Teaching Strategies Used in Pharmacy

Almeman, Ahmad; Alrebish, Saleh A

doi:10.1016/b978-0-12-811909-9.00010-1

Cited by 4 publications

(4 citation statements)

References 48 publications

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“…Although lecture-based learning historically has been the most common teaching method, over the past years, pharmacy educators have been encouraged to apply more experiential teaching models (e.g., teambased and problem-based learning) as they are more effective in enhancing students' knowledge (Almeman & Alrebish, 2018). Yet, students' representative associations participating in our study still reported a preponderance of lecture-based over practice-based learning while referring to problem-based and practicebased learning as their preferred education method in clinical pharmacy.…”

Section: Discussionmentioning

confidence: 99%

Perceptions of European students' representative associations about clinical pharmacy undergraduate education

et al. 2022

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Background: Clinical pharmacy education is an enabler of advanced pharmacy practice for the future workforce. Objective: To explore perceptions of students’ representative associations on the adequacy of undergraduate clinical pharmacy education and students’ preparedness to perform clinical activities. Methods: Cross-sectional study using an online survey disseminated through the European Pharmaceutical Students’ Association to affiliated national pharmacy students’ associations. The survey collected information about preparedness to perform clinical pharmacy activities, perceived fitness for practice, perceived adequacy of theoretical and practical education in clinical pharmacy, and learning methods used and desired. Results: Students’ representative associations from 16 European countries participated and unanimously stated that clinical pharmacy practical training was insufficient. Most respondents (n=12; 75.1%) reported being unfit or unsure about their fitness to perform clinical activities. Conclusion: Although clinical pharmacy is embedded in pharmaceutical sciences education, students felt unprepared to perform clinical activities and desired more practical training to increase job readiness.

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Section: Discussionmentioning

confidence: 99%

Perceptions of European students' representative associations about clinical pharmacy undergraduate education

et al. 2022

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“…The introduction of patient-care practices in clinical pharmacy has dramatically changed the ways students learn. Almeman and Alberish (8) suggested that each pharmacy schools should invest in one or more of teaching methods and examine the best application for their students. The combination of few teaching methods such as didactic lecture and CBL have been in practice in Faculty of Pharmacy in UiTM for more than 10 years.…”

Section: Discussionmentioning

confidence: 99%

“…Another advantage of CBL is deeper learning (7). Students shared the degree of creativity, challenge, interest and enjoyment they gained through the case-study method (8). Thistlethwaite et al (9) reported that majority of students' feedbacks in relation to their CBL experiences was very positive and one of the common words used to describe the students' opinion was: challenged.…”

Section: Discussionmentioning

confidence: 99%

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2020

IJPNaCS

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This study aimed to explore students' perception on current teaching methods used in clinical pharmacy courses and their preferred teaching methods. Fifteen fourth year pharmacy students in UiTM Puncak Alam consented and participated in this study. Three Focus Group Discussions (FGDs) were conducted which consisted of 5 students in each group. Each FGD lasted about twenty to thirty minutes and was guided by 10 semi-structured questions. Findings from FGDs highlighted four themes about students' perceptions on current teaching methods which were beneficial for clinical skills, exposure to real practice, elevated confidence level and pitfalls of current learning structure. Students have shared various views on current teaching methods in clinical pharmacy courses along with their suggestions to improve didactic lecture and Case-Based learning (CBL) such as introducing clinical skills during third year instead of fourth year of the programme, adding extra slots for both teaching methods and changing current teaching styles. Both didactic lecture and CBL have their own advantages and disadvantages from students' perspective. The fourth-year pharmacy students would prefer CBL than didactic lecture but agreed that combination of teaching methods will enhance their clinical skills. The results from this research can serve as a guide to improve the current curriculum in pharmacy programme and for lecturers to evaluate their current teaching methods.

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“…This strategy is described in detail elsewhere. 12 The second main session is a 4-hour integrated pharmaceutical care lab (IPCL). In this lab, the student will learn practical/clinical patient care skills.…”

Section: Ucp Pharmd Programmentioning

confidence: 99%

Multidisciplinary Integrated Pharmacotherapy Curriculum in a Doctor of Pharmacy Program: Educators’ Perceptions, Views, and Perspectives

Alrasheedy

2020

Journal of Medical Education and Curricular Development

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Background: In pharmacy education, an integrated curriculum in which the full spectrum of foundational and pharmaceutical sciences is integrated with pharmacotherapy and clinical pharmacy is considered relatively new. At Unaizah College of Pharmacy (UCP), Qassim University, Saudi Arabia, a 6-year PharmD program was developed with a multidisciplinary integrated pharmacotherapy curriculum. The integrated pharmacotherapy curriculum represents approximately half of the didactic curriculum. Objective: The aim of this study was to evaluate the perceptions, the views, and experiences of academic faculty members regarding the impact and implementation of the multidisciplinary integrated pharmacotherapy curriculum in the PharmD program. Methods: A cross-sectional study was conducted with all pharmacy faculty members involved in the integrated curriculum. The data-capturing technique in this study was a Web-based survey. In addition, the survey included an open-ended section in which the participants were encouraged to provide comments/feedback and share their experiences about the integrated curriculum. Results: The majority of participants (96.88%, n = 31) believed that the integrated curriculum is well suited for developing problem-solving skills needed in pharmacy practice. Similarly, 93.76% (n = 30) believed that the integrated curriculum results in better student learning experiences. Of the participants, 81.26% (n = 26) believed it results in a better understanding and application of pharmaceutical sciences in practice compared with traditional courses. Moreover, 71.88% (n = 23) considered that the required depth and breadth of the content related to their disciplines is achievable with this model. Of all participants, 96.88% (n = 31) believed that the successful implementation of this integrated curriculum needs strong collaboration, effective communication, good coordination between all departments, and a flexible, fully customizable, and effective e-learning system. Moreover, all participants believed that full integration requires careful design and implementation to ensure no overlapping or marginalization of topics/disciplines. In this study, 62.51% (n = 20) believed that the fully integrated curriculum results in a relatively higher workload compared with traditional courses. Conclusions: The majority of faculty members had positive perceptions regarding the multidisciplinary integrated pharmacotherapy curriculum. Moreover, the majority had positive views and experiences regarding the implementation of this integrated curriculum. The study identified several factors that helped in the successful implementation of this curriculum. Moreover, several challenges have been identified, including more investment in time and effort to implement this fully integrated curriculum.

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Teaching Strategies Used in Pharmacy

Cited by 4 publications

References 48 publications

Perceptions of European students' representative associations about clinical pharmacy undergraduate education

Perceptions of European students' representative associations about clinical pharmacy undergraduate education

Untitled

Multidisciplinary Integrated Pharmacotherapy Curriculum in a Doctor of Pharmacy Program: Educators’ Perceptions, Views, and Perspectives

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