Watch the presentation opposite for a summary of the programme's aims, modular structure, assessment strategy. A copy of the slides can be accessed here.
Copies of the programme guide for the different academic years can be accessed below:
Year 2022/23 - for those commencing their studies in September 2022 or March 2023
Year 2023/24 - for those commencing their studies in September 2023 or March 2024
Although some learners may feel that they require traditional didactic teaching sessions to learn material, an over-reliance on this approach overlooks the needs of individual learners and can result in them adopting a more passive approach to learning, which will result in poorer retention of knowledge. To keep up-to-date throughout their career, pharmacists need to move from a "Child" to "Adult" approach to learning, which requires them to work out what they need to learn and take a more proactive approach in addressing these needs. By valuing and taking responsibility for their learning (e.g. by reflecting on feedback and learning from mistakes), adult learners become more internally motivated to learn. The quote provided below provides useful thoughts on why reliance on didactic teaching is insufficient:
“Learning is not a spectator sport. Students do not learn much just by sitting in classes listening to teachers, memorizing pre-packaged assignments, and spitting out answers. They must talk about what they are learning, write about it, relate it to past experiences, apply it to their daily lives. They must make what they learn part of themselves”. Chickering, AW, Ehrmann SC. Implementing the Seven Principles: Technology as Lever. AAHE Bulletin 1996: 3-6.
The three videos below discuss the definition of blended learning, how it's used within the programme and a demonstration of Canvas, the university's virtual learning environment.
This video provides a general description of the term.
This video demonstrates how active blended learning is used on the programme.
The video demonstrates the materials students can access on Canvas, the university's virtual learning environment.
The first year consists of three modules:
Most students study Medicines Optimisation in Hospitals, Developing Hospital Pharmacists' Practice and Principles of Medicines Optimisation
Those working in a specialist paediatrics setting study Developing Hospital Pharmacists' Practice, Principles of Medicines Optimisation and Fundamental Paediatric Practice - the latter may have been studied by some as a standalone CPD module before enrolment on the programme
In the first six months of the programme all studewnts study the Quality Improvement in Healthcare (7207CPPHAR) module.
The modules studies in the second six months depend on whether they choose the prescribing or non-prescribing pathway:
Prescribing pathway
Non-prescribing pathway - students choose two from the following list: