Experiential learning in MPharm programmes: a survey of UK universities

Research output: Contribution to conferencePoster

Abstract

Background: The General Pharmaceutical Council’s (GPhC) Standards for the Initial Education and Training of Pharmacists has stressed the importance of experiential learning (EL) in the MPharm, with stipulations that EL should increase year on year, and that tutors receive the necessary support (General Pharmaceutical Council, 2011). Aims: To determine how universities in the United Kingdom currently structure their EL in the MPharm, and assess how the standards specified by the GPhC are met. Method: Staff in charge of EL in MPharm programmes were surveyed, using a 31-item on- line questionnaire, which consisted of open and close-ended questions. Variables of interest were administration and structure of the EL, tutor issues, and placement sites. To rank the challenges faced, the Relative Importance Index (RII) was calculated (Jarkas and Bitar, 2012). Results: Twenty (66.7%) universities responded. EL coordinators were mostly academic/teaching fellows (19), and spent 0.29 ± 0.31 Full Time Equivalent on coordination. In 53.8% of universities, tutors completed training annually, with topics primarily focusing on placement structure (85.7%) and requirements (78.6%). Total placement hours in all practice sites over the four years of study ranged from 54 to 496 hours, mainly in hospital and community pharmacy, but also hospices, prisons, and nursing homes. RII calculation revealed the three biggest challenges faced were obtaining/retaining hospital placements (81.82), financial support (80) and quality assurance of tutors (60). Conclusion: While there has been an increase in the variety of placement sites and EL hours since the last survey in 2003 (Wilson et al., 2006), universities still face the challenges of obtaining placement sites and financial support. There are also gaps in tutor training and development. More standardisation and regulation with regard to the quality assurance of the programme, placement sites, and tutors is needed to ensure students obtain the most out of their placements.

Conference

ConferencePharmacy Education Conference
CountryUnited Kingdom
CityManchester
Period24/06/1924/06/19

Fingerprint

Problem-Based Learning
tutor
university
learning
pharmaceutical
Financial Support
quality assurance
Hospice and Palliative Care Nursing
Pharmaceutical Preparations
hospice
Pharmacies
Prisons
pharmacist
nursing home
Surveys and Questionnaires
Nursing Homes
Pharmacists
correctional institution
Teaching
Students

Keywords

  • MPharm
  • experiential learning
  • UK
  • university

Cite this

Jacob, S. A., & Boyter, A. (2019). Experiential learning in MPharm programmes: a survey of UK universities. Poster session presented at Pharmacy Education Conference, Manchester, United Kingdom.
Jacob, Sabrina Anne ; Boyter, Anne. / Experiential learning in MPharm programmes : a survey of UK universities. Poster session presented at Pharmacy Education Conference, Manchester, United Kingdom.
@conference{667a1b40654d45c7b604f815fc269445,
title = "Experiential learning in MPharm programmes: a survey of UK universities",
abstract = "Background: The General Pharmaceutical Council’s (GPhC) Standards for the Initial Education and Training of Pharmacists has stressed the importance of experiential learning (EL) in the MPharm, with stipulations that EL should increase year on year, and that tutors receive the necessary support (General Pharmaceutical Council, 2011). Aims: To determine how universities in the United Kingdom currently structure their EL in the MPharm, and assess how the standards specified by the GPhC are met. Method: Staff in charge of EL in MPharm programmes were surveyed, using a 31-item on- line questionnaire, which consisted of open and close-ended questions. Variables of interest were administration and structure of the EL, tutor issues, and placement sites. To rank the challenges faced, the Relative Importance Index (RII) was calculated (Jarkas and Bitar, 2012). Results: Twenty (66.7{\%}) universities responded. EL coordinators were mostly academic/teaching fellows (19), and spent 0.29 ± 0.31 Full Time Equivalent on coordination. In 53.8{\%} of universities, tutors completed training annually, with topics primarily focusing on placement structure (85.7{\%}) and requirements (78.6{\%}). Total placement hours in all practice sites over the four years of study ranged from 54 to 496 hours, mainly in hospital and community pharmacy, but also hospices, prisons, and nursing homes. RII calculation revealed the three biggest challenges faced were obtaining/retaining hospital placements (81.82), financial support (80) and quality assurance of tutors (60). Conclusion: While there has been an increase in the variety of placement sites and EL hours since the last survey in 2003 (Wilson et al., 2006), universities still face the challenges of obtaining placement sites and financial support. There are also gaps in tutor training and development. More standardisation and regulation with regard to the quality assurance of the programme, placement sites, and tutors is needed to ensure students obtain the most out of their placements.",
keywords = "MPharm, experiential learning, UK, university",
author = "Jacob, {Sabrina Anne} and Anne Boyter",
year = "2019",
month = "6",
day = "24",
language = "English",
note = "Pharmacy Education Conference ; Conference date: 24-06-2019 Through 24-06-2019",

}

Jacob, SA & Boyter, A 2019, 'Experiential learning in MPharm programmes: a survey of UK universities' Pharmacy Education Conference, Manchester, United Kingdom, 24/06/19 - 24/06/19, .

