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Research ArticleRESEARCH ARTICLE

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

Catherine A. Forrester, Da Sol Lee, Ethel Hon, Kai Ying Lim, Tina P. Brock, Daniel T. Malone, Simon G. Furletti and Kayley M. Lyons
American Journal of Pharmaceutical Education August 2021, 8575; DOI: https://doi.org/10.5688/ajpe8575
Catherine A. Forrester
Monash University, Faculty of Pharmacy and Pharmaceutical Sciences, Parkville, VIC, Australia
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Da Sol Lee
Monash University, Faculty of Pharmacy and Pharmaceutical Sciences, Parkville, VIC, Australia
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Ethel Hon
Monash University, Faculty of Pharmacy and Pharmaceutical Sciences, Parkville, VIC, Australia
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Kai Ying Lim
Monash University, Faculty of Pharmacy and Pharmaceutical Sciences, Parkville, VIC, Australia
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Tina P. Brock
Monash University, Faculty of Pharmacy and Pharmaceutical Sciences, Parkville, VIC, Australia
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Daniel T. Malone
Monash University, Faculty of Pharmacy and Pharmaceutical Sciences, Parkville, VIC, Australia
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Simon G. Furletti
Monash University, Faculty of Pharmacy and Pharmaceutical Sciences, Parkville, VIC, Australia
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Kayley M. Lyons
Monash University, Faculty of Pharmacy and Pharmaceutical Sciences, Parkville, VIC, Australia
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Abstract

Objective. To explore the perceptions of preceptors about the performance of undergraduate pharmacy students during experiential placements in Australia, before and after curricular transformation.

Methods. Twenty-six preceptors who had recently supervised students from the transformed curriculum and the previous curriculum were interviewed, using a semi-structured approach. 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 an increased ability to perform clinical activities, compared to students of the previous curriculum. Perceptions of the knowledge levels of the two cohorts varied. Preceptors perceived that students in the transformed curriculum had improved clinical knowledge and knowledge application. They expressed less frequently that students in the transformed curriculum had knowledge levels that were below their expectations.

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
  • curriculum transformation
  • curriculum reform
  • professional skill development
  • active learning
  • curriculum design
  • preceptor perceptions
  • Received February 3, 2021.
  • Accepted July 21, 2021.
  • © 2021 American Association of Colleges of Pharmacy
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American Journal of Pharmaceutical Education
Vol. 86, Issue 4
1 Apr 2022
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Preceptor Perceptions of Pharmacy Student Performance Before and After a Curriculum Transformation
Catherine A. Forrester, Da Sol Lee, Ethel Hon, Kai Ying Lim, Tina P. Brock, Daniel T. Malone, Simon G. Furletti, Kayley M. Lyons
American Journal of Pharmaceutical Education Aug 2021, 8575; DOI: 10.5688/ajpe8575

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Preceptor Perceptions of Pharmacy Student Performance Before and After a Curriculum Transformation
Catherine A. Forrester, Da Sol Lee, Ethel Hon, Kai Ying Lim, Tina P. Brock, Daniel T. Malone, Simon G. Furletti, Kayley M. Lyons
American Journal of Pharmaceutical Education Aug 2021, 8575; DOI: 10.5688/ajpe8575
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Keywords

  • curriculum transformation
  • curriculum reform
  • professional skill development
  • active learning
  • Curriculum Design
  • preceptor perceptions

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