International Conference on Enhancement and Innovation in Higher Education Crowne Plaza Hotel, Glasgow 9 – 11 June 2015 Welcome

Professor Philip Winn Dr Anne Boyter Redesign of the Pharmacy Programme at the University of Strathclyde

Introduction Professional accreditation by the General Pharmaceutical Council Future Pharmacists: standards for the initial education and training of pharmacists 10 standards each of multiple criteria Accreditation 2012 “reformulate the content and structure of the curriculum to demonstrate a fully integrated MPharm degree”

Redesign process New MPharm team. Focus group to develop overall strategy. Curriculum design team – lead by MPharm programme director and Head of Institute Graduate attributes as a starting point – what does a pharmacist need to know and be able to do? What does a Strathclyde pharmacist look like? Wide engagement of staff, iterative development of the curriculum. Regular consultation with externals, professionals, patient groups, students.

Redesign process Reformulation of the curriculum 120 credits each year 5 year course Normally direct entry into year 2 of 5 years 16 new classes designed Experiential learning expanded in the new course Integration of theory and practice – student led, student learning at the core New assessment strategy Diagnostic assessments

Curriculum overview A transdisciplinary curriculum… o An integrated knowledge base that “transcends the individual disciplines” o A coherent programme to develop students’ skills and competencies through experience of “the various contexts in which pharmacy is practiced” o The disciplines are integrated and contextualised into “the learner’s real world experiences”

The revised degree

Assessment strategy The primary purpose of assessment is to support learning Constructive alignment with ILOs Testing knowledge, skills & professionalism Integration in assessment – the creation of experts in medicines Blueprinting – using appropriate assessment methods across the programme: the right assessment for the material at the right level

Assessment strategy Marking criteria – university and SIPBS criteria, factorized grade descriptors Assuring safety at the borders – no pass, no progress; no compensation, no condonement; key questions flagged Knows, knows how – acquisition of knowledge assessed by MCQ, EMQ, short answer, essay, dissertation Shows how, does – acquisition of skills assessed by portfolio: reflective diaries, lab reports, essays, OSCE Feedback – critical role of the PDA

Key principles Meet the standards set by the regulator but consult with stakeholders Define the attributes of our graduates Integration of science and practice Revisit material in an increasingly complex manner: spiral development Incorporation of experiential learning

Key principles Use the credit weighting to manage workload Acknowledgment of prior learning: normal entry to the course is at year 2 Diagnostic assessments Support of PDA Route of entry for students unable to sit Advanced Highers Focus on learning not teaching

Key Principles Use of technology to facilitate interaction between staff and students PRS handsets Discussion boards On-line resources Constructive alignment of assessment In classes where skills and competences are built students build a portfolio of evidence Development of transferrable skills

Acknowledgements MPharm curriculum design team Our students The pharmacy profession Senior management at the University of Strathclyde