Perspectives of pharmacists on facilitating experiential learning placements for pharmacy students in non-patient facing settings

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dc.check.date2021-05-18
dc.check.infoAccess to this article is restricted until 12 months after publication by request of the publisher.en
dc.contributor.authorDonovan, Maria D.
dc.contributor.authorByrne, Ellen M.
dc.contributor.authorGriffin, Brendan T.
dc.date.accessioned2020-05-25T11:16:50Z
dc.date.available2020-05-25T11:16:50Z
dc.date.issued2020-05-18
dc.descriptionFull text available via ShareLink until August 07 2020: https://authors.elsevier.com/a/1bFq96gprIBGQ%7E
dc.description.abstractIntroduction: Recently, the model of pharmacy education in Ireland changed to a five-year pharmacy degree, with three distinct blocks of experimental placements dispersed throughout the degree. The United Kingdom is also considering the introduction of a similar five-year pharmacy degree, while the United States is looking to further expand non-clinical experiential learning opportunities. This study was carried out to ascertain the perspectives of pharmacists working in non-patient facing roles on the barriers to and facilitators of placements to aid in identifying placement recruitment strategies for non-patient facing placements. Methods: A questionnaire was distributed to pharmacists employed in non-patient facing settings, including in pharmaceutical industry, education, and regulation. Quantitative responses were analyzed using descriptive statistics, while qualitative questions were analyzed thematically. Results: Regardless of experience in the practice setting or supervision, the majority expressed a preference for offering paid placements of six months' duration. There was divided opinion regarding whether students should be given study leave, whether the student's supervisor should be a pharmacist, and whether students should undertake specialized postgraduate training. The main barriers to placements were time, the placement structure, availability of suitable projects or supervisors, and awareness of placement opportunities. Prior experience in the practice area, developing the talent pipeline, and personal interests were all placement facilitators. Conclusions: Given the increasing roles for pharmacists in non-patient facing practice settings, this study highlights the importance of stakeholder involvement during the implementation of a new model of education to ensure that placements in all settings are feasible.en
dc.description.statusPeer revieweden
dc.description.versionAccepted Versionen
dc.format.mimetypeapplication/pdfen
dc.identifier.citationDonovan, M. D., Byrne, E. M. and Griffin, B. T. (2020) ‘Perspectives of pharmacists on facilitating experiential learning placements for pharmacy students in non-patient facing settings’, Currents in Pharmacy Teaching and Learning. doi: 10.1016/j.cptl.2020.04.011en
dc.identifier.doi10.1016/j.cptl.2020.04.011en
dc.identifier.eissn1877-1300
dc.identifier.issn1877-1297
dc.identifier.journaltitleCurrents in Pharmacy Teaching and Learningen
dc.identifier.urihttps://hdl.handle.net/10468/10037
dc.language.isoenen
dc.publisherElsevier Inc.en
dc.relation.urihttps://authors.elsevier.com/a/1bFq96gprIBGQ%7Een
dc.rights© 2020, Elsevier Inc. All rights reserved. This manuscript version is made available under the CC BY-NC-ND 4.0 license.en
dc.rights.urihttps://creativecommons.org/licenses/by-nc-nd/4.0/en
dc.subjectIntegrated pharmacy educationen
dc.subjectNon-patient facing pharmacistsen
dc.subjectPharmacy student placementsen
dc.subjectAttitudes and perspectivesen
dc.titlePerspectives of pharmacists on facilitating experiential learning placements for pharmacy students in non-patient facing settingsen
dc.typeArticle (peer-reviewed)en
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