MPharm Degree Research Articles

Empowering future pharmacists - Embedding prescribing in the United Kingdom pharmacy undergraduate degree

IntroductionPharmacy education within the United Kingdom (UK) is on the cusp of a major change with the integration of pharmacist independent prescribing into the undergraduate Master of Pharmacy (MPharm) degree and foundation year. This presents an opportunity for schools of pharmacy to completely review and redesign the MPharm degree in order to embed prescribing. This commentary details what needs to change within the MPharm degree and how these changes can be enacted. CommentaryThe learning outcomes for the new degree place greater emphasis on diagnostic and consultation skills, risk management, professional judgement, and leadership. Course content needs to be sequenced so that complexity builds throughout the programme and clinical skills are taught and practised within the context of prescribing. There will be more emphasis on higher-order cognitive skills, such as collaborative clinical decision-making, considering potential risks and benefits. Teaching will need to align with learning on placements and time needs built into the curriculum for preparation and debrief sessions following placements and simulation scenarios. The increased responsibility that comes with prescribing rights will require review of how professional identity is formed and professionalism skills are taught and assessed. ImplicationsPharmacists' expertise in medicines means that they are well-placed to be prescribers, which will help meet health service demands. Long-term funding will be required for placements in community, general practice, and hospital settings, including the provision of training and support to pharmacists mentoring students on placements. In spite of the challenges of curriculum redesign, this opportunity is wholeheartedly welcomed.

Mental health: “it is a subject where most pharmacists [or pharmacy] students have no more knowledge than the general public”

BackgroundMental health is a global health priority, and pharmacists have a valuable role in improving outcomes in all sectors of practice. This study sought to explore pharmacy students’ views on teaching and learning of mental health and future practice.MethodsAn anonymous online questionnaire was distributed to pharmacy students in the UK and Ireland in February 2020 via the Qualtrics™ platform and 232 students responded. The questionnaire was originally intended to explore the provision of Mental Health First Aid (MHFA) teaching and the quantitative analysis has been previously reported. Students were invited to comment on their views about MHFA. The open-ended question: ‘Do you have any other comments about mental health teaching and learning in the MPharm degree?’ was also included. The rich free-text data were analysed, and themes identified.ResultsThree major themes were identified: (i) Mental Health is important; (ii) Pharmacist roles and (iii) So, Teach me. A fourth theme, Stigma, crosscut all the themes.ConclusionsPharmacy students appreciate the importance of mental health care. The majority recognise the role of the pharmacist in providing person-centred care and the potential to enhance this role. Students are keen to learn more, and acquire the confidence and skills to contribute in the future. They would like an integrated approach and have more opportunities to learn from patients. Addressing stigma is an important consideration for educators.

Katie Maddock: ‘Implementing clinical placements will be a seismic shock for the profession’

Katie Maddock has become the new chair of the Pharmacy Schools Council at a crucial time. Universities are preparing for major changes to the MPharm degree programme, with students spending more time in clinical placements, the integration of prescribing training for all graduates by 2026, and a challenge from the Office for Students to reduce the […]

Apprentice pharmacists: could they help reduce shortages?

After a hiatus during the COVID-19 pandemic, talks restarted in June 2021 among pharmacy employers on how to introduce degree apprenticeships as an alternative to the MPharm degree in England. In this episode of The PJ Pod, we explore the arguments for and against the idea, and consider whether it could help with the current […]

Contextualising the Perceptions of Pharmacists Practicing Clinical Pharmacy in South Africa-Do We Practice what We Preach?

