Accreditation of an Overseas Pharmacists’ Assessment Programme (OSPAP) University · PDF file · 2012-12-12University of Hertfordshire, ... (Academic), Director of the Centre for

General Pharmaceutical Council, OSPAP Step 2 revisit accreditation report University of Hertfordshire, 4-5 July 2012

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Step 2 Accreditation of an Overseas Pharmacists’ Assessment Programme (OSPAP)

University of Hertfordshire

Report of an accreditation event, 4‐5 July 2012 (revisit) Introduction The General Pharmaceutical Council (GPhC) is the statutory regulator for pharmacists and pharmacy technicians and is the accrediting body for pharmacy education in Great Britain. The GPhC is responsible for setting standards and approving education and training courses which form part of the pathway towards registration for pharmacists. The UK qualification required as part of the pathway to registration for pharmacists who have qualified overseas (non‐EEA) is a GPhC‐accredited Overseas Pharmacists’ Assessment Programme (OSPAP), which is a one‐year post graduate diploma. The GPhC’s right to check the standards of pharmacy qualifications leading to annotation and registration as a pharmacist is the Pharmacy Order 2010. It requires the GPhC to ‘approve’ courses by appointing ‘visitors’ (accreditors) to report to the GPhC’s Council on the ‘nature, content and quality’ of education as well as ‘any other matters’ the Council may require. This accreditation event was carried out in accordance with the GPhC’s 2011 OSPAP Accreditation Methodology and the course was reviewed against the GPhC’s 2011 education standards ‘Standards for the education and training of non‐EEA Pharmacists wanting to register in Great Britain.’ The GPhC’s process for accreditation of new OSPAP courses involves 2 steps, with a minimum of one step undertaken per academic year only. After successful completion of Step 1 a university is accredited for an initial period of one academic year and is permitted to accept students onto their new OSPAP course. Background The University of Hertfordshire approached the GPhC in 2011 with an intention to apply for accreditation of an OSPAP. A Step 1 event was subsequently scheduled for 15 June 2011, As a result of this Step 1 visit, the then accreditation team recommended to the Registrar of the General Pharmaceutical Council that the University of Hertfordshire OSPAP should be recognised in the first instance for a period of one year. This meant that the University would be allowed to enrol students in September. There would be a Sep 2 visit towards the end of the 2011/2012 academic year which would include a meeting with the student cohort. This Step 2 event was scheduled


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for 6‐7 March 2012. In reaching its conclusion based on this Step 2 visit, the accreditation team made two separate judgements: 1) whether or not the University met the criteria for a new provider delivering a new OSPAP; and 2) whether or not the University met the criteria for an established provider delivering an existing OSPAP. The accreditation team agreed that because the University was currently provisionally accredited the criteria for a new provider delivering an OSPAP had been met. However the team agreed that it could not recommend to the Registrar of the General Pharmaceutical Council that the University of Hertfordshire had met the criteria for an established provider delivering an existing OSPAP. This was because the team was not satisfied the University of Hertfordshire OSPAP met the following Standards: Standard 3 –Equality, diversity and fairness; there was no coherent strategy for ensuring existing members of staff are updated in equality and diversity issues. This related to criteria 1.1e and 3.2; Standard 5‐ Curriculum delivery and the student experience ‐ the team recognised that although the School had developed aspects of integrated content, there was little evidence that a fully integrated curriculum had been developed. This related to criterion 5.1. There was little evidence of working with other healthcare professionals and no strategy to achieve this. This related to criterion 5.6. The assessment strategy described was not consistent with safe and effective practice. This related to criteria 5.7; 5.9; 5.11; Standard 10‐ Outcomes. The team tested outcomes in Standard 10 across the science and practice subgroups. Out of the 9 outcomes tested the team found evidence that only 5 were met. This related to criterion 5.5a. The University’s current accreditation would expire when the current cohort of students graduates. The team agreed that the University could resubmit its programme for accreditation as soon as it was ready. The GPhC would endeavour to accommodate another accreditation event within the current academic year to meet the University of Hertfordshire recruitment timetable. The present re‐visit for the Step 2 accreditation is based on this re‐submission. Documentation The provider submitted submission documentation to the GPhC in line with agreed timescales and a pre‐visit took place at the University on 6 June 2012. During the pre‐visit the schedule of meetings and timings for the repeated Step 2 event were confirmed. The following documents were submitted by the university in advance of the repeated Step2 event:

- Accreditation of Overseas Pharmacists Assessment Programme (OSPAP) – Repeat Step 2 Submission Document. - Accreditation of Overseas Pharmacists Assessment Programme (OSPAP) – Repeat Step 2 Supplementary Documents. - Accreditation of Overseas Pharmacists Assessment Programme (OSPAP) – Repeat Step 2 Briefing Document

The event The event began with a private meeting of the accreditation team and GPhC representatives on 4 July 2012. The remainder of the event took place on site at the University of Hertfordshire on 5 July 2012, and comprised a series of meetings with staff of the University.


