Role-emerging placements (REPs) – An evolving alternative for student pharmacist experiential education

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Cited by (5)

  • Community, hospital and industry preceptor perceptions of their role in experiential placements- the need for standardization of preceptor responsibilities and evaluations on students

    2018, Currents in Pharmacy Teaching and Learning
    Citation Excerpt :

    The experiential placement settings may include community, hospital, industry, professional bodies, specialty clinics, rural and remote environments. More recently, new “role-emerging” placements (placements which traditionally do not include pharmacists in their day-to-day activities) have gained traction and may also be considered.6–8 With the diversity and changing landscape for experiential placements, adaptation of preceptor roles, responsibilities, placement activities, evaluation, and feedback processes would be beneficial.

  • Development of a template to facilitate reflection among student pharmacists

    2018, Research in Social and Administrative Pharmacy
    Citation Excerpt :

    Preceptor development is becoming increasingly challenging, with greater pharmacy student cohort sizes,10–12 and quality assurance has been highlighted as a common concern facing pharmacy experiential education.13 In response to the challenges associated with securing quality placement experiences for growing student cohort sizes, and also to the need of shifting the focus of experiential education to reflect modern healthcare needs,14–17 pharmacy programs are seeking to supplement traditional placements with alternative experiential opportunities such as those offered as role-emerging placements (REPs).18–27 The need for self-directed learning and reflection in REPs is even greater, as these placements do not employ a pharmacy preceptor on site.

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