Submit to Special Issue Submit Abstract to Special Issue Review for Pharmacy Propose a Special Issue

Journal Menu

Journal Browser

Advances in Experiential Learning in Pharmacy

Print Special Issue Flyer
Special Issue Editors
Special Issue Information
Keywords
Benefits of Publishing in a Special Issue
Published Papers

A special issue of Pharmacy (ISSN 2226-4787). This special issue belongs to the section "Pharmacy Education and Student/Practitioner Training".

Deadline for manuscript submissions: 15 August 2025 | Viewed by 20682

Share This Special Issue

Special Issue Editor

Dr. Sabrina Anne Jacob

E-Mail Website
Guest Editor

1. Jeffrey Cheah School of Medicine and Health Sciences, Monash University, Bandar Sunway 47500, Selangor, Malaysia
2. College of Health Sciences, University of Doha for Science and Technology, Doha 24449, Qatar
Interests: mental health; sensory impairment; pharmacy education; clinical pharmacy

Special Issue Information

Dear Colleagues,

The scope of pharmacy practice has evolved, with pharmacists assuming more patient-facing roles and playing a more direct role in medication management including, in some countries, prescribing. Pharmacy programmes are therefore expected to equip students with the necessary skills and knowledge, which are transferable to this changed and evolving practice environment. Experiential learning (EL) has emerged as an increasingly important and effective component in pharmacy education that allows students to apply the skills and knowledge gained in university to real-world settings. Indeed, studies have found that EL resulted in increased confidence in patient-facing roles and enabled better preparation and more realistic expectations of the work environment. While schools of pharmacy have been slower to adopt EL compared to medicine and nursing, it is now widely adopted in most pharmacy programmes. These programmes continue to develop and improve on EL for students.

This Special Issue invites papers addressing new and/or different approaches to teaching, learning, and assessments in EL in the pharmacy curriculum. This can include attachments in the practice setting as well as simulated settings. It is recognised that different terms are used in different programmes to describe EL and could therefore include clerkships, work-based attachments, placement, work-based learning experiences, etc. It is hoped that this Special Issue will inspire educators and researchers to share the exciting approaches to EL, as well as serve as an impetus for pharmacy programmes worldwide to adopt new approaches or undertake changes to their own EL.

Dr. Sabrina Anne Jacob
Guest Editor

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a single-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Pharmacy is an international peer-reviewed open access semimonthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 1800 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

Keywords

experiential learning
assessment
teaching
learning
clerkship
pharmacy education
competency

Benefits of Publishing in a Special Issue

Ease of navigation: Grouping papers by topic helps scholars navigate broad scope journals more efficiently.
Greater discoverability: Special Issues support the reach and impact of scientific research. Articles in Special Issues are more discoverable and cited more frequently.
Expansion of research network: Special Issues facilitate connections among authors, fostering scientific collaborations.
External promotion: Articles in Special Issues are often promoted through the journal's social media, increasing their visibility.
e-Book format: Special Issues with more than 10 articles can be published as dedicated e-books, ensuring wide and rapid dissemination.

Further information on MDPI's Special Issue polices can be found here.

Published Papers (11 papers)

Download All Papers

Order results

Result details

Show export options Show export options

Select all

Export citation of selected articles as:

Research

Jump to: Review, Other

9 pages, 192 KiB

Open AccessArticle

Examining Delineated Competencies within Blended Hospital/Health System Pharmacy and General Medicine Advanced Pharmacy Practice Experiences

by Jennifer L. Prisco, Yulia A. Murray, Tewodros Eguale and Jennifer D. Goldman

Pharmacy 2024, 12(4), 124; https://doi.org/10.3390/pharmacy12040124 - 13 Aug 2024

