MPharm Programme Research Articles

Developing paediatric skills and knowledge in pharmacy education: an exploration of a novel work-based learning experience

Abstract Introduction Pharmacy education in the United Kingdom must adapt to produce independent prescribing pharmacists ready to join an evolving healthcare system. Current placement practices exclude approximately 21% of the population due to a lack of specific recommendations surrounding paediatric experience and knowledge within the MPharm programme.[1] In turn, students’ current experiences may be limited by lack of interaction with unique learning outcomes offered by some healthcare settings, such as paediatric hospitals.[2] To promote student exposure in an overlooked speciality, novel approaches to work-based learning can be utilised. Aim This study aimed to explore pharmacy students’ experiences of work-based learning in a paediatric hospital setting. Methods In October 2022, fourth-year MPharm students at one school of pharmacy were invited to undertake work-based learning sessions across one academic year. The sessions aimed to develop students’ paediatric consultations skills and knowledge. Sessions consisted of a briefing, ward activities, scaffolded consultations with children and carers, and debriefs with a clinical supervisor. Debriefs included students reporting clinical information, required action and learning outcomes. All debriefs provided by students were transcribed by a clinical supervisor using a spreadsheet which recorded the date, ward visited, patient details, student handover, follow-up (if required) and learning outcomes. Data was initially cleaned, quality checked, and underwent content analysis to identify patterns and key themes to describe student experiences. Results Seventy-four students took part in sessions and delivered 233 consultations covering the medical history of the patient (76%, n=177), with varied levels of completeness. Students were exposed to acute conditions (41%, n=96) and chronic conditions (33%, n=76), with 13% (n=30) still awaiting diagnosis. Forty-eight percent (n=81) of learning points related to the pathology, diagnosis and symptoms of conditions, 24% (n=41) to medicines, 15% (n=25) to patient care, 11% (n=18) to non-clinical experiences and 2% (n=4) to other outcomes. In addition to carrying out ward activities, students underwent the processing of experiences during post-session debriefs: “It’s uncomfortable seeing a child struggle to breathe” [P131]. The process of active reflection was also evidenced in debriefs: “I felt very anxious, like a tightness in the chest, to hear that a child had a short life expectancy” [P145]; “I realised they had zero cultural competence after seeing a patient from the Middle East with jaundice” [P233]. Conclusion The study demonstrates a proof of concept that students can be exposed to complex care needs and challenging consultations under indirect supervision, demonstrating the paediatric setting to be a suitable work-based learning host. However, findings are limited to a single cohort of students at a single site, meaning transferability may be limited. Future studies could focus on longitudinal educational and emotional outcomes of students by measuring clinical knowledge, competence and confidence. Utilising post-session debriefs with peers and supervisors created a space to share both pharmaceutical and emotional learning points, aiding in managing the cognitive load of students. This experience not only highlights the requirement of paediatric exposure in pharmacy education programmes to aid the students’ future practice, but the importance of supervised reflective activities following work-based learning experiences.

Perceptions of Human Factors and patient safety education in undergraduate healthcare curricula: a pharmacy perspective

Abstract Introduction A recent systematic review identified a lack of formal patient safety (PS) education in undergraduate healthcare curricula1. Gaps were also identified in relation to teaching of Human Factors (HF) in this context. Aim This qualitative study aimed to examine the perceptions of School of Pharmacy faculty at an Irish university relating to PS/HF in undergraduate healthcare education. Methods Qualitative semi-structured interviews were conducted with seven School of Pharmacy faculty at an Irish university. Findings from a recent systematic review were used to inform research and interview questions.[1] Sampling was purposive and included lecturers from the disciplines of clinical pharmacy and pharmaceutics. Interviews were conducted, either in person or virtually, then transcribed and anonymised. Reflexive thematic analysis (TA) was chosen as the method of analysis, [2] conducted by the first author with input from the wider research team. Within the reflexive piece of this work was the drive to be informed by the lived experience of participants. In alignment with the principles of reflexive TA, an iterative approach was taken to data collection and analysis.[2] This approach informed a sample size which facilitated in-depth exploration of the topic. Results Seven interviews were conducted, and six key themes were derived from the analysis. These are presented in Table 1 along with the identified subthemes. Conclusion This study demonstrates gaps relating to HF/PS teaching in undergraduate pharmacy education in the Irish context. Findings of this study indicate that much PS learning is implicit and occurs while students are on clinical placement. Lack of synergy between the academic and clinical settings was identified as a gap. Interprofessional education was identified as a platform which may help bridge this gap. In agreement with previously published literature, there is a need for robust competency frameworks to underpin safety content.[1] These findings will inform future initiatives to develop HF and PS competency in undergraduate healthcare education. A limitation of this research is that all data were collected at a single university. A strength is that this study captures the lived experience of PS education from the perspective of academic staff at an Irish school of pharmacy which in 2015 made the transition to a new MPharm programme.