The National Department of Health published their Quality Standards for Healthcare Establishments in South Africa and introduced the National Health Insurance, with the pilot phase that commenced in 2012. The system requires an adequate supply of pharmaceutical personnel and the direct involvement of clinical pharmacists throughout the medication-use process to ensure continuity of care, minimised risk with increasing improvement of patient outcomes. The study aimed to provide insight into the pressing issues of clinical pharmacy practice in South Africa, and sets out to contextualise the current profile of the pharmacist performing clinical functions. The study used a quantitative, explorative, cross-sectional design. The population included pharmacists from private and public tertiary hospitals. A questionnaire was administered, using Typeform™. Ethics approval was obtained from Sefako Makgatho Health Sciences University, National Department of Health and Private Healthcare groups. Categorical data were summarised using frequency counts and percentages; continuous data were summarised by mean values and standard deviations. The sample size included 70 pharmacists practicing clinical pharmacy (private sector n = 59; public sector n = 11). Most participants hold a BPharm degree (busy with MPharm qualification) (64%; n = 70). No statistical significance was found between participants in private and public practice. Most pharmacist agreed (32% (private); n = 59) and strongly agreed (45% (public); n = 11) to have sufficient training to perform pharmaceutical care. The majority respondents felt that interventions made by the pharmacist improved the rational use of medicine (47% (private); 55% (public). Pharmacist interventions influence prescribing patterns (42% (private); 64% (public); and reduce polypharmacy (41% (private); 55% (public). The clinical functions mostly performed were evaluation of prescriptions (private 90%; public 82%), while the top logistical function is daily ordering of medication (40.7%; private), and checking of ward stock (36%; public). Although not all pharmacists appointed in South Africa has completed the MPharm degree in clinical pharmacy, the pharmacists at ward level perform numerous clinical functions, even if only for a small part of their workday. This paper sets the way to standardise practices of clinical pharmacy in South Africa, with a reflection on the differences in practice in different institutions.

Delivery of the Dementia Friends programme on the MPharm degree course: a qualitative exploration of pharmacy students’ perspectives

Abstract Introduction A person-centred approach to dementia care has been advocated1, but limited literature exists on integration of this into pharmacist undergraduate education. The Alzheimer’s Society Dementia Friends programme was developed to change peoples’ perceptions and promote understanding of living with dementia. In 2019, the School piloted provision of Dementia Friends training; Level 3 MPharm students (n=102) were invited by email to participate as an optional part of a Clinical Therapeutics module. Sixty-three students (61.8%) attended the workshop, which combined Dementia Friends training with an interactive session facilitated by a person living with dementia (PLWD). Aim To explore undergraduate pharmacy students’ views and experiences of the Dementia Friends pilot. Methods All students who had attended the workshop were invited by email to participate in a focus group during February 2020. Participants provided written informed consent. The topic guide focused on students’ views of workshop delivery, improvements that could be made, their understanding of person-centred care, and the impact of the workshop on their clinical practice. The focus group was audio-recorded, transcribed verbatim, and analysed using thematic analysis. Results One focus group was conducted with eight students. Three overarching themes were identified: learning from an expert patient; importance of person-centred care; and dementia education during MPharm degree. Students valued the opportunity to learn from a PLWD and felt it allowed them to relate the condition to a real person: “it felt more personal so you could really connect with them [PLWD] and understand their experience”. Hearing about the ‘lived experience’ helped to contextualise learning from other methods of delivery, e.g. lectures: “you don’t know what’s going on in someone else’s life, and sometimes we’re all a bit quick to judge, I think [the workshop] put that into perspective”. Students described having greater understanding of person-centred care and taking a holistic approach to pharmaceutical care provision for PLWD: “it’s very important to take into account their quality of life…we can focus on the clinical but looking at the person as a whole actually helps their treatment” and “one of the things I found most interesting was that they might not remember the interaction but they will [retain] the feeling or emotion”. Students reported feeling more confident in engaging with PLWD following the workshop, which is something they would not have had the opportunity to learn from lectures alone: “If we hadn’t had that dementia training, I feel like I would still have no confidence chatting to dementia patients”. Students suggested that future Dementia Friends training should be delivered earlier in the MPharm degree course. Conclusion This study has shown that Dementia Friends training complemented students’ existing knowledge of dementia and increased their confidence to communicate with PLWD. The use of an expert patient was an effective way of supporting MPharm students to develop a person-centred approach to their professional practice. The study was limited to one university so findings may not be generalisable. However, these data provide a good basis for future development and evaluation of Dementia Friends training provision to MPharm students.

Student pharmacists and mental health nurses training together in suicide prevention: an evaluation of interprofessional education

