PMMFP2-Introduction to Postgraduate Pharmacy Practice

Module Provider: Pharmacy
Number of credits: 60 [30 ECTS credits]
Level:7
Terms in which taught: Autumn / Spring / Summer module
Pre-requisites:
Non-modular pre-requisites: Co-requisites: registered as a pharmacist with GPhC or PSNI, or equivalent provisional COVID-19 registration, and working at an approved pharmacy practice site
Co-requisites:
Modules excluded:
Current from: 2022/3

Module Convenor: Ms Nicola Green
Email: nicola.green@reading.ac.uk

Type of module:

Summary module description:

This module aims to develop the knowledge, skills and behaviours required for recently qualified, early-career, pharmacists, as well as for those who wish to move sector of practice or who are returning to work following a career break.Ìý The module focuses on the principles of pharmaceutical care and relevant core knowledge, applying these to a range of patients.

The module can be studied stand-alone or as part of the Joint Programmes Board Postgraduate Diploma in Pharmacy Practice or the MSc in Advancing Healthcare Practice.Ìý A significant proportion of the module consists of workplace-based learning and practitioners are required to be working at an approved workplace with an educational supervisor to support them in their studies.Ìý Practitioners will be encouraged to reflect on their experiences by developing a professional portfolio of their learning, which is mapped to the Royal Pharmaceutical Society Foundation Pharmacy Framework.

Aims:

To critically evaluate the treatment of patients in order to provide competent advice on the safe and effective use of medicines.Ìý Students will combine academic learning with workplace-based learning and self-directed study to enable them to apply their knowledge to real patient cases.

Assessable learning outcomes:

Knowledge:

1. Explain the structure of the NHS and how it relates to healthcare policy


2. Apply pharmacokinetic and pharmacodynamic principles to the design of appropriate treatment regimens


3. Demonstrate an evidence-based approach to the management of a range of common conditions


4. Demonstrate meeting the learning objectives in the Clinical Services Curriculum Guide


5. Demonstrate meeting the learning objectives in the Patient Services Curriculum Guide


6. Demonstrate meeting the learning objectives in the Technical Services Curriculum Guide


7. Demonstrate meeting the learning objectives in the Medicine Information Curriculum Guide

Skills

8. Recognise and demonstrate the core skills of clinical decision making


9. Identify, prioritise and resolve the medicines management needs of patients, carers and health care professionals


10. Apply evidence-based medicine (EBM) to individualise patient care


11. Critically review the management and monitoring of patients with a range of common disease states


12. Critically review the management and monitoring of patients with a range of common disease states at extremes of age


13. Consult effectively with patients, carers and the multidisciplinary healthcare team, respecting diversity and confidentiality


14. Present information on managing common disease states to other healthcare professionals and peers

Behaviours

15. Continually advance own knowledge and understanding through continuing professional development and life-long learning


16. Demonstrate a reflective approach to continuing professional development of pharmacy practice


17. Independently develop clinical pharmacy knowledge and skills in order to identify, prioritise and resolve complex pharmaceutical problems in a range of common conditions


18. Demonstrate a systematic approach to medicines optimisation for patients with a range of common conditions


19. Demonstrate the ability to work in accordance with the RPS Foundation Pharmacy Framework


20. Demonstrate professional behaviours consistent with the GPhC Standards for Pharmacy Professionals

Additional outcomes:

Outline content:

This module will focus on supporting practitioners to apply a range of clinical and scientific knowledge and skills to solve common medication-related problems.Ìý Therapeutics and evidence-based medicine topics will focus on common disease states encountered in practice, including those related to the specialities of cardiology, respiratory, surgery, gastroenterology, neurology, mental health, endocrinology and paediatrics.Ìý Emphasis will also be placed on minimising the risk associated with medication use.Ìý Workplace-based learning will also focus on patient services, technical services and medicines information to provide a holistic understanding of the role of a foundation pharmacist.

Global context:

This module is offered to UK practising pharmacists and is focused on the UK healthcare system.Ìý Whilst it is mapped to the Royal Pharmaceutical Society’s Foundation Pharmacy Framework, this framework is also linked to the International Global Competency Framework and practitioners who wish to work overseas can consider how their developing knowledge, skills and behaviours can be mapped to both frameworks.

Brief description of teaching and learning methods:

This module will use a range of teaching and learning methods.Ìý The University teaching is usually based around 12 to 15 workshops using a mixture of presentations, problem-based learning and case-based learning, facilitated by the programme team, specialist pharmacists and other healthcare professionals.Ìý The workshops are underpinned by directed learning via Blackboard and self-directed learning, where practitioners are required to use a range of sources to gain information to sup port the development of their knowledge and skills.

A significant proportion of the programme is workplace-based learning where practitioners will undertake activities to develop their knowledge, skills and behaviours.Ìý This will be guided by the professional portfolio of learning.Ìý There may be opportunities to undertake simulated learning at the University to support skills development.

