1. Development of the new 2014 MPharm: An integrated, non- modular programme featuring small group, enquiry-based instructional approaches. Alan Hindle & Stephen Britland School of Pharmacy, FoSE

2. Initial Education and Training of Pharmacists 4-year undergraduate masters degree –Science-based degree at an HEI –Must be accredited by the regulator (GPhC) Pre-registration year and assessment –Entirely separate –Administered by the GPhC

3. Disciplines Underpinning Pharmacy Pharmacology / Toxicology Pharmaceutics / Formulation Pharmaceutical Chemistry Pharmacy Practice

4. The Accreditation Process 2011 GPhC Standards –Outputs-based: –Integration/spiral curriculum….. General Pharmaceutical Council (2011) Standards for the initial education and training of pharmacists [online]. [Accessed 24 April 2015]. Available at:

5. Integration 5.1 Curricula must be integrated………the component parts of education and training must be linked in a coherent way. General Pharmaceutical Council (2011) Standards for the initial education and training of pharmacists [online]. [Accessed 24 April 2015]. Available at:

6. Spiral Curriculum 5.2 Curricula must be progressive, dealing with issues in an increasingly more complex way until the right level of understanding is reached General Pharmaceutical Council (2011) Standards for the initial education and training of pharmacists [online]. [Accessed 24 April 2015]. Available at:

7. Designing the new curriculum…

8. Harden’s Ladder Trans-disciplinary Inter-disciplinary Multi-disciplinary Complementary Correlation Sharing Temporal coordination Nesting Harmonisation Awareness Isolation Harden, R.M. (2000) The integration ladder: a tool for curriculum planning and evaluation. Med Educ 34(7), pp 551-7

9. Realising student potential Didactic teaching vs enquiry-based learning? Skills? Learning culture?

10. Realising student potential Didactic teaching vs enquiry-based learning? Skills? Learning culture?

11. Key Programme Features Clinical; patient-focussed; placements Integrated 120-credit years Over-aching themes –Drugs and Medicines –Patients and Population –Professional Practice Spiral curriculum; skills Contemporary teaching methods –Enquiry-based learning: TBL and CBL

12. Team-based learning Formation of teams Study packs Readiness assurance process –iRAT –tRAT Application exercises –tApps

13. Case-based learning Process much less tightly defined in the literature Unlike PBL, builds on prior knowledge Formulation of cases for groups to ‘solve’

14. Course Structure LevelStageThematically Titled Strands 44PY019 Pharmacy Stage 1 Molecules, Cells and Systems Introduction to Drugs and Medicines Pharmacists, Patients and Medicines The Informed Pharmacy Learner 55PY022 Pharmacy Stage 2 Medicines in Development and Use Clinical and Professional Skills for Pharmacists The Applied Pharmacy Learner 66PY011 Pharmacy Stage 3 The Therapeutic Management of Patients The Established Pharmacy Learner 77PY023 Pharmacy Stage 4 Frontiers in Pharmacy Effective Patient Management The Accomplished Pharmacy Learner

15. Summary of integration approaches Modular vs thematic approach Position of assessments and LOs Enquiry-based learning – problems/cases Team teaching Body systems approach Skills embedded throughout Alternative learning culture

16. Thank you for listening