue
3
Pages
144
Date Issued
2016-09-01
Author(s)
Abstract
Purpose: Structured and well-rounded introductory programs should pave the way for beginners to effectively become future experts. The objectives of this study were to investigate curricular effectiveness and the impact of a community pharmacy experiential course on students through competency-based descriptors concerning polygonal learning domains. Methods: Students were surveyed prior to and after the introductory-level Community Pharmacy Practice Experience (CPPE) course using a 22-statement, five-point scale questionnaire. A paired t-test was used to compare the students' pre- and post-course self-evaluations of practice-related abilities, supplemented by radar chart and box plot to depict pedagogical outcomes of respective learning domains and overall comparisons. Results: Of the 77 students enrolled, 61 (79.2%) responded to all questions on both the pre- and post- CPPE questionnaires. The self-perceived mean scores for the 22 ability statements were all higher after CPPE completion (pre-CPPE, 3.0-3.5; post-CPPE, 3.3-4.4); 21 statements (95.5%) showed significant differences (p ＜ 0.05). The students' post-curricular progress was clearly demonstrated by the radar chart (octagonal learning domains) and the box plot (overall ratings). Of the eight learning domains, the statements that related to dispensing practices were perceived as the most effectively understood principles. Conclusion: This study demonstrates the value of the multifaceted CPPE course, especially the suitability of teaching dispensing practices at the mid-level stage of the learners' pharmacy curriculum. The rich learning opportunities that community pharmacies provide make this setting ideal for training future pharmacists to become competent and worthwhile members of healthcare teams.
SDGs
Type
journal article