Viewed by 1003

Abstract

In the United States, Doctor of Pharmacy (PharmD) programs are required to provide advanced pharmacy practice experiences (APPEs) in the core inpatient rotation areas of hospital/health system pharmacy and inpatient general medicine patient care. Colleges and Schools of Pharmacy (C/SOPs) nationwide are increasingly utilizing blended or longitudinal APPE models to offer experiential opportunities; however, there is a gap in the literature to support programs with delineating rotation-specific competencies when integrating two or more rotations together. Utilizing a survey instrument, PharmD students at two C/SOPs reported their onsite inpatient rotation sub-competency activities achieved within the four competency areas of Hospital/Health Pharmacy Systems, Medication Safety and Quality, Clinical Applications, and Professional Practice, which are listed in Appendix C of the 2016 Accreditation Council for Pharmacy Education Standards Guidance Document. Unpaired two-sample t-tests were performed to compare proportions of sub-competency activity occurrence in the two rotation settings. In total, 168 students reported inpatient activities related to the four competency areas, with 95–100% reporting their involvement in one or more sub-competency opportunities within each area. Of the 26 sub-competencies compared, 73% significantly facilitated the development of competency to a greater extent for one APPE inpatient rotation type over the other (p < 0.05). The findings can be utilized by C/SOPs to support the delineation of rotation-specific competencies when blending inpatient experiential opportunities. Full article

(This article belongs to the Special Issue Advances in Experiential Learning in Pharmacy)

13 pages, 531 KiB

Open AccessArticle

The Association between Academic Performance and Entry-to-Practice Milestones within a Co-Operative Education PharmD Program

by Ali Syed, Yuying Huang, Joslin Goh, Sarah Moroz, John Pugsley, Nancy M. Waite and Sherilyn K. D. Houle

Pharmacy 2024, 12(3), 90; https://doi.org/10.3390/pharmacy12030090 - 11 Jun 2024

Viewed by 1178

Abstract

Research on associations between student performance in pharmacy programs and entry-to-practice milestones has been limited in Canada and in programs using a co-operative (co-op) education model. Co-op exposes students to a variety of opportunities both within direct patient care roles and in non-traditional roles for pharmacists, such as policy, advocacy, insurance, research, and the pharmaceutical industry. The purpose of this research is to analyze associations between student grades and evaluations achieved in the University of Waterloo (UW) Doctor of Pharmacy (PharmD) co-op program and success rates on entry-to-practice milestones, including the Pharmacy Examining Board of Canada (PEBC) Pharmacist Qualifying Examination and performance on final-year clinical rotations. Grades and evaluations from courses, co-op work terms, clinical rotations, and PEBC exam data from three graduating cohorts were obtained. A multiple regression analysis was performed to explore associations between student evaluations and PEBC Pharmacist Qualifying Examination and clinical rotation performance. Holding all other variables constant, grades in anatomy/physiology were negatively correlated with scores on the PEBC Pharmacist Qualifying Examination, while grades in one of the professional practice courses showed a positive relationship with the same examination. Students with higher grades in a problem-based learning capstone therapeutics course, in their first co-op work term, and in the direct patient care co-op work term tended to score higher on clinical rotations. Co-op performance was not significant in predicting PEBC performance. However, complimentary descriptive analysis underscored that students with a co-op rating of good or below were more likely to fail courses, midpoint evaluations, Objective Structured Clinical Examinations (OSCEs), and PEBC measures. Multiple predictors of performance on final-year clinical rotations and the PEBC Pharmacist Qualifying Examination were identified. This predictive model may be utilized to identify students at risk of underperforming and to facilitate early intervention and remediation programs, while also informing curricular revision. Full article

(This article belongs to the Special Issue Advances in Experiential Learning in Pharmacy)

► Show Figures

Figure 1

7 pages, 393 KiB

Open AccessArticle

The Divergence between Self- and Preceptor-Assessments of Student Performance during Advanced Pharmacy Practice Experiences

by Tonya Brim-Dauterman and Shantanu Rao

Pharmacy 2024, 12(3), 79; https://doi.org/10.3390/pharmacy12030079 - 15 May 2024

Viewed by 1104

Abstract

(1) Objectives: A divergence in self- and preceptor-evaluations of clinical skills has been noted during Advanced Pharmacy Practice Experiences (APPEs). The goal of this study was to determine the domains of overestimation of clinical skills by students during their APPE rotations. (2) Methods: Preceptor-assigned grades for APPE rotations from 2017–2022 were analyzed to identify instances of letter grade B or lower. The self- and preceptor-evaluations of APPE rotation were compared to determine the domains of divergence in evaluation between students and preceptors. (3) Results: Between 2017 and 2022, 305 student APPE rotations were graded as B or lower (~14%) by the preceptors. A statistically significant difference was noted between self- and preceptor-assigned letter grades across all practice settings including ambulatory patient care, community pharmacy, general medicine patient care, hospital/health system pharmacy, and special population patient care APPE rotations. In addition, examining the self- and preceptor evaluation rubric for these rotations revealed a statistically significant overestimation of clinical skills by students in all 9 domains of APPE evaluation. Finally, the divergence in the rating of clinical skills between student- and preceptor evaluation was found to be highest in the domains of planning and follow-up of patient care, disease knowledge, and communication with patients. (4) Conclusions: Students who fail to exhibit exemplary practice readiness during APPEs tend to overestimate their clinical skills in all domains of APPE evaluation. The results from our study support the need for additional avenues to assist in the identification of deficits in student learning before APPEs to increase their self-awareness (metacognition). Full article

(This article belongs to the Special Issue Advances in Experiential Learning in Pharmacy)

► Show Figures

Figure 1

14 pages, 608 KiB

Open AccessArticle

Impact of a Mock OSCE on Student Confidence in Applying the Pharmacists’ Patient Care Process

by Eleonso Cristobal, Kathryn Perkins, Connie Kang and Steven Chen

Pharmacy 2024, 12(2), 54; https://doi.org/10.3390/pharmacy12020054 - 24 Mar 2024

Viewed by 2007

Abstract

The Medical and Pharmacy Student Collaboration (MAPSC) student organization at the University of Southern California, Alfred E. Mann School of Pharmacy and Pharmaceutical Sciences, created an extracurricular, peer-led, virtual group mock objective structured clinical examination (MOSCE) to expose first-year pharmacy students (P1s) to the Pharmacists’ Patient Care Process (PPCP). The purpose of this study is to evaluate the impact of a MAPSC MOSCE on P1s self-reported confidence in applying the PPCP and on patient communication, medication knowledge, and clinical skills. An anonymous, optional, self-reported survey was administered to P1s before and after the event, where they rated their confidence on a scale of 0–100 (0 = not confident, 100 = certainly confident). The statistical analysis was a paired two-tailed t-test with a significance level of p < 0.05. A total of 152 P1s and 30 facilitators attended the MOSCE. One hundred thirty-nine students met the inclusion criteria and were included in the data analysis. There was a statistically significant difference in the change in self-reported confidence for all PPCP components and learning outcomes. The results of our study strongly indicate that introducing P1 students to the PPCP through a MAPSC MOSCE format is a valuable experience. Full article

(This article belongs to the Special Issue Advances in Experiential Learning in Pharmacy)

► Show Figures

Figure 1

15 pages, 233 KiB

Open AccessArticle

Health and Wellness Projects Created by Student Pharmacists during Advanced Pharmacy Practice Experiences: Exploring the Impact on Professional Development

by Laurie L. Briceland, Megan Veselov, Courtney Caimano Tackes and Jennifer Cerulli

