Exploring Student and Faculty Staff Perceptions of a Student-Led Cardiovascular Disease Screening Clinic

AbstractObjective To explore pharmacy student and faculty perspectives on the learning and experience of a student-led cardiovascular disease (CVD) screening clinic as a form of work-based learning, with a focus on identifying opportunities for optimisation of the educational experience. Methods A qualitative study design, using focus groups with second-year pharmacy students (n=22) and semi-structured interviews with faculty staff (n=5) supervising the CVD screening clinic. The clinic operated over 88 days in a city centre location and offered opportunistic walk-in CVD screening to members of the public. A phenomenographic approach was used to explore the range of ways participants conceptualised their experiences. Transcripts were analysed thematically, and findings were interpreted using an established work-based learning model to derive broader pedagogical insights. Results Three key themes were identified: Learning in Action, Consultation Barriers, and Shaping the Future. Students reported enhanced clinical confidence, improved consultation skills, and greater appreciation of patient-centred care. Challenges included delivering sensitive health messages, navigating lifestyle advice, maintaining motivation after fulfilling assessment requirements, and engaging with complex referral pathways. The work-based learning model highlighted key areas for improvement, including mechanisms to support student–patient interaction, artefacts (tools) to aid participation, and strategies to foster motivation and practical competence. Conclusions Student-led clinics offer rich learning opportunities but require careful design and support to maximise educational value. Insights from this study can inform the development of sustainable, pedagogically grounded work-based learning experiences in pharmacy education that promote confidence, patient-facing activities and consultation skills.