Article Figures & Data
Tables
- Table 1.
Bachelor of Pharmacy Students’ Insight on the Value of Shared Learning During Clinical Pharmacy Practice Experiences and Comparison of Third-Year and Fourth-Year Students’ Perceptions
Degree of Response Mean (SD) Survey Item Strongly Agree,N (%) Agree, N (%) Neutral, N (%) Disagree, N (%) Strongly Disagree, N (%) Year 3 Year 4 Pa Course does not need hospital assignment 1 (1) 0 1 (1) 15 (15.3) 81 (82.7) 1.1 (0.4) 1.3 (0.7) 0.143 Prefer weekly hospital assignment 39 (39.8) 19 (19.4) 18 (18.4) 13 (13.3) 9 (9.2) 3.9 (1.3) 3.5 (1.4) 0.092 Acquired sufficient knowledge and skills 15 (15.3) 39 (39.8) 33 (33.7) 10 (10.2) 1 (1.0) 3.7 (0.9) 3.5 (0.9) 0.301 Prefer to present case on same dayb 6 (6.2) 17 (17.5) 18 (18.6) 21 (21.6) 35 (36.1) 1.9 (1.1) 2.8 (1.4) <0.001 One hospital assignment for each disease state is adequate 8 (8.2) 19 (19.4) 26 (26.5) 33 (33.7) 12 (12.2) 3.0 (1.2) 2.6 (1.1) 0.092 Not comfortable working with other batch of students 7 (7.1) 9 (9.2) 24 (24.5) 43 (43.9) 15 (15.3) 2.5 (1.1) 2.5 (1.0) 0.709 Difficult to find mutual agreement 4 (4.1) 14 (14.3) 30 (30.6) 37 (37.8) 13 (13.3) 2.6 (1.1) 2.6 (1.0) 0.897 Group learned to work as a team 32 (32.7) 43 (43.9) 20 (20.4) 3 (3.1) 0 4.2 (0.8) 4.0 (0.8) 0.203 Advantage to practice communication skills and teamwork 42 (42.9) 35 (35.7) 17 (17.3) 3 (3.1) 1 (1.0) 4.2 (0.9) 4.1 (0.9) 0.454 Help become a more effective member of healthcare team 42 (42.9) 28 (28.6) 20 (20.4) 5 (5.1) 3 (3.1) 4.2 (1.0) 3.9 (1.1) 0.212 Improve professional relationship in future practice 46 (46.9) 30 (30.6) 18 (18.4) 4 (4.1) 0 4.3 (0.9) 4.1 (0.9) 0.144 Improve communication skills and teamwork 23 (23.5) 43 (43.9) 30 (30.6) 2 (2.0) 0 3.9 (0.8) 3.8 (0.8) 0.560 Sufficient to learn with students from own batch 14 (14.3) 17 (17.3) 38 (38.8) 27 (27.6) 2 (2.0) 3.0 (1.0) 3.3 (1.0) 0.196 Increased ability to understand clinical problems 23 (23.5) 40 (40.8) 25 (25.5) 6 (6.1) 4 (4.1) 3.9 (1.0) 3.6 (1.0) 0.094 Suggest ‘shared learning’ approach be continued 36 (36.7) 23 (23.5) 25 (25.5) 7 (7.1) 7 (7.1) 3.7 (1.3) 3.8 (1.2) 0.568 Hospital preceptors identified and assigned suitable cases 14 (14.3) 40 (40.8) 28 (28.6) 14 (14.3) 2 (2.0) 3.6 (1.0) 3.5 (1.0) 0.534 Hospital preceptors actively involved in case discussions 28 (28.6) 48 (49.0) 16 (16.3) 4 (4.1) 2 (2.0) 4.2 (0.8) 3.8 (0.9) 0.013 Hospital preceptors were helpful 39 (39.8) 41 (41.8) 17 (17.3) 1 (1.0) 0 4.4 (0.7) 4.0 (0.7) 0.005 Learned much from hospital preceptors 34 (34.7) 48 (49.0) 14 (14.3) 2 (2.0) 0 4.2 (0.7) 4.1 (0.8) 0.367 Faculty preceptors helped in meeting aims and objectives 25 (25.5) 53 (54.1) 18 (18.4) 2 (2.0) 0 4.1 (0.8) 3.9 (0.7) 0.205 Faculty preceptors encouraged active participation during case presentation 24 (24.5) 55 (56.1) 17 (17.3) 2 (2.0) 0 4.2 90.7) 3.9 (0.7) 0.114 Faculty preceptors were helpful 32 (32.7) 49 (50.0) 17 (17.3) 0 0 4.3 (0.7) 4.0 (0.7) 0.022 Learned clinical knowledge from faculty preceptors 36 (36.7) 49 (50.0) 12 (12.2) 1 (1.0) 0 4.4 (0.7) 4.1 (0.6) 0.061
