Academic Journal
Readiness for virtual experiential education: A qualitative study of PharmD students and faculty preceptor perspectives in a postgraduate program.
| Title: | Readiness for virtual experiential education: A qualitative study of PharmD students and faculty preceptor perspectives in a postgraduate program. |
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| Authors: | Bawadi H; Department of Nutritional Sciences, College of Health Sciences, QU Health, Qatar University, Doha, Qatar. Electronic address: hbawadi@qu.edu.qa., Shami R; College of Dental Medicine, QU Health, Qatar University, Doha, Qatar. Electronic address: rulashami@qu.edu.qa., Al-Jayyousi GF; Department of Public Health, College of Health Sciences, QU Health, Qatar University, Doha, Qatar. Electronic address: g.aljayyousi@qu.edu.qa., Al-Moslih AMI; University of Lancashire, School of Medicine and Dentistry, Preston, Lancashire, UK., Du X; UNESCO PBL Centre in Engineering Science and Sustainability, Department of Sustainability and Planning, Aalborg University, Denmark. Electronic address: xiangyun@plan.aau.dk., Diab M; Department of Clinical Pharmacy and Practice, College of Pharmacy, QU Health, Qatar University, Doha, Qatar. Electronic address: mohamed.diab@qu.edu.qa., Rahim HA; Department of Public Health, College of Health Sciences, QU Health, Qatar University, Doha, Qatar. Electronic address: hanan.arahim@qu.edu.qa., El-Awaisi A; Department of Clinical Pharmacy and Practice, College of Pharmacy, QU Health, Qatar University, Doha, Qatar. Electronic address: elawaisi@qu.edu.qa. |
| Source: | Currents in pharmacy teaching & learning [Curr Pharm Teach Learn] 2026 Jun; Vol. 18 (6), pp. 102624. Date of Electronic Publication: 2026 Mar 05. |
| Publication Type: | Journal Article |
| Language: | English |
| Journal Info: | Publisher: Elsevier Country of Publication: United States NLM ID: 101560815 Publication Model: Print-Electronic Cited Medium: Internet ISSN: 1877-1300 (Electronic) Linking ISSN: 18771297 NLM ISO Abbreviation: Curr Pharm Teach Learn Subsets: MEDLINE |
| Imprint Name(s): | Original Publication: New York : Elsevier |
| MeSH Terms: | Problem-Based Learning*/methods , Problem-Based Learning*/standards , Preceptorship*/methods , Preceptorship*/standards , Preceptorship*/statistics & numerical data , Students, Pharmacy*/psychology , Students, Pharmacy*/statistics & numerical data , Perception*, Focus Groups/methods ; Education, Pharmacy, Graduate/methods ; Education, Pharmacy, Graduate/standards ; Education, Pharmacy, Graduate/statistics & numerical data ; Curriculum/trends ; Humans ; Qualitative Research ; Female ; Male ; Adult |
| Abstract: | Introduction: Disruptions to clinical training have prompted exploration of alternative experiential learning models, including virtual internships (VI). Understanding stakeholder perceptions and readiness determinants is important for evaluating the feasibility of VI and informing their structured integration within PharmD curricula. This study explored PharmD students' and faculty preceptors' perceptions of VI and examined factors shaping readiness for implementation within a postgraduate program. Methods: A qualitative study was conducted within a one-year postgraduate PharmD program. All eligible students (n = 12) and faculty preceptors (n = 8) were invited to participate. Two focus groups were conducted with students (n = 10) and five semi-structured interviews with faculty preceptors. Data were analyzed thematically and interpreted using readiness to change framework. Results: Participants recognized the necessity of transitioning to VI and described both enabling conditions and constraints. Virtual delivery supported continuity of experiential training and was perceived to facilitate clinical reasoning and self-directed learning. Faculty highlighted structured academic scaffolding, use of electronic health records, and leadership coordination as key implementation enablers. However, limitations related to direct patient interaction, interprofessional engagement, and applied clinical skill development were consistently identified. VI was perceived to be differentially suited to specific competencies and internship types, supporting selective rather than universal application. Conclusion: VI were perceived as a feasible strategy for maintaining experiential training during disruption and may serve as a complementary adjunct to traditional placements when selectively aligned with appropriate competencies and supported by institutional structures. Further research is warranted to evaluate sustainable integration of virtual components and their impact on competency development in evolving practice settings. (Copyright © 2026 The Authors. Published by Elsevier Inc. All rights reserved.) |
| Competing Interests: | Declaration of competing interest The authors declare no competing interests. |
| Contributed Indexing: | Keywords: Experiential education; Online learning; Organizational readiness; PharmD program; Pharmacy education; Qualitative research; Readiness to change; Virtual internships |
| Entry Date(s): | Date Created: 20260306 Date Completed: 20260710 Latest Revision: 20260710 |
| Update Code: | 20260711 |
| DOI: | 10.1016/j.cptl.2026.102624 |
| PMID: | 41791286 |
| Database: | MEDLINE |
| ISSN: | 1877-1300 |
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| DOI: | 10.1016/j.cptl.2026.102624 |