This module is studied over 12 to 18 months, and t here may be more than one cohort per year, therefore the distinction of hours by term is not possible.Ìý The hours shown for autumn term below are spread over the entire module.

Contact hours:

Ìý	Autumn	Spring	Summer
Seminars	62
Work-based learning	270
Guided independent study:	Ìý	Ìý	Ìý
Ìý Ìý Wider reading (independent)	108
Ìý Ìý Preparation for seminars	60
Ìý Ìý Completion of formative assessment tasks	10
Ìý Ìý Revision and preparation	30
Ìý Ìý Reflection	60
Ìý	Ìý	Ìý	Ìý
Total hours by term	600	0	0
Ìý	Ìý	Ìý	Ìý
Total hours for module	600

Summative Assessment Methods:

Method	Percentage
Written assignment including essay	60
Practical skills assessment	25
Class test administered by School	15

Summative assessment- Examinations:

Summative assessment- Coursework and in-class tests:

During module:

Written examination paper

• 1 hour multiple choice question exam paper (15%)

During module:

1. Oral assessment
   
   
   
   • 20 minute practice based viva (marked as pass/fail)
   
   
   
   


2. Practical skills assessment: Objective Structured Clinical Examination (OSCE) (25%)
   
   
   
   • Three 20-minute extended patient scenario stations
   
   
   
   

During module:

1. Case studies
   
   
   
   • 3 extended interventions using the template provided submitted around month 6, 8 and 10 (with a weighting of 3%, 5% and 8% respectively)
   
   
   
   


2. Reflective accounts
   
   
   
   • 2 reflective accounts of approximately 800 – 1,000 words submitted around month 8 and 10 (with a weighting of 7% each)
   
   
   
   

End of module:

1. Professional portfolio of learning
   
   
   
   • End of module portfolio contents review (marked as pass/fail)
   
   
   
   


2. Case study
   
   
   
   • 1 extended intervention using the end of module template provided (15%)
   
   
   
   


3. Reflective account
   
   
   
   • 1 reflective account of approximately 1,500 words (15%)
   
   
   
   

Formative assessment methods:

1. Workplace-based assessments during experiential learning


2. Workplace-based assessments during simulated learning


3. Feedback on workplace-based learning from educational supervisor


4. Six-monthly online progress test


5. Record of in-training assessment (RITA) submissions


6. Oral presentation to peers


7. Mock OSCE stations


8. Feedback from programme team and peers during workshops


9. Formative first case study, feed-forward provided for subsequent summative submissions


10. Formative reflective account, feed-forward provided for subsequent summative submissions

Penalties for late submission:

The below information applies to students on taught programmes except those on Postgraduate Flexible programmes. Penalties for late submission, and the associated procedures, which apply to Postgraduate Flexible programmes are specified in the policy £Penalties for late submission for Postgraduate Flexible programmes£, which can be found here: /cqsd/-/media/project/functions/cqsd/documents/cqsd-old-site-documents/penaltiesforlatesubmissionpgflexible.pdf
The Support Centres will apply the following penalties for work submitted late:

• where the piece of work is submitted after the original deadline (or any formally agreed extension to the deadline): 10% of the total marks available for that piece of work will be deducted from the mark for each working day (or part thereof) following the deadline up to a total of five working days;
• where the piece of work is submitted more than five working days after the original deadline (or any formally agreed extension to the deadline): a mark of zero will be recorded.

The University policy statement on penalties for late submission can be found at: /cqsd/-/media/project/functions/cqsd/documents/cqsd-old-site-documents/penaltiesforlatesubmission.pdf
You are strongly advised to ensure that coursework is submitted by the relevant deadline. You should note that it is advisable to submit work in an unfinished state rather than to fail to submit any work.

Assessment requirements for a pass:

1. The written examination must be passed at 50%


2. Each OSCE station must be passed at 50% with all essential criteria met


3. Each case study must be passed at 50% with all essential criteria met


4. The reflective accounts must be passed at 50% overall


5. The practice-based viva must be passed (marked as pass or fail)


6. The professional portfolio of learning must contain a statement of completion signed by the approved workplace-based supervisor


7. The professional portfolio of learning must be passed (pass/fail mark) and contain all mandatory content

Reassessment arrangements:

Reassessment will usually be by re-examination or resubmission of coursework, as appropriate.Ìý Individualised timings may be required depending on the specific requirements for reassessment.

Additional Costs (specified where applicable):

Cost	Amount
Required text books	Ìý
Specialist equipment or materials	Ìý
Specialist clothing, footwear or headgear	Ìý
Printing and binding	Currently library costs for printing are 5p a sheet for black and white. A simple ring binder can be purchased from stationers for around £3.
Computers and devices with a particular specification	Ìý
Travel, accommodation and subsistence	Ìý

Last updated: 22 September 2022