PEARs 1 —Undergraduate clinical placement education in Irish pharmacy schools

C.A. Langley, K.A. Wilson

Research output: Contribution to journalMeeting abstract

Abstract

Introduction: The Pharmacy Education and Accreditation Reviews (PEARs) Project was commissioned in 2008 by the Pharmaceutical Society of Ireland (PSI) to review both the five-year programme of pharmacy education and training and the process of undergraduate course accreditation. This abstract describes the views of university staff and students on clinical placement education.
Materials & Methods Design: Review of school (n = 3) documentation;qualitative interviews (n = 7) with key school staff (n = 8);self-completion questionnaire surveys of all undergraduate students(response rate 84.5%; n = 584/691) and pharmacy school staff(response rate 59.8%; n = 49/82). Setting: Irish schools of pharmacy.
Main outcome measures: Views of staff and students on clinical placement activity.
Results Documentary review indicated that the curriculum time spent on placement activity was small (29–104 h across four years); with staff indicating infrastructure and funding issues limiting further activity. A large majority of students with experience of placements (79%, n = 436/554) indicated their professional placement(s) (term time and vacational) were a very good or good learning experience (78%, n = 339/436). Most placements were in community pharmacy, with less than 10% of students in any year having hospital placement experience. Most students (96%, n = 556/580) and a majority of staff(66%, n = 29/44) stated that placement education should be compulsory in at least one year of study. Over three-quarters of staff respondents strongly agreed or agreed that placements provide a meaningful experience of the workplace (92%, n = 22/24), provide an opportunity for the development of professional behaviour and values (92%, n = 22/24) and provide an opportunity for the application of knowledge (79%, n = 19/24).
Discussions, Conclusion Experience in the workplace is essential to contextualise learning and develop the skills, knowledge and values that determine professional competence. Although valued by students and staff, at the time of this study clinical placement education Ireland was limited. Therefore, PEARs recommended that the 4 + 1 model of pharmacy education to registration should be replaced by a five-year fully integrated programme of education, training and assessment,and that there should be a national body to co-ordinate placement activity.
Disclosure of Interest None Declared
LanguageEnglish
Article numberECP-022
Pages156-157
Number of pages2
JournalInternational Journal of Clinical Pharmacy
Volume34
Issue number1
Early online date8 Jan 2012
Publication statusPublished - Feb 2012
EventESCP 40th International Symposium on Clinical Pharmacy: Clinical pharmacy: connecting care and outcomes - Dublin, Ireland
Duration: 19 Oct 201121 Oct 2011

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Pharmacy Education
Pharmacy Schools
Accreditation
Education
Students
Ireland
Workplace
Pharmaceutical Societies
Learning
Professional Competence
Time and Motion Studies
Pharmacies
Disclosure
Documentation
Curriculum
Curricula
Outcome Assessment (Health Care)
Interviews

Bibliographical note

Abstracts

Cite this

@article{16f41d7850e9407db5a0ef2301559621,
title = "PEARs 1 —Undergraduate clinical placement education in Irish pharmacy schools",
abstract = "Introduction: The Pharmacy Education and Accreditation Reviews (PEARs) Project was commissioned in 2008 by the Pharmaceutical Society of Ireland (PSI) to review both the five-year programme of pharmacy education and training and the process of undergraduate course accreditation. This abstract describes the views of university staff and students on clinical placement education.Materials & Methods Design: Review of school (n = 3) documentation;qualitative interviews (n = 7) with key school staff (n = 8);self-completion questionnaire surveys of all undergraduate students(response rate 84.5{\%}; n = 584/691) and pharmacy school staff(response rate 59.8{\%}; n = 49/82). Setting: Irish schools of pharmacy. Main outcome measures: Views of staff and students on clinical placement activity. Results Documentary review indicated that the curriculum time spent on placement activity was small (29–104 h across four years); with staff indicating infrastructure and funding issues limiting further activity. A large majority of students with experience of placements (79{\%}, n = 436/554) indicated their professional placement(s) (term time and vacational) were a very good or good learning experience (78{\%}, n = 339/436). Most placements were in community pharmacy, with less than 10{\%} of students in any year having hospital placement experience. Most students (96{\%}, n = 556/580) and a majority of staff(66{\%}, n = 29/44) stated that placement education should be compulsory in at least one year of study. Over three-quarters of staff respondents strongly agreed or agreed that placements provide a meaningful experience of the workplace (92{\%}, n = 22/24), provide an opportunity for the development of professional behaviour and values (92{\%}, n = 22/24) and provide an opportunity for the application of knowledge (79{\%}, n = 19/24). Discussions, Conclusion Experience in the workplace is essential to contextualise learning and develop the skills, knowledge and values that determine professional competence. Although valued by students and staff, at the time of this study clinical placement education Ireland was limited. Therefore, PEARs recommended that the 4 + 1 model of pharmacy education to registration should be replaced by a five-year fully integrated programme of education, training and assessment,and that there should be a national body to co-ordinate placement activity. Disclosure of Interest None Declared",
author = "C.A. Langley and K.A. Wilson",
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PEARs 1 —Undergraduate clinical placement education in Irish pharmacy schools. / Langley, C.A.; Wilson, K.A.

