Community pharmacy as an effective teaching and learning environment: Student perspectives from a UK MPharm programme

Introduction: In order to increase new pharmacists' preparedness for clinical practice, pharmacy education in the United Kingdom (UK) is moving towards a five-year integrated degree incorporating the pre-registration year into the undergraduate programme. The purpose of this research is to explore masters of pharmacy (MPharm) student attitudes towards experiential learning and assess community pharmacy as a teaching and learning environment. Methods: MPharm students (n=857) at one UK pharmacy school were invited to complete an online questionnaire. Responses were statistically analysed while open comments were thematically analysed. Results: Students were positive about placement organisation, with over 80% agreeing the pharmacist and support staff were enthusiastic and well-prepared. However, 62% of respondents felt they were unable to interact with patients on placements and instead spent time completing pre-determined learning tasks. Seventy-seven percent felt these tasks limited real “hands-on” experiences. Although 78% of respondents believed placements provided a valuable learning experience, only 18% thought placements prepared them for post-graduate employment. Conclusions: Community pharmacy environments are often busy and unpredictable, and experiential learning should be designed to allow better exposure to clinical practice with less predefined learning. Placements should allow for more collaborative working between universities and employers and incorporate the use of learning standards. This would represent a move towards a five-year integrated degree and a better understanding of the associated challenges involved