Abstract：
BACKGROUND: Initial education and training standards for pharmacists in Great Britain require early clinical exposure to patients using experiential work-based learning. However, there is poor evidence of this approach in some settings, such as paediatric care. The aim of this study was therefore to explore a novel model of experiential work-based learning for student pharmacists in a paediatric setting.
METHODS: Fourth-year student pharmacists enrolled on a Master of Pharmacy programme were allocated five three-hour placement sessions at a paediatric hospital. Sessions consisted of a briefing, ward activities, scaffolded consultations with children and their carers, followed by a debriefing session with a clinical supervisor. Data were collected relating to the ward, patient details, student reported activities, learning outcomes and if follow up was required by a member of the clinical team. Data were cleaned, quality checked, then descriptive statistical analysis and inductive content analysis were conducted.
RESULTS: Seventy-four students took part in 28 individual sessions and 233 consultations were recorded. Consultations included a best-possible medical history (76%, n = 177), a satisfactory drug history (45%, n = 104), or discussed hospital discharge (11%, n = 26). Students were exposed to patients with diagnosed acute conditions (41%, n = 96) and chronic conditions (33%, n = 76), as well as children awaiting diagnosis (13%, n = 30). Students reported learning about the pathology, diagnosis and symptoms of paediatric conditions (48%, n = 81), medicines used in children (24%, n = 41), patient experiences of recieving care (15%, n = 25), carer experiences (2%, n = 3), the hospital environment (2%, n = 4), career progression (2%, n = 4), and experiences of social care (11%, n = 18). Findings were synthesised with existing entrustable professional activities from the literature to generate novel EPAs specific to paediatric settings.
CONCLUSIONS: A paediatric setting offers a suitable environment to host experiential work-based learning in pharmacy education. Standards of initial education and training which require pharmacists to prescribe in Great Britain must recognise the importance of exposure to the health needs and experiences of children, young people\'s and carers prior to graduation.
METHODS: Fourth-year student pharmacists enrolled on a Master of Pharmacy programme were allocated five three-hour placement sessions at a paediatric hospital. Sessions consisted of a briefing, ward activities, scaffolded consultations with children and their carers, followed by a debriefing session with a clinical supervisor. Data were collected relating to the ward, patient details, student reported activities, learning outcomes and if follow up was required by a member of the clinical team. Data were cleaned, quality checked, then descriptive statistical analysis and inductive content analysis were conducted.
RESULTS: Seventy-four students took part in 28 individual sessions and 233 consultations were recorded. Consultations included a best-possible medical history (76%, n = 177), a satisfactory drug history (45%, n = 104), or discussed hospital discharge (11%, n = 26). Students were exposed to patients with diagnosed acute conditions (41%, n = 96) and chronic conditions (33%, n = 76), as well as children awaiting diagnosis (13%, n = 30). Students reported learning about the pathology, diagnosis and symptoms of paediatric conditions (48%, n = 81), medicines used in children (24%, n = 41), patient experiences of recieving care (15%, n = 25), carer experiences (2%, n = 3), the hospital environment (2%, n = 4), career progression (2%, n = 4), and experiences of social care (11%, n = 18). Findings were synthesised with existing entrustable professional activities from the literature to generate novel EPAs specific to paediatric settings.
CONCLUSIONS: A paediatric setting offers a suitable environment to host experiential work-based learning in pharmacy education. Standards of initial education and training which require pharmacists to prescribe in Great Britain must recognise the importance of exposure to the health needs and experiences of children, young people\'s and carers prior to graduation.
摘要：
背景：英国药剂师的初始教育和培训标准要求使用体验式工作学习对患者进行早期临床接触。然而,在某些情况下，这种方法的证据很少，比如儿科护理。因此，这项研究的目的是为儿科环境中的学生药剂师探索一种新的体验式工作学习模式。
方法：参加药学硕士课程的四年级学生药剂师在一家儿科医院被分配了五个三个小时的实习课程。会议包括简报，病房活动,与儿童及其看护者进行脚手架协商，随后是与临床主管的汇报会议。收集了与病房有关的数据，患者详细信息,学生报告的活动，学习结果以及临床团队成员是否需要随访.数据被清理，质量检查,进行描述性统计分析和归纳内容分析。
结果：74名学生参加了28个单独的课程，记录了233次咨询。咨询包括最好的病史(76%，n=177),令人满意的用药史(45%，n=104)，或讨论出院(11%，n=26）。学生接触被诊断为急性病症的患者(41%，n=96）和慢性病（33%，n=76),以及等待诊断的儿童(13%，n=30)。学生报告了解了病理学，儿科疾病的诊断和症状(48%，n=81),儿童使用的药物(24%，n=41),患者接受护理的经历(15%，n=25),照顾者经验（2%，n=3),医院环境(2%，n=4),职业发展(2%，n=4),和社会护理经验(11%，n=18)。研究结果是通过文献中现有的委托专业活动进行合成的，以生成针对儿科环境的新型EPA。
结论：儿科环境为在药学教育中举办体验式工作学习提供了合适的环境。要求药剂师在英国开处方的初始教育和培训标准必须认识到接触儿童健康需求和经历的重要性，毕业前的年轻人和照顾者。
方法：参加药学硕士课程的四年级学生药剂师在一家儿科医院被分配了五个三个小时的实习课程。会议包括简报，病房活动,与儿童及其看护者进行脚手架协商，随后是与临床主管的汇报会议。收集了与病房有关的数据，患者详细信息,学生报告的活动，学习结果以及临床团队成员是否需要随访.数据被清理，质量检查,进行描述性统计分析和归纳内容分析。
结果：74名学生参加了28个单独的课程，记录了233次咨询。咨询包括最好的病史(76%，n=177),令人满意的用药史(45%，n=104)，或讨论出院(11%，n=26）。学生接触被诊断为急性病症的患者(41%，n=96）和慢性病（33%，n=76),以及等待诊断的儿童(13%，n=30)。学生报告了解了病理学，儿科疾病的诊断和症状(48%，n=81),儿童使用的药物(24%，n=41),患者接受护理的经历(15%，n=25),照顾者经验（2%，n=3),医院环境(2%，n=4),职业发展(2%，n=4),和社会护理经验(11%，n=18)。研究结果是通过文献中现有的委托专业活动进行合成的，以生成针对儿科环境的新型EPA。
结论：儿科环境为在药学教育中举办体验式工作学习提供了合适的环境。要求药剂师在英国开处方的初始教育和培训标准必须认识到接触儿童健康需求和经历的重要性，毕业前的年轻人和照顾者。