A qualitative study of stakeholder perspectives of the current system of assessing pharmacists’ readiness for independent practice in Ireland

Abstract Introduction Pharmacy students in Ireland are supervised by an approved tutor pharmacist (preceptor) during placement in the final year of the MPharm programme. Since 2020, students must pass two assessments of their readiness to practise – a Competency Assessment completed by their preceptor and an Objective Structured Clinical Examination (OSCE) referred to as the Professional Registration Examination (PRE), prior to registration and independent practice. The Schools of Pharmacy in Ireland are collectively responsible for the PRE, including design and delivery of the national registration examination. A recent scoping review of the methods and processes used to determine pharmacists’ readiness for independent practice identified that Ireland is the only country globally where the Schools of Pharmacy are responsible for the national registration examination.[1] Aim This study aimed to explore pharmacy graduates’ and pharmacy preceptors’ perspectives of the current system of assessing pharmacist’s readiness for independent practice in Ireland. Methods Online, semi-structured interviews were undertaken with preceptors and recent pharmacy graduates. Purposive sampling was used to invite potential participants for interview. Preceptor participants were invited to take part via newsletter invitation and graduates were recruited via social media (Twitter advertisement). Interviews were recorded and transcribed verbatim. The topic guides were developed based on findings from a linked scoping review and the research team’s experience of the assessments.[1] The topic guides were piloted and refined. Key topics included participants’ awareness and perceptions of current assessments to determine readiness for independent practice and participants’ views regarding the readiness of newly registered pharmacists for independent pharmacy practice. Recruitment continued until thematic saturation was reached. Data were analysed using thematic analysis. Results Fifteen interviews were conducted with preceptors (n=7, female=5, male=2) and recent graduates (n=8, female=5, male=3). The key themes identified were: The Competency Assessment Process, The Professional Registration Examination, Pharmacy Curriculum, Placement Training, Alternative Assessment Methods and Challenges Post-Registration. The most frequently noted issues relating to pharmacy curriculum and training were lack of training and practise in development of soft skills, people management and conflict resolution. Participants expressed concern regarding the fact that legal constraints were preventing students from developing skills required of pharmacists, especially in relation to decision making and prescription checking, and this is considered an impediment to fully preparing students for independent practice. Readiness to practise of graduates is considered context-specific with concerns expressed in relation to locuming practices of newly registered pharmacists. Conclusion This study has highlighted a number of stakeholder concerns regarding the current system of assessment of readiness to practise of pharmacists in Ireland, in particular in relation to the Competency Assessment process. While the interview technique facilitated collection of detailed information, the sample size would prevent generalisation to the target population. The possibility of interviewer bias and/or social desirability bias in participants should be acknowledged. Further research is required to explore the feasibility of the improvements proposed by participants.

