Novel Student-Preceptor Models in Pharmacy Education: A Qualitative Analysis of the PharmD Student Experience

Abstract

Background: Experiential rotation requirements in the Entry-to-Practice PharmD program have increased. To accommodate significantly more pharmacy learners on-site, institutions have explored novel student-preceptor teaching models. These include peer-assisted-learning (PAL; 2 or more students of same educational level), near-peer-teaching (NPT; 1 or more junior students with 1 or more senior students), and co-preceptorship (CoP; 2 or more preceptors). Objective: To describe students’ experiences and perceptions of novel teaching models and evaluate the effectiveness of these models on students’ learning using Kirkpatrick’s levels. Methods: Pharmacy students from the class of 2015, 2016, and 2017 were invited to participate in semi-structure interviews. Interviews were transcribed, coded, and analyzed for themes. Themes were mapped according to the Kirkpatrick model for appraising educational training. Findings: Twenty semi-structured interviews were conducted with 10 pharmacy students from the class of 2017, and 5 each from the classes of 2016 and 2015. Forty-three experiences (19 CoP, 14 PAL, 10 NPT) were described from 14 institutions. Many themes overlapped between the three novel teaching models. In CoP, students described increased preceptor availability and exposure to different patient care approaches. Challenges arose when preceptors had different student expectations. Students overwhelmingly endorsed a multi-learner environment. Both PAL and NPT students felt well supported as collaboration with other learners was readily fostered. Potential challenges in PAL and NPT included student competitiveness and difficulties when personalities conflicted. All three models allowed for the development of skills including communication, collaboration, and teamwork. Because of their experiences, students reported an improvement in their approach to patient care. They also described a positive impact on their professional practice and approaches to teaching as new preceptors. Conclusion: Pharmacy students enjoyed their experiences in novel student-preceptor models. These opportunities had a positive impact on overall learning during the rotations and as new practitioners.