Qualitative evaluation of a practice-based experience pilot program for Master of Pharmacy students in Scotland.

Gillian Hendry, Philip Winn, Sally Wiggins, Christopher Turner

Research output: Contribution to journalArticle

Abstract

Objective: To determine the views of pharmacists in central Scotland regarding experiential education for MPharm students.

Methods: A thematic analysis was completed by Ms. Gillian Hendry and Dr. Sally Wiggins of interviews conducted with ten practicing pharmacists paired with first-year master of pharmacy (MPharm) students during the 2011-2012 academic year. Relevant comments from the interviews were manually sorted in a Microsoft Excel spreadsheet to bring similarly themed material together to facilitate the identification and naming of recurring themes and subthemes.

Results: The pharmacists were unanimous in their opinion that experiential education was valuable for MPharm students and, in particular, that it helped students to develop self-confidence. The pharmacists derived personal satisfaction in developing mentor/mentee relationships with students. They also recognized the value that students provided to the workforce as well as the educational value to themselves in supervising students. The participants’ primary dissatisfaction was that the pharmacy workflow limited the time they could spend mentoring students.

Conclusion: The results provide guidance to the academic community and the pharmacy practice community in the United Kingdom (UK) regarding the design and integration of experiential education courses in MPharm degree programs.
Original languageEnglish
Article number165
Number of pages7
JournalAmerican Journal of Pharmaceutical Education
Volume80
Issue number10
Publication statusPublished - 2016
Externally publishedYes

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Pharmacy Students
Scotland
Pharmacists
Students
pharmacist
experiential education
evaluation
experience
Education
student
Interviews
Mentors
Workflow
Pharmacies
self-confidence
workflow
interview
mentoring
community
Values

Cite this

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title = "Qualitative evaluation of a practice-based experience pilot program for Master of Pharmacy students in Scotland.",
abstract = "Objective: To determine the views of pharmacists in central Scotland regarding experiential education for MPharm students.Methods: A thematic analysis was completed by Ms. Gillian Hendry and Dr. Sally Wiggins of interviews conducted with ten practicing pharmacists paired with first-year master of pharmacy (MPharm) students during the 2011-2012 academic year. Relevant comments from the interviews were manually sorted in a Microsoft Excel spreadsheet to bring similarly themed material together to facilitate the identification and naming of recurring themes and subthemes.Results: The pharmacists were unanimous in their opinion that experiential education was valuable for MPharm students and, in particular, that it helped students to develop self-confidence. The pharmacists derived personal satisfaction in developing mentor/mentee relationships with students. They also recognized the value that students provided to the workforce as well as the educational value to themselves in supervising students. The participants’ primary dissatisfaction was that the pharmacy workflow limited the time they could spend mentoring students.Conclusion: The results provide guidance to the academic community and the pharmacy practice community in the United Kingdom (UK) regarding the design and integration of experiential education courses in MPharm degree programs.",
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journal = "American Journal of Pharmaceutical Education",
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Qualitative evaluation of a practice-based experience pilot program for Master of Pharmacy students in Scotland. / Hendry, Gillian; Winn, Philip; Wiggins, Sally; Turner, Christopher.

In: American Journal of Pharmaceutical Education, Vol. 80, No. 10, 165, 2016.

Research output: Contribution to journalArticle

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AU - Winn, Philip

AU - Wiggins, Sally

AU - Turner, Christopher

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N2 - Objective: To determine the views of pharmacists in central Scotland regarding experiential education for MPharm students.Methods: A thematic analysis was completed by Ms. Gillian Hendry and Dr. Sally Wiggins of interviews conducted with ten practicing pharmacists paired with first-year master of pharmacy (MPharm) students during the 2011-2012 academic year. Relevant comments from the interviews were manually sorted in a Microsoft Excel spreadsheet to bring similarly themed material together to facilitate the identification and naming of recurring themes and subthemes.Results: The pharmacists were unanimous in their opinion that experiential education was valuable for MPharm students and, in particular, that it helped students to develop self-confidence. The pharmacists derived personal satisfaction in developing mentor/mentee relationships with students. They also recognized the value that students provided to the workforce as well as the educational value to themselves in supervising students. The participants’ primary dissatisfaction was that the pharmacy workflow limited the time they could spend mentoring students.Conclusion: The results provide guidance to the academic community and the pharmacy practice community in the United Kingdom (UK) regarding the design and integration of experiential education courses in MPharm degree programs.

AB - Objective: To determine the views of pharmacists in central Scotland regarding experiential education for MPharm students.Methods: A thematic analysis was completed by Ms. Gillian Hendry and Dr. Sally Wiggins of interviews conducted with ten practicing pharmacists paired with first-year master of pharmacy (MPharm) students during the 2011-2012 academic year. Relevant comments from the interviews were manually sorted in a Microsoft Excel spreadsheet to bring similarly themed material together to facilitate the identification and naming of recurring themes and subthemes.Results: The pharmacists were unanimous in their opinion that experiential education was valuable for MPharm students and, in particular, that it helped students to develop self-confidence. The pharmacists derived personal satisfaction in developing mentor/mentee relationships with students. They also recognized the value that students provided to the workforce as well as the educational value to themselves in supervising students. The participants’ primary dissatisfaction was that the pharmacy workflow limited the time they could spend mentoring students.Conclusion: The results provide guidance to the academic community and the pharmacy practice community in the United Kingdom (UK) regarding the design and integration of experiential education courses in MPharm degree programs.

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