Qualitative study explores competencies and perspectives on virtual education in postgraduate PharmD programs, suggesting feasibility and alignment with institutional structures.
VI were perceived as a feasible strategy for maintaining experiential training during disruption and may serve as a complementary adjunct to traditional placements when selectively aligned with appropriate competencies and supported by institutional structures. Further research is warranted to evaluate sustainable integration of virtual components and their impact on competency development in evolving practice settings.
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Bawadi et al. (2026) studied this question.
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