Objectives Using performance standards (PS) set by the General Pharmaceutical Council (GPhC), this study compared the views of two consecutive cohorts of MPharm graduates from one pharmacy school, pre‐ and postcurriculum reform on preparedness for practice (PFP). Methods Preparedness was investigated using the GPhC’s 76 PS, grouped into three domains of practice: professional activity, interpersonal skills and ability to provide an effective pharmaceutical service. Respondents were asked to (dis)agree with how they perceived the MPharm had sufficiently prepared them to meet each of the 76 PS. Differences in mean score between the two cohorts were analysed via the independent‐samples t‐test. Regression analysis was used to determine whether the year of graduation was a predictor of PFP once other variables were controlled for. Key findings A response rate of 30.1 and 42.4% was achieved for the 2014 and 2015 cohort, respectively. Significantly more respondents of the 2015 cohort (postcurricular reform) felt prepared for practice than respondents of the 2014 cohort (precurricular reform), for all domains of preregistration performance standards. Multiple regression analysis demonstrated that year of graduation was the independent variable that made the strongest unique contribution to explaining PFP (β = 0.527, P ≤ 0.005). Conclusions Overall findings of this study suggest that increasing adoption of undergraduate active learning opportunities and integrating learning of core subjects may enhance the overall feeling of preparedness for practice.

Background: The General Pharmaceutical Council (GPhC) standards for the initial education of pharmacists require a teaching/learning strategy that provides balanced integration between the science and practice in the curriculum [1]. As part of the new MPharm, integrated lectures/workshops are co-delivered by a microbiologist and practising pharmacist. Method: A questionnaire based on relevant literature and module review feedback was designed to explore student's views on integrated teaching. The survey was conducted using Turning Point technology [an interactive response technology that offers students realtime feedback to questions answered using hand-held clickers] and with the sample population of 161 second year MPharm students. Response rates ranged from 73 (45%) to 91 students (56%). Results: 96.67% of students agreed/mostly agreed that they valued the integrated lectures with 42.7% of these students preferring/mostly preferring the integrated to traditional lecture format. Integrated teaching was valued most because it linked theory to practice and it had the most significant impact on clinical decision-making skills. Conclusion: Almost all students identified integrated teaching as a valuable tool for linking theory to practice and the application of knowledge to contextual learning. Attitudinal changes [such as increased motivation to learn] and attributes [such as problem-solving] were perceived outcomes of the integrated teaching; this supports the development of clinical decision-making. The integration in this course equates to Step 7 of Harman's Integration Ladder [2], and can be used as a precursor to inter/trans disciplinary integration (Steps 10 and 11) in the latter two years of the MPharm degree.

Background: Future healthcare professionals must be able to integrate their learning and apply it to patient care. Avoiding compartmentalisation of learning in modular programmes has challenged educators for many years. It is important to support students as they make the links between different parts of the curriculum and work towards becoming independent, critical thinkers. Method: The units in the 1 st year of the programme are assessed via a single integrated examination at the end of each semester. The programme started with an induction comprising of two TBL sessions on asthma and drug stability designed to set out the expectation of integrating science and practice and preparing students for the integrated examination. The pre-reading for the TBL sessions included relevant articles from the professional literature, pharmacy reference sources and patient information. Students (n=156) were asked to comment of the introduction of TBL in induction week using an online anonymous survey.

Background: Pharmacy students are required to become lifelong self-directed learners; as educators our role is to provide learning opportunities for students to develop this skill. Constructivist-learning environments can promote such opportunities. 1, 2 As part of the assessment of first-year pharmacy students, a novel assessment was introduced which assessed knowledge and application of the role of the pharmacist in an allocated community-pharmacy service provision through production of a 60-second YouTube video, following a series of workshops on service provision. An evaluation of student's views of the skills utilised in completion of this task, and the mode in which learning occurred, was undertaken.