Pharmacy 2024, 12(1), 5; https://doi.org/10.3390/pharmacy12010005 - 28 Dec 2023

Viewed by 1862

Abstract

A curricular expectation of pharmacy educators is to equip students with strategies for the promotion of health and wellness. The impact on student professional development with involvement in such health promotions has been sparsely documented. The specific aim of this project was to explore the impact on student learning and professional development when they create, implement, and reflect upon a Health and Wellness Project (HWP). In 2022–2023, each student completing a Community Advanced Pharmacy Practice Experience created and implemented an HWP with the goal of serving as a “health promoter” (205 projects). A multi-method design of quantitative and qualitative assessment techniques was used to analyze the impact of creating/implementing the HWP on students’ learning, with a self-determination theory (SDT) framework utilized to evaluate professional development. Upon review, all projects met the acceptability criteria. Qualitative data analysis from a subset of 48 students identified themes of impact on learning, which included knowledge acquisition, enhancement of communication skills, opportunity for patient-centered interaction, selection of targeted educational strategies, and immersion into the role of health promoter. All three components of SDT were found to support professional development: competence in the field; relatedness to patients and the profession; and autonomy in creating the HWP. Student quotations demonstrated strong professional identity formation as students began to think, act, and feel like pharmacists. Full article

(This article belongs to the Special Issue Advances in Experiential Learning in Pharmacy)

15 pages, 942 KiB

Open AccessArticle

How Should We Prepare Our Pharmacist Preceptors? Design, Development and Implementation of a Training Program in a Regional Australian University

by Gillian J. Knott, Martina F. Mylrea and Beverley D. Glass

Pharmacy 2023, 11(5), 148; https://doi.org/10.3390/pharmacy11050148 - 17 Sep 2023

Cited by 2 | Viewed by 2288

Abstract

Increased experiential learning within pharmacy education has highlighted the need for quality preceptors, leading to a recent focus on their development and training. This study describes the design, development and implementation of a pharmacist preceptor training program in a regional Australian University. The design of this program utilized the results of a previously conducted scoping review of preceptor training programs and a comprehensive preceptor training needs analysis. In addition, participation was sought from an expert advisory group, comprising preceptors and pharmacy professional organizations. Program materials were developed and transferred onto a suitable online learning platform for implementation. Post-training program evaluation will follow Kirkpatrick’s model of training evaluation criteria, gaining feedback from both preceptors and students. The four flexible online modules that were designed are aligned with the main preceptor roles: role model, educator, mentor and assessor. The program also included a small-group online interactive networking session and an online discussion forum. Following implementation, 28 pharmacist preceptors completed the training. Preliminary feedback on the training program was extremely positive, particularly to the interactive networking activity. Future programs will continue to be adapted to reflect stakeholder feedback and optimize student placement experiences. Full article

(This article belongs to the Special Issue Advances in Experiential Learning in Pharmacy)

► Show Figures

Figure 1

13 pages, 434 KiB

Open AccessArticle

Assessing the Use of Microlearning for Preceptor Development

by Stephanie M. Roskowski, Michael D. Wolcott, Adam M. Persky, Denise H. Rhoney and Charlene R. Williams

Pharmacy 2023, 11(3), 102; https://doi.org/10.3390/pharmacy11030102 - 15 Jun 2023

Cited by 1 | Viewed by 2072

Abstract

The objective of this study was to evaluate microlearning as a preceptor development method compared to a traditional method of learning. Twenty-five preceptor participants volunteered to engage in a learning intervention about two preceptor development topics. Participants were randomized 1:1 to either a thirty-minute traditional learning experience or a fifteen-minute microlearning experience; participants then crossed over to the other intervention for comparison. Primary outcomes were satisfaction, changes in knowledge, self-efficacy, and perception of behavior, confidence scale, and self-reported frequency of behavior, respectively. One-way repeated measures ANOVA and Wilcoxon paired t-tests were used to analyze knowledge and self-efficacy, and Wilcoxon paired t-tests were utilized to assess satisfaction and perception of behavior. Most participants preferred microlearning over the traditional method (72% vs. 20%, p = 0.007). Free text satisfaction responses were analyzed using inductive coding and thematic analysis. Participants reported that microlearning was more engaging and efficient. There were no significant differences in knowledge, self-efficacy, or perception of behavior between microlearning and the traditional method. Knowledge and self-efficacy scores for each modality increased compared to the baseline. Microlearning shows promise for educating pharmacy preceptors. Further study is needed to confirm the findings and determine optimal delivery approaches. Full article

