Pharmacy Students’ and Pharmacist Preceptors’ Perceptions of the Hospital Rotation Experience during the COVID-19 Pandemic
Bibliographic record
Abstract
Background: The COVID-19 pandemic brought significant disruptions to pharmacy experiential education. To ensure the safety of students and staff, university and rotation site educators needed to make changes rapidly to adapt to the dynamic environment. Objectives: To explore the impact of the COVID-19 pandemic on pharmacy students and their preceptors during experiential rotations and to identify any barriers to learning that arose and opportunities for improvement. Methods: Two online questionnaires were developed to explore the perceptions of pharmacy students and preceptors during experiential rotations. The following topics were examined: support for rotations by the hospital and the university, perceived safety, accessibility of resources, interpersonal interactions, professional development, assessment and evaluation, and overall impressions. All Advanced Pharmacy Practice Experience students from the University of Toronto who completed 1 or more rotations at North York General Hospital during the 2020/21 academic year and their preceptors were invited to participate. Results: Sixteen and 25 questionnaires were completed by students and preceptors, respectively. Both groups agreed that they were adequately prepared for the rotations and felt safe. There was a decrease in interpersonal interactions, while the use of virtual communication tools increased. Lessons learned included the need for timely communications and access to resources for learners and preceptors, contingency plans for staff shortages and outbreaks, and workspace assessments. Conclusions: During the COVID-19 pandemic, implementation of experiential rotations was associated with many challenges, but pharmacy learners and preceptors believed the overall experience was not significantly affected. RÉSUMÉ Contexte : La pandémie de COVID-19 s’est accompagnée de perturbations importantes dans le domaine de la formation pratique en pharmacie. Les éducateurs de l’université et du lieu de stage ont dû rapidement apporter des changements pour s’adapter à l’environnement dynamique et assurer la sécurité des étudiants et du personnel. Objectifs : Étudier les effets de la pandémie de COVID-19 sur les étudiants en pharmacie et leurs précepteurs pendant les stages pratiques et identifier les obstacles qui se sont présentés ainsi que les améliorations possibles. Méthodes : Deux questionnaires en ligne ont été préparés pour étudier les perceptions des étudiants en pharmacie et des précepteurs pendant les stages pratiques. Les sujets suivants ont été examinés : le soutien de l’hôpital et de l’université pour les stages, la perception de la sécurité, l’accessibilité des ressources, les interactions interpersonnelles, le perfectionnement professionnel, l’évaluation et les impressions générales. Tous les étudiants du programme Advanced Pharmacy Practice Experience de l’Université de Toronto qui ont effectué un ou plusieurs stages à l’Hôpital général de North York au cours de l’année universitaire 2020-2021 et leurs précepteurs ont été invités à participer. Résultats : Les étudiants et les précepteurs ont répondu à 16 et 25 questionnaires, respectivement. Les deux groupes ont convenu qu’ils étaient bien préparés aux stages et qu’ils se sentaient en sécurité. On a observé une diminution des interactions interpersonnelles, tandis que l’utilisation d’outils de communication virtuels a augmenté. Les leçons tirées comprennent : la nécessité de communiquer en temps opportun et l’accès aux ressources pour les apprenants et les précepteurs; les plans d’urgence en cas de pénurie de personnel et d’épidémies; et les évaluations de l’espace de travail. Conclusions : Pendant la pandémie de COVID-19, la mise en œuvre des stages pratiques a été associée à de nombreux défis, mais les apprenants en pharmacie et les précepteurs ont estimé que l’expérience globale n’a pas été touchée de manière significative.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.005 | 0.012 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.000 |
| Science and technology studies | 0.003 | 0.002 |
| Scholarly communication | 0.003 | 0.001 |
| Open science | 0.001 | 0.004 |
| Research integrity | 0.001 | 0.002 |
| Insufficient payload (model declined to judge) | 0.005 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".