Using authentic learning environments to bridge the theory-practice gap in pharmacy education.

Depasquale, Clare; Adams, Linda; Gray, Gwen

Abstract

Creating authentic learning environments highlights real-world relevance to students and contributes to their readiness for practice. Academics at Robert Gordon University used an exercise - in which student pharmacists dispense prescriptions in a simulated community pharmacy environment - as an opportunity to embed patient safety teaching in the curriculum, by introducing a reflective exercise at the end of the dispensing process. In practice, pharmacy professionals complete an entry into a "Near Miss Error Log" when an error is recorded. A similar log was included in the Student Record Book; student pharmacists were instructed to complete an entry if a member of staff identified an error during the final accuracy check of the dispensed medication. Additionally, student pharmacists were asked to reflect on the error with the aim of identifying any contributing factors and modifications that could prevent the same error from re-occurring. An evaluation of the impact the activity had on student pharmacist learning aimed to explore the views of student pharmacists, with regards to how completing the activity influenced their personal and professional development. Data collection involved student pharmacists completing two surveys. Classed as a service evaluation, ethics review was not required. Research findings showed that, of the 75 student pharmacists completing evaluation surveys, 64% (n=48) recorded fewer errors in semester two when compared to semester one. Respondents considered the exercise helpful in highlighting the need to pay more attention to detail; they referred to the exercise as helping to identify trends in their dispensing process, allowing them to avoid making similar errors in future. An overall positive response to personal and professional development was noted, with student pharmacists commenting that the exercise had facilitated reflective learning and helped to bridge the theory-practice gap.

Citation

DEPASQUALE, C., ADAMS, L. and GRAY, G. 2023. Using authentic learning environments to bridge the theory-practice gap in pharmacy education. Presented at the 2023 International higher education teaching and learning annual conference (HETL 2023): re-imagining education: collaboration and compassion, 12-14 June 2023, Aberdeen, UK, poster P18.

• Presentation Conference Type: Poster
• Conference Name: 2023 International higher education teaching and learning annual conference (HETL 2023): re-imagining education: collaboration and compassion
• Start Date: Jun 12, 2023
• End Date: Jun 14, 2023
• Deposit Date: Jun 26, 2023
• Publicly Available Date: Jun 26, 2023
• Peer Reviewed: Peer Reviewed
• Keywords: Pharmacy students; Prescription error logging; Reflective accounts
• Public URL: https://rgu-repository.worktribe.com/output/1997523