10 research outputs found
Pharmacy Leadership and Management module: An evaluation of the student experience and its perceived usefulness for future employment
Get PDFBackground: Pharmacy Leadership and Management is a 12-day, final-year synoptic experiential learning simulation. Student teams of six run a primary care-based pharmacy business and are presented with approximately 180 scenarios and over 400 medicines-based exercises. This module is based on the successful model created by the GIMMICS consortia of universities.
Aims: To evaluate the acceptability and perceived usefulness to students and their future employment.
Method: An online 82-item questionnaire was sent to all 221 students on the module comprising open and closed questions about their module experiences. Two reminders were sent. Analysis consisted of frequency counts and percentages.
Results: Sixty-five percent of students completed the survey (n=143). Ninety-two percent said the module challenged them (n=132/143). Eighty-nine percent said it made them more confident talking to patients (n=127/143); 84% reported that their team-working skills improved as the module progressed (n=110/131). Eighty nine percent of students stated that they thought the module consolidated their learning across the degree (n=117/131). Despite the nature of the module, over half felt that the business skills would not be useful to their future career (55%, n=71/131).
Conclusion: This new module has assisted students to develop themselves by challenging them and assisting to consolidate their team-working skills. Despite the importance of understanding business and management, students still appear to lack appreciation of this topic, perhaps due to lack of practice exposure in the course. This is the first year the module has run and we will be following up with the now recent graduates to evaluate the module impact on the next stages of their career
Using performance and leadership mentors to support students during a simulated pharmacy business module
Get PDFObjective: To design and deliver a synoptic experiential learning experience drawing on leadership and management skills coupled with clinical problem solving in a high fidelity simulation. To provide undergraduates with a mentor employed to support and coach groups and individuals to learn, practise and develop their leadership and team working skills.
Design: Pharmacy Leadership and Management (PLM) is a module which provides an experiential learning simulation drawing on leadership and management skills coupled with clinical problem solving. Teams of six students run their own primary care based pharmacy business competing against each other, based on a successful model currently run by the GIMMICS consortia of universities across Europe. Working with the university graduate school, a job description and person specification was developed. Mentors were appointed, using a robust application and interview process. A bespoke leadership and management training programme was co-developed between the
Pharmacy and Graduate schools. The mentors supported student-led group sessions, coaching them to reflect on performance, develop solutions and change initiatives. The performance mentors were able to monitor the progress of their clients and stimulate interventions to improve their performance.
Assessment: Students are required to reflect on their team working and its development during the simulation via their reflective portfolios.
Conclusion: In this paper, we will present the development of the mentors and the impact they had on student learning. Qualitative interviews are currently being conducted to determine the impact of the mentor role on recent graduates and their development as future leaders
Pharmacy Leadership and Management: A new high fidelity simulation to prepare students for their future practise
Get PDFObjective: To design and deliver a synoptic experiential learning experience drawing on leadership and management skills coupled with clinical problem solving in a high fidelity simulation. Our vision is to produce world leading pharmacists by providing them with diverse opportunities to demonstrate and expand their knowledge, skills and behaviours and prepare them for the changing healthcare landscape of the future.
Design: Pharmacy Leadership and Management (PLM) is based on the successful GIMMICS consortia blueprint. Development was informed by stakeholder events with local and national health commissioners, professionals, experts, patients and academic staff. Teams of six final-year students run their own primary care-based pharmacy business competing against four others over four blocks of three days through the year. Simulated patients and academics deliver approximately
180 acute scenarios over the module to each team, comprising face-to-face, telephone and email queries. Teams also have longer term challenges including development new services and tendering for contracts. The curriculum covers all areas of practice including communication with patients and professionals, business and people development, medicines supply, clinical practice, governance and patient safety and health promotion and public health.
Assessment: Assessment uses a multi-format approach of OSCE for skills, reflective portfolio for longer term and attitudinal attributes and an online assessment for knowledge based elements.