(This article belongs to the Special Issue Advances in Experiential Learning in Pharmacy)

► Show Figures

Figure 1

21 pages, 672 KiB

Open AccessArticle

“Why Didn’t They Teach Us This?” A Qualitative Investigation of Pharmacist Stakeholder Perspectives of Business Management for Community Pharmacists

by Braedon Davey, Daniel Lindsay, Justin Cousins and Beverley Glass

Pharmacy 2023, 11(3), 98; https://doi.org/10.3390/pharmacy11030098 - 11 Jun 2023

Cited by 2 | Viewed by 2163

Abstract

Expanding the scope of practice has provided an opportunity to reflect on the business management role of the community pharmacist. This study aimed to determine stakeholder perspectives of what business management skills are required for the community pharmacist, potential barriers impeding changes to management in the pharmacy program or community pharmacy setting, and strategies to improve the business management role of the profession. Purposively selected community pharmacists across two states in Australia were invited to participate in semi-structured phone interviews. A hybrid approach of inductive and deductive coding was used to transcribe and thematically analyse interviews. Twelve stakeholders described 35 business management skills in a community pharmacy, with 13 skills consistently used by participants. Thematic analysis revealed two barriers and two strategies to improve business management skills in both the pharmacy curriculum and community pharmacy. Strategies to improve business management across the profession include pharmacy programs covering recommended managerial content, learning from experience-based education and creation of a standardised mentorship program. There is an opportunity for business management culture change within the profession, and this may require community pharmacists developing a dual thinking process to appropriately balance professionalism and business management. Full article

(This article belongs to the Special Issue Advances in Experiential Learning in Pharmacy)

► Show Figures

Figure 1

11 pages, 1764 KiB

Open AccessArticle

Pharmacist Preceptor Exposure, Comfort and Awareness of Resources to Address the Social Determinants of Health—A Pilot Study

by Tyler Marie Kiles, Karl R. Kodweis, Christa George, Chelsea Danielle Watts, Adalis Lock and Catherine Crill

Pharmacy 2023, 11(3), 83; https://doi.org/10.3390/pharmacy11030083 - 9 May 2023

Cited by 1 | Viewed by 2246

Abstract

As preceptors are responsible for the experiential education of future pharmacists, it is important to assess understanding and identify knowledge gaps for preceptor development. The purpose of this pilot study was to assess the exposure to social determinants of health (SDOH), comfort in addressing social needs, and awareness of social resources among the preceptors at one college of pharmacy. A brief online survey was sent to all affiliated pharmacist preceptors with screening criteria for pharmacists who had regular one-on-one patient interactions. Of 166 preceptor respondents (response rate = 30.5%), 72 eligible preceptors completed the survey. Self-reported SDOH exposure increased along the educational continuum (with increasingly more emphasis from the didactic to experiential to residency). Preceptors who graduated after 2016, practiced in either community or clinic settings and served >50% of underserved patients were the most comfortable addressing social needs and the most aware of social resources. Preceptor understanding of SDOH has implications for their ability to educate future pharmacists. Colleges of pharmacy should evaluate practice site placement as well as preceptor knowledge and comfort in addressing social needs in order to ensure that all students are exposed to the SDOH throughout the continuum of learning. Best practices for up-skilling preceptors in this area should also be explored. Full article

(This article belongs to the Special Issue Advances in Experiential Learning in Pharmacy)

