Current Perceptions about Experiential Learning in Pharmacy Initial Education: A Scoping Review

Abstract

Abstract: Background: Recently, pharmaceutical care has shifted from dispensing medications to include more comprehensive patient-centred care. Thus, the demand to improve pharmacists’ competencies entailed the introduction of experiential learning (EL) through initial pharmacy education. Because EL provision varied across pharmacy schools, the perceptions amongst pharmacy students, graduates, and preceptors varied as well. Objectives: The aim was to optimise EL delivery by analysing the trends in perceptions about EL, acquired from pharmacy students, graduates, and/or preceptors, as well as provide recommendations for future research and EL programmes. Method: This scoping review followed Arksey and O’Malley’s framework, utilising the Preferred Reporting Items for Systematic Reviews and Meta-Analysis (PRISMA) system. After defining the research question, the Medline (Ovid), PubMed, Google Scholar, and ERIC (Educational) databases were searched using keywords, limited from the year 2011. Articles were selected if they were written in English, focused on students or tutors’ feedback, evaluated the current practice of EL, as well as made recommendations for renewal. Findings: Ten articles were eligible for inclusion; most of the studies used different methodologies, which resulted in various outcomes and consequently differing feedback. Thus, a general thematic categorisation was performed. The main three themes identified were a) perceptions about EL benefits, (b) perceptions about EL structure and logistics, and (c) perceptions about tutors/preceptors’ performance in various EL placement settings. The dominant subthemes were related to the shortness of placement duration, a high demand for quality assurance (QA), and preceptors’ preparedness. Summary: Following a perceptions’ exploration, which included positive views and areas for improvement, the recommendations were determined. It was suggested to improve and set standards for the duration of placements as well as QA requirements. Additionally, the enhancement of preceptors’ preparedness through standardised and fixable training programmes were also recommended.