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Lookup NU author(s): Dylan Davidson, Nicola Vasey, Dr Amy-Madeleine Mundell, Dr Charlotte RichardsonORCiD, Dr Adam RathboneORCiD
This work is licensed under a Creative Commons Attribution 4.0 International License (CC BY 4.0).
© 2024 The AuthorsBackground: Initial education and training standards for pharmacists in Great Britain require early clinical exposure to patients using experiential work-based learning. However, there is poor evidence of this approach in some settings, such as paediatric care. The aim of this study was therefore to explore a novel model of experiential work-based learning for student pharmacists in a paediatric setting. Methods: Fourth-year student pharmacists enrolled on a Master of Pharmacy programme were allocated five three-hour placement sessions at a paediatric hospital. Sessions consisted of a briefing, ward activities, scaffolded consultations with children and their carers, followed by a debriefing session with a clinical supervisor. Data were collected relating to the ward, patient details, student reported activities, learning outcomes and if follow up was required by a member of the clinical team. Data were cleaned, quality checked, then descriptive statistical analysis and inductive content analysis were conducted. Main findings: Seventy-four students took part in 28 individual sessions and 233 consultations were recorded. Consultations included a best-possible medical history (76%, n = 177), a satisfactory drug history (45%, n = 104), or discussed hospital discharge (11%, n = 26). Students were exposed to patients with diagnosed acute conditions (41%, n = 96) and chronic conditions (33%, n = 76), as well as children awaiting diagnosis (13%, n = 30). Students reported learning about the pathology, diagnosis and symptoms of paediatric conditions (48%, n = 81), medicines used in children (24%, n = 41), patient experiences of recieving care (15%, n = 25), carer experiences (2%, n = 3), the hospital environment (2%, n = 4), career progression (2%, n = 4), and experiences of social care (11%, n = 18). Findings were synthesised with existing entrustable professional activities from the literature to generate novel EPAs specific to paediatric settings. Conclusions: A paediatric setting offers a suitable environment to host experiential work-based learning in pharmacy education. Standards of initial education and training which require pharmacists to prescribe in Great Britain must recognise the importance of exposure to the health needs and experiences of children, young people's and carers prior to graduation.
Author(s): Davidson D, Vasey N, Mundell A, Richardson CL, Rathbone AP
Publication type: Article
Publication status: Published
Journal: Currents in Pharmacy Teaching and Learning
Year: 2024
Volume: 16
Issue: 10
Print publication date: 01/10/2024
Online publication date: 01/07/2024
Acceptance date: 02/04/2018
Date deposited: 15/07/2024
ISSN (print): 1877-1297
ISSN (electronic): 1877-1300
Publisher: Elsevier Inc.
URL: https://doi.org/10.1016/j.cptl.2024.102125
DOI: 10.1016/j.cptl.2024.102125
Data Access Statement: Research data is confidential and therefore unavailable upon request.
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