When pharmacy and theater collide: How diversity can develop inclusive communication skills

BackgroundEffective communication with patients and colleagues is key to a pharmacist's ability to provide effective person-centered care. Neurodivergent patients face many barriers when interacting with health professionals; increased awareness and understanding are therefore paramount to the pharmacist's role. This paper describes an innovative teaching partnership between a school of pharmacy and an inclusive theater company which aims to develop awareness and skills of undergraduate pharmacy students in relation to communicating with patients with autism and/or learning disabilities. Educational activityForum theater and role-plays were used to complement existing communication skills teaching in Years two and four of the undergraduate MPharm (Master of Pharmacy) program. The sessions were designed and delivered in partnership between academic teaching staff and a theater company of neurodivergent actors. An online evaluation form was used to obtain student feedback on these sessions (two Likert-style questions and three open format questions). Critical analysis of the educational activityOf the 241 students who attended a session in 2021, 70 (29%) provided feedback. Feedback was positive, with 99% of respondents finding the session useful. Students spoke about how they found the sessions supportive and enlightening, helping them to reflect on their own communication skills. As a result, the teaching has been developed and now expanded through all years of the undergraduate program. While conscious of challenges such as funding and finding the right partner, the authors recommend this rewarding initiative to fellow academics.

What capabilities are required for facilitators to support student pharmacists effectively during experiential learning (EL) in Scotland? – Part 2

Background: A key outcome of the changes to the Standards for Initial Education and Training of Pharmacists in Great Britain is to increase the quantity and quality of Experiential Learning (EL) in the MPharm programme. A companion paper described the development of a framework of essential capabilities required of EL facilitators to support quality EL. The aim of this paper was to establish the views of pharmacy stakeholders on the capability framework and suggest further development and potential uses in practice. Methods: Three focus groups were used to gather the views of pharmacy stakeholders with experience in delivering experiential learning. The focus groups were transcribed and analysed using thematic content analysis. Results: The themes from the focus group were categorised into five areas: 1) Overall views of the framework; 2) Perceived reasons for descriptors not reaching consensus; 3) Challenges of using the framework; 4) Potential developments of framework; and 5) Potential uses of the framework in practice. Conclusion: Given the current changes in the initial education and training of pharmacists, this research provides evidence of the value the framework provided on the role of an EL facilitator while outlining the need for refinements to encourage acceptability by stakeholders.

Implementation of the national antimicrobial stewardship competencies for UK undergraduate healthcare professional education within undergraduate pharmacy programmes: a survey of UK schools of pharmacy.

Pharmacists play a key role in antimicrobial stewardship (AMS). Consensus-based national AMS competencies for undergraduate healthcare professionals in the UK reflect the increasing emphasis on competency-based healthcare professional education. However, the extent to which these are included within undergraduate pharmacy education programmes in the UK is unknown. To explore which of the AMS competencies are delivered, including when and at which level, within UK undergraduate MPharm programmes. A cross-sectional online questionnaire captured the level of study of the MPharm programme in which each competency was taught, the method of delivery and assessment of AMS education, and examples of student feedback. Ten institutions completed the survey (33% response rate). No institution reported covering all 54 AMS competencies and 5 of these were taught at half or fewer of the institutions. Key gaps were identified around taking samples, communication, outpatient parenteral antimicrobial therapy and surgical prophylaxis. The minimum time dedicated to AMS teaching differed between institutions (range 9-119 h), teaching was generally through didactic methods, and assessment was generally through knowledge recall and objective structured clinical examinations. Feedback from students suggests they find AMS and antimicrobial resistance (AMR) to be complex yet important topics. UK schools of pharmacy should utilize the competency framework to identify gaps in their AMS, AMR and infection teaching. To prepare newly qualified pharmacists to be effective at delivering AMS and prescribing antimicrobials, schools of pharmacy should utilize more simulated environments and clinical placements for education and assessment of AMS.

“Having Students is Entirely Necessary”: Tutors’ feedback of experiential learning in an MPharm programme (TELL Project)

There is an increased reliance on experiential learning tutors and placement sites, and as such there is a need to determine tutors’ perceptions about experiential learning as well as identify their needs. A mixed-methods study was undertaken involving tutors in hospitals and community pharmacies. There were 58 responses to the online survey. Five focus groups consisting of 25 hospital tutors, and 11 one-on-one interviews with community tutors were conducted. Experience as a tutor was dependant on students’ attitudes and engagement, with poor attitude highlighted as a challenge. Limited time and placement duration were also identified as challenges, while a benefit noted was opportunities for staff recruitment. There was good support for students being sent to primary care for placements. Programme improvement is needed, involving both tutors and students in the co-design of EL to address gaps and avoid future dissatisfaction as well as ignite a sense of ownership by all parties.

