Dear Colleagues,

Pharmacy education in the 21st Century is, arguably, increasingly focussed on preparing graduates who are at least work-ready, and preferably, job-ready. Many different learning modalities are utilised in an endeavour to achieve these outcomes, such as the Flipped classroom, problem-based learning (PBL), team-based learning (TBL), and simulation-based learning (SBL). However, workplace learning (WPL), which involves the development and application of knowledge and skills in an authentic worksite, is often particularly valued by students as “it matters” since there are real patients who are interacting with the students.

However, workplace learning is more than just “playing a role” in a worksite, each episode of WPL has specific learning goals, often specific or suggested tasks, and benefits from effective risk assessment to protect the patient, student, worksite, and course reputation. Further, as workplace learning has been incorporated into pharmacy courses, significant innovations have also developed, sometimes rapidly, and this may pose challenges as to the reflection, redevelopment, and curation of the course and its curricular development.

Dr. Maree Donna Simpson
Dr. Greggory Maynard
Guest Editors

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• workplace learning;
• work-integrated learning;
• experiential;
• curriculum