From expectation to experience: An evaluation of pharmacy students’ reflections before and after community pharmacy IPPE-I training

Abstract

Background: IPPE-I training is designed to bridge classroom learning with real-world community pharmacy practice. Evaluating students’ expectations and perceptions is essential to assess training effectiveness and improve experiential learning quality. Objectives: This study aimed to evaluate pharmacy students’ expectations and perceptions before and after IPPE-I community pharmacy training using qualitative and quantitative approaches, and to identify strengths, weaknesses, and areas for improvement. Materials and Methods: An observational study was conducted among PharmD students undergoing IPPE-I training. A closed ended questionnaire for quantitative analysis with 12 questions in 4 categories at the end of training and an open-ended questionnaire for qualitative analysis were given before and after the training. Results: Quantitative findings revealed that 43.42% agreed practical tasks were aligned with classroom teaching, 46.05% reported improved confidence in patient communication, 47.37% agreed that the training site was well organized and 48.68% received clear instructions and supervision, 57.89% agreed that preceptor experience enhanced understanding of training activities, preceptors were approachable and patient (55.26%), timely, constructive feedback provided (51.32%), encouraged for active participation in pharmacy tasks (55.26%) and 46% indicated improvement in critical thinking. Qualitative analysis demonstrated a shift from expectations of basic practical exposure to improved prescription handling, patient counselling, and professional confidence. SWOT analysis identified skill development and professionalism as strengths, with variability in supervision and learning opportunities as key weaknesses. Conclusion: IPPE-I community pharmacy training effectively enhanced students’ clinical, technical, and professional competencies; however, standardization of training sites and strengthened preceptor development are necessary to ensure consistent learning outcomes.