Background
As pharmacy practice evolves with advancing therapeutics and extended scope, pharmacists must engage in lifelong learning to maintain professional competence. The International Pharmaceutical Federation (FIP) identifies three key lifelong learning behaviors: self-directed learning, reflective practice and continuous professional development. Developing these lifelong learning skills during higher education prepares students for professional practice. This review explores lifelong learning education interventions used in pharmacy schools worldwide.
Methods
A scoping review using the Sage Research Methods framework was conducted across Medline, Embase and CINAHL. Grey literature was searched applying the same search strategy using grey literature databases, Google advanced search and relevant professional pharmacy websites. The articles were screened using Covidence and included if they described a lifelong learning educational intervention targeting pharmacy students delivered in pharmacy schools.
Results
A total of 19 records (18 peer-reviewed studies and 1 grey literature source) met the inclusion criteria. Most studies were US-based, mainly involving Doctor of Pharmacy students (n = 13). Diverse formats were delivered including reflective writing interventions, capstone group projects, and simulation-based learning activities. Most interventions addressed all three lifelong learning skills, with self-directed learning the most targeted and continuous professional development the least. Most interventions were short-term and course-based, with limited innovative and long-term approaches applied. Faculty support and involvement were seen as key contributors to fostering lifelong learning culture.
Implications
This scoping review describes a variety of lifelong learning education approaches used by pharmacy schools. Future work could focus on fostering long-term approaches to the development of lifelong learning skills.
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