Foppa AA, Detoni KB, Fernandes BD, Mendonça SAM, Mesquita AR, Chemello C. Experiential learning in a university pharmacy: a study adopting the ethnographic approach to education. Interface (Botucatu). 2024; 28: e230092. Doi: https://doi.org/10.1590/interface.230092
Abstract
The aim of this study was to reflect on the challenge of forming the professional identity of clinical pharmacists in the context of non-integrated curriculums and a traditional specialized environment. We conducted a qualitative study between April and July 2019 guided by the ethnographic approach to education, employing multiple data collection methods. The experiential learning setting was a university pharmacy in the south of Brazil. By means of a thick description and through the use of theoretical and intertextual reflexivity, we present a narrative using the voice of the participants as an anchor to provided visibility to the experienced process. The absence of a standard for the care process in the pharmacy profession, the traditional curriculum, and the lack of connection between theory and practice are challenges facing pharmacy students in legitimizing patient-centered professional practice.
Keywords
Pharmacy education; Experience-based learning; Community pharmacy services; Qualitative research
Access in: https://doi.org/10.1590/interface.230092
