Preceptor Perceptions of Pharmacy Student Performance Before and After a Curriculum Transformation

Abstract

Objective. To explore preceptors' perceptions about the performance of undergraduate pharmacy students during experiential placements in Australia, before and after curricular transformation.Methods. Using a semi-structured approach, we interviewed 26 preceptors who had recently supervised students who took part in the transformed curriculum and students from the previous curriculum. A directed content analysis approach was used to analyze the transcripts.Results. Preceptors described students from the transformed curriculum as having improved professional skills, behaviors, and attitudes and as having an increased ability to perform clinical activities compared to students of the previous curriculum. Preceptors also perceived that students in the transformed curriculum had improved clinical knowledge and knowledge application. They less frequently expressed that students in the transformed curriculum had lower-than-expected knowledge levels.Conclusion. The results of this study suggest that curricular transformation with a focus on skill-based and active learning can improve the performance of pharmacy students in terms of their professional behaviors and attitudes, skills, knowledge, and clinical abilities, as perceived by preceptors.

Keywords: active learning; curriculum design; curriculum reform; curriculum transformation; preceptor perceptions; professional skill development.

Figure 1.

Number of preceptors (p) and quotes (q) expressing preceptor perceptions of the oral communication skills and professional behavior and attitudes of pharmacy students who were in the previous curriculum or VIM as being below, at, or above preceptor expectations.

Figure 2.

Number of preceptors (p) and quotes (q) expressing preceptor perceptions of the knowledge level and ability to perform clinical activities of pharmacy students who were in the previous curriculum or VIM as being below, at, or above preceptor expectations.

Figure 3.

Number of preceptors (p) and quotes (q) expressing preceptor perceptions of the therapeutic clinical reasoning and inquiry skills of pharmacy students who were in the previous curriculum or VIM as being below, at, or above preceptor expectations.

Figure 4.

Number of preceptors (p) and quotes (q) expressing preceptor perceptions of the confidence of pharmacy students who were in the previous curriculum or VIM as being below, at, or above preceptor expectations.