Abstract
Objective. To evaluate the introduction of 10 Visual Thinking Strategies (VTS) sessions into year 2 of a Bachelor of Pharmacy (BPharm) program with the aim of assisting students in developing the skills and attitudes required for inclusive practice.Methods. The evaluation used a cross-sectional study design. All members of the first two successive student cohorts to complete multiple VTS sessions completed a 38-item online reflective questionnaire exploring student perceptions of competency development, transference, and session acceptability. Students were asked for their consent to include their responses in a research study. Closed-question responses were analyzed to produce descriptive statistics. Free-text responses were categorized and quantified using an inductive approach and manifest content analysis.Results. Fifty-six percent of the students (98 of 174) allowed their responses to be included in the study. Students generally believed the sessions had supported their development of person-centred communication, cultural competence, and critical thinking skills. The minimum level of agreement that improvement in an area occurred was 74.5%. Free-text responses revealed the perception of additional skill and attitude development. Sixty percent of participants had thought about the VTS questions or used what they had learned in the VTS sessions in other settings. Eighty-six percent of students agreed that content on VTS should remain in the BPharm curriculum.Conclusion. Incorporating regular VTS sessions into the second year of a BPharm program was acceptable to students. Data suggest that inclusion of multiple VTS sessions is a valuable addition to the pharmacy curriculum, offering affective learning experiences which support development and transference of key skills and attitudes relating to the provision of inclusive person-centred care.