Using multiple lenses to explore how an undergraduate curriculum supports pharmacy students’ patient-centred competency development

Abstract

Background: This study explores how a Bachelor of Pharmacy curriculum supports students’ holistic patient-centred competency development. Methods: This mixed- method exploratory study identified patient-centred care themes through a literature review. The themes were mapped to a curriculum. They also informed staff and student focus groups, and student, intern, and preceptor surveys. Qualitative data were thematically analysed, descriptive statistics were generated from quantitative data and the findings triangulated. Results: Six themes and 22 subthemes were identified and mapped. Attributes synthesised from subthemes, were explored via surveys. Eight staff and 20 students participated in four focus groups. The influence of people, immersive learning experiences and learning variety were identified as key facilitators for competency development. 51 students, 18 interns and 51 preceptors completed the questionnaires. The responses validated the themes and attributes and identified curricular strengths and gaps. Conclusion: A multi-step study incorporatingtriangulation generated a comprehensive and confirming overview of curriculum components, which led to pharmacy students’ development of patient-centred competencies.