INTRODUCTION

Experiential learning (EL) has long been adopted by pharmacy schools worldwide and finds its roots in Kolb's experiential learning theory, which is typically represented in a four-stage cycle of learning (Figure 1).¹ Through placements at practice sites, and under the guidance of tutors, students are able to transform the experience into knowledge. This is achieved through reflection and the development of new concepts. Students then apply the new skills gained in practice, thereby creating a new experience and a continuation of the cycle.¹ In the United Kingdom (UK), the term 'tutor' is used to denote a 'registered, practising pharmacist who supervises pharmacy students during placements'.² EL plays a key role in equipping pharmacy students with the necessary skills needed by a pharmacist such as professionalism, clinical, technical, and communication, in an effort to enable them to transition seamlessly into the practice environment. Indeed, studies have found that EL provided students with real-world experiences to help them obtain a more realistic perspective of the role of pharmacists and the healthcare system, increased students' confidence in patient-facing roles such as counselling, and helped reinforce previous learning.^{3 4 5}-⁶

Figure 1. Four-stages of Kolb's experiential learning cycle 

Students have, however, reported feeling overwhelmed during their hospital placements.⁷ Students also expressed that there was a disconnect between what is studied at university, and what actually happens in the practice environment - often struggling to apply their knowledge during their placements.⁷,⁸ As it pertained to assessments, students found reflection activities difficult, and felt journaling was too time consuming.⁹,¹⁰ These suggest shortcomings, perhaps in the design and execution of EL.

In the UK, EL is still developing where there are no stipulated placement hours by the General Pharmaceutical Council (GPhC), the regulator of pharmacists. There is only the specification that the amount of EL needs to increase over the years.¹¹ As such there is variation between the different universities in terms of placement hours, and the structure and governance of EL.¹² Funding depends on each university's resources as well as any external funding.

The EL at the School of Pharmacy has been part of the four-year undergraduate Master of Pharmacy (MPharm) curriculum for over 20 years and focuses predominantly on community and hospital settings (Table 1). At the time of this evaluation, placement sites were volunteered by hospital and community practitioners, no payment was made for supporting students' EL, and placement site visits are not undertaken. Prior to the placement, students are given a handbook which outlines their responsibilities while on placements as well as the learning objectives for all four years. Students also attend a preparation briefing workshop which covers topics such as professionalism, expectations, and dealing with different behaviours. Workshops teaching them about how to write reflections are also held. Tutors are sent a handbook which details their role as well as the learning outcomes the students have to achieve each year.

Post-placement, students are required to submit reflective diaries on their placement experience for assessment by members of academic staff including GPhC-registered pharmacists, some of whom are responsible for oversight of the EL programme. Students are not required to provide feedback on the placement site or tutors, and tutors are also not required to provide any formal feedback to the university. Students may also undertake paid or unpaid summer placements in community, hospital, and primary care practice but students bear the sole responsibility of planning these placements and they are not part of the University requirements for study. Summer placements and part-time work are optional and do not contribute to EL hours.

In 2011, the GPhC introduced the Standards for the Initial Education and Training of Pharmacists which mandated that all undergraduate MPharm programmes in the UK include EL in their curriculum.¹¹ This then prompted an increase in EL adopted by the various universities.¹² However, there have been few studies undertaken in the UK since then to obtain feedback from current students on what they think of the EL, what works for them, and what doesn't. As such the objective of this study was to obtain students' perception of the EL. As the School of Pharmacy prepares for a potential new programme, feedback from students about the EL would be of great importance to identify gaps and areas for improvement.

METHODS

RESULTS

There were 139 responses (Response rate: 28%) and of these, 18 only provided demographic details and were removed. As such, 121 responses were analysed and of these, 102 answered all sections, while one did not provide demographic details. Mean age of respondents was 21.2 (SD=3.68) and 87 (72.5%) had a part-time job, while 56 (46.7%) did not undertake any summer placements. With regard to future areas they wanted to work in, five noted 'other' areas which included industry and research (Table 2).

Overall, students were positive about the effectiveness of EL in developing their professionalism and communication, clinical, and technical skills (Table 3). General linear regression found that Year 3 and Year 4 students had significantly more negative views about the effectiveness of EL in developing their clinical skills compared to those in Year 2. With regard to the effectiveness of EL in developing their technical skills, Year 3 students had significantly more negative views while Year 4 students had significantly more positive views, compared to those in Year 2 (Table 4).

Calculation of mean revealed that students were more positive about their experience with tutors at the hospital (M=3.79, SD=1.18), compared to the community (M=3.30, SD=1.27). Students were ambivalent with regard to the preparedness of tutors in the community, as well as their perception of their overall experience in the community setting (Table 5). General linear regression found no significant relationship between feedback on tutors and placement site, and the independent variables. With regard to structure and coordination, overall perception was neutral (M=3.39, SD=1.27). More than 70% disagreed that hospital attachments were sufficient, while more than 80% agreed that their part-time work should contribute toward their EL hours (Table 6).

