Shared-learning experience during a clinical pharmacy practice experience

Purpose of Study: To implement a shared learning approach through fourth-year students’ mentorship of third-year students and to assess the perception of the mentored students on the value of their shared learning experience. Research Methods: We introduced shared learning experience in clinical pharmacy and pharmacotherapeutic practice experiences involving 87 third-year and 51 fourth-year students. Both student groups undertook the practice experiences together, with third-year students working in smaller groups mentored by fourth-year students. Findings: A majority of the students (> 75%) believed that they learned to work as a team during their practice experiences and that the shared learning approach provided an opportunity to practice their communication skills. Similarly, most respondents (> 70%) agreed that the new approach would help them become effective members of the healthcare team and would facilitate their professional relationships in future practice. Almost two-thirds of the students believed that the shared learning enhanced their ability to understand clinical problems. However, about 31% of the pharmacy students felt that they couldhave learned clinical problem-solving skills equally well working only with peers from their own student group. Conclusions: The pharmacy students in the current study generally believed that the shared-learning approach enhanced their ability to understand clinical problems and improved their communication and teamwork skills. Both groups of students were positive that they had acquired some skills through the shared learning approach. Keywords: shared learning, pharmacy education, pharmacy practice experience, patient assessment, therapeutic