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Experiential Learning as Part of Pharmacist Supplementary Prescribing Training: Feedback from Trainees and Their Mentors

at time of study, Prescribing Research Fellow, School of Pharmacy, The Robert Gordon University, Schoolhill, Aberdeen, Scotland; now, Lecturer, Department of Pharmacy Practice, Victorian College of Pharmacy, Monash University, Parkville, Australia

Christine M Bond, BPharm MEd PhD FRPharmS

Professor of Primary Care: Pharmacy, Department of General Practice and Primary Care, University of Aberdeen, Aberdeen, Scotland

Dorothy J McCaig, BSc PhD

Senior Lecturer, School of Pharmacy, The Robert Gordon University

Jennifer Cleland, BSc(Hons) MSc PhD DClin Psychol

Senior Clinical Lecturer, Department of General Practice and Primary Care, University of Aberdeen

IT Scott Cunningham, BSc PgDipClinPharm PhD MRPharmS

Senior Lecturer, School of Pharmacy, The Robert Gordon University

H Lesley Diack, MA PhD

Lecturer, School of Pharmacy, The Robert Gordon University

Derek C Stewart, BSc MSc PhD MRPharmS

Senior Lecturer, School of Pharmacy, The Robert Gordon University

Reprints: Dr. Stewart, School of Pharmacy, The Robert Gordon University, Schoolhill, Aberdeen, AB10 1FR, Scotland, fax +44-1224-262 555, d.stewart{at}rgu.ac.uk

BACKGROUND: A period of learning in practice (PLP) is an integral part of supplementary prescribing training for pharmacists in Great Britain. During the PLP, a designated medical practitioner (DMP) supervises and supports the trainee to develop competence in prescribing.

OBJECTIVE: To evaluate the views and experiences of supplementary prescribing pharmacists and DMPs regarding the PLP and identify their perceived support needs during the PLP.

METHODS: Prepiloted questionnaires were mailed in September 2006 to all pharmacists who had started their supplementary prescribing training at The Robert Gordon University, Aberdeen, Scotland (n = 242) and their DMPs (n = 232). Nonrespondents were sent up to 2 reminders. Responses were analyzed using descriptive and comparative statistics; responses to open questions were analyzed thematically.

RESULTS: Responses were received from 186 (76.9%) pharmacists and 144 (62.1%) DMPs. Just over half of the pharmacists agreed/strongly agreed that they knew what was expected of them and their DMPs during the PLP, but less than half agreed/strongly agreed that it was important to communicate with pharmacist colleagues in the prescribing course. One hundred twelve (60.2%) pharmacists had their consultation skills reviewed by their DMPs during the PLP. Opportunities for professional development and teamwork were regarded as major positive experiences by both pharmacists and DMPs. Organizational, attitudinal, and time barriers were also reported. There was considerable interest among both pharmacists and DMPs for an Internet-based support network during the PLP.

CONCLUSIONS: Information on the roles and responsibilities of pharmacists and DMPs during the PLP should be enhanced. The Internet could be a useful medium for communication during the PLP. Input from a multidisciplinary team of healthcare professionals and review of consultation videos could further enhance the PLP experience.

Key Words: experiential learning, mentors, pharmacists, supplementary prescribing

Published Online, May 8, 2007. www.theannals.com, DOI 10.1345/aph.1H650