Pharmacy students' experience of technology-enhanced learning during the COVID-19 pandemic

BackgroundWith the advent of the COVID-19 pandemic, pharmacy students and educators experienced an abrupt shift as programmes that were previously taught exclusively in-person were then predominantly taught online. This sudden change provided little time for students to prepare for the new learning environment. ObjectivesThe study objective was to explore pharmacy students' experiences of technology-enhanced learning during the COVID-19 pandemic. MethodsA cross-sectional survey was developed and distributed by email to all 3rd year (N = 76) and 4th year (N = 68) pharmacy students undertaking an MPharm programme in an Irish university. ResultsA total of 32 responses were collected, including 20 third year and 12 fourth year pharmacy students (response rates of 26.3% and 17.6%, respectively). The majority of respondents reported good or very good internet speed (71%) and stability (59%). Almost all were confident or very confident using Canvas (97%) prior to the onset of online learning. Respondents preferred engaging with other students in-person rather than online for coursework (68.8%) and learning new material (56.3%). Students favoured face-to-face delivery, with a recording of the session available online afterwards, for lectures (68.8%), workshops (50%) and tutorials (56.3%). Analysis of free-text comments indicates that respondents used recorded content to support exam revision and that a key drawback of online learning was social isolation. ImplicationsPharmacy students favoured a blended learning approach, with in-person learning being recorded to support study and revision. Students' experience of TEL during the pandemic should be considered in the development and ongoing review of pharmacy programmes.

A realist evaluation exploring simulated patient role-play in pharmacist undergraduate communication training

BackgroundEffective communication between pharmacists and patients is essential and improves health outcomes. Simulated patients (SPs) are trained to reproduce real-life situations and can help pharmacy students to develop and adapt their communication skills in a safe, learner-centred environment. The aim of this research was to explore how SP and pharmacy student role-play supports communication training.MethodsA mixed methods realist evaluation approach was adopted to test an initial theory relating to SP role-play for pharmacy students. The intervention tested involved complex communication cases in a men’s and women’s health module in year three of a new MPharm programme. This SP session was the first such session, of the programme which exclusively focused on complex communication skills for the students. Data collected comprised video-recordings of both training and mock OSCE sessions, and from student focus groups. Communication videos were scored using the Explanation and Planning Scale (EPSCALE) tool. Scores from SP and mock OSCE sessions were compared using the Wilcoxon-signed rank test. Focus groups were conducted with students about their experience of the training and analysed thematically, through a realist lens. Data was analysed for Context-Mechanism-Outcome configurations to produce modified programme theories.ResultsForty-six students (n = 46/59, 78 %) consented to their video-recorded interactions to be used. Students identified contextual factors relating to the timing within the course and the setting of the intervention, the debrief and student individual contexts. Mechanisms included authenticity, feedback, reflection, self-awareness and confidence. Negative responses included embarrassment and nervousness. They distinguished outcomes including increased awareness of communication style, more structured communication and increased comfort. However quantitative data showed a decrease (p < 0.001) in communication scores in the mock OSCE compared with scores from training sessions. Modified programme theories relating to SP training for pharmacy students were generated.ConclusionsSP role-play is a valuable communication skills training approach. Emphasis should be placed on multiple stakeholder feedback and promotion of reflection. Time limits need to be considered in this context and adjusted to meet student needs, especially for students with lower levels of communication comfort and those communicating in languages different to their first language.

