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

2. Dr Anne Boyter Professor Philip Winn Experiential learning in the MPharm Degree

3. 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 Standard 5 – Curriculum development and the student experience

4. Introduction Accreditation 2012 “The MPharm degree curriculum must include practical experience of working with patients, carers and other healthcare professionals. Practical experience should increase year on year. We are not suggesting that off site placement visits are the only way to achieve this. Schools should articulate their strategy for meeting this criterion, which may include off-site placement visits, using patients, carers, and other health care professionals in class, and simulations.”

5. Design of Experiential Learning 2 year pilot funded by Educational Excellence Fund Year 1 – 40 volunteer students from 1 st year Year 2 – 40 continuing students and 40 new volunteer students Each student matched with a community or hospital pharmacist 1 st year students needed PVG clearance before starting the placement Spend 3 hours a fortnight in practice and then feedback session in University Feedback from students and providers

6. Design Principles Equity for students in placements Work with the placement providers NHS Scotland for hospital placements Community Pharmacy Scotland for community placements Tasks designed in collaboration with providers Intended learning outcomes presented as a series of “tasks” to the students and placement providers Tasks become increasingly complex as the course develops

7. Experiential Learning Tasks in the initial year of study Focus on the normal function of the body and treatment of minor ailments Acknowledge that there are differences in service provision Compulsory tasksOptional tasks Prescription receiptAssemble a repeat prescription Communication with a patientDifferent formulations of a medicine Sale of OTC medicineCheck expiry dates Dose check for an adultLegal categories of medicines

8. Final Year Experiential Learning Students in either community or hospital – capacity issues Tasks categorised Comparable experience to meet ILOs

9. Final Year Experiential Learning

12. Key Principals Experiential learning must be integrated with classroom teaching Comparable experience for all ILOs must be accessible to all Designed in collaboration with providers Tasks Must be progressive, building skills and knowledge Must become more complex year-on-year Skills development must include generic and transferable skills

13. Key Principles Facilitated discussions to ensure principles of what they have experienced Reflective diary Builds skills Starts the process of reflective CPD Practical issues Travelling Distances and expenses Administration support

14. Acknowledgements Education Excellence Fund at the University of Strathclyde Professor Chris Turner MPharm Curriculum Development Group NHS Directors of Pharmacy Community Pharmacy Scotland