Currents in pharmacy teaching & learning · 2026
Pharmacy student-facilitated prescription writing workshop: Evaluating interprofessional peer performance, communication, and collaboration.
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Saad Aline H, DeWeert Daniel, Hadad Noor, Rukat Caitlin E, Stewart Brittany, Barnes Brian J, Guyer Christopher
Аннотация
INTRODUCTION: A peer-led prescription writing workshop was delivered by pairs of fourth-year pharmacy student facilitators (PSFs) to second-year medical (MD) and first-year physician assistant (PA) students. This study assessed PSFs' teaching performance and evaluated participants' perceptions of the workshop's educational value.
METHODS: A mixed-methods cross-sectional design was used. MD and PA students evaluated the PSFs and the workshop via a Likert scale survey that was developed from validated instruments. PSFs also completed self-assessments and evaluated their co-facilitator's performance. Descriptive statistics were reported (N, %), stratified by discipline, and comparisons were made using chi-square and Mann-Whitney U tests. A post-workshop focus group with PSFs explored experiences and feedback was analyzed using Braun and Clarke's inductive thematic analysis.
RESULTS: Ten PSFs led the session for 339 students (289 MD, 50 PA). Quantitative results showed high satisfaction, with 85% of all participants strongly agreeing the session was informative and 84% feeling it met expectations. Most participants rated PSFs' performance at the highest level, and PSFs gave similarly high ratings to themselves and co-facilitators. More PA students (73%) expressed interest in further training compared to MDs (44%, p = 0.0001). Qualitative analysis revealed that PSFs experienced challenges engaging students during the role-play activity. Effective teaching strategies included preparation, collaboration to address knowledge gaps, and using the teach-back method. PSFs found the experience rewarding, valued affirming feedback, and expressed interest in future peer-facilitated teaching.
CONCLUSION: A peer-led prescription writing workshop successfully met learners' expectations and was a valuable experience for both student facilitators and participants.
METHODS: A mixed-methods cross-sectional design was used. MD and PA students evaluated the PSFs and the workshop via a Likert scale survey that was developed from validated instruments. PSFs also completed self-assessments and evaluated their co-facilitator's performance. Descriptive statistics were reported (N, %), stratified by discipline, and comparisons were made using chi-square and Mann-Whitney U tests. A post-workshop focus group with PSFs explored experiences and feedback was analyzed using Braun and Clarke's inductive thematic analysis.
RESULTS: Ten PSFs led the session for 339 students (289 MD, 50 PA). Quantitative results showed high satisfaction, with 85% of all participants strongly agreeing the session was informative and 84% feeling it met expectations. Most participants rated PSFs' performance at the highest level, and PSFs gave similarly high ratings to themselves and co-facilitators. More PA students (73%) expressed interest in further training compared to MDs (44%, p = 0.0001). Qualitative analysis revealed that PSFs experienced challenges engaging students during the role-play activity. Effective teaching strategies included preparation, collaboration to address knowledge gaps, and using the teach-back method. PSFs found the experience rewarding, valued affirming feedback, and expressed interest in future peer-facilitated teaching.
CONCLUSION: A peer-led prescription writing workshop successfully met learners' expectations and was a valuable experience for both student facilitators and participants.