Factors affecting sense of belonging and academic achievement in MPharm students

Abstract Introduction Academic achievement in higher education has been linked to academic ability and a student’s experiences at university. Factors affecting the student experience include demographics (age, gender, ethnicity), and contextual factors (living arrangements, sense of belonging (SOB)).1 Whether SOB is relevant to understanding pharmacy students’ academic achievement has not been investigated. Aim This study aims to investigate SOB in students on one MPharm programme and its associations with demographic / contextual factors and academic achievement. Method A questionnaire was distributed to all MPharm students at one university (n=601). It included a SOB instrument2 measuring five domains (perceived peer support, faculty support, classroom comfort, isolation, empathetic faculty understanding), demographic and contextual factors, and consent to link responses to end of year marks. Mean marks, % rank, one-way ANOVA with Tukey HST post hoc tests, independent samples t-tests and Pearson’s correlation co-efficient were calculated in SPSS v25 to investigate associations between SOB and demographic / contextual factors and academic achievement. Results: Four-hundred-and-forty-seven students responded (74.4%), of whom 80.1% consented to data linkage with assessment marks. Of the respondents, 317 (71.9%) were female, 408 (91.9%) were younger than 21 when commencing their MPharm, and 275 (61.5%) lived with other students. Respondents’ ethnicity was: 128 (32.8%) white, 158 (40.5%) asian, 53 (13.6%) black, 51 (13.1%) chinese. Analysis suggests SOB domains varied significantly in relation to demographic and contextual factors, with perceived peer support and perceived isolation in particular associated with multiple factors investigated (see Table 1). Analysis of mean % rank (f=8.601, p=0.001) revealed that white students achieved significantly higher (64.6) than asian (51.5, p= 0.002), black (50.4, p=0.006), and chinese (41.9, p=0.014) students. Students who lived with other students achieved a significantly higher mean % rank (58.3), than those who did not (48.3, t=3.251, p=0.001). A positive correlation was identified between perceived peer support (r=0.211, p=0.001) and % rank. Perceived isolation was negatively correlated to % rank (r= -0.192, p=0.001). Conclusion Although limited to one UK school of pharmacy, yet with a good mix of student ethnicity, findings suggest important differences in the student experience, and that for some subgroups this may be associated with their academic achievement. This study offers valuable understanding of factors potentially impacting academic achievement, and provides insights to inform targeted interventions aimed at improving the student experience with a view to addressing SOB and achievement gaps. Further research is required to quantify the effect of the factors and their interdependence.

Pharmacy students can deliver services in general practices: a longitudinal work-based learning model for integrated clinical teaching

Abstract Introduction Collaboration between healthcare providers and higher education institutions enable service delivery using the student workforce.(1) This is significant as access to an appropriately skilled workforce can broaden the delivery of pharmacy services.(1) Pharmacy students may have knowledge and communication skills to be able to contribute to service delivery.(2) However, models that integrate pharmacy students into pharmacy services in general practice are limited. Aim to explore a new model of work-based learning in general practice for pharmacy students. Methods A qualitative design is appropriate and was used for this exploratory study. Thirty-two students were recruited from third year of an MPharm programme at one University to provide services via a Pharmacy Hub for three general practices in England. Each student attended the Hub for one 3-hour session, each fortnight, for 12 weeks between September 2019 and February 2020. Students completed ‘tasks’ using read-only access to patient records on SystmOne and recorded their activity on clinical worksheets. Students and stakeholders from the Hub were invited to take part in an interview covering what students did and what the long-term impact of the initiative might be via email. A convenience sample of fifteen students, four general practitioners, two pharmacists, two pharmacy technicians, one general practice manager, and two receptionists, completed semi-structured interviews. Data was also extracted from a convenience sample of 51/105 clinical worksheets to identify the types of tasks completed by students. Content analysis of transcribed interview data and extracted clinical data was completed by both authors until theoretical data saturation was reached. Institutional ethics approval was received for this study. Results Four themes were identified which included i) what activities students completed, ii) impact of working in general practice on student learning iii) impact on recruitment to general practice and iv) concerns. Concerns had three sub-themes relating to indemnity cover for students, a lack of face-to-face patient contact and repetition of simple tasks. See Table 1 for extracts of data. Clinical worksheets indicated students reviewed repeat medication requests (76%, n= 39) and acute medication requests (12%, n=6), for a wide range of products, such as analgesia, antifungal treatment, statin therapy and H.pylori eradication. Students also answered medication-related queries (12%, n=6) such as identifying the porcine content of medications and how to switch from insulin glargine to insulin levemir. Conclusion Findings suggest pharmacy students can contribute to service delivery in general practice by providing supporting roles. However, models must ensure students have access to progressively more complex tasks to facilitate learning. These findings should prompt further research evaluating the role of the pharmacy student workforce to establish key activities students can be trusted to complete. A strength of the study is the combination of data from qualitative interviews and clinical worksheets which provide rich, contextual data. A weakness of the study is that participant validation was not used to confirm the study findings.

