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Speakers
from Australia, UK, Ireland, USA, Canada, South Africa, Malaysia
and Singapore presented their experiences and shared some of their
insights into dynamic and flexible teaching in pharmacy. Workshop/PEARL
sessions were conducted to explore specific areas of interest
in small group settings.
All of this in Monash's European Centre, Palazzo Vaj, Prato, Italy
(on the outskirts of glorious Florence).
Thanks to the generosity of all presenters we are able to offer
unrestricted access to this information, consistent with the intent
of the symposium of sharing experiences and resources in a very
collegial manner.
The
umbrella Monash Pharmacy Practice Symposium site can be found
at http://www.vcp.monash.edu.au/practice/symposia/.
All
main presentations are accessible in their full version as well
as abstract form and the contributed papers all have their abstracts.
Speaker contacts are there too should anyone wish to follow up
with particular speakers about their presentation.
This site has links to the most recent Symposium under the "Prato
2002" link as well as links to information about future symposia.
Next years symposium, in Melbourne (September 15 & 16, 2003),
will consider issues around "Innovation in Teaching and Learning
in Pharmacy Practice" and we welcome participation by all
interested parties: academics, preceptors, pre-reg supervisors,
teacher-practitioners, practising pharmacists, students and anyone
else interested in this topic.
For more information about any aspects of the Monash Pharmacy
Practice Symposia please do not hesitate to contact any of the
organising committee via the contact details on the symposia website.
Abstract
1
The
Value of Case-based Learning to Clinical Teaching
Case based learning is one tool that faculty may use to ensure
that students use higher order learning skills to become familiar
with a process of patient care. Different types of teaching cases
will be discussed in depth as well as their application in various
settings. Participants will also be introduced to a method by
which they can prepare teaching cases for a variety of purposes.
Assoc
Prof John Rovers, Drake University, Iowa, USA
Abstract
2
Developing
a Problem-based Learning programme for Pharmacy Students
In 1999 an opportunity was created to develop an innovative pharmacy
curriculum with the opening of two new pharmacy schools in South
Africa. At the time of this event, competency standards have just
been developed for the profession as well as an Outcomes-based
Education approach accepted as the national educational approach
for the country.
Working
backwards from the identified exit level and specify outcomes
of the competency standards, the concept of an integrated curriculum
proved to be logical outflow. Body systems were used to organise
the topics of the curriculum, while special provision was made
for those areas not covered - such as some Pharmacy Practice and
Pharmaceutical areas. The curriculum allowed for an elective in
the fourth year and periods of six week experiential training
was added at the end of each year in the various sectors of pharmacy.
Prof Mariette Lowes, Dean,
Faculty of Health Sciences, Techniko Pretoria, Sth Africa
Abstract
3
Case-Based
Authentic Assessment of Clinical Pharmacy Students
This presentation presents a form of authentic assessment undertaken
with third and fourth year Bachelor of Pharmacy students. Students
provided individual patient case studies of real patients to which
a series of clinical scenarios were added. They were then required
to assess the new clinical situation taking into consideration
individual patient factors and determine appropriate treatment
and education strategies for their patient. A large number of
scenarios were developed in areas of respiratory, dermatology
and psychiatry to be applied to students patients based on age
and prior medical conditions in order to produce a wide range
of realistic clinical situations. This assessment also requires
students to present their case and clinical response to a group
of peers, encouraging the development of general presentation
skills and skill in presentation of clinical cases.
A
criterion-referenced scale of assessment was developed and used
by the teacher and student’s peers to assess the case presentation
and response to the applied scenario. The development of an authentic
assessment tool that can be applied to a clinical situation has
proved useful for the assessment of undergraduate pharmacy students’
clinical skills.
The
teaching strategy of Problem-based Learning fitted in well with
the curriculum design and was implemented from the first year
of study. Small groups consist of 6 to 8 students who meet twice
a week. Students can request lectures when they feel that more
information on a topic is required. Self- motivation and selfdirected
learning are important aspects for success and are addressed in
the selection process.
Dr Jennifer Marriott,
Victorian College of Pharmacy, Monash University, Victoria, Aust.