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Accreditation team The GPhC’s accreditation team (‘the team’) comprised: Name Designation at the time of accreditation event Mr Peter Curphey* Accreditation team leader, Community Pharmacy Consultant, former President RPSGB Dr Angela Alexander Mr Mike Pettit

Accreditation team member (Academic), Director of the Centre for Inter‐Professional Postgraduate Education and Training, University of Reading Accreditation team member (Academic), Lead Pharmacist, Womens’& Children’s Division, Brighton & Sussex Hospitals NHS Trust

Dr Brian Curwain Accreditation team member (Pharmacist), Independent Consultant, Advanced Clinical Pharmacist at NHS Berkshire Mrs Sylvia Hikins Accreditation team member (Lay), Vice‐Chair and Non‐Executive Director of Urgent Care 24 NHS

along with: Name Designation at the time of visit Ms Joanne Martin * Quality Assurance Manager (Education), General Pharmaceutical Council Professor Ian Marshall Rapporteur, Emeritus Professor of Pharmacology, University of Strathclyde

*attended pre‐visit meeting on 6 June 2012. Declaration of potential conflicts of interest Ms Martin declared that her husband was currently undertaking a pharmacist independent prescribing course at the University of Hertfordshire.


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Meeting the accreditation standards Accreditation team’s commentary Standard 1 – Patient and public safety There must be clear procedures to address concerns about patient safety arising from initial pharmacy education and training. Concerns must be addressed immediately.

The team was confident that the one criterion to meet this standard will be met. The accreditation team was told that OSPAP students are instructed on how to behave during their 4‐day placement. In particular, it was emphasised that the students, despite being qualified pharmacists in their country of origin, are instructed that they are pharmacy students and not pharmacists. The placement sites are all accredited by two pharmacist members of staff taking into account the environment, services provided, and staffing levels. There is a training day every year for placement providers that includes working with international students, feedback and marking of students’ work. Students are supervised at all times during their placements. Thus the students take drug histories and build patient profiles under direct supervision. All students have to undergo occupational health and CRB checks. If students have not completed these before the placements start then they will be given practice experience in the simulated pharmacy. The team was told that there is a placement co‐ordinator, an administrative position.

Standard 2 – Monitoring, review and evaluation of an OSPAP The quality of pharmacy education and training must be monitored, reviewed and evaluated in a systematic and developmental way.

The team was confident that the one criterion to meet this standard will be met. The team was told that the new Vice Chancellor had wished the University to have a flatter organisational structure and as a result had been re‐organised into a School‐based system with the removal of the former faculties with the aim of positioning the new schools closer to the University centre. The Department of Pharmacy will have three members of its staff on the School of Life and Medical Sciences Executive, plus the existing Head of Department will become the Dean. In relation to the quality of placements, the team was told that the Department is anxious to have significant patient and public involvement. It has now appointed two persons who will attend programme and stakeholder meetings as critical friends. The stakeholder board meets once or twice per year and engages in horizon‐scanning activities.

Standard 3 – Equality, diversity and fairness OSPAPs must be based on principles of equality, diversity and fairness. It must meet the requirements of all relevant legislation.

The team was confident that the two criteria to meet this standard will be met. The team was told that all new staff members are inducted into the University equality and diversity policies. It is part of the employment contract of existing staff members that they remain up‐to‐date with equality and diversity issues; this is part of the staff appraisal process. Updating is achieved through an on‐line programme. All staff involved in the OSPAP undertakes training on dealing with international students. Additionally, all placement sites are monitored for compliance with equality and diversity laws and procedures. Students are also required to abide by appropriate laws and procedures.


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Standard 4 – Selection of students Selection processes must be open, fair and comply with relevant legislation. Processes must ensure that students are fit to practice at the point of selection. Selection includes admissions.

The team was confident that the three criteria to meet this standard will be met. The team was assured that all entrants to the OSPAP must hold a degree in pharmacy and that students that have the UK NARIC equivalent to an HNC diploma are not eligible to apply. The initial diagnostic assessments include a double‐checking of English language skills to avoid the possibility of plagiarism. Diagnostic testing is also used in science in order to design teaching sessions according to students’ needs. Thus, at induction students are tested on chemistry, microbiology, pharmacology, and formulation using MCQs. The team was also told that students’ degree transcripts are examined as in some countries it is possible to graduate having failed a particular element of the course. Career breaks are also considered in relation to readiness to undertake the course. In order to test applicants’ patient‐facing experience the Department uses a structured questionnaire and interview process. If an applicant, despite holding a recognised degree in pharmacy, has been totally laboratory‐based, e.g. in industry, the selectors will discuss with the applicant whether the course will be suitable for them. It was stated that some applicants have had no pharmacy experience since graduation and that these applications must be dealt with carefully.

