Authors
Sébastien Chanoine, Quentin Perrier, Elisa Vitale, Arnaud Tanty, Benoît Allenet, Pierrick Bedouch
Published in
Pharmacy (Basel, Switzerland). Volume 14. Issue 4. Jun 24, 2026. Epub Jun 24, 2026.
Abstract
Background: Pharmacy students in France complete an equivalent six-month full-time hospital placement during the fifth year of their university curriculum. At our school, it includes a clinical pharmacy within a medical ward, with daily supervision by a clinical pharmacist and a pharmacy resident. This training has been strengthened by the introduction of a workplace-based formative assessment conducted at the end of the clinical pharmacy rotation, alongside weekly clinical case discussions at the school, culminating in an end-of-year oral assessment. Objective: To assess the performance, determinants, and acceptability of this assessment model. Methods: We conducted a retrospective, single-center study over ten academic years (2013-2023). The evaluation combined three complementary components: the workplace-based clinical assessment based on real patient interactions, the case-based oral assessment, and students' satisfaction. Results: Nearly one thousand students were included. Students' performances remained stable over time. Higher scores were observed among students with prior clinical experience and those enrolled in hospital-focused training pathways. Student satisfaction was high, particularly in settings with direct pharmaceutical supervision, which was strongly associated with improved perceived learning, engagement, and supervision quality. Conclusions: Beyond performance measurement, this model appears to foster clinical reasoning, professional development, and student engagement, suggesting its relevance for competency-based pharmacy education.
PMID:
42506780
Bibliographic data and abstract were imported from PubMed on 27 Jul 2026.
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