Conclusion: In this paper, we will present the development of this educational experience and describe our implementation and operationalisation of this highly complex module
The International Pharmacy Game:A Comparison of Implementation in Seven Universities World-Wide
Get PDFThe utilization of serious games and simulations in health professional education has increased. The Pharmacy Game is one such concept that intersects gamification and simulation, in which pharmacy student teams competitively manage simulated pharmacies; a concept included in the pharmacy curricula of seven international universities. This study aimed to compare the implementation and conduct of the Pharmacy Game of participant universities and their students’ performance in the same educational task. Data were collected via a questionnaire completed by academic staff in April 2020, and the collation of results of the same patient case was conducted at each university (April 2020 to March 2021). The main results reflected differences in the game frequencies and the curricular approach (standalone or integrated course) and in the learning outcomes for the Pharmacy Game. Other differences were identified in the extent to which students of other professions were part of the game such as medical students or pharmacy assistants. Student case outcomes revealed similar strengths across the universities in patient communication and focus on safety, with variations identified as areas for improvement. Collation of the international utilization of the Pharmacy Game identified a broad spectrum of similar learning outcomes, inspiring a model of international core and aspirational learning outcomes. While the Pharmacy Game has been implemented with flexibility regarding the numbers of teams (4–10) and the duration of activity (12–36 days), all universities reported positive experiences and student outcomes, suggesting that the intervention represents a potential tool to deliver capstone learning experiences, promote interprofessional education, reinforce patient safety, and prepare pharmacy graduates for future practice
Avascular necrosis: A rare complication of steroid therapy for pemphigus
No full textA patient of pemphigus vulgaris presented with avascular necrosis of the femur after long-term high-dose corticosteroid therapy. Corticosteroids used on a long-term basis can cause avascular necrosis of bone and this has been seen in various diseases. This is attributable to both the disease process itself and the therapy i.e. corticosteroid usage. In dermatological practice avascular necrosis of bone has been seen more commonly with SLE and also with psoriasis using long-term steroids. Avascular necrosis in a case of pemphigus on steroid therapy is a rare finding. We report such a case of pemphigus vulgaris developing avascular necrosis of bone following corticosteroid therapy
Avascular necrosis: A rare complication of steroid therapy for pemphigus
No full textA patient of pemphigus vulgaris presented with avascular necrosis of the femur after long-term high-dose corticosteroid therapy. Corticosteroids used on a long-term basis can cause avascular necrosis of bone and this has been seen in various diseases. This is attributable to both the disease process itself and the therapy i.e. corticosteroid usage. In dermatological practice avascular necrosis of bone has been seen more commonly with SLE and also with psoriasis using long-term steroids. Avascular necrosis in a case of pemphigus on steroid therapy is a rare finding. We report such a case of pemphigus vulgaris developing avascular necrosis of bone following corticosteroid therapy
Pharmacy Leadership and Management module: An evaluation of the student experience and its perceived usefulness for future employment
No full textBackground: Pharmacy Leadership and Management is a 12-day, final-year synoptic experiential learning simulation. Student teams of six run a primary care-based pharmacy business and are presented with approximately 180 scenarios and over 400 medicines-based exercises. This module is based on the successful model created by the GIMMICS consortia of universities.
Aims: To evaluate the acceptability and perceived usefulness to students and their future employment.
Method: An online 82-item questionnaire was sent to all 221 students on the module comprising open and closed questions about their module experiences. Two reminders were sent. Analysis consisted of frequency counts and percentages.
Results: Sixty-five percent of students completed the survey (n=143). Ninety-two percent said the module challenged them (n=132/143). Eighty-nine percent said it made them more confident talking to patients (n=127/143); 84% reported that their team-working skills improved as the module progressed (n=110/131). Eighty nine percent of students stated that they thought the module consolidated their learning across the degree (n=117/131). Despite the nature of the module, over half felt that the business skills would not be useful to their future career (55%, n=71/131).
Conclusion: This new module has assisted students to develop themselves by challenging them and assisting to consolidate their team-working skills. Despite the importance of understanding business and management, students still appear to lack appreciation of this topic, perhaps due to lack of practice exposure in the course. This is the first year the module has run and we will be following up with the now recent graduates to evaluate the module impact on the next stages of their career
