Competency-Based Assessment in Experiential Learning in Undergraduate Pharmacy Programmes: Qualitative Exploration of Facilitators’ Views and Needs (ACTp Study)
Newly registered pharmacists will need to possess higher-level competencies and, in Great Britain, there is an expectation that assessments are undertaken during experiential learning (EL). The aim of this study was to explore the perceptions and educational needs of practice-based EL facilitators o...
| Main Authors: | , , , , , |
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| Format: | Article |
| Language: | English |
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MDPI AG
2022-07-01
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| Series: | Pharmacy |
| Subjects: | |
| Online Access: | https://www.mdpi.com/2226-4787/10/4/90 |
| _version_ | 1797408350194892800 |
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| author | Sabrina Anne Jacob Ailsa Power Jane Portlock Tesnime Jebara Scott Cunningham Anne C. Boyter |
| author_facet | Sabrina Anne Jacob Ailsa Power Jane Portlock Tesnime Jebara Scott Cunningham Anne C. Boyter |
| author_sort | Sabrina Anne Jacob |
| collection | DOAJ |
| description | Newly registered pharmacists will need to possess higher-level competencies and, in Great Britain, there is an expectation that assessments are undertaken during experiential learning (EL). The aim of this study was to explore the perceptions and educational needs of practice-based EL facilitators of student pharmacists, undertaking competency-based assessments during EL. Semi-structured one-on-one interviews were conducted with EL facilitators working in the community, hospital, and primary-care pharmacies. Data were thematically analysed. Fifteen facilitators were interviewed, and there were five from each site. There was general support for this role, but also anxiety due to the lack of knowledge about assessments and the repercussions on students. Benefits were that students would receive real-time feedback from workplace-based practitioners and facilitators would benefit from self-development. Challenges included additional workload and lack of consistency in marking. The majority agreed that clinical, professional, and communication skills could be assessed; however, a consensus was not reached regarding the tools, methods, and grading of assessments. The need for training and support were highlighted. A co-design method was proposed to ensure that the assessment methods and processes are accepted by all stakeholders. Training and resources should be tailored to the needs of facilitators. |
| first_indexed | 2024-03-09T03:57:11Z |
| format | Article |
| id | doaj.art-0e473ee6f13a437eb104c39a32a2872a |
| institution | Directory Open Access Journal |
| issn | 2226-4787 |
| language | English |
| last_indexed | 2024-03-09T03:57:11Z |
| publishDate | 2022-07-01 |
| publisher | MDPI AG |
| record_format | Article |
| series | Pharmacy |
| spelling | doaj.art-0e473ee6f13a437eb104c39a32a2872a2023-12-03T14:18:24ZengMDPI AGPharmacy2226-47872022-07-011049010.3390/pharmacy10040090Competency-Based Assessment in Experiential Learning in Undergraduate Pharmacy Programmes: Qualitative Exploration of Facilitators’ Views and Needs (ACTp Study)Sabrina Anne Jacob0Ailsa Power1Jane Portlock2Tesnime Jebara3Scott Cunningham4Anne C. Boyter5Strathclyde Institute of Pharmacy and Biomedical Sciences, Glasgow G4 0RE, UKNHS Education for Scotland, Glasgow G3 8BW, UKSchool of Life Sciences, University of Sussex, Brighton BN1 9QG, UKSchool of Pharmacy & Life Sciences, Robert Gordon University, Aberdeen AB10 7GJ, UKSchool of Pharmacy & Life Sciences, Robert Gordon University, Aberdeen AB10 7GJ, UKStrathclyde Institute of Pharmacy and Biomedical Sciences, Glasgow G4 0RE, UKNewly registered pharmacists will need to possess higher-level competencies and, in Great Britain, there is an expectation that assessments are undertaken during experiential learning (EL). The aim of this study was to explore the perceptions and educational needs of practice-based EL facilitators of student pharmacists, undertaking competency-based assessments during EL. Semi-structured one-on-one interviews were conducted with EL facilitators working in the community, hospital, and primary-care pharmacies. Data were thematically analysed. Fifteen facilitators were interviewed, and there were five from each site. There was general support for this role, but also anxiety due to the lack of knowledge about assessments and the repercussions on students. Benefits were that students would receive real-time feedback from workplace-based practitioners and facilitators would benefit from self-development. Challenges included additional workload and lack of consistency in marking. The majority agreed that clinical, professional, and communication skills could be assessed; however, a consensus was not reached regarding the tools, methods, and grading of assessments. The need for training and support were highlighted. A co-design method was proposed to ensure that the assessment methods and processes are accepted by all stakeholders. Training and resources should be tailored to the needs of facilitators.https://www.mdpi.com/2226-4787/10/4/90experiential learningpharmacyfacilitatorsstudent pharmacistcompetency-based assessment |
| spellingShingle | Sabrina Anne Jacob Ailsa Power Jane Portlock Tesnime Jebara Scott Cunningham Anne C. Boyter Competency-Based Assessment in Experiential Learning in Undergraduate Pharmacy Programmes: Qualitative Exploration of Facilitators’ Views and Needs (ACTp Study) Pharmacy experiential learning pharmacy facilitators student pharmacist competency-based assessment |
| title | Competency-Based Assessment in Experiential Learning in Undergraduate Pharmacy Programmes: Qualitative Exploration of Facilitators’ Views and Needs (ACTp Study) |
| title_full | Competency-Based Assessment in Experiential Learning in Undergraduate Pharmacy Programmes: Qualitative Exploration of Facilitators’ Views and Needs (ACTp Study) |
| title_fullStr | Competency-Based Assessment in Experiential Learning in Undergraduate Pharmacy Programmes: Qualitative Exploration of Facilitators’ Views and Needs (ACTp Study) |
| title_full_unstemmed | Competency-Based Assessment in Experiential Learning in Undergraduate Pharmacy Programmes: Qualitative Exploration of Facilitators’ Views and Needs (ACTp Study) |
| title_short | Competency-Based Assessment in Experiential Learning in Undergraduate Pharmacy Programmes: Qualitative Exploration of Facilitators’ Views and Needs (ACTp Study) |
| title_sort | competency based assessment in experiential learning in undergraduate pharmacy programmes qualitative exploration of facilitators views and needs actp study |
| topic | experiential learning pharmacy facilitators student pharmacist competency-based assessment |
| url | https://www.mdpi.com/2226-4787/10/4/90 |
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