Making Bachelor of Pharmacy Students Hospital Placement Ready: a Monash Experience

Anne Leversha, Johnson George, Simone Taylor, David Chee Ming Kong, Jennifer Mary McDowell

Research output: Contribution to conferenceAbstractpeer-review


Introduction. Many pharmacy students at Monash University work part-time in community pharmacy and are well prepared for their community pharmacy professional experience placement (PEP). In contrast, the first hospital PEP in late third year or early fourth year, for most students provides their first real hospital pharmacy experience. Feedback from hospital preceptors and lecturers suggested a need to develop hands-on training and assessments focused on hospital practice, to better prepare students for their hospital PEPs.Aims. To develop and implement a hospital practice tutorial series to prepare pharmacy students for their hospital PEP, evaluate changes in student perceptions of their understanding and obtain feedback on their experiences. Methods. Case vignettes based upon real patient scenarios were developed by the investigatory team comprising the unit coordinator, teaching staff and an education projects coordinator. These vignettes were video recorded at the Austin Health Simulation Centre. Three two-hour tutorials were developed to include the video case vignettes, discussion and small group tasks/formative assessments. Practising hospital pharmacists delivered the tutorials to third year students (n=203) before students undertook their hospital PEP. Student perceptions were evaluated using an anonymous questionnaire administered before the first tutorial and after the last tutorial. The questionnaire included seven items on preparedness for hospital placement, rated on a scale of 1 (very poor) to 5 (excellent); changes in perceptions before and after the tutorial series were assessed using Mann-Whitney U test. Students could comment on their perceived preparedness for hospital PEPs and provide suggestions. Results. Six case vignettes were developed based on key hospital practice content areas: medication reconciliation and review, counselling and medicines information. Participation rates in the pre- and post-tutorial surveys were 68% and 81%, respectively. Significant (p<0.001) improvements from baseline in clinical knowledge, and student understanding of the hospital system, pharmacist roles and interactions with other health professionals were found. Most students appreciated the learning opportunity, however some wanted more practical hands-on activities.Discussion. The hospital tutorials prepare students for PEPs by improving their understanding of hospital practice and pharmacist roles. Additional tutorials and clinical activities may further increase student confidence.
Original languageEnglish
Publication statusPublished - 2016
EventAustralian Pharmaceutical Science Association (APSA) - Sydney, Australia
Duration: 2 Dec 20165 Dec 2016


ConferenceAustralian Pharmaceutical Science Association (APSA)

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