“My experiences were highly-dependent on the knowledge and enthusiasm of the tutor”: graduates’ feedback of experiential learning in an MPharm programme Part 1 (TELL Project)

Pharmacy students undertake experiential learning to prepare them for practice. With the move to more patient-facing roles, there is a need to assess if the experiential learning prepares students for practice. A mixed-methods study was undertaken to obtain the feedback of graduates currently in pre-registration training on their experiential learning experience. There were 63 (response rate 55.8%) responses to the online survey. One focus group consisting of four graduates, and ten one-on-one interviews were conducted. Placement experience was dependent on tutors and placement sites. There was displeasure with community placements as they were relegated to dispensing duties, but satisfaction with their hospital experience despite only being allowed to shadow tutors. The limited duration of placements was highlighted, especially in hospital settings. Tutor training is key to ensuring students have an optimum experience. Sites should be made to see the value of having students, so that they are allowed patient contact.

“It has very good intentions but it’s not quite there yet”: Graduates’ feedback of experiential learning in an MPharm programme Part 2 (TELL Project)

There is a paucity of studies assessing graduates’ perceptions of experiential learning and its effectiveness in preparing them for practice. This information would be important in informing changes to the experiential learning component of pharmacy education. We present Part 2 of a mixed-methods study involving graduates to obtain feedback on their experiential learning experience. Online survey responses and qualitative interviews provided suggestions on improving the experiential learning,which included adopting block placements which would allow for a better placement experience. Having a pre-registration trainee present was beneficial, highlighting the possible value of adopting a tiered-teaching model. Given the poor experience at certain placement sites, quality assurance measures should be adopted to ensure tutors and sites are suited and able to train students for the real-world. The majority wanted feedback from tutors, and indeed this should be formalised as it is a key component in the experiential learning cycle.

Survey of undergraduates' perceptions of experiential learning in the MPharm programme: The TELL Project.

Objective:To determine the perception of undergraduate pharmacy students of their experiential learning (EL) placements both in the community and hospital settings.Methods:A cross-sectional survey was conducted utilizing a six-item online survey consisting of one open-ended and five closed-ended questions, the latter utilising five-point Likert-type scales ranging from strongly disagree (1) to strongly agree (5). All undergraduate pharmacy students from the School of Pharmacy (N=496) were included in the study. Survey questions assessed students’ perceptions on the effectiveness of the EL, tutors and placements sites, and organisation and structure of the EL. Thematic content analysis was performed on the open-ended comments, where relevant themes were generated.Results:From the 139 responses (response rate: 28%), 121 responses were analysed, and of these, 72.5% already had part-time jobs in community pharmacies. Close to 85% felt that their part-time work should contribute to EL hours, which is currently not recognised by the university. Respondents were positive about the effectiveness of EL in developing their professionalism and communication (M=3.84, SD=1.05), clinical (M=3.42, SD=1.22), and technical skills (M=3.32, SD=1.25) Respondents provided favourable feedback about their experience in the hospital as it gave them a real-world exposure to the role of a hospital pharmacist. Community placements were not viewed favourably and this was mainly attributed to the poor experience with tutors whom they felt used them as an extra pair of hands. This was thought to impede their learning experience. They also felt that hospital placements were of insufficient duration, reported by 72.5% of respondents. Respondents also felt they should be sent to other sites such as primary care for placements.Conclusions:Tutor-training is key to ensure tutors are aware of the responsibilities and expectations. Similarly, quality assurance measures should be adopted to ensure tutors and placement sites are capable of providing students with an effective placement experience. While placement durations are a concern, the focus should be on the quality of the placement experience, and ensuring there is structure and flexibility. Content changes are also needed to include emerging placement sites such as primary care to prepare students for evolving pharmacist roles in the changing healthcare system.

