Improving situated learning in pharmacy internship


  • Ellen Westh Sorensen Department of Social Pharmacy and Research Centre for Quality in Medicine Use, The Danish University of Pharmaceutical Sciences, Universitetsparken 2, DK-2100 Copenhagen, Denmark.
  • Lotte Stig Haugbolle Department of Social Pharmacy, The Royal Danish Schoolof Pharmacy, Universitetsparken 2, DK-2100 Copenhagen, Denmark
  • Hanne Herborg Research and Development Division, Pharmakon,Danish College of Pharmacy Practice, Milnersvej 42, DK-3400 Hillerød, Denmark
  • Dorthe Vilstrup Tomsen Research and Development Division, Pharmakon,Danish College of Pharmacy Practice, Milnersvej 42, DK-3400 Hillerød, Denmark


Internship, situated learning, pharmacy students, participatory action research


Aim: 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.


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How to Cite

Sorensen, E. W., Haugbolle, L. S., Herborg, H., & Tomsen, D. V. (2018). Improving situated learning in pharmacy internship. Pharmacy Education, 5(4). Retrieved from



Research Article