Improving situated learning in pharmacy internship
Keywords:Internship, situated learning, pharmacy students, participatory action research
AbstractAim: The study objective is to evaluate whether a pharmacy internship linked to a practice research project produces student-learning outcomes that are more relevant to new and extended roles of community pharmacists than traditional apprenticeship learning. Method: A study combining undergraduate pharmacy education, pharmacy practice development and practice research in a participatory action research design. Students contributed to the study during the internship by collecting data and presenting the results to the training pharmacy. A triangulation of methods assessed both internally and externally was used to evaluate student learning for project participants and non-participants alike. Conclusion: Pharmacy students are incorporated into a situated learning context during an internship. Most pharmacy students learn from the internship experience, but students who participated in the Pharmacy-University Study learned morethan those who did not. This implies the creation of a more appropriate situation for learning for future pharmacy students.
Bloom, B. S. (Ed.) (1956).Taxonomy of educational objectives. New York: David McKay Company, Inc.
Cheng, J. W. M., Bazil, M. K., Desselle, S. P., & Feifer, S. (1998). Student participation in a research project during community pharmacy clerkship.American Journal of Pharmaceutical Education,62, 145 –151.
Cornwall, A., & Jewkes, R. (1995). What is participatory research?Social Science and Medicine,41, 1667–1676 .
Encyclopaedia Britannica Online. On the Internet: http://www.britannica.com/. Accessed 03/2001.
Fagbeskrivelsen S16-1 Studieophold pa Apotek [Course description: Pharmacy Internship], On the Internet: www.dfh.dk/fag-beskrivelser/s16-1.html. Accessed 07/2004.
FIP Statements (2000).International Pharmacy Journal,14, 8–11,Special Edition.
Haugbølle, L. S., Sørensen, E. W., & Gundersen, B. (2002a). Basing pharmacy counselling on the perspective of the angina pectoris patient.Pharmacy World and Science,24, 71–78.
Haugbølle, L. S., Sørensen, E. W., & Henriksen, H. H. (2002b). Medication- and illness-related factual knowledge, perceptions and behaviour in angina pectoris patients.Patient Education and Counseling,47, 281–289.
Kane, M. P., Briceland, L. L., & Hamilton, R. A. (1993). Solving drug-related problems in the professional experience program.American Journal of Pharmaceutical Education,57, 347–351.
Lave, J. (1988).Cognition in practice. Cambridge: Cambridge University Press.
Lave, J., & Wenger, E. (1991).Situated learning — Legitimateperipheral participation. New York: Cambridge University Press.
McKenzie, M. W. (1985). Competency-based, self-instructional modules on medication history interviewing, patient counsel-ling, and drug therapy monitoring for pharmacy students.American Journal of Pharmaceutical Education,49, 66–73.
Morgall, J. M., & Almarsdo ́ttir, A. B. (1999). The new consumer —implications for pharmacy.International Journal of Pharmacy Practice,7, 198– 201.
Nielsen, K., & Kvale, S. (1999). Mesterlære som aktuel lærings-form. [Apprenticeship as a current method of learning] In K.Nielsen, & S. Kvale (Eds.),Mesterlære, læring som social praksis
[Apprenticeship as social practice](pp. 11–32). Copenhagen: HansReitzels Forlag.
Nørgaard, L. S., Sørensen, E. W., Gundersen, B., Lorentzen, L., &Petersen, K. H. (2002). Basing pharmacy counselling on the perspective of the angina pectoris patient. Pharmacy World and Science,24, 71– 78.
Rossing, C., Hansen, E. H., & Krass, I. (2003). The provision ofpharmaceutical care in Denmark: A cross sectional survey.Journal of Clinical Pharmacy and Therapeutics,28, 311–318.
Royal Pharmaceutical Society of Great Britain. (1997). Fromcompliance to concordance. Achieving shared goals in medicine taking.
Stevenson, F. A., Barry, C. A., Britten, N., Barber, N., & Bradley,C. P. (2000). Doctor–patient communication about drugs: the evidence for shared decision making.Social Science and Medicine,50, 829 –840.