► Show Figures

Figure 1

Review

Jump to: Research, Other

19 pages, 383 KiB

Open AccessReview

Exploring Feedback Mechanics during Experiential Learning in Pharmacy Education: A Scoping Review

by Dania Alkhiyami, Salam Abou Safrah, Ahsan Sethi and Muhammad Abdul Hadi

Pharmacy 2024, 12(3), 74; https://doi.org/10.3390/pharmacy12030074 - 7 May 2024

Viewed by 1555

Abstract

(1) Background: This scoping review aims to explore the literature on feedback for pharmacy students during experiential learning, with a focus on identifying the modes of delivery of feedback and the perceived impact of feedback on student learning outcomes. (2) Methods: The scoping review was conducted in accordance with the Joanna Briggs Institute (JBI) methodology and reported following the Preferred Reporting Items for Systematic Reviews Extension for Scoping Reviews (PRISMA-ScR) guidelines. PubMed, Web of Science, Embase, EBSCO, ERIC, and ProQuest Central were searched electronically from their inception until the end of February 2023 using a combination of keywords and MeSH terms related to feedback, pharmacy education, and student learning outcomes. Data were synthesized narratively. (3) Results: This review included 13 studies published between 2008 and 2022. Almost half of the included studies were conducted in the USA (n = 6, 46%) and reported the perspective of undergraduate pharmacy students (n = 6, 46%). Verbal feedback was the most common mode of feedback delivery (n = 6, 46%). The enablers of effective feedback included timely feedback (n = 6, 46%), feedback provided in a goal-oriented and objective manner (n = 5, 40%), and student-specific feedback (n = 4, 30%). On the other hand, the most common impediments to feedback efficacy were providing extremely positive feedback and lack of constructive criticism. (4) Conclusions: Our findings highlight the importance of feedback model implementation in pharmacy education and preceptor training programs to ensure effective and quality feedback to pharmacy students. Full article

(This article belongs to the Special Issue Advances in Experiential Learning in Pharmacy)

► Show Figures

Figure 1

Other

Jump to: Research, Review

5 pages, 204 KiB

Open AccessOpinion

Would I Trust or Will I Trust? The Gap between Entrustment Determinations and Entrustment Decisions for Trainees in Pharmacy and Other Health Professions

by Olle ten Cate and Jennie B. Jarrett

Pharmacy 2023, 11(3), 107; https://doi.org/10.3390/pharmacy11030107 - 18 Jun 2023

Cited by 3 | Viewed by 1745

Abstract

Entrustable Professional Activities (EPAs) and entrustment decision making are rapidly becoming mainstream in competency-based education in the health professions. EPAs are the units of professional practice to entrust graduates with once they have developed the required competencies. They were conceived to enable a gradual increase in professional autonomy during training, by allowing trainees to practice activities in which they have demonstrated they have mastered well, with decreasing supervision. However, practicing health care unsupervised generally requires licensure. The question for pharmacy education, as well as for undergraduate medical education, is can students be given any autonomy in practice, even when they have fully mastered an EPA yet remain unlicensed? While entrustment decisions for licensed practitioners have autonomy consequences, some educators in undergraduate programs speak of ‘entrustment determinations’, to avoid decisions about students that affect patient care, in other words saying, we would trust you, rather than we will trust you. However, graduating learners without the experience of responsibility and reasonable autonomy creates a gap with full practice responsibilities, which may jeopardize patient safety after training. What can programs do to retain the power of using EPAs while at the same time guarding patient safety? Full article

(This article belongs to the Special Issue Advances in Experiential Learning in Pharmacy)

Show export options Show export options

Select all

Export citation of selected articles as:

Displaying articles 1-11

Journal Menu

Journal Browser

Advances in Experiential Learning in Pharmacy

Share This Special Issue

Special Issue Editor

Special Issue Information

Keywords

Benefits of Publishing in a Special Issue

Published Papers (11 papers)

Research

Review

Other

Further Information

Guidelines

MDPI Initiatives

Follow MDPI