CHANGES IN ANXIETY LEVELS THROUGH THE EDUCATION YEARS IN THE MPHARM PROGRAMME

Objective: Over 8.2 million people were affected by anxiety in the UK in 2013 and it is currently the world has most experienced mental health disorder. Previous research has indicated that a rising level of anxiety in higher education students is resulting in decreased academic success and progress. This research explores student’s perceptions of whether anxiety levels change throughout their course, whether it improves or worsens from the first year to the final year in the course and its effect on academic achievements.&#x0D; Methods: A survey-based approach was taken with questionnaires handed out to students in their 4th year of the MPharm programme at the University of Wolverhampton.&#x0D; Results: Fifty completed questionnaires were analysed by age, gender and ethnicity in order to identify patterns and trends. The results were in conformity with previous research findings that anxiety severity increases through education years and it is affecting educational performance and progress. There were68% of all students who participated stated they were currently experiencing anxiety and 86% of those stating their anxiety was now worse than it was in their sixth form years. On average, participants chose a minimum of four factors that triggered anxious episodes; 36% of participants stated that anxiety affected their grades all of the time and 44% were affected during written exams only.&#x0D; Conclusion: This study suggests further research into anxiety is needed to address this growing phenomenon and mechanisms are needed in order to accommodate the needs of students who are affected.

Community pharmacy as an effective teaching and learning environment: Student perspectives from a UK MPharm programme

IntroductionIn order to increase new pharmacists' preparedness for clinical practice, pharmacy education in the United Kingdom (UK) is moving towards a five-year integrated degree incorporating the pre-registration year into the undergraduate programme. The purpose of this research is to explore masters of pharmacy (MPharm) student attitudes towards experiential learning and assess community pharmacy as a teaching and learning environment. MethodsMPharm students (n = 857) at one UK pharmacy school were invited to complete an online questionnaire. Responses were statistically analysed while open comments were thematically analysed. ResultsStudents were positive about placement organisation, with over 80% agreeing the pharmacist and support staff were enthusiastic and well-prepared. However, 62% of respondents felt they were unable to interact with patients on placements and instead spent time completing pre-determined learning tasks. Seventy-seven percent felt these tasks limited real “hands-on” experiences. Although 78% of respondents believed placements provided a valuable learning experience, only 18% thought placements prepared them for post-graduate employment. ConclusionsCommunity pharmacy environments are often busy and unpredictable, and experiential learning should be designed to allow better exposure to clinical practice with less pre-defined learning. Placements should allow for more collaborative working between universities and employers and incorporate the use of learning standards. This would represent a move towards a five-year integrated degree and a better understanding of the associated challenges involved.

Exploring an integrated curriculum in pharmacy: Students' perspectives on the experienced curriculum and pedagogies supporting integrative learning

IntroductionPharmacy educators are designing integrated curricula to implement teaching that supports integrative learning. How students experience an integrated curriculum, and the extent a curriculum supports the development of integrative learners, has not been well explored. This study investigates students' experiences and meanings of an integrated Master of Pharmacy (MPharm) curriculum. MethodsFocus groups were conducted with students from the MPharm program at a single study site. The research explored the following questions: what pedagogic strategies do students recognize as examples of integration and how does an integrated curriculum shape learning? ResultsFifty-one participants took part over eight focus groups. Meta-themes identified mirrored the research questions. Findings suggest that integrative learning is experienced when teaching is purposively designed to be horizontally integrated between disciplines, when integration is made explicit, and when content is applied to pharmacy practice. Integrated assessments were considered to be cognitively difficult. ConclusionLearners perceive horizontal integration as useful for promoting context and understanding how to apply science to practice. However, findings suggest the need for assessments to be better aligned with teaching to support the development of higher-order thinking skills.

