Pharmacy students’ satisfaction with Introductory Pharmacy Practice Experiences (IPPE) at community pharmacy: The case of Saudi Arabia

Abstract

ObjectiveTo assess pharmacy students’ satisfaction with introductory pharmacy practice experiences (IPPE) at community pharmacy and the impact of the training on their future career.MethodsA self-administered questionnaire was made available to 74 male pharmacy students who completed 4 weeks community pharmacy IPPE. The questionnaire consists of 24 questions that were organized into 5 domains with a scale of six options were used to answer each question.ResultsA total of 43 students completed the survey (58%). Most of them evaluated their training experience as either as good (41.86%) or excellent (41.86%). One third of students (34.88%) were very satisfied about the clarity of the community pharmacy IPPE goals and objectives given prior to the training period. About half of students (51.6%) received a good direction and feedback from their preceptors. Regarding the contact with the patient or guardian, (39.53%) of the students chose neutral while (25.58%) of the students were very satisfied. The learning environment was satisfactory for (32.56%) of students. Regarding skills domain, students strongly agreed that their skills were improved; Communication skills as reported by (48.84%) of students, documentation skills as reported by (34.88%) of students, and clinical skills as reported by (34.88%) of students.ConclusionSurveyed male students were in general satisfied with their training experience at community pharmacy. Providing an orientation to the community pharmacy preceptors and granted electronic access of necessary information to the students might increase their satisfaction.

Experiential community pharmacy training: Assessment of students’ perceptions in the United Arab Emirates

“…Students' perceptions of community pharmacy training in the UAE Pharmacy Education 20(1) 225 -235 Moreover, among the main deficiencies involved in the academic curriculum is the scarceness of qualified professionals who are competent in community pharmacy and it's training requirements, methodologies, main fields, as well as the internship program outcomes. The reason may be that such areas are mainly taught by underqualified academics with limited past experience in community pharmacy (El Hajj et al, 2014;Carrido et al, 2016;Baral et al, 2019;Almetwazi et al, 2020). The lack of such knowledge results in a gap between what students learn at school and what they do in practice; moreover, it leads to a loss of interest in community pharmacy practice (El Hajj et al, 2014;Carrido et al, 2016;Baral et al, 2019;Almetwazi et al, 2020).…”

“…Nowadays, however, pharmacists act more specifically as healthcare promoters and providers, guidance counsellors, patient educators, pharmaceutical marketing officers, and the most powerful links between patients and other healthcare providers (Basak et al, 2009;Hattingh et al, 2009;Toklu & Hussain, 2013;El Hajj et al, 2014;Baral et al, 2019). To be trusted sources of information for patients and other healthcare providers, pharmacists must be well trained and know how to get the most recent and reliable information related to the field of pharmacy from a trusted source (Basak et al, 2009;El Hajj et al, 2014;Baral et al, 2019;Almetwazi et al, 2020).…”

“…Recently, the World Health Organisation (WHO) has added an important concept to the pharmacist's role, which is called rational drug use (RDU). This concept means using appropriate medicines based on the patient's clinical needs in a dose that is determined individually based on his/her own requirements, to be used for a specific period and with the lowest cost for the patient and his/her community (El Hajj et al, 2014;Baral et al, 2019;Almetwazi et al, 2020). To promote RDU, pharmacists need to be trained on the five rights of medication administration: the right patient, the right time, the right dose, the right route, and the right medication (WHO, 2007;Glayee et al, 2018).…”

“…Most developed countries build their pharmacy internship programmes as introductions to pharmacy practice during the students' first three years of study (usually in community pharmacy settings), followed by advanced pharmacy practical experience during their last year of study; usually in both community pharmacy and hospital settings. (Brown et al, 2009;El Hajj et al, 2014;Gelayee et al, 2018;Baral et al, 2019;Almetwazi et al, 2020). This structure usually helps students apply the skills, attitudes, and knowledge they have developed in classroom and laboratory settings (Radigan, 2009;Al-Haidari & Al-Jazairi, 2010;Al-Qadheeb et al, 2010;Avalere Health, 2014;McElhaney & Weber, 2014;O'Sullivan et al, 2017;El Hajj et al, 2014;Baral et al, 2019;Almetwazi et al, 2020).…”

“…During their internships, students may face barriers and difficulties that could affect how they acquire information and skills. Some of these include the supervisor's workload, communication barriers, a lack of support from the pharmacy team, pharmacy space, and student engagement (Australian Government Department of Health and Ageing, 2008;El Hajj et al, 2014;Baral et al, 2019;Almetwazi et al, 2020).…”