Standard 5 – Curriculum delivery and Student experience The curriculum for OSPAPs must deliver the outcomes in Standard 10. Most importantly, curricula must ensure that students practice safely and effectively. To ensure this, pass criteria must describe safe and effective practice.

The team was confident that the twelve criteria to meet this standard will be met. The team was told that the University has a strategy for international students and that the OSPAP is a natural progression from this strategy. It was explained that since the previous Step 2 visit the School had re‐visited all the modules of the OSPAP course in order to address the concerns of the GPhC. In particular, the amount of interprofessional learning had been increased, a hospital placement had been introduced in response to student demand, there are regular meetings with students and there is more cross‐discipline teaching with the science‐based staff now working more closely in the practice modules. The clinical focus is underpinned by science. It was explained that the OSPAP students come from a variety of educational backgrounds, some quite didactic and dictatorial, and that there is an attempt to bring them all up to a common point as quickly as possible. The team was told that learning methods not previously encountered by OSPAP students are used, including problem‐based learning. It was stated that the OSPAP students need to be nurtured into accepting these approaches. The accreditation team explored the integration of the programme in two separate subgroup sessions, science to practice, and practice from science. Both subgroups agreed that science and practice were well‐integrated in the programme. The OSPAP course has been adapted from the University’s MPharm degree but with a very strongly supportive role to the adult learners on the course, particularly early in the course when most OSPAP students are shy and lack confidence; the confidence levels were said to rise quickly. The course is tailored to the needs of individual students with students carrying out self‐assessments. In the orientation sessions there are diagnostic tests for science, English and numeracy. Students are required to see their personal tutors every 5 weeks with their CPD entries to assess progress. The team was told that the


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term “reflection” is new to most OSPAP students, hence the need for regular meetings with the personal tutors. The course is delivered through 5 separate modules. The team was told that some of the material delivered to the OSPAP students is the same as that delivered to MPharm students. This amounts to some 90 hours of teaching but only 30 hours of that is co‐taught as the timing of the teaching is not always consonant with the timetable for the OSPAP course. The team noted from the documentation that OSPAP students were not comfortable being taught alongside undergraduate students and had questioned the relevance of some of the chemistry taught. Staff members explained what was being done to make the material more relevant. It was stated that students had enjoyed the placements but had requested an additional hospital placement. As a result there will be a 1‐day hospital placement in the next academic year. In relation to the quality of placements, the team was told that the Department is anxious to have significant patient and public involvement. It has now appointed two persons who will attend programme and stakeholder meetings as critical friends. The stakeholder board meets once or twice per year and engages in horizon‐scanning activities. The team was told that staff members teaching on the OSPAP course are orientated to problems of communication with international students. Likewise, the students are encouraged to compare styles of communication in the UK with those in their own countries. Different ways of communicating and the relationship to personality types is covered in the teaching. The University policy on assessment is that all learning outcomes must be assessed formatively and then twice in summative assessments. OSCEs are introduced to the students early in the course as formative exercises. Summative OSCEs are held in Semester B and assessment is based on safe vs unsafe criteria. Critical “red flag” elements are included and students have the opportunity to re‐sit. Students passing at the second attempt, or failing a different critical element, are interviewed to confirm that their practice is safe. If students fail the same critical element a second time then they fail overall, but are referred. To obtain a pass students need to pass the critical elements and achieve 50% overall, including the non‐critical elements. The dispensing examination also has critical elements that assess legality, dosage, and clinical appropriateness of prescriptions. Students are allowed 2 attempts to pass but a second fail will lead to overall failure and referral.

Standard 6 – Support and development for students Students must be supported to develop as learners and professionals during their OSPAP

The team was confident that the one criterion to meet this standard will be met. The accreditation team was assured that despite the significant re‐structuring of the University the student experience would remain as being of paramount importance. In terms of enhancement, the new School will appoint a student representative officer who will meet with and advise the departmental student representatives on departmental committees. It was stated that student evaluations are championed and monitored and that there is a Student Charter.


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Standard 7 – Support and development for academic staff Anyone delivering an OSPAP should be supported to develop in their professional roles.

The team was confident that the three criteria to meet this standard will be met. The team was told that the Department’s teacher‐practitioners (17 in total) are supported to undertake Higher Education Academy qualifications. Peer observation of teaching takes place once or twice per year, and appraisals are carried out twice a year. If such staff members work in the Department for less than 1 day per week they are afforded individual support in teaching methods. It was confirmed that the most experienced teacher‐practitioners are used on the OSPAP course.

Standard 8 – Management of an OSPAP An OSPAP must be planned and maintained through transparent processes which must show who is responsible for what.

