Enhancing pharmacy students’ professional awareness through integrated dispensation education: A mixed-methods study in Taiwan
DOI:
https://doi.org/10.46542/pe.2026.261.105115Keywords:
Clinical demand, Curriculum reform, Integrated courses, Medication dispensing, Professional identity, Simulation-based learningAbstract
Background: Increasing complexity in pharmacy practice requires stronger alignment between academic training and clinical demands. In Taiwan, pharmacy students lack professional self-awareness and confidence in high-level technical roles. This study assessed an integrated dispensing experimental course’s impact on professional awareness, attitudes, and readiness.
Methods: This observational mixed-methods evaluation was conducted at a southern Taiwan university, involving a cross-sectional course-evaluation survey (n=106) and qualitative data from reflection questionnaires, focus groups, and interviews (n=30). Qualitative data were analysed using thematic coding and grounded theory, with findings integrated through joint displays and a convergence-coding matrix.
Results: Students had positive perceptions of the integrated course and felt motivated to engage with the material. They reported higher confidence in low- to moderate-level technical tasks, while confidence in high-level clinical functions was limited. Qualitative feedback indicated a gap between academic training and clinical practice, especially regarding experiential learning and non-technical skills like self-awareness and leadership. The results reflect perceived experiences rather than changes within individuals, based on a single post-course survey and unpaired qualitative reflections.
Conclusion: The course was perceived to support foundational learning, but students’ self-reported readiness for advanced clinical roles remained limited. Future curricula should integrate advanced simulation, expanded experiential learning, and non-technical skill development to enhance pharmacist readiness.
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