Abstract Introduction Suicide prevention is a Government priority and affects every sector of society.(1) The role of mental health nurses (MHN) in suicide prevention is more obvious than that of pharmacists. However, the requirement for suicide prevention training in community pharmacy staff has been incentivized in England through its inclusion in the Pharmacy Quality Scheme. (2) There is no standardized requirement for suicide prevention training in the MPharm degree so we curated an interprofessional education (IPE) session involving pharmacy and MHN students in order to learn about suicide prevention in a mutually beneficial way. Aim We aimed to evaluate the IPE session to understand the attitudes towards suicide and preparedness to help someone thinking about or planning suicide of both sets of students. We aimed to compare any changes in attitude before and after the session both within and between pharmacy students and MHN students. Methods We delivered two IPE sessions on suicide, 3.5 hours in length. Students attended one session. This was compulsory for pharmacy students and optional for MHN students. We evaluated the session through a duplicated, anonymous online survey, via the Qualtrics® platform, at the start and end of the session. Students were informed that this was an optional evaluation. They self-assigned a code that we used to link their answers. We invited students to answer a series of questions to assess their attitudes and preparedness to suicide prevention. We summarised these data using descriptive statistics related to individual statements and composite scores. We used Independent-samples median test and Wilcoxon-Signed Rank Tests to compare data distributions between professional groups before the session, between groups after the session and then to understand change within subject groups, using paired data only. Results 104 students completed the initial survey of which 46% (n=48) were pharmacy students. MHN students reported being more prepared to respond to suicide (median:14, IQR 12–15) than pharmacy students (median: 8, IQR 6–10). Prior to the session, there were no statistically significant differences in responses to the attitude questions between MHN and pharmacy students, barring one question (‘I don’t feel comfortable assessing someone for suicide risk’). A statistically significant increase in preparedness was reported both pharmacy students (p<0.005) and MHN students (p<0.005), following the session (n=76 in paired analysis). MHN students (median: 15, IQR 15–17) continued to report higher levels of preparedness than pharmacy students (median=13, IQR: 10–15). Conclusion We present an innovative session in suicide awareness involving two professional groups. MHN self-reported higher levels of preparedness in suicide prevention than pharmacy students both before and after the session but an improvement was seen in both groups. These results indicate that IPE between MHN and pharmacy students could improve preparedness relating to suicide. More work is needed to explore the optimal content of training and longitudinal impact of training involving more students, as well as understanding if self-reported preparedness translates to professional behaviour, all of which are limitations of the current study

MPharm awarding gap: how can BAME students be better supported? (audio)

PJ Pod · MPharm awarding gap: how can BAME students be better supported?(part 2) The Pharmaceutical Journal recently revealed for the first time that a significantly lower proportion of black, Asian and minority ethnic (BAME) students are awarded a higher MPharm degree, compared with their white counterparts. In the first podcast, we aimed to explore the issues raised by […]

National recruitment scheme for pre-registration pharmacist training in England and Wales: a mixed method evaluation of experiences of applicant pharmacy students

BackgroundA national pre-registration pharmacist training recruitment scheme, which replaces local recruitment models, was introduced in England and Wales in 2017. The national recruitment system allows pharmacy students to apply for the 52 weeks training programmes (mandatory requirement for registration as a pharmacist), through a single application system prior to undertaking a nationally administered assessment. This study aimed to explore experiences of pharmacy students on the national recruitment scheme, particularly their views on the selection methodology, application process, and offer outcomes.MethodsThis mixed method study involved a) an online survey of all (approximate n = 2800) year 4 (final year of MPharm degree) pharmacy students in England and Wales and b) a qualitative focus group with four students. The study population was eligible to participate in the 2017/18 national recruitment scheme. Survey respondents were invited to participate in a focus group. Quantitative data were analysed using descriptive and inferential analysis. Qualitative data were analysed using the framework technique. Participation was voluntary. Ethical approval from University of Birmingham was obtained.ResultsA total of 307 completed surveys were returned (approximate response rate 11%). Respondents were generally satisfied with the application process and commended the fairness of the selection methodology and convenience in allowing them to apply to multiple training providers. Most survey respondents (n = 181, 72.9%) were either satisfied or highly satisfied with the training programme they were offered based on their assessment performances. Three themes and eight sub-themes obtained from the analysis of over 200 open comments data from the survey and transcript of a focus group with four participants. Results suggested the need to widen the timeframe available for applicants to shortlist their preferred employers, improve the method of programme listing in the application system, and consideration of prior achievements including academic performances and placement experiences to be included in the selection methodology.ConclusionsExperiences of pharmacy students on the national recruitment scheme suggest that respondents considered the selection methodology to be fair. Student engagement and satisfaction with the recruitment system can be maximised through improved listing of employers and widening the timescales for students to shortlist their preferred employers during application process. Inclusion of University achievements in the selection methodology will require consideration of evidence based approaches. Low response rate limits generalisation of findings.

