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Case Report

Balancing Assessment with “In-Service Practical Training”: A Case Report on Collaborative Curriculum Design for Delivery in the Practice Setting

1
School of Pharmacy & Pharmaceutical Sciences, Trinity College, Panoz Building, College Green, Dublin 2, Ireland
2
School of Pharmacy, Royal College of Surgeons, Dublin 2, Ireland
3
Pharmaceutical Care Research Group, School of Pharmacy, University College Cork, Cork T12 YN60, Ireland
4
Department of Pharmacy, Mercy University Hospital, Grenville Place, Cork T12 WE28, Ireland
*
Author to whom correspondence should be addressed.
Pharmacy 2019, 7(3), 93; https://doi.org/10.3390/pharmacy7030093
Received: 10 May 2019 / Revised: 8 July 2019 / Accepted: 11 July 2019 / Published: 16 July 2019
(This article belongs to the Special Issue Pharmacy Education; Competency and beyond)
Three Higher Education Institutions (HEIs) in Ireland are accredited to provide education and training, successful completion of which, entitles one to register as a pharmacist with the Pharmaceutical Society of Ireland (PSI). Legislation (2014) mandated that these HEIs replace their existing structure (four-year degree followed by a one-year internship), with a five-year ‘integrated Master’s programme’. Integration includes ‘in-service practical training’ (placement) at the beginning of Year 4 (four months), and the end of Year 5 (eight months). Year 4 placements do not have to be ‘patient-facing’. Students receive a Bachelor’s degree at the end of Year 4. The Affiliation for Pharmacy Practice Experiential Learning (APPEL), established by the HEIs, manages student placements, training establishments, preceptor training, the preceptors’ competency assessment process, and the virtual learning environment (VLE) that enables delivery of co-developed online modules aligned with placements in Years 4 and 5. This case report aims to describe the process by which this integration has taken place across and within these HEIs and the challenges faced by educators, students, preceptors, and other stakeholders along the way. View Full-Text
Keywords: in-service practical training; peer-learning; rubrics; integrated curriculum; co-developed modules; online learning in-service practical training; peer-learning; rubrics; integrated curriculum; co-developed modules; online learning
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MDPI and ACS Style

Roche, C.; Flood, M.; Lynch, M.; Sahm, L.J. Balancing Assessment with “In-Service Practical Training”: A Case Report on Collaborative Curriculum Design for Delivery in the Practice Setting. Pharmacy 2019, 7, 93. https://doi.org/10.3390/pharmacy7030093

AMA Style

Roche C, Flood M, Lynch M, Sahm LJ. Balancing Assessment with “In-Service Practical Training”: A Case Report on Collaborative Curriculum Design for Delivery in the Practice Setting. Pharmacy. 2019; 7(3):93. https://doi.org/10.3390/pharmacy7030093

Chicago/Turabian Style

Roche, Cicely; Flood, Michelle; Lynch, Matthew; Sahm, Laura J. 2019. "Balancing Assessment with “In-Service Practical Training”: A Case Report on Collaborative Curriculum Design for Delivery in the Practice Setting" Pharmacy 7, no. 3: 93. https://doi.org/10.3390/pharmacy7030093

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