The team was confident that the one criterion to meet this standard will be met. As indicated in the commentary to Standard 2 above, The team was told that the University had been re‐organised into a School‐based system with the removal of the former faculties. The Department of Pharmacy will have three members of its staff on the School of Life and Medical Sciences Executive, plus the existing Head of Department will become the Dean. The team was able to see a diagram of the new departmental structure and was told that the separation of the senior practitioners from the pharmacy practice team was because such staff members are all part‐time and have specific functions in, for example, developing the campus pharmacy and developing OSCEs.

Standard 9‐ Resources and capacity Resources and capacity are sufficient to deliver outcomes.

The team was confident that the one criterion to meet this standard will be met. As indicated above, the University structure has been re‐organised into a School‐based structure. The School Executive will examine future plans for departments and set the budget for the relevant following year, a process that had just been completed at the time of the team’s visit. The Senior Finance Manager has monthly and quarterly meetings with departmental heads in order to identify any re‐budgeting requirements. The team was told that currently the Department of Pharmacy was working to a 5‐year plan and that the re‐structuring would not affect this plan. The team noted that at a time when, for a variety of reasons, international student numbers are likely to diminish, the forecast for OSPAP numbers in the business plan showed an increase to 30 per year. The team was told that in this period of uncertainty numbers were more likely to be in the range of 12‐20 students. Staffing will be linked to student numbers and the team was assured that the Department’s postgraduate courses overall were in a healthy state and that resources would not be removed. It was emphasised to the team that the Department was relatively new and that staff members worked very closely together. The staff meets as a discrete OSPAP team. Staff members, not having taught the same material for many years, were said to be amenable to change and development. The team was told that pharmacist and non‐pharmacist academics work very closely together, there are many meetings and non‐pharmacists are intimately involved in the organisation and delivery of the course. It was said that science is in everything that is delivered by a practice pharmacist. The team was told that there are regular meetings and research seminars in which pharmacist and science staff members participate. OSCEs will be run by non‐pharmacist staff as well as by


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pharmacists. As well as non‐pharmacist staff being introduced to practice, pharmacist staff members have become involved in scientific aspects of the Department’s work.

Standard 10 ‐ Outcomes Outcomes for non‐EEA pharmacists wanting to register in Great Britain

The team attempted to scrutinise the learning outcomes by discussions with the teaching staff in two parallel sessions comprising a ‘science to practice’ session and a ‘practice from science’ session. In each session the team attempted to drill down into the course to understand how various themes are developed and how science and practice elements within the themes are linked across the year. The aim was to explore course themes in depth to establish how they are developed from simply ‘knowing’, through ‘knowing how’, ‘showing how’ and ‘doing’, while accepting that for an OSPAP graduate, there are relatively few outcomes that demand that the graduate ‘does’ (See Appendix 1, standard 10). Rather than checking every outcome in these discussions, several were sampled and discussed with teaching staff. For each of the eight outcomes scrutinised in detail, the evidence provided by the discussions with the staff, along with other evidence provided with the documentation, gave the team confidence that these outcomes would be met at the required level. As this selection represented approximately 14% of the total outcomes, the team was confident that all other outcomes would be similarly met. This view was supported by the documented material for each of the other outcomes, which had also been scrutinised by the team. Thus, the team is confident that standard 10 will be met.

Indicative Syllabus The team scrutinised the curriculum and, following discussions with teaching staff, agreed that the curriculum addressed all of the items covered by the Indicative Syllabus.


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Summary and conclusions In reaching its conclusion based on this Step 2 repeat visit, the accreditation team made two separate judgements: 1. whether or not the University met the criteria for a new provider delivering a new OSPAP; and 2. whether or not the University met the criteria for an established provider delivering an existing OSPAP The accreditation team agreed that both sets of criteria had been met. The team agreed to recommend to the Registrar of the General Pharmaceutical Council that University of Hertfordshire OSPAP should be reaccredited for a full period of three years. There are no conditions or recommendations. As a result of this event, a private record and a public report will be prepared and sent to the University for comment on matters of factual accuracy. Once agreed by the Registrar, both documents will be sent to University for its records and the report, along with a formal response from the University, will be posted on the Council’s website for the duration of the accreditation period. There is a standing condition for all course providers, which is that documentary references to the pharmacy regulator must be to the General Pharmaceutical Council. If any other amendments are required to be made to documents for accuracy or completeness, they will be detailed in the record. The University must confirm that changes have been made but the GPhC does not require documents to be submitted for its approval. Please note all accredited providers are required to inform the General Pharmaceutical Council annually of changes to the curriculum and/or resources. Please note that the team’s recommendations are not binding on the Registrar, who may accept, modify or reject them. The accreditation team’s feedback is confidential until it has been ratified by the Registrar of the General Pharmaceutical Council but it may be shared with staff and students internally. The full record includes other comments from the team and the General Pharmaceutical Council regards the record in its entirety as its formal view on provision. Providers are required to take all comments into account as part of the accreditation process. Standing condition of accreditation: These are the conditions which will apply in all circumstances of OSPAP accreditation:

