Pharmacy Mentors' Views of Practical Training

Abstract

Practical knowledge and skills are necessary components of expertise. Practical training in higher education has been shown to foster students' learning and understanding of theoretical backgrounds. The attitude and skill of mentors play a central role in enhancing the quality of students' practical learning. The aims of this study were to explore mentors' experiences of the practice period and mentoring process, and to develop practical performances to improve the practice period that s included in theoretical pharmaceutical studies in Finland. A total of 48 pharmacy mentors were interviewed during the practice period of the pharmacy curriculum. The interviews were analysed using qualitative content analysis. The results showed that the mentors considered the practice period an essential part of pharmacy studies, which fostered student learning and benefited the community pharmacy. Mentoring activities, mentoring processes and assessment of students varied in the pharmacies. The results showed that it is necessary to pay more attention to the aims and the content of the practice period. More cooperation is needed between the University and pharmacies. There is also a clear need to pay attention to reflective action in order to foster the quality of practical learning.

Swedish Students' and Preceptors' Perceptions of What Students Learn in a Six-Month Advanced Pharmacy Practice Experience

“…(In Sweden, prescriptionists are professionals who completed a 3-year bachelor's degree, including a 9-week professional practice experience, and have the same dispensing authority as pharmacists. 28 ) The universities do not require that the preceptors have any work experience or any particular expertise; however, they must undergo a 2-day introductory preceptor training session at a university and are asked to attend a 1-day session for further training prior to each new APPE period.…”

Curriculum Reform in Finnish Pharmacy Education

“…[18][19][20][21] Studies showed that students found the previous curriculum fragmented and considered the theoretical studies challenging. Trends of surface-level learning also were demonstrated which was manifested in fact memorizing and difficulties knowledge application by the students.…”

“…21 However, the quality of precepting in different pharmacies was reported to vary. 20 An international evaluation panel also suggested that the 6-month experiential training should be utilized in the curriculum more effectively. 18 The commitment of the entire organization has been emphasized as a prerequisite for successful education Patient and medication therapy 40 4 Medicines and society 12 5 Interaction and communication 14 6 Optional studies 18 development.…”

“…In the middle and at the end of both training periods, students and preceptors were instructed to discuss the student's performance, learning, and development, and to set goals for learning during forthcoming theoretical studies and future practice. 20,21 Practical experience should be integrated with theory to foster the development of expertise. 8,21,27,28 The structure of the master's degree is presented in Table 3.…”

“…17 In addition to the Bologna Process, education at the Faculty of Pharmacy has been enhanced continuously based on needs arising from external and internal evaluations. [18][19][20][21] For example, in the 1990s, the number of pharmacy practicerelated courses, such as pharmacotherapy, was increased, and more student-centered teaching methods and problem-based learning were applied to the curriculum.…”