Swansea University launches its first MPharm degree

Swansea University launches its first MPharm degree

Association between attendance and overall academic performance on a module within a professional pharmacy degree

Background and purposeAs the higher education (HE) classroom begins to adopt newer internet-based technologies, the relationship between attendance and performance needs to be re-evaluated, particularly for professional degree courses such as pharmacy. In the present study, we aimed to establish if an association exists between attendance at all timetabled classes and academic performance, in a Clinical Pharmacology and Therapeutics (CPT) module, as part of the Master of Pharmacy (MPharm) degree course at Ulster University. Educational activity and settingData on attendance, final examination and coursework performance were collected over two academic years (2013–14 and 2014–15) of the CPT module at Ulster. In total 67 students were analysed. The MPharm degree at Ulster University implements an attendance policy, both as a pastoral support tool and to reinforce the need for professional conduct as a pharmacist. FindingsStudent (2013–14 and 2014–15, n = 35 and 32, respectively) attendance on the module across both year groups was approximately 80%. We observed positive, and statistically significant relationships between attendance and performance on the examination, and especially in the coursework elements of the module. Student failure (below 40%) in the final examination was linked to attendance below an 80% threshold in nine of 12 cases. Reasons for not attending class varied, but illness was unquestionably the most commonly cited extenuation. DiscussionTaken together, these data confirm a convincing association between student attendance and academic achievement. SummaryOur studies promote the use of attendance monitoring policies for professional degree courses such as pharmacy.

First students graduate from integrated five-year MPharm degree

First students graduate from integrated five-year MPharm degree

“Broadening horizons” optional modules in the Nottingham MPharm degree

In Year 3 of the MPharm degree at the University of Nottingham, many of the students undertake 20-credits of “broadening horizons” optional modules, chosen from a wide and diverse range from across the university. This study presents student views regarding their module choices and on their performances with such diverse module choices of varied levels. Follow-up surveys and focus group discussions with alumni will determine the contribution of this breadth to a student’s education, in providing them with a different perspective on life, to their chosen profession and future career paths.Keywords: Electives, optional modules, MPharm, pharmacy

Qualitative Evaluation of a Practice-based Experience Pilot Program for Master of Pharmacy Students in Scotland

Objective. To determine the views of pharmacists in central Scotland regarding experiential education for MPharm students. Methods. A thematic analysis was completed by Ms. Gillian Hendry and Dr. Sally Wiggins of interviews conducted with ten practicing pharmacists paired with first-year master of pharmacy (MPharm) students during the 2011-2012 academic year. Relevant comments from the interviews were manually sorted in a Microsoft Excel spreadsheet to bring similarly themed material together to facilitate the identification and naming of recurring themes and subthemes. Results. The pharmacists were unanimous in their opinion that experiential education was valuable for MPharm students and, in particular, that it helped students to develop self-confidence. The pharmacists derived personal satisfaction in developing mentor/mentee relationships with students. They also recognized the value that students provided to the workforce as well as the educational value to themselves in supervising students. The participants' primary dissatisfaction was that the pharmacy workflow limited the time they could spend mentoring students. Conclusion. The results provide guidance to the academic community and the pharmacy practice community in the United Kingdom (UK) regarding the design and integration of experiential education courses in MPharm degree programs.

MPharm degree fails to equip pharmacists for future roles

MPharm degree fails to equip pharmacists for future roles

Linking a Pharmaceutical Chemistry Workshop to Pharmacy Practice.

This paper describes the design and implementation of a workshop to enhance pharmacy students’ appreciation of the importance of chemistry for pharmacy practice. The workshop was designed to form part of the practical work of two modules taught in the second year of the MPharm degree. In this mandatory workshop, second year pharmacy students were required to spot in the dispensary drugs based on their chemical properties like chirality, their origin and chemical structure. The lecturers involved in the workshop showed examples of the application of chemistry in the day to day work of the dispensary (e.g. calculating the dose for a patient in millimoles or how small modifications from a natural product can change its ability to cross the blood-brain-barrier). Feedback from participating students was collected via two survey instruments to examine the impact of the intervention. The survey results showed a clear shift towards a more positive perception by students of the chemistry taught in the MPharm curriculum.