1. The school or department of pharmacy always seeks approval from the General Pharmaceutical Council for curriculum amendments and always at least informs the General Pharmaceutical Council of significant changes to pharmacy undergraduate and OSPAP student numbers or resources for their teaching, learning support and assessment, including any change from internal to teaching, learning and assessment from outside the school or department;


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2. The school or department of pharmacy produces and submits to the General Pharmaceutical Council annually requested data on student numbers and progression and OSPAP awards;

3. The school or department of pharmacy produces and submits to the General Pharmaceutical Council annually requested information about the extent of human and physical resources it enjoys for the delivery and support of the OSPAP;

4. The school or department of pharmacy or the university makes students and potential students aware of the existence and Internet address where they can view the General Pharmaceutical Council’s summary reports of OSPAP accreditation exercises, main after‐actions therefrom and of the timetable for future accreditation exercises.

The Pharmacy Order 2010 states: Part 5 Education, training and acquisition of experience and continuing professional development, Information to be given by institutions or other providers, 46. ... (3) Whenever required to do so by the Council, any institution or other provider to which this article applies must give to the Council such information and assistance as the Council may reasonably require in connection with the exercise of its functions under this Order.

(4) Where an institution or other provider refuses any reasonable request for information made by the Council under this article, the Council may, in accordance with article 47 (‘Refusal or withdrawal of approval of courses, qualifications and institutions’), refuse to approve or withdraw approval from, any course of education or training, qualification, test or institution or other provider to which the information relates.

It is a requirement of accreditation that institutions or other providers provide the GPhC proactively and in a timely manner with any information which is, or has the potential to be, material to the delivery of an accredited course. This includes, but is not limited to: changes in staffing, changes in funding, and/or substantial changes in curriculum or delivery.

Reference: http://www.legislation.gov.uk/uksi/2010/231/contents/made

Caution: Preregistration and employment as a pharmacist:

• In respect of all students, successful completion of an accredited course in not a guarantee of a placement for a pre‐registration year or of future employment as a pharmacist.

Following the above event, the Registrar of the General Pharmaceutical Council agreed with the accreditation team’s recommendation and permitted the University of Hertfordshire to move from the accreditation process for new OSPAPS to the accreditation processes for existing OSPAPs. The course was approved for full accreditation for a period of three academic years.


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Appendix 1 ‐ Standards for the education and training of non‐EEA pharmacists wanting to register in Great Britain Standard 1 – Patient and public safety

1. There must be clear procedures to address concerns about patient safety arising from pharmacy education and training. Concerns must be

addressed immediately.

1.1. There must be effective systems in place to ensure that students:

1.1.a do not jeopardise patient safety; 1.1.b only do tasks for which they are competent, sometimes under supervision; 1.1.c are monitored and assessed to ensure they always practice safely. Causes for concern should be addressed immediately; 1.1.d have access to support for health, conduct and academic issues; 1.1.e must not be awarded an OSPAP if they might pose a risk to patients or the public; 1.1.f understand what is and what is not professional behaviour and are familiar with the GPhC’s Code of Conduct for Pharmacy Students (2010)Standards of

conduct, ethics and performance (2010); 1.1.g understand what fitness to practise mechanisms apply to them. All schools of pharmacy must have fitness to practise procedures to deal with student

causes for concern; 1.1.h undergo required health and good character checks; 1.1.i understand that it is an offence to impersonate a pharmacist. Pharmacists are registrants of the GPhC.


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Standard 2 – Monitoring, review and evaluation of an OSPAP

2. The quality of an OSPAP must be monitored, reviewed and evaluated in a systematic and developmental way.

2.1 There must be systems and policies in place covering the following: 2.1.a information about roles & responsibilities and lines of accountability; 2.1.b university information on:

i. entry requirements; ii. the quality of teaching, learning and assessment; iii. the quality of placements and other practice learning opportunities; iv. appraisal and feedback systems for students; v. supervision requirements; vi. educational resources and capacity; These must be monitored, reviewed and evaluated systematically. When an issue is identified it must be documented and dealt with promptly;

Standard 3 – Equality, diversity and fairness

3. OSPAPs must be based on principles of equality, diversity and fairness. It must meet the requirements of all relevant legislation.

3.1 systems and policies for capturing equality and diversity data. Concerns should be documented, addressed and disseminated; 3.2 strategies for staff training in equality and diversity


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Standard 4 – Selection of students

4. Selection processes must be open, fair and comply with relevant legislation. Processes must ensure students are fit to practise as students at the point of selection. Selection includes admissions.

4.1 Selection processes must give applicants the information they need to make an informed application. 4.2 Selection criteria must be explicit. They should include:

4.2.a meeting the GPhC’s adjudication requirements; 4.2.b meeting academic and professional entry requirements; 4.2.c meeting numeracy requirements; 4.2.d recognising prior learning, where that is appropriate.

