Perceptions of Libyan Pharmacy Academics about the Importance of Social Pharmacy Subjects in the Current Pharmacy Undergraduate Curriculum

Abstract

S FOR ORAL PRESENTATIONS ORAL PRESENTATION 1: PHARMACY EDUCATION 1 Perceptions of Libyan Pharmacy Academics about the Importance of Social Pharmacy Subjects in the Current Pharmacy Undergraduate Curriculum O. Abrika, M.A. Hassali, PhD Candidate, Discipline of Social and Administrative Pharmacy, School of Pharmaceutical Sciences, Universiti Sains Malaysia, Associate Professor, Discipline of Social and Administrative Pharmacy, School of Pharmaceutical Sciences, Universiti Sains Malaysia Objectives: This study aims to explore the perceptions of pharmacy academics in Libya towards the need for social pharmacy education in the current undergraduate curriculum. Methods: A qualitative research methodology was adopted for the conduct of this study. A total of 12 pharmacy academics were selected purposively for an indepth interview from two of leading Libyan universities offering pharmacy courses (Al-Fateh University at Tripoli and Al-Arab Medical University at Benghazi). Results: Based on thematic content analysis of the interviews, a total of two major themes emerged. These themes are: The Understanding of Social Pharmacy and The Need to Include Social Pharmacy Courses in Pharmacy Education. Majority of the respondents were not familiar with the concept of social pharmacy. Ten of the interview participants expressed interests to learn more about the social pharmacy field. The study found that majority of the participants is positive towards the need for social pharmacy subjects to be included in the current pharmacy curricula. Conclusion: The findings of the pharmacy academics interview suggested that there is a need for social pharmacy subjects to be included in the current Libyan pharmacy curricula. Influence of the Pharmacy Curriculum on Students’ Preparedness for Patient Care J. Hughes, R. Parsons, S. Sargant, School of Pharmacy, and Curtin Health Innovation and Research Institute, Curtin University, Australia Objectives: To investigate the perceptions of final year pharmacy students regard how their different units of study influenced their preparedness to deliver patient care. e13 Abstracts / Research in Social and Administrative Pharmacy 8 (2012) e1–e66 Methods: The study was conducted using a self-administered questionnaire and all 4 Year BPharm students at Curtin University were invited to participate. The students were asked to indicate to what extent they felt that their different units of study (Clinical Placements, Pharmacotherapy and Pharmaceutical Practice) had assisted in the development of 16 personal attributes appropriate to deliver patient care.For the purpose of analyses, the responses, which were collected using a 5-point Likert scale (where 11⁄4strongly disagree and 5 1⁄4 strongly agree), were treated as though they are measures on a continuous scale. In this way the ‘mean’ response for each attribute could be calculated, and a ‘repeated measures’ ANOVA undertaken. The regression model included terms for the units and gender. Ethical approval was obtained from Curtin University. Results: A total of 106 students completed the survey (males 29, females 77). The differences in mean scores between units was generally fairly small, however they were statistically significant for all attributes (overall pvalue ! 0.05). The scores for placements were generally higher than for the other units, suggesting that respondents found that placements encouraged development of the attributes more than the other units. The difference in scores between Pharmaceutical Practice and Pharmacotherapy was generally smaller and less significant, however Pharmacotherapy appeared to contribute to developing key attributes necessary for problem solving. Differences in responses between genders were generally not significant, except for Attribute 11 (Motivation), where male respondents showed higher agreement with the statements than females. Conclusions: The results show that different units of study are perceived by students to have different value in preparing them to deliver patient care, with placements as most valuable. The Impact of an Innovative Learning and Teaching Module of Patient Self-Management of Chronic Pain on Undergraduate Pharmacy Student Learning L. Smith, H. McKenzie, S. Ronaldson, A. Bundy, L. Brown, S. Bonsnic-Anticevich, Faculty of Pharmacy, University of Sydney, Australia, Sydney Nursing School, University of Sydney, Australia, Discipline of Occupational Therapy, University of Sydney, Australia Objectives: To evaluate the impact of a new module of patient self-management of chronic pain on key learning outcomes in an undergraduate pharmacy student cohort. Methods: A 3 week learning and teaching module comprising online video recorded interviews featuring individuals living with chronic pain, online readings, lecture podcast and class discussion was trialed with 257 second year pharmacy students studying a compulsory pharmacy practice subject in 2011. Three key learning outcomes (challenges of living with chronic pain, strategies for self-management, pharmacist skills) were assessed through a survey comprising 6 open-ended questions administered at Weeks 1 and 3, and a 7-item multiple choice (MCQ) test (Week 3 and end of semester examination). Results: Analysis of survey data showed positive increases in both the number and quality of responses regarding students’ perceptions of: 1) the social, emotional and physical challenges patients with chronic pain may face (+16%); 2) the range of self-management strategies patients engage in (+26%); and 3) the importance of pharmacist skills such as effective communication and collaborative patient centred care (+21%). Thematic analysis revealed an emerging student discourse of ‘self-management’ as opposed to ‘educating the patient’. MCQ results at Week 3 showed that 6/7 questions were answered correctly by more than 70% of students (range 70-85%), and at the end of semester examination correct answers ranged from 61%89%. Conclusions: Results suggest that this patient-focused self-management learning and teaching module can contribute positively to student learning about an important aspect of health care education, and this is sustained over the course of the semester. Further trials are planned for nursing and occupational therapy disciplines, and will include the addition of an interprofessional group task to enhance student understandings about the role of other health professionals in the care of people with chronic pain. Can an On-site Clinical Experience Be as Good as or Better Than Learning from Lectures, PBLs, Workshops and External Placements? C. Langran, A. Alexander, School of Pharmacy, University of Reading, UK Objectives: To compare the learning experience for pharmacy students participating in an on-site clinical experience (health check project) to the learning from lectures, problem based learning (PBLs), workshops and external placements. Methods: 48 undergraduate pharmacy students volunteered to provide health checks for other students from October 2011 to March 2012. At the end of the health checks project the pharmacy students completed a survey evaluating their learning experience. The results from the survey were analysed quantitatively (using descriptive statistics) and qualitatively (using themes). Results: A 100% response rate was achieved. 96% felt that the health checks were a more practical experience compared to lectures and 56% preferred this practical style of learning. 25% perceived the health checks to be a similar learning experience to PBLs. 66% felt that health checks were better as they allowed independent learning, involved real patients, were more clinically focused and were more rewarding. 8% felt PBLs were better as they develop your team working and research