PERCEPTIONS OF PHARMACY STUDENTS AND CLINICAL PRECEPTORS ON FEEDBACK DURING EXPERIENTIAL LEARNING

Abstract

Exploring the perspectives of pharmacy students and preceptors on feedback during experiential learning in Qatar is crucial to understanding their experiences and identifying the perceived facilitators and barriers. This Master's thesis employed a scoping review and qualitative interviews to examine students' perceptions of feedback and its impact on experiential learning. The scoping review included 13 studies, revealing that feedback for pharmacy students' experiential learning is most effective when it is timely, goal-oriented, objective, and student-specific, while overly positive feedback and lack of constructive criticism were common impediments. Four main themes emerged from the qualitative study: facets of preceptorship in experiential learning, effective feedback strategies, perceived barriers and facilitators of effective feedback, and proposed strategies to improve feedback provision in experiential learning. Overall, these results have implications for designing and implementing preceptor training programs and feedback processes within pharmacy education, creating enriching experiential learning experiences for students. Future research should explore the different perspectives between hospital and community settings to understand each site's challenges and address them to enhance the experiential learning experience.