4.3 Selectors should apply selection criteria fairly. They should be trained to do this. Training should include equality and diversity awareness.

Standard 5 – Curriculum delivery and the student experience

5. The curriculum for OSPAPs must deliver the outcomes in Standard 10. Most importantly, curricula must ensure students practise safely and effectively. To ensure this, pass criteria must describe safe and effective practice.

5.1 Curricula must be integrated. By this the GPhC does not mean that an OSPAP and pre‐registration training must be delivered as single two tear course, but that the component parts of an OSPAP must be linked in a coherent way.

5.2 Curricula must be progressive, dealing with issues in increasing more complex ways until the right level of understanding is reached.

5.3 An OSPAP must be delivered in an environment which places study in a professional and academic context and requires students to conduct themselves professionally.

5.4 An OSPAP must be delivered in an environment informed by research. This means that whether or not all staff are engaged in research, their teaching must be


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informed by current research.

5.5 An OSPAP teaching and learning strategy must set out how students will achieve the outcomes in Standard 10. Learning opportunities must be structured to provide: 5.5.a an integrated experience of relevant science and pharmacy practice; 5.5.b a balance of theory and practice 5.5.c independent learning skills

5.6 The OSPAP curriculum must include practical experience of working with patients, carers and other healthcare professionals. We are not suggesting that off‐site placement visits are the only way to achieve this. Schools should articulate their strategy for meeting this criterion, which may include off‐site placement visits, using patients, carers and other healthcare professions in‐class and simulations.

5.7 There must be a clear assessment strategy for the OSPAP. Assessment methods must measure the outcomes in Standard 10. 5.8 The OSPAP assessment strategy should include:

5.8.a diagnostic assessments; 5.8.b formative assessments; 5.8.c summative assessments; 5.8.d timely feedback.

5.9 Academic regulations must be appropriate for a postgraduate qualification that is both academic and professional and may lead to further professional training. As a general principle, all assessments must be passed. This means that condonation, compensation, trailing, extended re‐sit opportunities and other remedial measures should be extremely limited, if they are permitted at all. Course academic regulations may be more stringent than university norms. This may include higher than usual pass marks for assessments demonstrating knowledge and skills essential to safe and effective pharmacy practice.

5.10 Marking criteria must be used for all assessments and all pass criteria must reflect safe and effective practice.

5.11 Patient safety must be paramount in assessments: any evidence of an assessment demonstrating unsafe practise must result in failure.

5.12 OSPAPs must include an induction programme orientating students to study in the UK. The programme should include diagnostic testing.


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Standard 6 – Support and development for students

6. Students must be supported to develop as learners and professionals during their OSPAPs.

6.1. A range of mechanisms must be in place to support students to develop as learners and professionals.

Standard 7 – Support and development for academic staff

7. Anyone delivering an OSPAP should be supported to develop in their professional roles.

7.1. There must be a range of mechanisms in place to support anyone delivering an OSPAP to develop in their professional role. 7.2. Induction programmes are provided for tutors and university staff as appropriate. This should include induction programmes for non‐pharmacists working on an

OSPAP. 7.3. Everyone involved in delivering the curriculum should have:

7.3.a effective supervision; 7.3.b an appropriate and realistic workload; 7.3.c effective personal support; 7.3.d mentoring; 7.3.e time to learn; 7.3.f continuing professional development opportunities.

Standard 8 – Management of an OSPAP

8. An OSPAP must be planned and maintained through transparent processes which must show who is responsible for what.

8.1. All OSPAPs must be supported by a defined management plan with: 8.1.a a schedule of responsibilities; 8.1.b defined structures and processes to manage the delivery of an OSPAP.


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Standard 9 – Resources and capacity 9. Resources and capacity are sufficient to deliver outcomes.

9.1 There must be: 9.1.a robust and transparent mechanisms for securing an appropriate level of resource for delivering an OSPAP; 9.1.b sufficient staff from relevant disciplines to deliver the curriculum to students. Staff must be appropriately qualified and experienced. The staffing profile

must include: 9.1.b.i sufficient numbers of pharmacists – registrants of the GPhC – with experience of teaching in higher education to ensure that an OSPAP can

produce students equipped to enter pharmacist pre‐registration training in Great Britain. 9.1.b.ii sufficient numbers of pharmacists to act as tutors and professional mentors at university and in pre‐registration. Not all personal tutors must

be pharmacists. 9.1.b.iii pharmacists who are leaders in the profession and in their university, who can influence university policy relevant to pharmacy 9.1.b.iv non‐pharmacist academics who can influence school and university policy relevant to pharmacy 9.1.b.v staff who are sufficiently experienced to supervise research. It would be unusual for anyone to supervise research at a particular level unless

they had researched to that level or beyond. New research supervisors must be mentored and signed off as being fit to supervise after a period of mentoring

