Early longitudinal community pharmacy placements: Connection, integration and engagement

Longitudinal placements are defined as involving “a regular, recurrent placement in the same setting with supervisor over a period of time”. “Continuity” is organising principle for promoting learning through continuity care, curriculum and supervision. widely used medicine, but less known about their use pharmacy whether educational principles translate to community practice. This study sought explore if longitudinal (LCPP) Year 2 students promoted student patient-centeredness, curricular integration, growing professional engagement. An explanatory mixed methods design was used. Quantitative data collected prior after LCPP using questionnaire incorporating validated measure engagement items relating patient-centeredness integration. Pre post-responses were compared Wilcoxon-signed rank test. To further understand quantitative findings, semi-structured interviews conducted students, supervisors practice-educators thematically analysed constructivist lens. There 78% response rate (47/60 paired responses) 25 conducted. qualitative evidence patient connection during LCPPs, yet some had limited opportunities connect people. Curriculum integration enhanced by nature placement. significant increase sum scores S-PIPE instrument indicating Qualitatively there that role modelling supervision, compromised changing supervisors. early promotes providing It may be worth considering way enhance experiential design. The needs sufficient length enable repeated interaction ideally provide supervision maximum benefit.