Development of the new 2014 MPharm: An integrated, non- modular programme featuring small group, enquiry-based instructional approaches. Alan Hindle &

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.


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


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


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

Pharmacists• The Applied Pharmacy Learner


• The Therapeutic Management of Patients• The Established Pharmacy Learner


• 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

Documents

Development of the new 2014 MPharm: An integrated, non- modular programme featuring small group, enquiry-based instructional approaches. Alan Hindle &