**5. Discussion**

Data collection by students was introduced in 2015 to strengthen the students' perspective on the patients' use of medications and to complement the teaching of the subject already established. By having a questionnaire, students ge<sup>t</sup> the experience of asking questions that they may not have the time or courage to ask during a busy working day at the pharmacy. Since 2018, patients have been asked to give their consent for the use of data for research purposes. Both the questionnaire and the introduction were improved to facilitate and support data collection. All students collected and registered data, but not all students registered the intended number of completed questionnaires. From 2018 to 2019, the questionnaire was further improved, and the requested number of questionnaires (one per patient) was reduced from 10 to 6. The changes in the questionnaire, introduction and the possibility for support may be some of the reasons for the increase in the number of completed questionnaires per student from 2.3 to 4.4.

Obtaining student-gathered data from patients representing several community pharmacies and discussing the data in groups as well as during plenary sessions has, according to the teachers' observations, facilitated a change in the students' perspective of patients' beliefs about medications. The teachers' observations highlighted the fact that students' perspectives went from being limited to demonstrating a more empathic understanding of patients' different views, which can have a direct effect on the patients' use of medication. By generating questions and listening to the patients' answers, students demonstrated how to use the knowledge they gained to meet the learning objectives for both student and course levels. During the students' seventh community pharmacy placement, e-mails were sent to remind students to collect and register data. From 2018 to 2019, the total number of returned questionnaires increased from 2.3 to 4.4, possibly due to the increase in reminders from one to three. Students could also contact a teacher with questions about the assignment, but no students used this option. The course is the students' first experience with collecting data for both teaching and research in community pharmacy practice. This adds an increased focus on preparing students to collect valid data. Discussing data collection and introducing students to the theory before the community pharmacy placement is one way to prepare students.

Over the past 20 years, involving MSc in Pharmacy students in pharmacy practice research has proven fruitful for both students and researchers [9]. During a six-month community pharmacy internship, MSc in Pharmacy students contributed to several published studies through data collection using questionnaires and interviews with patients, pharmacy staff, and general practitioners [9].

In 2016, the International Pharmaceutical Federation (FIP) developed a set of Workforce Development Goals (WDG) at the Global Conference on Pharmacy and Pharmaceutical Education, where milestones were established for impactful global development of pharmacy and pharmaceutical science education [10]. Thirteen goals were set under three clusters: academy (focus on schools, universities, and education providers); professional development (focus on the pharmaceutical workforce); and systems (focus on policy development, governmental strategy and planning, and monitoring systems) [10].

This commentary demonstrates that the Danish Pharmacy Technician program supports the three WDG set for the academia. Under the academic capacity, the Danish education of pharmacy technicians is regulated at the governmental level, including pharmaceutical sciences and clinical practice to support the skills required of qualified pharmacy technicians. The education supports a quality-assured needs-based education and training system. Finally, the training in community pharmacy practice and early career development are supported by offering postgraduate training on the core skills needed to work as a pharmacy technician in a Danish community pharmacy [10].

## **6. Limitations**

The students were introduced to collection and registration of data, but no actual control of possible selection bias, errors in data registration, or how the students interacted with patients took place. The evaluation of the teaching and the effect of the students gathering patient data are based on the teachers' observations, leading to a possible bias where the teachers favor a more positive outcome. A formal evaluation of the students' outcome by researchers would have been of grea<sup>t</sup> value and is a possibility in the courses in the coming years.
