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 |