| Autor: |
Ryan TJ; School of Pharmacy and Pharmaceutical Sciences, The University of Dublin, Trinity College, Dublin, Ireland., Ryder SA; School of Pharmacy and Pharmaceutical Sciences, The University of Dublin, Trinity College, Dublin, Ireland., D'Arcy DM; School of Pharmacy and Pharmaceutical Sciences, The University of Dublin, Trinity College, Dublin, Ireland., Quigley JM; School of Pharmacy and Pharmaceutical Sciences, The University of Dublin, Trinity College, Dublin, Ireland., Ng NN; School of Pharmacy and Pharmaceutical Sciences, The University of Dublin, Trinity College, Dublin, Ireland., Ong WQ; School of Pharmacy and Pharmaceutical Sciences, The University of Dublin, Trinity College, Dublin, Ireland., Tey ZH; School of Pharmacy and Pharmaceutical Sciences, The University of Dublin, Trinity College, Dublin, Ireland., O'Dwyer M; School of Pharmacy and Pharmaceutical Sciences, The University of Dublin, Trinity College, Dublin, Ireland., Walsh JJ; School of Pharmacy and Pharmaceutical Sciences, The University of Dublin, Trinity College, Dublin, Ireland. |
| Abstrakt: |
The design, implementation and evaluation of a year 1 pharmacy-integrated learning component, using the World Health Organisation's (WHO) analgesic ladder as a scaffold for case-based learning, is described. A novel aspect of the integrated component is the mapping of the cases to the national Core Competency Framework (CCF) for Pharmacists in Ireland and to the school's own cross-cutting curricular integration themes. The integrated cases were student led and delivered through peer-to-peer teaching for 68 first-year pharmacy students. The integrated cases mapped strongly to three of the CCF's domains, namely, personal skills , organisation and management skills and supply of medicines . With regard to the school's curricular integrative themes, the cases mapped strongly to the curricular integration themes of professionalism and communications ; medicines sourcing , production and use ; and safe and rational use of medicines . Highlights from an anonymous online student survey were the recognition by students of the importance of core science knowledge for practice, the enabling of integrated learning and the suitability of the integrated component for entry-level. While a majority of students were found to favour individual work over group work, future iterations will need to consider a greater degree of group work with a view to reducing the volume of content and time required to complete the cases. |