Using Bourdieu’s Theoretical Framework to Examine How the Pharmacy Educator Views Pharmacy Knowledge

To explore how different pharmacy educators view pharmacy knowledge within the United Kingdom MPharm program and to relate these findings to Pierre Bourdieu's theoretical framework. Twelve qualitative interviews were conducted with 4 faculty members from 3 different types of schools of pharmacy in the United Kingdom: a newer school, an established teaching-based school, and an established research-intensive school. Selection was based on a representation of both science-based and practice-based disciplines, gender balance, and teaching experience. The interview transcripts indicated how these members of the academic community describe knowledge. There was a polarization between science-based and practice-based educators in terms of Bourdieu's description of field, species of capital, and habitus. A Bourdieusian perspective on the differences among faculty member responses supports our understanding of curriculum integration and offers some practical implications for the future development of pharmacy programs.

Entry Characteristics and Academic Performance of Students in a Master of Pharmacy Degree Program in the United Kingdom

To evaluate the characteristics of a cohort of master of pharmacy (MPharm) students upon entry into the program and examine associations between entry qualifications, type of secondary school attended, socioeconomic status, age, and academic performance in the MPharm program. A retrospective cohort analysis was conducted of student data for graduates of the Aston University MPharm program during the 5-year period 2005-2006 through 2009-2010 (n=644). MPharm entrants were disproportionately drawn from socioeconomically deprived areas and independent (private) schools. Achievement prior to admission was related to the type of school attended but not to socioeconomic status. Performance in the program was not related to type of school or socioeconomic status but was strongly correlated with prior academic achievement. Prior academic achievement was the most important predictor of performance in the MPharm program; however, the superior prior achievement of students who attended independent secondary schools was not seen at the point of graduation. These findings may have implications for admissions policies.

Abstracts of Papers Presented at the Health Services Research &amp; Pharmacy Practice Conference, 23–24 April 2012, University College Cork, Ireland

The accessibility of pharmacists gives them an important role in health promotion (HP). In England, the role of the health professions in helping maintaining healthy lives has been highlighted by the recent White Paper: “Healthy lives, Healthy People”.[1] In preparing students for practice, it is important to ensure that the setting for their activities is authentic to facilitate the transfer of knowledge to practice.[2] Students in the fourth year of the MPharm programme at Keele undertake a module entitled “Public Health and Health Promotion”. The major assessment in this module is a group task in which they must plan, design and implement a health promotion campaign for a specific local population. The campaign must involve active engagement with the target audience, be underpinned by evidence of health needs and be innovative and engaging. This learning activity is new and innovative at Keele, and therefore it was decided that a detailed exploration of students’ opinions and attitudes would allow the practice based assessment to be fully evaluated. A session was timetabled to provide students with detailed feedback on their group performance in the HP task. The students were then asked for feedback on their opinions and attitudes on undertaking the HP campaign. The students were asked a series of multiple choice questions using Likert scales and simple yes/no answers to explore their opinions and attitudes. The questions investigated the students’ engagement with the activity, the learning they had undertaken, the perceived relevance of the activity to their future practice, and practical issues relating to the organisation of the activity and assessment. TurningPoint® hand sets were used to gather the students’ responses, providing them with anonymity. In addition, they were also given forms on which to provide more detailed comments if they wished. Students were also asked if they were willing for their data to be used for other academic uses, including publications and 100% agreed. As a module evaluation activity, ethics approval was not required. The fourth year cohort comprised a total of 57 students, and 53 of these participated in the feedback session. When asked if they had found the HP campaign enjoyable, 53 (81%) students either strongly agreed or agreed and only 5 students (9%) disagreed. Nearly two thirds (72%, n = 38) felt that the activity helped prepare them for practice. Whilst 51 of the students (96%) enjoyed the team working aspect, the students were divided over the potential use of a peer assessment component for future cohorts undertaking the HP activity; 22 (42%) viewed this positively and 31 (58%) negatively. 67% students (n = 33) would have preferred a smaller group size of 4 or less rather than the groups of 6 in which they worked. The majority of students (72%, 38) felt they had the underpinning knowledge and skills for the HP campaign, and 34 (64%) agreed that it was an appropriate M level activity. Whilst some students valued the freedom of determining the focus of their campaign, others were keen to have greater guidance on potential target areas. The students’ opinions and attitudes suggest that the HP campaign activity provided an appropriate level of challenge for M level pharmacy students. In addition, the use of an assessment undertaken in real life situations provides the students with an opportunity to relate their theory to practice.