Experiential learning in MPharm programmes : a survey of UK universities. / Jacob, Sabrina Anne; Boyter, Anne.

2019. Poster session presented at Pharmacy Education Conference, Manchester, United Kingdom.

Research output: Contribution to conferencePoster

TY - CONF

T1 - Experiential learning in MPharm programmes

T2 - a survey of UK universities

AU - Jacob, Sabrina Anne

AU - Boyter, Anne

PY - 2019/6/24

Y1 - 2019/6/24

N2 - Background: The General Pharmaceutical Council’s (GPhC) Standards for the Initial Education and Training of Pharmacists has stressed the importance of experiential learning (EL) in the MPharm, with stipulations that EL should increase year on year, and that tutors receive the necessary support (General Pharmaceutical Council, 2011). Aims: To determine how universities in the United Kingdom currently structure their EL in the MPharm, and assess how the standards specified by the GPhC are met. Method: Staff in charge of EL in MPharm programmes were surveyed, using a 31-item on- line questionnaire, which consisted of open and close-ended questions. Variables of interest were administration and structure of the EL, tutor issues, and placement sites. To rank the challenges faced, the Relative Importance Index (RII) was calculated (Jarkas and Bitar, 2012). Results: Twenty (66.7%) universities responded. EL coordinators were mostly academic/teaching fellows (19), and spent 0.29 ± 0.31 Full Time Equivalent on coordination. In 53.8% of universities, tutors completed training annually, with topics primarily focusing on placement structure (85.7%) and requirements (78.6%). Total placement hours in all practice sites over the four years of study ranged from 54 to 496 hours, mainly in hospital and community pharmacy, but also hospices, prisons, and nursing homes. RII calculation revealed the three biggest challenges faced were obtaining/retaining hospital placements (81.82), financial support (80) and quality assurance of tutors (60). Conclusion: While there has been an increase in the variety of placement sites and EL hours since the last survey in 2003 (Wilson et al., 2006), universities still face the challenges of obtaining placement sites and financial support. There are also gaps in tutor training and development. More standardisation and regulation with regard to the quality assurance of the programme, placement sites, and tutors is needed to ensure students obtain the most out of their placements.

AB - Background: The General Pharmaceutical Council’s (GPhC) Standards for the Initial Education and Training of Pharmacists has stressed the importance of experiential learning (EL) in the MPharm, with stipulations that EL should increase year on year, and that tutors receive the necessary support (General Pharmaceutical Council, 2011). Aims: To determine how universities in the United Kingdom currently structure their EL in the MPharm, and assess how the standards specified by the GPhC are met. Method: Staff in charge of EL in MPharm programmes were surveyed, using a 31-item on- line questionnaire, which consisted of open and close-ended questions. Variables of interest were administration and structure of the EL, tutor issues, and placement sites. To rank the challenges faced, the Relative Importance Index (RII) was calculated (Jarkas and Bitar, 2012). Results: Twenty (66.7%) universities responded. EL coordinators were mostly academic/teaching fellows (19), and spent 0.29 ± 0.31 Full Time Equivalent on coordination. In 53.8% of universities, tutors completed training annually, with topics primarily focusing on placement structure (85.7%) and requirements (78.6%). Total placement hours in all practice sites over the four years of study ranged from 54 to 496 hours, mainly in hospital and community pharmacy, but also hospices, prisons, and nursing homes. RII calculation revealed the three biggest challenges faced were obtaining/retaining hospital placements (81.82), financial support (80) and quality assurance of tutors (60). Conclusion: While there has been an increase in the variety of placement sites and EL hours since the last survey in 2003 (Wilson et al., 2006), universities still face the challenges of obtaining placement sites and financial support. There are also gaps in tutor training and development. More standardisation and regulation with regard to the quality assurance of the programme, placement sites, and tutors is needed to ensure students obtain the most out of their placements.

KW - MPharm

KW - experiential learning

KW - UK

KW - university

M3 - Poster

ER -

Jacob SA, Boyter A. Experiential learning in MPharm programmes: a survey of UK universities. 2019. Poster session presented at Pharmacy Education Conference, Manchester, United Kingdom.