Zobrazit v EDS

Bridging the theory-practice gap in pharmacy education using an authentic learning approach: A cross-sectional study

Uloženo v:
Podrobná bibliografie
Název: Bridging the theory-practice gap in pharmacy education using an authentic learning approach: A cross-sectional study
Autoři: Gray, Gwen, Depasquale, Clare
Zdroj: Pharmacy Education. 24:262-269
Informace o vydavateli: International Pharmaceutical Federation (FIP), 2024.
Rok vydání: 2024
Témata: Pharmacy education, Pedagogy, 4. Education, Pharmacy, Graduate skills, 02 engineering and technology, Patient safety, Theory-practice gap, 03 medical and health sciences, 0302 clinical medicine, Learning experience, 0202 electrical engineering, electronic engineering, information engineering, Learning, Employability, Simulated-based learning
Popis: Background: Authentic learning environments highlight real-world relevance to students, contributing to readiness for practice. This study evaluated the impact of an educational activity on student pharmacist learning and personal/professional development. Methods: An activity similar to that used by practising pharmacy professionals to record errors during dispensing was included in simulated community pharmacy workshops delivered to Year-2 students as part of a Professional Practice Module. Students were instructed to complete entries when academic staff identified errors during final accuracy checks. Student evaluation surveys were analysed at the end of terms one and two of the academic year. Descriptive statistics were used for closed questions, and thematic analysis for open-ended responses. Results: Of the 75 student pharmacists who completed both evaluation surveys, 64% (n=48) recorded fewer errors in term two. Respondents considered the exercise helpful in highlighting the need for more attention to detail and identifying negative trends in their dispensing process. A positive response to personal/professional development was noted, with student pharmacists commenting that the activity facilitated reflection. Conclusion: This activity has allowed students to experience real-world working situations, extending their learning experience, facilitating personal/professional development, and encouraging best practices.
Druh dokumentu: Article
ISSN: 1477-2701
1560-2214
DOI: 10.46542/pe.2024.241.262269
Přístupová URL adresa: https://rgu-repository.worktribe.com/output/2308021
Přístupové číslo: edsair.doi.dedup.....daa2c0c179aecba41e6aef578d37c9f9
Databáze: OpenAIRE
Popis
Abstrakt:Background: Authentic learning environments highlight real-world relevance to students, contributing to readiness for practice. This study evaluated the impact of an educational activity on student pharmacist learning and personal/professional development. Methods: An activity similar to that used by practising pharmacy professionals to record errors during dispensing was included in simulated community pharmacy workshops delivered to Year-2 students as part of a Professional Practice Module. Students were instructed to complete entries when academic staff identified errors during final accuracy checks. Student evaluation surveys were analysed at the end of terms one and two of the academic year. Descriptive statistics were used for closed questions, and thematic analysis for open-ended responses. Results: Of the 75 student pharmacists who completed both evaluation surveys, 64% (n=48) recorded fewer errors in term two. Respondents considered the exercise helpful in highlighting the need for more attention to detail and identifying negative trends in their dispensing process. A positive response to personal/professional development was noted, with student pharmacists commenting that the activity facilitated reflection. Conclusion: This activity has allowed students to experience real-world working situations, extending their learning experience, facilitating personal/professional development, and encouraging best practices.
ISSN:14772701
15602214
DOI:10.46542/pe.2024.241.262269