Bringing the Patient Voice into Workplace-Based Assessment of Pharmacy Learners: An Interpretive Description Study.

Objectives: This study sought to explore how patients view their involvement in pharmacy learner assessment by comparing and contrasting patients' and pharmacy learners' perspectives on learner skills patients are capable of providing feedback on.

Methods: We conducted a qualitative study informed by interpretive description methodology and situated in a pharmacist-led clinic that serves as a teaching site for pharmacy learners. We interviewed ten patients who were cared for by a pharmacy learner and ten pharmacy learners who were completing clerkship training. Data analysis was iterative and used a thematic approach.

Results: All patient participants expressed interest in giving feedback on pharmacy learner skills while learners regarded patient feedback as an asset to their educational journey. Overall, we identified two overarching themes 1) Humanistic aspects of pharmacy learner care; and 2) Intrinsic aspects of pharmacy learner care. There was marked divergence when comparing and contrasting patients' and pharmacy learners' data. Subthemes further revealed that humanistic aspects include rapport, simple language, and active listening as pharmacy learner skills patients felt they could assess. Conversely, pharmacy learners expected patients to predominantly assess their intrinsic pharmacy skills including knowledge and optimization of health.

Conclusion: This study provides insight into how real patients could participate in the assessment of pharmacy learners and how this participation was perceived by learners themselves. We encourage pharmacy educators to incorporate patient perspectives into the content/curricula of their training programs as an inclusive approach to learner assessment. We also recommend developing a patient feedback tool informed by our study findings.