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Open AccessArticle

‘I Can Step outside My Comfort Zone.’

School of Pharmacy and Life sciences, Robert Gordon University, Riverside East, Garthdee Road, Aberdeen AB10 7GJ, UK
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Pharmacy 2017, 5(4), 59; https://doi.org/10.3390/pharmacy5040059
Received: 5 September 2017 / Revised: 17 October 2017 / Accepted: 17 October 2017 / Published: 22 October 2017
(This article belongs to the Section Pharmacy Education and Student / Practitioner Training)
On embarking upon such a multifactorial, professional degree as Pharmacy, students often find it difficult to meld the scientific- and practice-based components of the course. In final year of the undergraduate Masters of Pharmacy degree (MPharm) within the School of Pharmacy and Life Sciences at Robert Gordon University (RGU), students undertake a research project within a specific area. The aims of this study were to explore the effectiveness of a novel practice based approach to a biomedical science project, to identify elements of difficulty in the process, and to explore students’ perceptions and reflections. Final year students were assigned to perform a systematic literature review working within a defined area of pharmacovigilance. Students were given individual ownership of the research question and were able to choose a topic of interest. Following the successful completion of the assignment, students were invited to explore their attitudes and views of the project and reflect on the process through a focus group using a talking wall method. The findings clearly identified a shift in mindset from predominantly negative opinions initially to an overwhelming positive viewpoint. View Full-Text
Keywords: evidence-based medicine; undergraduate pharmacy; thematic analysis; science practice integration; systematic review evidence-based medicine; undergraduate pharmacy; thematic analysis; science practice integration; systematic review
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McFadyen, M.C.E.; Diack, L. ‘I Can Step outside My Comfort Zone.’. Pharmacy 2017, 5, 59.

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