Transcript Presentation: Development of the new 2014 MPharm

Development of the new 2014
MPharm: An integrated, nonmodular programme featuring
small group, enquiry-based
instructional approaches.
Alan Hindle & Stephen Britland
School 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
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Pharmacology / Toxicology
Pharmaceutics / Formulation
Pharmaceutical Chemistry
Pharmacy Practice
The Accreditation Process
• 2011 GPhC Standards
– Outputs-based:
– Integration/spiral curriculum…..
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…
Trans-disciplinary
Inter-disciplinary
Multi-disciplinary
Complementary
Correlation
Sharing
Temporal coordination
Nesting
Harmonisation
Awareness
Isolation
Harden’s Ladder
Harden, 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 Structure
Level Stage
Thematically Titled Strands
4
4PY019
Pharmacy Stage 1
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5
5PY022
Pharmacy Stage 2
• Medicines in Development and Use
• Clinical and Professional Skills for
Pharmacists
• The Applied Pharmacy Learner
6
6PY011
Pharmacy Stage 3
• The Therapeutic Management of Patients
• The Established Pharmacy Learner
7
7PY023
Pharmacy Stage 4
• Frontiers in Pharmacy
• Effective Patient Management
• The Accomplished Pharmacy Learner
Molecules, Cells and Systems
Introduction to Drugs and Medicines
Pharmacists, Patients and Medicines
The Informed Pharmacy Learner
Summary of integration approaches
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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