Table 4 Thematic analysis of Post-Year 2 interviews
Themes and Description | Sample interview excerpts |
|---|---|
Integration between basic, clinical, and systems sciences facilitated the internalisation of health advocacy concepts in students | |
The interviewees could clearly connect basic, clinical and systems sciences and apply them in pharmacy practice, as a result of curriculum integration. They displayed holistic understanding of the local healthcare landscape, and the social, political, economic, and cultural factors that affect health. They also acknowledged that health advocacy is an intrinsic responsibility of pharmacists. Ideally, this would transpire them to practise health advocacy on an individual, population, and ultimately, systems level. For instance, one interviewee suggested using online platforms to reach out to a wider audience beyond individual patients. | “We can see the integration… in the skills module [where] we use the information and content that we learnt in the systems modules. And there is an overarching module that teaches us law regulations, ethics, and related matters.” Interviewee 10 “We don’t view [health advocacy] as a separate part of being a pharmacist.” Interviewee 6 “[There are modules that cover] social issues regarding inequality, pharmacoeconomics, pharm[acy] law… these develop us holistically as pharmacists, other than just the [basic and clinical] sciences, like how we treat patients, choice of therapy, et cetera…” Interviewee 8 “[Health advocacy can be practised on both an individual and community level.] For example, during dispensing, that is a personal level. And maybe, using the public sites like the government websites [can help us] to expand to the public as well, so we can reach out to more people, and maybe tell them what does this medicine do, and what are the possible side effects and what they should look out for.” Interviewee 7 |
Increasing complexity of content taught | |
The interviewees recognised how previous concepts were reinforced in increasing intricacy, a cornerstone of a spiral curriculum. | “How [the professors] introduced to us, section by section, interacting with patients. So in Year 1 Semester 1, we [learnt] only history taking. In [Year 2 Semester 1], [we learnt about] diagnosing minor ailments. This semester, we [learnt about the] suggest[ed] treatments for minor ailments. So that step-by-step gradual exposure has also helped me to learn at a better rate.” Interviewee 6 “[The curriculum] is organised like a ladder. The foundation is built in Year 1… there are then different systems modules coming in. And even on these systems modules, there are more systems modules that are built on it.” Interviewee 8 |
Roleplaying and experiential learning helped students put knowledge into clinical or community care perspectives | |
The interviewees viewed roleplaying in patient interaction simulations as ideal avenues to apply their knowledge. The interviewees also appreciated experiential learning and many cited PECT particularly, where students are attached to training institutions including community pharmacists, polyclinics, and hospitals. | “Knowledge [from the patient communication and skills module] is integrated into communicating information to patients or trying to get some information from patients… so we can suggest the appropriate pharamcological management, non-pharmacological management and monitoring and follow-up, et cetera, in the pharmaceutical care plan.” Interviewee 11 “I expect to do more experiential learning to actually try out the skills and [use the] content that we learnt, so we can actually apply it, instead of simply just learning about it.” Interviewee 10 “[I would expect to experience] more PECT rotations and more time out of the [classroom] context and appreciating what pharmacists do. I think that, to me, plays the biggest role in helping to shape what I view about pharmacists and how pharmacists can make a huge impact in this healthcare system and continue to educate the general public.” Interviewee 9 |
Curriculum instilled greater confidence in students to practise professionally | |
The interviewees expressed greater confidence towards their professional practice by virtue of the knowledge, attitude and experience gained from the curriculum. | “I am better able to make judgements in the future as a future healthcare provider.” Interviewee 9 “I can help my family [by practising] health advocacy with their health… with all these integrated knowledge that I have learn from the curriculum.” Interviewee 11 |