9.1.b.vi science academics who understand the relevance of their discipline to pharmacy and deliver their area of expertise in a pharmaceutical context

9.1.b.vii academic pharmacists and other experienced pharmacy staff who are able to act as mentors to non‐pharmacist colleagues 9.1.c career pathways in universities for all staff teaching on OSPAPs, including pathways for practice staff; 9.1.d clear lines of authority and responsibility for the strategic organisation and day‐to‐day management of placements; 9.1.e training and ongoing support for all non‐pharmacists involved in the delivery of OSPAPs, which must help them understand:

9.1.f.i help and understand the relevance of their work to pharmacy 9.1.f.ii how to deliver their area of expertise in a pharmaceutical context

9.1.f appropriate learning resources 9.1.g accommodation and facilities that are fit for purpose


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Outcomes for non‐EEA pharmacists wanting to register in Great Britain 10.1 Expectations of a pharmacy professional Note: Not all outcomes will be met on an OSPAP. In designing the course, providers make a judgement about which outcomes will have been met previously by their students, who will have trained to be pharmacists outside the EEA. Learning outcome

OSPAP Pre‐reg (for reference only)

a. Recognise ethical dilemmas & respond in accordance with relevant codes of conduct and behaviour Shows how Does b. Recognise the duty to take action if a colleague’s health, performance or conduct is putting patients or public at risk Knows how Knows how c. Recognise personal health needs, consult and follow the advice of a suitably qualified professional, and protect patients or public

from any risk posed by personal health Does Does

d. Apply the principles of clinical governance in practice Knows how Does e. Demonstrate how the science of pharmacy is applied in the design and development of medicines and devices Shows how Knows how f. Contribute to the education and training of other members of the team, including peer review and assessment Shows how Does g. Contribute to the development of other members of the team through coaching and feedback Knows how Shows how h. Engage in multidisciplinary team working Knows how Does 10.2 The skills required in practice

10.2.1 Implementing health policy Learning outcome

OSPAP Pre‐reg

a. Promote healthy lifestyles by facilitating access to and understanding of health promotion information Shows how Does b. Access & critically evaluate evidence to support safe, rational & cost effective use of medicines Shows how Does c. Use the evidence base to review current practice Shows how Shows how d. Apply knowledge of current pharmacy‐related policy to improve health outcomes Shows how Shows how e. Collaborate with patients, the public and other healthcare professionals to improve patient outcomes Knows how Does


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f. Play an active role with public and professional groups to promote improved health outcomes Knows how Knows how g. Contribute to research & development activities to improve health outcomes Knows how Knows how h. Provide evidence‐ based medicines information Shows how Does i. Respond appropriately to medical emergencies, including provision of first aid Knows how Shows how

10.2.2 Validating therapeutic approaches and supplies prescribed and over‐the‐counter medicines

Learning outcome

OSPAP Pre‐reg

a. Identify and employ the appropriate diagnostic or physiological testing techniques in order to promote health Knows how Shows how b. Identify inappropriate health behaviours and recommend suitable approaches to interventions Shows how Does c. Instruct patients in the safe and effective use of their medicines and devices Shows how Does d. Analyse prescriptions for validity and clarity Shows how Does e. Clinically evaluate the appropriateness of prescribed medicines Shows how Does f. Provide, monitor and modify prescribed treatment to maximise health outcomes Shows how Does g. Communicate with patients about their prescribed treatment Shows how Does h. Optimise treatment for individual patient needs in collaboration with the prescriber Shows how Does i. Record, maintain and store patient data Shows how Does j. Supply medicines safely and efficiently, consistently within legal requirements and best professional practice.

NB This should be demonstrated in relation to both human and veterinary medicines. Shows how Does

10.2.3 Ensuring safe and effective systems are in place to manage risk inherent in the practice of pharmacy and the delivery of pharmaceutical services

Learning outcome

OSPAP Pre‐reg

a. Ensure quality of ingredients to produce medicines and products Shows how Shows how b. Apply pharmaceutical principles to the formulation, preparation and packaging of products Shows how Shows how c. Use pharmaceutical calculations to verify the safety of doses and administration rates Does Does d. Develop quality management systems including maintaining appropriate records Shows how Shows how e. Manage and maintain quality management systems including maintaining appropriate records

Shows how Does


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f. Procure and store medicines and other pharmaceutical products working within a quality assurance framework Knows how Does g. Distribute medicines safely, legally and effectively Knows how Does h. Dispose of medicines safely, legally and effectively Knows how Does i. Manage resources in order to ensure work flow and minimise risk in the workplace Knows how Shows how j. Take personal responsibility for health and safety Knows how Does k. Work effectively within teams to ensure safe and effective systems are being followed Knows how Does l. Ensure the application of appropriate infection control measures Shows how Does m. Supervise others involved in service delivery Knows how Does n. Identify, report and prevent errors and unsafe practice Shows how Does o. Procure, store and dispense and supply veterinary medicines safely and legally Knows how Knows how

