An observational assessment tool designed to evaluate a pharmacist's ability to provide an effective learning experience for healthcare professionals, undergraduate students or patient groups. When providing learning experiences for healthcare professionals or undergraduate students these could be one-to-one sessions or in groups. Learning experiences can be delivered synchronously (either fact-to-face or on-line) or asynchronously (to allow learners to work through content at their own pace).
There are numerous opportunities for pharmacists to provide learning experiences for others, e.g.
Healthcare professionals
Delivering a therapeutic update at a departmental continuing education session
Delivering the Trust's medicines management induction or update training
Delivering presentations or facilitating a workshop as part of the Trust's nurse preceptorship programme
Facilitating a workshop for trainee pharmacists on calculations or over-the-counter medicines
Demonstrating working practices (e.g. on the ward or in aseptics) for a new staff member
Undergraduate students
Delivering a workshop to medical students using materials provided by the university
Provision of ward-based teaching to undergraduate pharmacy students
Patient groups
Delivering the Trust's cardiac or pulmonary rehab presentation about medicines
Speaking to patients with chronic kidney disease that are awaiting a transplant about immunosuppression treatments they will require post-transplant
Delivering a talk to an external patient group - this could be a local forum or nationally
Examples of asynchronous learning experiences that could also be used include:
Recorded presentations for a Trust's medicines-related training
Producing an on-line learning package relating to medicines use for departmental or Trustwide use
When a pharmacist has identified an opportunity for providing a learning experience, they need to identify an appropriate assessor to complete the feedback form. Assessors should also consider feedback from the learners when completing the form and may wish to use this form if they don't have a departmental feedback form for provision of learning experiences. If asynchronous learning materials are being used for a TO, users should be asked for their feedback before the SLE feedback form is completed.