Pharmacy students perceptions of a non-traditional rural placement: A pilot programme

Amy T. Page, Sandra J. Hamilton

Research output: Contribution to journalArticleResearchpeer-review

2 Citations (Scopus)

Abstract

Background: Multidisciplinary clinical placements provide opportunities to contextualise traditional classroom learning. 

Methods: Pharmacy students had a two-week non-traditional rural placement, and experienced a variety of rural health activities and professionals. 

Results: Four main themes emerged: learning about and from other health professionals, discipline-specific learning, consumer-specific learning, and rurality. Students developed an increased appreciation and understanding of the roles of allied health professionals and nursing staff. Their understanding of the pharmacists’ role in the health care team improved. Consumer-specific factors and the importance of clear communication was a common theme. They appreciated the need for clear communication, particularly in regards to Aboriginal people and those with increased care needs. Students reflected on the flexibility and diversity of the rural health workforce, reduced rural health services and workforce compared to metropolitan regions. 

Conclusion: Students knowledge of other health professionals, pharmacists, and consumers as a result of the placement. Students connected interprofessional and consumer observations to their discipline-specific learning.

Original languageEnglish
Pages (from-to)275-280
Number of pages6
JournalPharmacy Education
Volume15
Issue number1
Publication statusPublished - 1 Jan 2015
Externally publishedYes

Keywords

  • Experiential learning interdisciplinary learning
  • Pharmacy education

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