Abstract

INTEGRATION OF EARLY COMMUNITY PRACTICE IN PHARMACY EDUCATION AT THE UNIVERSITY OF BELIZE

Danladi C. Husaini^1*, Yusuf Abubakar², Lydia Harris-Thurton³, David D. Mphuthi⁴ and Jane A. Chiroma⁵

¹Danladi Chiroma Husaini*, Pharmacy Program, Allied Health Department, Faculty of Health Sciences, University of Belize, Central America. hchiroma@ub.edu.bz; https://orcid.org/0000-0003-1655-2873
²Yusuf Abubakar, Pharmacy lecturer, Pharmacy Program, Allied Health Department, Faculty of Health Sciences, University of Belize, Central America. yabubakar@ub.edu.bz, https://orcid.org/0000-0001-8188-866X
³Lydia Harris-Thurton, Senior lecturer, Pharmacy Program, Allied Health Department, Faculty of Health Sciences, University of Belize, Central America. lthurton@ub.edu.bz, https://orcid.org/0000-0002-3192-4914
⁴David D. Mphuthi, Professor, Faculty of Health Studies, College of Human Sciences, Muckleneuk Campus, University of South Africa, South Africa. mphutdd@unisa.ac.za, https://orcid.org/0000-0002-7928-1188
⁵Jane A. Chiroma, Senior lecturer, Department of leadership and curriculum development, Pan Africa Christian University, Kenya. janeexperience@gmail.com, https://orcid.org/0000-0002-8995-8308

ABSTRACT

Recently, the University of Belize pharmacy program implemented a 5-year bachelor of pharmacy degree to meet the national and regional demands for pharmacists. This study was designed to provide students with early pharmacy practice experience aimed at integrating the knowledge and skills needed to practice as future pharmacists. Data collected for the program shall be used for the program review at the end of the first cycle of the bachelor’s degree training. Quantitative and qualitative methods of data collection were employed to assess credit-bearing experiential learning activities in two consecutive semesters at community pharmacies in Belize. Data were collected utilizing reflective essays, self-assessment questions, and focus groups. Analyzed data were described, presented in tables, and emerged themes were discussed. Students reported a robust learning experience as a result of the experiential activity. They reported integrating theory to practice in pharmacology, improved communication, dispensing OTC and prescription drugs under a supervisor, patient counseling, and build confidence and inter-professional relationship with preceptors. Experiential learning activities in the community pharmacy settings are not well established in Belize. Providing regular experiential learning opportunities early in the bachelor’s program will enhance students’ experience, build students’ confidence, and improve the quality of the University of Belize graduates. In general, the students expressed that the experience was enriching and should be continued.

Keywords: Pharmacy education, pharmacy practice, community pharmacy, experiential learning, pedagogy, University of Belize.