Forty-five students left open-ended comments, with five, 18, 12, and 13 comments from Years 5, 4, 3 and 2 respectively. Responses were an average of 93 words, with a range of 19 to 210 words. There were nine positive and 72 negative comments about community placements, with the latter mainly related to placement experience and tutors. For the hospital settings, there were 40 positive comments and 13 negative comments with the majority highlighting the limited duration of attachment. The number of comments according to the different categories is illustrated in Table 7.

Thematic analysis revealed three key themes: (1) Perceived experience of placements, (2) Impact of tutors and site on placement experience, and (3) Key influence of having a part-time job. These are described below.

DISCUSSION

This study sought to assess students' perception of their EL experience. Students were generally positive about their experience in the hospital, despite the lack of time spent there. On the contrary, feedback about community placements was largely negative, especially with regard to the tutors. Having a part-time job appeared to have a major impact on students' perceived experience of their placements.

The majority of students were not happy with the limited time spent in the hospital. There is much ambiguity with regard to placement duration, with some preferring shorter placements, and others preferring the opposite.⁷,⁸,¹⁷ More important than simply focusing on duration, there should be a focus instead on quality - ensuring placements are not too short that they only provide a superficial experience where students are merely 'tourists', and not too long that tasks become too repetitive and the experience turns more to 'working' instead of 'learning'.¹⁸,¹⁹ One way of ensuring this is by adopting a mixture of structure and flexibility in placements. The latter is especially crucial given the dynamic nature of the healthcare environment which might pose a barrier to students achieving their learning objectives if they were too rigid.⁹ Flexibility will also allow for more consideration of the different student learning styles, needs, and interests.⁹,²⁰ A mixture of structure and flexibility will also assist students in writing reflections which are useful, while at the same time enabling greater depth of reflection.⁹,²¹

There were numerous comments about students being used as an extra pair of hands during their placements in the community, with minimal to no teaching taking place. This has been highlighted previously, and indeed there have been concerns about the quality of placements, particularly in the community setting.⁹,¹⁸,²² While pharmacists see the value in EL, they do face a burden when taking on students for placements, as they do not have protected time, resulting in an increase in workload and stress when students are there, and limited time to engage with students.²,^{23 24 25 26}-²⁸ This is similar to that highlighted in this study, where many perceived community tutors as too busy to engage with students. However, as placements in the hospital are of a shorter duration (Table 1), it is most likely easier to organise and for tutors to spend time with students.

Community placements were longer in duration, which likely allowed for opportunistic learning and more patient interactions to occur. Nevertheless, students still had a more negative perception of community placements, despite the fact that there was limited interaction with patients in the hospital setting. This can be explained by the psychology of learning environments where being in, what is perceived as, a more positive environment will elicit more favourable emotional responses to that place, and lead to enhanced learning.²⁹ Kaplan and Kaplan's Predictors of Environmental Preference is also significant here, where four cognitive predictors of environmental preference have been highlighted namely coherence, complexity, legibility, and mystery.³⁰,³¹ The latter would seem appropriate to explain students' perception of a better experience in the hospital environment given the novelty of the environment and the level of intrigue it presents to students. This contrasts with the community setting, which the majority of students already work in, and is thus perceived as being less mysterious. Due to having a part-time job, students also have higher expectations of community sites versus hospitals sites, and have been found to be more critical when their expectations were perceived as not met.¹⁴

In 2019, the Scottish Government announced the Additional Cost of Teaching Pharmacy (ACTp) funding where placement sites will be provided with funds to support the training of students. This money can be used to hire additional staff when students are there, allowing tutors to fully engage with students.³² Indeed, studies have found that tutors view money as a valuable incentive to compensate them for their time, and providing monetary compensation was found to improve the relationship between tutors and the university, as well as increase tutor retention, recruitment, and loyalty.²⁷,²⁸,³³

Tutor training is key to ensure tutors are aware of their roles and responsibilities, as well as feedback from students. There has indeed been a call for more tutor-training programmes as tutors have acknowledged that they lack the necessary skills to supervise students.¹⁰,³⁴,³⁵ The Preparation for Facilitating Experiential Learning Training (PFEL) introduced in 2019 by NHS Education for Scotland (NES) and the two universities in Scotland should be made compulsory for all tutors as it will prepare them on how to provide quality experiences for students, which includes giving feedback. The latter is a practice not commonly adopted by tutors, as noted in our findings, and a skill they often struggle with.²,³⁴ During these sessions, universities should also signpost relevant support staff tutors can access should they face challenges or have questions while tutoring students.

