"My experiences were highly-dependent on the knowledge and enthusiasm of the tutor": graduates' feedback of experiential learning in an MPharm programme Part 1 (TELL Project)  

Research output: Contribution to journalArticlepeer-review


The pharmacy profession has undergone considerable change in the past decade, with a shift from more drug- and product-focused responsibilities to more clinical roles (Brazeau et al., 2009). This aligned with the changing demographics of the population and its subsequent impact on the landscape of the healthcare climate, which has shifted its focus to patient-centred care (Brazeau et al., 2009). To prepare pharmacists for the changing healthcare environment, the General Pharmaceutical Council (GPhC), the regulator of pharmacists in the United Kingdom (UK), introduced the Standards for the Initial Education and Training of Pharmacists in 2011. Under these Standards, the GPhC stipulated that all Master of Pharmacy (MPharm) degree curricula should provide opportunities for practical experience, which includes experiential learning (EL), to allow students to gain the experience of working with other healthcare professionals as well as patients (General Pharmaceutical Council, 2011).
Original languageEnglish
Number of pages43
JournalStudies in Educational Evaluation
Publication statusAccepted/In press - 8 May 2020


  • feedback on education
  • clinical pharmacy service
  • pharmacy education

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