In: International Journal of Clinical Pharmacy, Vol. 34, No. 1, ECP-022, 02.2012, p. 156-157.

Research output: Contribution to journalMeeting abstract

TY - JOUR

T1 - PEARs 1 —Undergraduate clinical placement education in Irish pharmacy schools

AU - Langley, C.A.

AU - Wilson, K.A.

N1 - Abstracts

PY - 2012/2

Y1 - 2012/2

N2 - Introduction: The Pharmacy Education and Accreditation Reviews (PEARs) Project was commissioned in 2008 by the Pharmaceutical Society of Ireland (PSI) to review both the five-year programme of pharmacy education and training and the process of undergraduate course accreditation. This abstract describes the views of university staff and students on clinical placement education.Materials & Methods Design: Review of school (n = 3) documentation;qualitative interviews (n = 7) with key school staff (n = 8);self-completion questionnaire surveys of all undergraduate students(response rate 84.5%; n = 584/691) and pharmacy school staff(response rate 59.8%; n = 49/82). Setting: Irish schools of pharmacy. Main outcome measures: Views of staff and students on clinical placement activity. Results Documentary review indicated that the curriculum time spent on placement activity was small (29–104 h across four years); with staff indicating infrastructure and funding issues limiting further activity. A large majority of students with experience of placements (79%, n = 436/554) indicated their professional placement(s) (term time and vacational) were a very good or good learning experience (78%, n = 339/436). Most placements were in community pharmacy, with less than 10% of students in any year having hospital placement experience. Most students (96%, n = 556/580) and a majority of staff(66%, n = 29/44) stated that placement education should be compulsory in at least one year of study. Over three-quarters of staff respondents strongly agreed or agreed that placements provide a meaningful experience of the workplace (92%, n = 22/24), provide an opportunity for the development of professional behaviour and values (92%, n = 22/24) and provide an opportunity for the application of knowledge (79%, n = 19/24). Discussions, Conclusion Experience in the workplace is essential to contextualise learning and develop the skills, knowledge and values that determine professional competence. Although valued by students and staff, at the time of this study clinical placement education Ireland was limited. Therefore, PEARs recommended that the 4 + 1 model of pharmacy education to registration should be replaced by a five-year fully integrated programme of education, training and assessment,and that there should be a national body to co-ordinate placement activity. Disclosure of Interest None Declared

AB - Introduction: The Pharmacy Education and Accreditation Reviews (PEARs) Project was commissioned in 2008 by the Pharmaceutical Society of Ireland (PSI) to review both the five-year programme of pharmacy education and training and the process of undergraduate course accreditation. This abstract describes the views of university staff and students on clinical placement education.Materials & Methods Design: Review of school (n = 3) documentation;qualitative interviews (n = 7) with key school staff (n = 8);self-completion questionnaire surveys of all undergraduate students(response rate 84.5%; n = 584/691) and pharmacy school staff(response rate 59.8%; n = 49/82). Setting: Irish schools of pharmacy. Main outcome measures: Views of staff and students on clinical placement activity. Results Documentary review indicated that the curriculum time spent on placement activity was small (29–104 h across four years); with staff indicating infrastructure and funding issues limiting further activity. A large majority of students with experience of placements (79%, n = 436/554) indicated their professional placement(s) (term time and vacational) were a very good or good learning experience (78%, n = 339/436). Most placements were in community pharmacy, with less than 10% of students in any year having hospital placement experience. Most students (96%, n = 556/580) and a majority of staff(66%, n = 29/44) stated that placement education should be compulsory in at least one year of study. Over three-quarters of staff respondents strongly agreed or agreed that placements provide a meaningful experience of the workplace (92%, n = 22/24), provide an opportunity for the development of professional behaviour and values (92%, n = 22/24) and provide an opportunity for the application of knowledge (79%, n = 19/24). Discussions, Conclusion Experience in the workplace is essential to contextualise learning and develop the skills, knowledge and values that determine professional competence. Although valued by students and staff, at the time of this study clinical placement education Ireland was limited. Therefore, PEARs recommended that the 4 + 1 model of pharmacy education to registration should be replaced by a five-year fully integrated programme of education, training and assessment,and that there should be a national body to co-ordinate placement activity. Disclosure of Interest None Declared

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M3 - Meeting abstract

VL - 34

SP - 156

EP - 157

JO - International Journal of Clinical Pharmacy

T2 - International Journal of Clinical Pharmacy

JF - International Journal of Clinical Pharmacy

SN - 2210-7703

IS - 1

M1 - ECP-022

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