Abstract
In this article the design of three master programs (MSc in Pharmacy) and two postgraduate specialization programs for community or hospital pharmacist is described. After a preceding BSc in Pharmacy, these programs cover the full pharmacy education capacity for pharmacists in primary and secondary health care in the Netherlands. All programs use the CanMEDS framework, adapted to pharmacy education and specialization, which facilitates the horizontal integration of pharmacists’ professional development with other health care professions in the country. Moreover, it is illustrated that crossing the boundary from formal (university) education to experiential (workplace) education is eased by a gradual change in time spent in these two educational environments and by the use of comparable monitoring, feedback, and authentic assessment instruments. A reflection on the curricula, based on the principles of the Integrative Pedagogy Model and the Self-determination Theory, suggests that the alignment of these educational programs facilitates the development of professional expertise and professional identity of Dutch pharmacists.
Highlights
During the last few years of university training and the beginning of professional life pharmacy students have to make the transition from formal “academic” learning to practical “experiential”learning
In Leiden a fundamental choice for introducing “experiential learning” was made recently and this has resulted in a curriculum, where workplace learning is combined with formal learning to a large extent
Pharmacy) and the postgraduate specializations for hospital or community pharmacist use the CanMEDS model as a backbone
Summary
During the last few years of university training and the beginning of professional life pharmacy students have to make the transition from formal “academic” learning to practical “experiential”. Formal education is needed expertise to obtain [15] These instructional principles areapplied intended to facilitate transformation theoretical/conceptual develop generic skills that can be in various contexts, but in order of to become a true expert a knowledge practical/experiential knowledge (and vice versa) use of student has into to develop situation-specific forms of competence, whichand onlytois stimulate possible inthe authentic self-regulation for reflecting on both practical and conceptual knowledge. Can be used to the societal expectations of the profession [7] and is reflected in competency-based frameworks such monitor the motivation of suggested pharmacy that students to develop theirTheory professional identity Contribute optimally to the required development of professional expertise and identity
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