article/article.tpl

Connections between classroom theory & real world practice: Exploring the perspectives of undergraduate students at a Nigerian faculty of pharmacy

S N Abdu-Aguye, H Yusuf, E O Agbale, F I Auwal, H U Ma'aji

Abstract

Background: Experiential learning attachments are avenues for students to apply classroom learning to real world situations. Therefore, understanding the impressions students develop about classroom theory after these attachments is important.

Objectives: The aim of this study was to explore the perceptions of selected fifth year undergraduate bachelor of pharmacy students at Ahmadu Bello University, Zaria, Nigeria on the relationship between classroom theory and real world practice.

Methods: Two focus group discussions (FGDs) were held and audiotaped in March 2017, with thirteen purposefully sampled students. Data collected were then transcribed and analysed using qualitative content analysis.

Results: The students reported that there were notable differences between classroom theory and actual practice. Reasons for these sentiments were covered under two main categories: constraints within the practice environment, and problems with knowledge obtained from the classroom.

Conclusions: Redesigning the curriculum to improve the relevance of classroom content, and greater involvement of Nigerian universities in experiential learning placements may help to better integrate classroom theory and real world practice within the country.


Keywords

Experiential Learning, Focus Group Discussions, Pharmacy Education, Pharmacy Practice


Full Text:

PDF

References

Abdu-Aguye, S., Yusuf, H. & Abubakar, A. (2017). Student Perceptions on Experiential Learning within the BPharm Curriculum in Nigeria. Nigerian Journal of Pharmaceutical Sciences, 16(1), 58-63

Awaisu, A., Mohammed, S. & Yakubu, R. (2016). Pharmacy Practice in Nigeria. In Pharmacy Practice in Developing Countries, Achievements and Challenges. (Eds. A. Fathelrahman, M. Mohamed Ibrahim & A. Wertheimer). 1st ed., Elsevier Inc., pp. 343-369

Barradell, S. & Kennedy-Jones, M. (2013). Threshold concepts, student learning and curriculum: making connections between theory and practice. Innovations in Education and Teaching International, 52(5), 536-545. doi: 10.1080/14703297.2013.866592

Burrows, J., Dall’Alba, G. & Caze, A. (2016). Becoming pharmacists: Students’ understanding of pharmacy practice at graduation from an Australian University. Currents in Pharmacy Teaching and Learning, 8(6), 729-741. doi: 10.1016/j.cptl.2016.08.007

Dayom, D. & Banwat, S. (2016). Participation in Students’ Industrial Work Experience Scheme (SIWES): an assessment of the feelings of University of Jos Pharmacy students. Journal of Pharmacy & Bioresources, 13(2), 66-71. doi: 10.4314/jpb.v13i2.1

Diack, L., Gibson, K., Munro, K. & Strath, A. (2014). Experiences of Supervision at Practice Placement Sites. Education Research International, 2014, 1-6. doi: 10.1155/2014/764519

DiFrancesco, P. (2011). The Role of Situated Learning in Experiential Education: An Ethnographic Study of the Knowledge-Construction Process of Pharmacy Students during Their Clinical Rotations (Ph.D). University of Massachusetts, Boston.

Fakeye, T., Adisa, R. & Erhun, W. (2017). Developing a model for teaching and learning clinical pharmacy components of the pharmacy curriculum in Nigeria. Pharmacy Education, 17(1), 60-66

Hasell, K. (2007). Views of final year MPharm students on their undergraduate programme and its influences on their career decision-making (p.73). London, UK: Pharmacy Practice Research Trust.

Hsieh, H. & Shannon, S. (2005). Three Approaches to Qualitative Content Analysis. Qualitative Health Research, 15(9), 1277-1288. doi: 10.1177/ 1049732305276687

Ikhile, I. & Chijioke-Nwauche, I. (2016). Pharmacy Education in Nigeria: The Progression. World Journal of Pharmaceutical Research, 5(7), 258-272. doi: 10.20959/ wjpr20167-6507

Jee, S., Schafheutle, E. & Noyce, P. (2013). A critical perspective of workplace learning in pharmacy education and training with medicine serving as a comparator. In Critical Perspectives on Professional Learning Conference, University of Manchester Library, (pp. 1-18). Available at: https://www.escholar.manchester.ac. uk/uk-ac- man- scw:208608

Mak, V., March, G., Clark, A. & Gilbert, A. (2013). Australian intern pharmacists perceived preparedness for practice, and their expectations and experiences of the internship year and future career intentions. Integrated Pharmacy Research and Practice, 2, 25-34. doi: 10.2147/ iprp.s50387

Mendonça, S., Freitas, E. & Ramalho de Oliveira, D. (2017). Competencies for the provision of comprehensive medication management services in an experiential learning project. PLOS ONE, 12(9), e0185415. doi: 10.1371/ journal.pone.0185415

Mylrea, M., Sen Gupta, T. & Glass, B. (2018). Commencing and graduating pharmacy students’ perceptions of their professional development during undergraduate study. Pharmacy Education, 18(1), 259-267

Noble, C., Coombes, I., Shaw, P., Nissen, L. & Clavarino, A. (2014). Becoming a pharmacist: the role of curriculum in professional identity formation. Pharmacy Practice, 12(1), 380. doi: 10.4321/s1886-365520140001 00007

Noble, C., O’Brien, M., Coombes, I., Shaw, P., Nissen, L. & Clavarino, A. (2014). Becoming a pharmacist: Students’ perceptions of their curricular experience and professional identity formation. Currents in Pharmacy Teaching and Learning, 6(3), 327-339. doi: 10.1016/j. cptl.2014.02.010

Rios, M., Souza, W., Mesquita, A., Cerqueira-Santos, S., Lyra Junior, D., Silva, W. & Antoniolli, A. (2017). Assessment of Brazilian pharmacy students’ perception of their level of preparedness for pharmaceutical practice. African Journal of Pharmacy and Pharmacology, 11(40), 517-525. doi: 10.5897/ajpp 2017.4848

Ting, K., Wong, K. & Thang, S. (2009). Contributions of Early Work-Based Learning: A Case Study of First Year Pharmacy Students. International Journal of Teaching and Learning in Higher Education, 22(3), 326-335


Refbacks

  • There are currently no refbacks.
article/comments.tpl article/footer.tpl