Tutors' feedback of experiential learning in an M.Pharm. programme: TELL Project

Background: Experiential learning (EL) tutors act as a bridge between learning in the classroom and putting this into practice (Zeitoun et al., 2020), with students commenting that their placement experiences were highly dependent on tutors (Jacob & Boyter, 2020).
Aim: To determine tutors’ perceptions about EL.
Method: A mixed-methods study was undertaken involving pharmacists working in hospital and community practice who were EL tutors. It involved a 16-item online survey and a series of qualitative interviews. Close-ended questions were analysed using SPSS Version 27 while thematic analyses were undertaken on open-ended comments and qualitative findings.
Results: There were 77 responses to the online survey (58 complete): 32 community; 45 hospital. Five focus groups consisting of 25 hospital tutors, and 11 one-on-one interviews with community tutors were conducted. 33/44(75.0%) of hospital tutors disagreed that having a student helped them complete their daily responsibilities compared to 16/31(51.6%) of community tutors. More than 40% (35/76) of all respondents agreed that having students increased their stress. Tutors were positive about the effectiveness of EL in developing students’ clinical, technical, and professionalism and communication skills. Three key themes were developed: (1) being a tutor, (2) students on EL, (3) perception of the structure and content of EL. Student engagement and attitudes impacted their experience as tutors, with poor attitude noted as challenging. Opportunities for staff recruitment were noted as a benefit, however the limited time and duration of placements were challenging.
Discussion: While tutors were, on the whole, positive about their experience; key challenges were noted. A community-based participatory research approach should be adopted, where key stakeholders are involved in the co-design of experiential learning to ensure engagement and avoid future dissatisfaction.