Although both pharmacy and medical students valued the IPE experience, the interviews have helped identify minor changes to further increase the value of these sessions to pharmacy students, for example, providing some
additional preparation for medical students prior to the IPE sessions. 1. John DN, Premji A, Coulman SA, Hayes J, Sweetland H, Thompson JP, Routledge PA. Evaluating an Interprofessional Education Therapeutics and Prescribing Activity for Third Year Medicine and Pharmacy Undergraduates. International Journal of Pharmacy Practice 2012; 20(S2): 3. Samuel Jee, Ellen Schafheutle, Peter Noyce The University of Manchester, Greater Manchester, UK Qualitative interviews explored the views of newly qualified pharmacists (NQPs)’
on how they adjusted to their role following training All NQPs found the responsibility and accountability they faced learn more challenging; NQPs in community felt unprepared for managerial tasks and delivering services they were unfamiliar with; NQPs in hospital found it difficult to manage their time and workload Providing trainees with more responsibilities and learning opportunities in, for example, a range of services during training as well as providing formal support to NQPs may ease the transition from trainee to pharmacist Pre-registration training (PRT) can Selleck Apoptosis Compound Library play a major role in instilling professionalism1 and facilitating MycoClean Mycoplasma Removal Kit the development of skills required to practise as a pharmacist. Little is known, however, on how successful the pre-registration year is in preparing NQPs for practice as a pharmacist. The aim of this paper is to explore the views of NQPs on how successful PRT was in preparing them for their role and the challenges they faced. A purposive sample of trainees from community and hospital pharmacies were recruited in August / September 2011 across the North-West of England as part of a longitudinal study exploring the role of PRT in the professional socialisation of trainees. Semi-structured telephone interviews were conducted
with NQPs approximately three months after registration. Interviews were audio-recorded, transcribed verbatim and analysed thematically using template analysis and the framework technique.2 The topic guide included how well PRT prepared NQPs for their role, the challenges faced and who had supported them as NQPs. NHS ethics approval was granted. Interviews were carried out with 19 NQPs (10 female; mean age = 23.53, SD = .90). All NQPs were working in the same sector they trained in: 13 in community, six in hospital. Fourteen were working at a different pharmacy than where they trained. They were working as pharmacy managers (n = 3), second pharmacists (n = 3), relief pharmacists (n = 3); and locums (n = 4) in community and band six (n = 4) and resident pharmacists (n = 2) in hospital.