Mapping technical and non-technical clinical competence in pharmacy students via experiential education: A scoping review

Abstract

Background: Pharmacy education today must strike a balance between technical expertise and non-technical skills such as communication and leadership. The purpose of this scoping review is to synthesise global evidence on educational interventions designed to cultivate these competencies in pharmacy students.     Methods: Following Arksey and O’Malley’s framework and PRISMA-ScR guidelines, searches were conducted across PubMed, Google Scholar, and AJPE for articles published between January 2007 and November 2024. Out of 406 screened articles, 28 were included. Most originated from North America between 2011 and 2019.     Results: Simulation-based training and interprofessional collaboration were the most effective strategies, improving clinical skills and confidence. Significant gaps were identified in leadership training and theoretical integration, with barriers including resource and faculty constraints.      Conclusion: While pharmacy education is increasingly student-centered, there is a critical need to integrate leadership concepts and expand experiential learning. Enhancing geographic diversity in research is essential to building context-responsive, global, evidence-based pharmacy education.