What capabilities are required for facilitators to support student pharmacists effectively during experiential learning (EL) in Scotland? – Part 2
DOI:
https://doi.org/10.46542/pe.2023.231.813824Keywords:
Education, Experiential learning, Facilitation, Learning, Supervision, Workplace learningAbstract
Background: A key outcome of the changes to the Standards for Initial Education and Training of Pharmacists in Great Britain is to increase the quantity and quality of Experiential Learning (EL) in the MPharm programme. A companion paper described the development of a framework of essential capabilities required of EL facilitators to support quality EL. The aim of this paper was to establish the views of pharmacy stakeholders on the capability framework and suggest further development and potential uses in practice.
Methods: Three focus groups were used to gather the views of pharmacy stakeholders with experience in delivering experiential learning. The focus groups were transcribed and analysed using thematic content analysis.
Results: The themes from the focus group were categorised into five areas: 1) Overall views of the framework; 2) Perceived reasons for descriptors not reaching consensus; 3) Challenges of using the framework; 4) Potential developments of framework; and 5) Potential uses of the framework in practice.
Conclusion: Given the current changes in the initial education and training of pharmacists, this research provides evidence of the value the framework provided on the role of an EL facilitator while outlining the need for refinements to encourage acceptability by stakeholders.
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