Losses and gains in experiential education in a university pharmacy in Brazil: Lessons from a pandemic

Innovation in experiential learning or assessment

Authors

  • S.N. Leite Federal University of Santa Catarina
  • M.R.M. Rover Federal University of Santa Catarina
  • L. Soares Federal University of Santa Catarina
  • F.C. Matheus Federal University of Santa Catarina

DOI:

https://doi.org/10.46542/pe.2020.202.3940

Keywords:

Experiential Education, Brazil, COVID-19, Pharmacy Education

Abstract

The abrupt interruption of planned activities at the University Pharmacy (UP) in the Federal University of Santa Catarina forced a rapid change in routine services with the aim of ensuring continued access to medicines. Since March 2020, the UP has not been able to provide dispensing services or consultations inside its facility because of safety concerns around the spread of COVID-19. Internships are now dedicated to management tasks such as preparing documents to advise patients about particular medicines’ utilisation. Virtual communication with the patients was established. This allowed students to be put in charge of keeping in touch with special groups of patients by telephone to track health outcomes, COVID-19 symptoms, and other particular needs. The Global Competency Framework and the National Pharmaceutical Education Guidelines were used as guides to develop the study. Three domains were affected by gains and losses: organisation and management competencies, professional/personal competencies, and pharmaceutical care.

Author Biographies

S.N. Leite, Federal University of Santa Catarina

Pharmaceutical Sciences Department - University Pharmacy

M.R.M. Rover, Federal University of Santa Catarina

Pharmaceutical Sciences Department - University Pharmacy

L. Soares, Federal University of Santa Catarina

 Federal University of Santa Catarina

F.C. Matheus, Federal University of Santa Catarina

Pharmaceutical Sciences Department - University Pharmacy

References

FIP. (2017). Pharmacy Education Taskforce: A Global Competency Framework v1. Available at: https://www.fip.org/files/fip/PharmacyEducation/GbCF_v1.pdf

Foppa, A.A., Gomes L.O., Rover, M.R.M., dos Santos, R.I, Farias, M.R., & Leite, S.N. (2019). Teaching and Learning Pharmacy Services: A Teaching Method for Developing Competencies for Patient-Centered Care Through Experiential Learning in a Real Workplace. Journal of Pharmacy Practice, 1-8, https://doi.org/10.1177/0897190019854573

Fuller, K.A., Heldenbrand, S.D., Smith, M.D., & Malcom, D.R. (2020). THE COVID-19 PANDEMIC ACROSS THE ACADEMY A Paradigm Shift in US Experiential Pharmacy Education Accelerated by the COVID-19 Pandemic. American Journal of Pharmaceutical Education, 84(6), https://doi.org/10.5688/ajpe8149

Kolb, D.A. (2015). Experiential Learning: Experience as the Source of Learning and Development. 2nd ed. Hoboken, NJ: Pearson Education

National Council of Education. (2017). Brasil Conselho nacional de educação. Câmara de educação superior. Resolução CNE/CES n. 6, de 19 de outubro de 2017. Available at: http://portal.mec.gov.br/docman/outubro-2017-pdf/74371-rces006-17-pdf/file

Published

06/09/2020

Issue

Section

COVID-19 Case Study