10.2.4 Working with patients and the public Learning outcome

OSPAP Pre‐reg

a. Establish and maintain patient relationships while identifying patients’ desired health outcomes and priorities Shows how Does b. Obtain and record relevant patient medical, social and family history Shows how Does c. Identify and employ the appropriate diagnostic or physiological testing techniques to inform clinical decision making Knows how Shows how d. Communicate information about available options in a way which promotes understanding Shows how Does e. Support the patient in choosing an option by listening and responding to their concerns and respecting their decisions Shows how Does f. Conclude consultation to ensure a satisfactory outcome Shows how Does g. Maintain accurate and comprehensive consultation records Shows how Does h. Provide accurate written or oral information appropriate to the needs of patients, the public or other healthcare professionals Shows how Does 10.2.5 Maintaining and improving professional performance Learning outcome

OSPAP Pre‐reg

a. Demonstrate the characteristics of a prospective professional pharmacist as set out in relevant codes of conduct and behaviour Does Does b. Reflect on personal and professional approaches to practice Does Does


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c. Create and implement a personal development plan Does Does d. Review and reflect on evidence to monitor performance and revise professional development plan Does Does e. Participate in audit and in implementing recommendations Knows how Shows how f. Contribute to identifying learning and development needs of team members Knows how Does g. Contribute to the development and support of individuals and teams Knows how Does h. Anticipate and lead change Knows how Shows how

Indicative syllabus A1.1 How medicines work

Therapeutics

• Routes of administration

• New therapeutic advances

• Infection control

• Complementary therapies

• Clinical therapeutic uses of drugs

Applied Physical, Chemical and Biological sciences

• Sources and purification of medicinal substances

• Physicochemical characteristics of drugs and biological systems

• Thermodynamics and chemical kinetics

• (Bio)Analytical principles and methods

• Drug design and discovery

• Cell and molecular biology

• Biochemistry

• Genetics


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• Microbiology

• Immunology

• Pharmaceutical chemistry

• Drug identification

• Drug synthesis

Pharmacology, pharmacokinetics & pharmacodynamics

• Contraindications, adverse reactions and drug interactions

• ADME

• Prediction of drug properties

• Pharmacogenetics and pharmacogenomics

• Drug and substance misuse

• Clinical toxicology and drug‐over‐exposure

• Molecular basis of drug action

• Metabolism

Pharmaceutical technology including manufacturing & engineering science

• Biotechnology

• Manufacturing methods

• Quality assurance processes

• Sterilisation and asepsis

• Environmental control in manufacturing

Formulation and material science

• Materials used in formulations and devices

• Biopharmaceutics, developmental pharmaceutics, pre‐formulation and formulation studies

• Design and standardization of medicines


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• Microbiological contamination

• Contamination control

• Product stability

• Medical devices

A1.2 How people work Normal & abnormal structure & function

• Nutrition

• Physiology

• Pathology

• Infective processes

Sociology

• Social and behavioural science

Health psychology

• Health promotion

• Disease prevention

• Behavioural medicine

Objective diagnosis

• Differential diagnosis

• Symptom recognition

• Diagnostic tests

Epidemiology • Aetiology and epidemiology of (major) diseases


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A1.3 How systems work Healthcare management

• Public health

• Organisations: NHS,DH, govt priorities

• Other professionals

• Health care systems

Evidence‐based practice

• Health information systems/ resources

• Health policy and (pharmaco)economics

Professional regulation

• Legislation

• Professional ethics and fitness to practise

• Sale and supply of medicines

• CPD

• Political and legal framework

Medicines regulation

• Evaluation and regulation of new drugs and medicines

• Pharmacopoeial specifications and biological standards

• Medicines licensing

• Product quality, safety and efficacy

• The supply chain

• Packaging, labelling and patient information

Clinical governance


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• SOPs • Research methodology / research ethics • Risk & quality management • Good manufacturing/dispensing practice • Good clinical practice • Health policy, clinical and science research methods

Clinical management

• Disease management

• Chronic medicines management

• Medicines use review

• Care planning

Workplace Regulation • Health & Safety • Sexual boundaries • Independent Safeguarding Authority • Data protection • FOIA • Consumer protection incl. complaints procedures

A1.4 Core and transferable skills Professionalism

Research and research methods

Critical appraisal • Audit and learning from errors

Problem solving • Study skills


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• Team‐working skills

Clinical decision making

• Leadership skills

Accurate record keeping

Reflective practice (incl. continuing professional development)

Effective communication

• Interpersonal skills

• Medical terminology

Interpret & interrogate clinical data

Analyse & use numerical data

Pharmaceutical numeracy

Technological literacy A1.5 Attitudes and values See the GPhC Code of Conduct for pharmacy students (2010) and Standards of conduct, ethics and performance (2010)