An Integrated Dyspepsia Module for First-year Pharmacy Students

Abstract

Objective. To design an integrated dyspepsia module for first year pharmacy students that combines clinical and professional practice with fundamental sciences in five different science subject areas. Methods. The approaches used in designing this module are described with emphasis on strategies adopted to integrate science and practice, and the new ways of working adopted by the design team. Students' views and experiences of the module and its integration were explored using questionnaires. Results. A high proportion of students reported positive views and experiences of the module, the integration and its impact (as self-reported) on their learning and practice. The assessment of student performance indicated learning and attainment was at an appropriate level for a first-year module. Both the student grades and research results indicate a positive student learning experience. Conclusion. The dyspepsia module provides a flexible and effective template for the integration of science and practice in theme-based modules, with students reporting positively about the integration, including their perception of its contribution to improving their learning and understanding. New and more collaborative ways of working are required when designing integrated modules.

Development of Professional Attributes through Integration of Science and Practice at First-Year Pharmacy Level

“…Despite the academic team being experienced in teaching at pharmacy undergraduate level, developing theme-based integrative case studies was a novel method of teaching, enabling increased collaboration across disciplines. These increased collaboration across disciplines, and new ways of working have also been recently experienced and described by other schools of pharmacy [ 15 ]. Pain has been described by Husband et al as “a cognitive hook”, tapping into what students may already know, and, thus, it is particularly suitable as a topic for year 1 students [ 5 ].…”

“…Reference to curricular integration in pharmacy education has been notable in the literature, particularly in the last decade [ 1 , 2 , 3 , 4 , 5 , 6 , 7 , 8 , 9 , 10 , 11 , 12 , 13 , 14 , 15 ]. Accreditation bodies in many countries now require pharmacy programmes be integrated with clinical practice, thereby ensuring that the education and training of pharmacy students addresses the interdisciplinary skills required of the profession to improve delivery of care to patients.…”

“…Accreditation bodies in many countries now require pharmacy programmes be integrated with clinical practice, thereby ensuring that the education and training of pharmacy students addresses the interdisciplinary skills required of the profession to improve delivery of care to patients. The need for higher education institutions delivering pharmacy programmes to meet the requirements in accreditation standards, particularly with respect to integration of science subjects with clinical practice, as well as competency attainment, has been described elsewhere, for example, in the United Kingdom by De Matteis et al [ 15 ] and in the US by Jungnickel et al [ 7 ]. Legislation enacted in Ireland in 2014 requires higher education institutions delivering pharmacy programmes to provide an accredited, five-year integrated pharmacy programme of education and training, leading to the award of M. Pharm.…”

“…It has been suggested that integration should be considered from the beginning of the pharmacy programme using a spiral integration approach [ 13 ], but, to our knowledge, there is a shortfall in the literature of entry-level competency-based integrated elements in pharmacy curricula [ 4 , 21 , 22 ]. In many of the instances in the literature where competency development is addressed at pharmacy entry level, it is invariably aligned to programme accreditation standards rather than to a professional competency framework for practising pharmacists [ 2 , 10 , 15 , 23 ]. Therefore, this was identified as a requirement within our programme, and, furthermore, it would help to address the paucity of evidence in the literature supporting competency-based integrative learning at entry-level in pharmacy curricula.…”

Development and evaluation of a pre-clerkship spiral curriculum: data from three medical school classes

“…This would result in a curriculum that is not linear over time but circles back on itself as the knowledge base broadens, like a spiral [ 4 , 5 ]. Examples of spiral curricula pertaining to single areas of focus in medical or pharmacy school such as concussions, oral health, dyspepsia, and leadership have been published, but the authors are unaware of any curricular innovation implementation on the scope and scale described herein [ 6–9 ]. Furthermore, the discrepancy of formal medical school education and a self-directed medical student curriculum is well described, with a need for medical schools to reconcile presenting their curricula in a practical and relevant format to increase both the perceived value to and engagement of medical students [ 10 ].…”