Development of the new 2014 MPharm: An integrated, non- modular programme featuring small group,...

Development of the new 2014 MPharm: An

integrated, non-modular programme featuring small

group, enquiry-based instructional approaches.

Alan Hindle & Stephen BritlandSchool of Pharmacy, FoSE

Initial Education and Training of Pharmacists

• 4-year undergraduate masters degree– Science-based degree at an HEI– Must be accredited by the regulator (GPhC)

• Pre-registration year and assessment– Entirely separate– Administered by the GPhC

Disciplines Underpinning Pharmacy

• Pharmacology / Toxicology

• Pharmaceutics / Formulation

• Pharmaceutical Chemistry

• Pharmacy Practice

The Accreditation Process

• 2011 GPhC Standards– Outputs-based:

– Integration/spiral curriculum…..

General Pharmaceutical Council (2011) Standards for the initial education and training of pharmacists [online]. [Accessed 24 April 2015]. Available at: <http://pharmacyregulation.org/sites/default/files/GPhC_Future_Pharmacists.pdf>

Integration

• 5.1 Curricula must be integrated………the component parts of education and training must be linked in a coherent way.

General Pharmaceutical Council (2011) Standards for the initial education and training of pharmacists [online]. [Accessed 24 April 2015]. Available at: <http://pharmacyregulation.org/sites/default/files/GPhC_Future_Pharmacists.pdf>

Spiral Curriculum

• 5.2 Curricula must be progressive, dealing with issues in an increasingly more complex way until the right level of understanding is reached

General Pharmaceutical Council (2011) Standards for the initial education and training of pharmacists [online]. [Accessed 24 April 2015]. Available at: <http://pharmacyregulation.org/sites/default/files/GPhC_Future_Pharmacists.pdf>

Designing the new curriculum…

Harden’s LadderTrans-disciplinary

Inter-disciplinary

Multi-disciplinary

Complementary

Correlation

Sharing

Temporal coordination

Nesting

Harmonisation

Awareness

IsolationHarden, R.M. (2000) The integration ladder: a tool for curriculum planning and evaluation. Med Educ 34(7), pp 551-7

Realising student potential

• Didactic teaching vs enquiry-based learning?

• Skills?

• Learning culture?

Realising student potential

• Didactic teaching vs enquiry-based learning?

• Skills?

• Learning culture?

Key Programme Features• Clinical; patient-focussed; placements• Integrated 120-credit years• Over-aching themes

– Drugs and Medicines– Patients and Population– Professional Practice

• Spiral curriculum; skills• Contemporary teaching methods

– Enquiry-based learning: TBL and CBL

Team-based learning

• Formation of teams

• Study packs

• Readiness assurance process– iRAT– tRAT

• Application exercises– tApps

Case-based learning

• Process much less tightly defined in the literature

• Unlike PBL, builds on prior knowledge

• Formulation of cases for groups to ‘solve’

Course StructureLevel Stage Thematically Titled Strands

4 4PY019Pharmacy Stage 1

• Molecules, Cells and Systems• Introduction to Drugs and Medicines• Pharmacists, Patients and Medicines• The Informed Pharmacy Learner

5 5PY022Pharmacy Stage 2

• Medicines in Development and Use• Clinical and Professional Skills for

Pharmacists• The Applied Pharmacy Learner

6 6PY011Pharmacy Stage 3

• The Therapeutic Management of Patients• The Established Pharmacy Learner

7 7PY023Pharmacy Stage 4

• Frontiers in Pharmacy• Effective Patient Management• The Accomplished Pharmacy Learner

Summary of integration approaches• Modular vs thematic approach

• Position of assessments and LOs

• Enquiry-based learning – problems/cases

• Team teaching

• Body systems approach

• Skills embedded throughout

• Alternative learning culture

Thank you for listening