Abstract
4
Experiential
Learning
Kolb’s experiential learning cycle incorporates four different
activities: experience, reflection, abstract conceptualisation
and active experimentation. This collaborative presentation will
use all activities of the learning cycle to integrate learning
theories with current views of knowledge, professional expertise
and the use of experiential learning activities in pharmacy education
programs. It will explore research findings of expert practice
in order to develop an understanding of the learning requirements
for the development of professional competence in pharmacy education.
The importance of reflection and the impact of professional socialization
will also be included, Personal experience of the conference participants
of individual student characteristics, group dynamics and experiential
learning activities will be used to develop a shared understanding
of effective facilitation requirements. Power issues related to
assessment and leadership style will also be considered. Finally,
reflection of the participants’ experiences will be used
to help clarify goals for individual teaching practice.
Ms Dawn Best, Senior lecturer
in physiotherapy, medical educator, co-author of textbook on Quality
Supervision, renowned expertise in area of experiential learning
in Health professions
Abstract
5
Developing
an Experiential Placement Program
Experiential programs may be defined in a number of models and
are characterised by contextual learning. The clinical education
literature describes the processes inherent in the progression
of ‘novice’ to ‘expert’ practitioner. There
are a number of tensions in this transition – for the administrators
of the program, preceptors as well as students. These include
the transition through observation to action and participation,
supervision to self-direction and the development from the undergraduate
student to the reflective, ethical practitioner. In developing
an experiential program there are significant issues to recognise
and manage. These include: the culture of the profession and the
practice setting, logistics, expectations, goals and objectives,
assessment and evaluation of the program. Two experiential programs
in pharmacy will be briefly outlined as examples and compared
in terms of the development and implementation experience- Monash
and Sydney Universities. There are program-specific and program
non-specific issues, as well as (from a personal perspective)
short and long term lessons to be gained from this experience.
Future trends and challenges in experiential programs include
multidisciplinary training, utilisation of information literacy
and privacy and accountability. Experiential programs and their
impact on current and future practitioners may be a highly influential
opportunity in pharmacy education.
Prof Joanne Brien, Chair
in Clinical Pharmacy, University of Sydney, Aust.
Abstract 6
An
experiential placement model for hospital pharmacy
With expansion of pharmacy courses in Australia from three to
four years, universities have incorporated practice-based experience
and learning into their undergraduate curricula. This has been
an important development, because well-designed practice placements
help to enhance students’ professional socialisation and
facilitate integration of theoretical knowledge into actual care
of patients – both very important attributes given the increasingly
clinical role of pharmacists in both community and hospital settings.
The Austin & Repatriation Medical Centre (ARMC) is one of
several hospitals in Melbourne that run student placement programs
on behalf of Monash University and other Australian universities.
Hospitals accept up to 20 students at a time for 3-week placements
in hospital and clinical pharmacy. This presentation will provide
an overview of the ARMC student placement program. It will describe
the organisation of the program, the role of pharmacy department
staff in supervision and teaching, the role of the on-site program
co-ordinator, styles of teaching and learning employed, and the
range of activities student are involved in. Our experience with
the structured Monash University program, compared with other
lessstructured student programs, will be discussed to demonstrate
the importance of a well-organised program with clearly defined
objectives. The positive and negative aspects of taking on a large
involvement in undergraduate student training will be discussed,
from a hospital pharmacy perspective. Positive aspects include
exposing all undergraduates to hospital pharmacy, helping to improve
awareness of, and recruitment to, this area of practice, improving
practical and clinical skills in new graduates, and enhancing
teaching opportunities and potential for academic appointments
for practicing pharmacists. Negative aspects include extra workload
and pressure on hospital staff and insufficient resources.
In
early 2001 a hospital pharmacy student placement working party
was established by the Victorian Branch of the Society of Hospital
Pharmacists of Australia. This aimed to improve the standard of
student programs in Victorian hospitals by improving communication
between participating hospitals and the university. Membership
of the working party includes hospital pharmacists and university
staff, and the group has been very successful in achieving its
objectives. In addition to improved communication, there has been
increased collaboration resulting in development and revision
of resources such as checklists, assessment forms and workbooks.
The success of this working party will be used to highlight the
mutual benefits of improved communication and collaboration between
universities and practicing pharmacists.
Mr
Rohan Elliott, Preceptor, Student placement at Austin and Repatriation
Medical Centre, Melbourne, Aust.
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A
Merry Christmas and a Happy New Year.
From
Greg Duncan
Monash University
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