What capabilities are required for facilitators to support student pharmacists effectively during experiential learning (EL) in Scotland?
DOI:
https://doi.org/10.46542/pe.2023.231.796812Keywords:
Education, Experiential learning, Facilitation, Learning, Supervision, Workplace learningAbstract
Background: Experiential Learning (EL) is a requirement of the General Pharmaceutical Council’s Standards for the Initial Education and Training of Pharmacists. Essential to the growth of high-quality EL is the development of the facilitators who supervise the student pharmacists in practice. This research aimed to identify the capabilities required by facilitators to support a student pharmacist effectively during EL.
Methods: A two-phase mixed methods process was undertaken to reach an agreement on the capability descriptors required by EL facilitators. A literature review followed by a modified Delphi process was used to determine consensus on the identified draft capability descriptors. All feedback gained from the Delphi was analysed and used to shape the development of the descriptors.
Results: A panel of 48 stakeholders was recruited to take part in the Delphi process. Response rates for the two Delphi rounds were high (Round 1 – 46 (95.8%), Round 2 – 41 (85.4%)) Following the Delphi, the initial list of descriptors was reduced to 92 descriptors across eight overall domains.
Conclusion: Through this research, a high level of consensus was reached for the range of descriptors within the framework which can ensure relevant, efficient education and training for EL facilitators to develop quality EL in pharmacy environments.
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