UPDATE IN CLINICAL EDUCATION:Pharmacy Students and Experiential

learning

As members of a profession, we are entrusted with a responsibility to

continuously renew our ranks by educating our future clinical colleagues.

Despite the many challenges, we have a professional duty to teach young

practitioners.

American Journal of Pharmaceutical Education 2007; 71 (6) Article 120.

Pharmacy students’ Approaches to Learning in an Australian University.

Hypothesis being tested: With increasing experience, students should

employ deeper learning strategies over time

Adoption of more productive learning strategies should be reflected in academic results.

Meaning directed learning (Deep processing strategies & self regulation: Learning is the construction of knowledge)

Reproduction directed learning (Surface learning & reliance on regulation: Learning is intake of knowledge)

Undirected learning (Poor self regulation, dependence on external sources for help)

Application directed learning (Strong vocational orientation & belief that learning is the use of knowledge)

Measure & Evaluate the approaches to learning that students adopt

Examine the relationship between student approach to learning and academic performance outcomes

Examine differences in students approach to learning between year groups and within the same year group over time

Evaluate the influence of gender & subject on students’ approach to learning

Preference for ‘Application directed (vocational) learning’ compared to other learning styles (p<0.05)

No maturation in learning style developed as students progressed through curriculum (p<0.05)

Students were more likely to use surface and reproductive approaches to learning in 2nd and 3rd year as opposed to meaning directed learning (p=0.01)

Results not influenced by gender or subject type (Comment: No data or P-values listed)

Academic results not influenced by learning style (p=0.01)

Learning style and personality – KOLB’s Model

Learning style and Profession – Approaches to learning Model

Learning Style, Personality & Choice of Profession – no proven correlation for pharmacy

Adult Learning Should Be… Active, where adult learners need to be actively

involved in their learning in order for them to develop their learning needs.

In context, where adults are motivated to obtain the necessary knowledge and skills to solve specific problems.

Reflective, where adults learn from prior experience and generalize these experiences to new situations.

Practical, where adults learn by doing. Multiple exposures (short duration) & with a

diverse range of preceptors and institutions

Difference between Undergraduate and post graduate pharmacy students

How many hours are considered essential for the development of practical skills

Status quo for preceptor:student:patient ratios in pharmacy placements

University Perspective◦ Supply Vs Demand Vs Competition◦ Quality training sites and preceptors were quoted as

major issues affecting accreditation of university courses◦ Placements Vs Academic Research

Workplace / Industry perspective◦ Preceptor availability (52%)◦ Workload concern (9.2%)◦ Other: Reimbursement, student issues, amalgamation◦ Supply Vs Demand (46%)

Student perspective◦ Ability to engage in learning

Account for; adult learning principles, curriculum and student engagement

Assist students to◦ Understand their selected occupation◦ Develop the capacity to practice effectively

Access to authentic work activities (novel & routine) Observation & listening Access to experienced practitioners Opportunities to reinforce and refine practical skills

Understand Limitations

Engaging registered pharmacists to act as preceptors / educators / facilitators

Maximise positive contributions from practice settings

Prepare students to be ‘agentic’ learners: This requires students to participate & negotiate in learning and become proactive and self directed adult learners as part of their professional preparation (Billet 2009)

Action Learning Project to improve satisfaction from all stakeholders for the pharmacy student experiential

placements program

Phase 1: Operational Changes Phase 2: Clinical education needs analysis

& training Phase 3: Implementation

Need / StakeHolder Benefit Students Industry University

Multiple Preceptors √ √ √

Increased Capacity √ √

Appropriate preceptor-student ratios

√

Authentic learning √ √ √

Workplace support √ √ √

Supervision training for pharmacists

√ √ √

Mentoring training for pharmacists

√ √ √

Enriched CPD portfolio √

Innovation √ √ √

Varied skills set & multitasked staff

√

Networking and goodwill √ √

Increased research capacity √ √ √

Employment opportunities and staff retention

√ √ √

In mid-late May 2010 staff pharmacists will be asked to participate in workplace questionnaire

Anonymous & voluntary Objectives

◦ Identify barriers for pharmacist involvement in education / supervision of students

◦ Identify training needs/requests required for pharmacy staff to feel comfortable in the facilitation of student placements

◦Develop a series of education seminars relevant to pharmacy staff needs on mentoring, facilitation & clinical supervision

Kolb’s experiential Learning Model (Accessed 2.4.10;http://leadershipchamps.files.wordpress.com/2008/04/kolbs-experiential-model.jpg

American Journal of Pharmaceutical Education 2007; 71 (6) Article 120. Pharmacy students’ Approaches to Learning in an Australian University. Lorraine Smith, PhD, Bandana Saini, PhD, Ines Krass, PhD, Timothy Chen, PhD, Sinthia Bosnic-Anticevich, PhD & Erica Sainsbury, MSc. Faculty of pharmacy, University of Sydney, Australia

Owens, Susanne & Stupans,I. 2008. “Experiential Placements in Pharmacy: ‘Quality Indicators for Best Practice Approaches to Experiential Placements in Pharmacy Programs’”. The Carrick Institute for Learning and Teaching in Higher Education. Australia.

Implications of Advanced Pharmacy Practice Experience Placements: Cecilia M. Plaza, PharmD, MS, and JoLaine Reierson Draugalis, PhD. American Journal of Pharmaceutical Education 2005; 69 (3) Article 45.

Assessing Pharmacy Students’ Learning styles & personality types; A 10 year analysis. Avis, Shuck & Phillips 1999. American Journal of Pharmaceutical Education. Vol 63. pp.27-33