Phases 1–6 of the transformative learning framework all resonated with the pre-registration pharmacists to varying degrees. Resultsįifteen interviews following five simulation sessions at three different sites were undertaken. Transcripts were analysed using template analysis, with Mezirow’s phases of perspective transformation forming the initial coding template. Pre-registration pharmacists were individually interviewed shortly after their simulation session, using a semi-structured interview schedule based on the transformative learning framework. MethodsĪcross three different locations in Scotland, pre-registration pharmacists were paired with medical students to participate in immersive simulation scenarios with post-scenario debriefs. This study aimed to explore how interprofessional simulation training facilitates transformative learning in pre-registration pharmacists. Interprofessional immersive simulation training appears to represent a useful educational tool to meet the evolving needs of the profession, but the impact of such training on workplace behaviour and relationships has not been explored. The expanding roles of UK pharmacists have prompted substantial changes to the initial pharmacy education and training, including increasing recognition of the value of learning alongside other professional groups in acute settings.
