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Keith A. Wilson, PhD, FRPharmS, is professor of
pharmacy practice
Chris A. Langley, PhD, MRPharmS, is lecturer
in pharmacy practice
Katie Hatfield, BSc, MRPharmS, is teaching
fellow in pharmacy practice
all
at the School of Life and Health Sciences
at Aston University
Jill Jesson, PhD, is lecturer in marketing
at Aston Business School.
Correspondence to:
Professor Keith Wilson
School
of Life and Health Sciences, Aston University, Birmingham B4 7ET
e-mail
k.a.wilson@aston.ac.uk |
Abstract
Aim
To undertake a national study of teaching, learning and assessment in UK schools of pharmacy.
Design
Triangulation of course documentation, 24 semi-structured interviews undertaken
with 29 representatives from the schools and a survey of all final year
students (n=1,847) in the 15 schools within the UK during 2003–04.
Subjects and setting
All established UK pharmacy schools and final year MPharm students.
Outcome measures
Data were combined and analysed under the topics of curriculum, teaching
and learning, assessment, multi-professional teaching and learning, placement
education and research projects.
Results
Professional accreditation was the main driver for curriculum design
but links to preregistration training were poor. Curricula were consistent
but offered little student choice. On average half the curriculum was
science-based.
Staff supported the science content but students less so. Courses were
didactic but schools were experimenting with new methods of learning.
Examinations were the principal form of assessment but the contribution
of practice
to the final degree ranged considerably (21–63%). Most students
considered the assessment load to be about right but with too much emphasis
upon knowledge.
Assessment of professional competence was focused upon dispensing and
pharmacy law. All schools undertook placement teaching in hospitals but
there was
little in community/primary care. There was little inter-professional
education. Resources and logistics were the major limiters.
Conclusions
There is a need for an integrated review of the accreditation process for
the MPharm and preregistration training and redefinition of professional
competence at an undergraduate level.
Full text article PDF (50K) |
The
Pharmaceutical Journal