Assessing the status of fundamental chemistry knowledge Using a visually displayed chemistry diagnostic test

Students in the classroom may possess varying levels of knowledge and understanding of fundamental chemical concepts so it is necessary to ascertain if any misalignment exists with their expected prior knowledge; if left un-addressed, such misalignment may create difficulties for students beyond the first year of their undergraduate study. The aim of this initial diagnostic test study is to assess students' knowledge of basic concepts in chemistry that underpin the science of patient safety in pharmacy practice using a novel approach which enables a variety of question types. Adiagnostic test using Microsoft PowerPoint© consisting of 40 individually timed questions was presented to an entire cohort of Master of Pharmacy (MPharm) degree programme undergraduate students in both the first year (n = 163) and third year (n = 118). The questions ranged from basic chemical nomenclature to more complex areas such as stereochemistry. Our results showed that the third year undergraduates performed significantly better than those in their first year (p ≤ 0.004) with both cohorts performing well in the basic questions such as recognition of elements and bonding. However, a more in-depth analysis of the questions indicated areas such as chemical structures and mole calculations that caused difficulty for both cohorts. This test highlights problem areas in fundamental chemistry concepts which students find difficult either tograsp or to solve, and as such it serves as a useful diagnostic tool enabling a more targeted approach to teaching.

Simulated Drug Discovery Process to Conduct a Synoptic Assessment of Pharmacy Students

OBJECTIVE. To implement and assess a task-based learning exercise that prompts pharmacy students to integrate their understanding of different disciplines. DESIGN. Master of pharmacy (MPharm degree) students were provided with simulated information from several preclinical science and from clinical trials and asked to synthesize this into a marketing authorization application for a new drug. Students made a link to pharmacy practice by creating an advice leaflet for pharmacists. ASSESSMENT. Students' ability to integrate information from different disciplines was evaluated by oral examination. In 2 successive academic years, 96% and 82% of students demonstrated an integrated understanding of their proposed new drug. Students indicated in a survey that their understanding of the links between different subjects improved. CONCLUSION. Simulated drug discovery provides a learning environment that emphasizes the connectivity of the preclinical sciences with each other and the practice of pharmacy.

Developing skills to deliver alcohol screening and brief intervention (SBI) in community pharmacy

Presentation We will share our experience of delivering a training package for undergraduate pharmacy students around lifestyle interventions in practice, using alcohol SBI as an exemplar. This training has been run with 170 Level 6 (third year) students studying for the Master of Pharmacy (MPharm) degree at Liverpool John Moores University. The workshop was delivered on three occasions, each with with 3 facilitators and up to 60 students. Students were seated in groups of 4 and undertook structured discussion under the themes ‘Difficult Conversations’, Identifying Opportunities’, ‘Making the approach’ and ‘Making it work’. Facilitators encouraged students to reflect on and share their own relevant experiences from within and outside the pharmacy environment as both a service user and provider, and to consider how best to approach and counsel patients in the context of lifestyle services. Role-play was used to consolidate learning, where students were given the role of ‘pharmacist’ ‘potential service user’ or ‘observer’ and given instructions relating to the role they were to play. ‘Pharmacists’ were expected to make an approach the ‘potential service users’ and carry out an alcohol SBI service according to a given protocol. Whole group feedback and discussion followed small group role-play and participants shared their good and bad experiences with the whole group.

The inclusion of a business management module within the master of pharmacy degree: a route to asset enrichment?

Over the past decade the profession of pharmacy has steadily evolved. The New Pharmacy Contract exposed pharmacists to a fundamental change in traditional pharmacy business models. This study will consider whether community pharmacists, pharmacy undergraduates and academic staff within the United Kingdom believe it would be beneficial to incorporate a business management module within the Master of Pharmacy (MPharm) undergraduate degree along with potential mechanisms of delivery. Further to ethical approval, the questionnaire was distributed to UK registered pharmacists (n=600), MPharm undergraduates (n=441) and academic staff at Liverpool John Moores University (n=44). The questions were formatted as multiple choice questions, Likert scales or the open answer type. On questionnaire completion and return, data were analysed using simple frequencies, cross tabulations and non-parametric techniques in the SPSS (v18). The majority of pharmacists (84.9%) confirmed that business skills affect their everyday responsibilities to a considerable extent. A high proportion of undergraduate students (92.8%) believed that business management skills will impact on their future role. In total, 64.3% of this cohort declared that if a module were introduced they would study it. The majority of staff (79%) agreed that business skills are gaining increased importance within the field of pharmacy. Data suggest that business skills are of relevance to the practice of pharmacy. Appropriate staff to deliver the taught material would include business owners / lecturers and teaching practitioners covering topics including management, leadership, interpersonal skills and regulation. We suggest the inclusion of a business module with the MPharm degree would be of great value in preparing individuals for practice within a modern day healthcare setting.