Exploring the role of pharmacy students using entrustable professional activities to complete medication histories and deliver patient counselling services in secondary care

Rathbone, Adam Pattison; Richardson, Charlotte; Mundell, Amy; Lau, Wing Man; Nazar, Hamde

doi:10.1016/j.rcsop.2021.100079

Cited by 4 publications

(2 citation statements)

References 14 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Therefore, practical courses can be established from the beginning of student admission, and students can form a preliminary impression of future work by introduction, observation. One way of doing this would be through entrustable professional activities [ 18 ]. With the continual enhancement of theoretical knowledge, the content of clinical practice should also continue to be deepened until it is connected to the full internship stage of graduation [ 7 ].…”

Section: Discussionmentioning

confidence: 99%

“…Students participate in instructional discussions and take the initiative in the classroom to develop self-directed learning and practical skills, as well as to exercise independence and innovation skill [ 28 ]. More recently, UK Schools of pharmacy have been directed to include additional practical training, with leaders in this area utilizing entrustable professional activities to structure clinical pharmacy training safely [ 18 ].…”

Section: Discussionmentioning

confidence: 99%

See 1 more Smart Citation

Clinical pharmacy undergraduate education in China: a comparative analysis based on ten universities’ training programs

Xiao

Hou

et al. 2023

BMC Med Educ

View full text Add to dashboard Cite

Background In recent years, the scale of personnel training for clinical pharmacy professionals in China has expanded increasingly, however, the shortage of clinical pharmacists is still prominent. In 2018, the Ministry of Education of China released national standards for the teaching quality of undergraduate majors at regular colleges and universities, which has developed a core policy for undergraduate clinical pharmacy training. To explore the training methods for clinical pharmacy professionals in China and to promote the healthy and sustainable development of the clinical pharmacy education system. This study comparatively analyzed the training programs for clinical pharmacy undergraduates in China’s ten universities, discussed training programs suitable for clinical pharmacy professionals in China. Methods The clinical pharmacy education programs in these ten universities were obtained through official school websites or by interviewing relevant people, and then compared and analyzed. Results The school with the largest number of courses and the most class hours in general courses is University A1 (34 courses, 1316 class hours), and the school with the most credits is University B1 (75.5 credits). The schools with the largest number of courses and the most class hours in the basic courses are University A1 (50 courses, 1997 class hours), and the schools with the most credits are University B3 and University B1 (105.5 credits). The schools with the largest number of courses in the core courses are University C1 (23 courses), and the school with the most credits and class hours is University B2 (51 credits, 914 class hours). The school with the most class hours in practical teaching is University B6 (1406 class hours), and the schools with the longest internship time are University A1 and University B6 (52 weeks). Conclusions There was substantial variation in programs. There remains a gap between the existing educational model and clinical training in pharmacy in China and developed countries. China should explore the most appropriate method for undergraduate education in clinical pharmacy based on studying foreign excellent educational models and the experience of China.

show abstract

Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%