Stakeholder such as pharmacists and academics have highlighted that the lack of quality assurance of tutors was a barrier to the training of pharmacists.²² While the GPhC has stipulated in the Standards that tutors and placement sites for undergraduate programmes must be quality-assured, there is no specification as to how or how frequently this should be undertaken.¹¹ Indeed, a recent nationwide survey conducted in the UK found that less than five universities had regular and standardised placement visits once or more per year. Survey respondents also ranked the lack of quality assurance of tutors as the third most important challenge they faced with EL.¹²

In a survey of placement tutors in the United States (US), there was strong support for site visits by the university, with tutors acknowledging that it assisted them in planning and improving the placement experience for the students, and enabled them to address issues related to students and the universities' expectations of them. The majority preferred monthly visits.³⁶ As such to ensure that the sites provide an optimal learning environment which will allow students to obtain the appropriate practical experience unhindered, it would seem prudent that regulated and ongoing site visits should be undertaken, similar to that currently being undertaken by NES on pre-registration sites and tutors.³⁶,³⁷ This is, however, not without its barriers. In the US, students have to complete 300 mandated hours of placements, which are typically undertaken in blocks. As EL in the UK is limited to short periods, monthly or frequent visits may then not be feasible or practical. To accommodate this, Schools of Pharmacy can potentially look to conducting quality assurance 'visits' virtually or even over the phone, as is practised elsewhere.¹²

In the current GPhC model, pre-registration pharmacists are allowed to delegate tutoring, but not assessment, duties to other competent pharmacy staff such as technicians and pharmacy assistants. A similar model is followed for undergraduate placements, highlighting the need to include them in quality assurance measures. While it would not seem feasible to include other pharmacy staff in training sessions, tutors attending tutor-training programmes must be told to ensure these staff are aware of their roles and responsibilities when tutoring students.

More than 80% of respondents agreed that part-time work should contribute toward their EL hours. This was supported by respondents in the aforementioned nationwide survey of UK universities, where more than 50% believed that students should receive EL credit for pharmacy employment.¹² There is, however, no stipulation in the Standards which allow students to be excluded from EL because of their part-time work. The School of Pharmacy's philosophy is that all students should have equitable access to EL to enable the School to ensure all students have a similar experience, independent of their part-time work. In addition, the Standards stipulate that students should practice in a safe and effective manner. To achieve this, EL should be progressive, where students deal with issues with increasing complexity until sufficient comprehension and competency is achieved.¹¹ This will be difficult to monitor and govern if students are allowed to undertake EL at their part-time jobs.

Discussions with graduates as part of our TELL project have also revealed that during their part-time jobs they mainly assumed the role of a technician as opposed to a pharmacist, and the focus was more on working instead of learning.¹⁴ Crucially, there is no time for reflection. A central element of Kolb's experiential learning theory is reflection of the experience which helps students make the link between theories and the knowledge acquired in university, with the intricacies of practice. Indeed, effective learning is thought to occur only when students have completed all four stages of Kolb's experiential learning model.³⁸ Reflection is also a crucial practice, especially for pharmacy students and in higher education, as it develops self-regulated, critical-thinking, and problems-solving skills - important arsenals for healthcare professionals who traditionally work in dynamic work settings.³⁹ While it has been argued that tutors will be more amenable to putting in the effort to train students who will then work for them, it is imperative that should this be allowed, that it is well-structured similar with their EL and closely regulated.⁴⁰

More than 90% of respondents wanted to be able to undertake placements in other settings such as primary care, a call further underlined in the open-ended responses. Projected increases in ageing and the number of those living with multiple comorbidities in the UK will likely place a burden on the primary care system.⁴¹ To support the shift from care in the institutions to primary care and to help manage the increasing complexity of cases being treated in primary care, Achieving Excellence in Pharmaceutical Care - a Strategy for Scotland, was launched by the Scottish government where one of the key objectives is to prepare pharmacists to assume positions in this sector.^{42 43}-⁴⁴ As such, there is a need to adopt these emerging placement sites to provide students with the necessary exposure and training, as already done by a number of universities.¹² The ACTp funding will also help funnel resources to allow for more placements in these sites.⁴⁵ Given the multidisciplinary nature of primary care, this will also require more interprofessional training opportunities to be embedded within the placements - a requirement also stipulated in the Standards by the GPhC.¹¹

CONCLUSIONS

Undergraduate pharmacy students voiced concerns about placement duration and tutors, the latter underlining the importance of tutor-training programmes to ensure tutors are aware of the responsibilities as well as expectations from Schools. While increasing the duration of placements may not be feasible for all universities due to issues with funding and resources, Schools could focus instead on ensuring placements are well-structured yet flexible to accommodate different learning styles and interests of undergraduates. Quality assurance measures are also imperative to ensure all tutors and placement sites are able to provide students with an effective and equitable placement experience. Changes should be made to the curriculum to include emerging areas such as primary care as a placement site, and further investigations should be undertaken to assess the advantages and disadvantages of allowing undergraduate students to undertake their EL at their place of work.