The Significance of Practical Training in Linking Theoretical Studies with Practice

Abstract

Today's experts must continuously reconstruct their expertise and be able to apply their theoretical knowledge in actual work. The development of expertise is a long process, during which theoretical, practical and metacognitive elements of expert knowledge are integrated into a coherent whole. It is important to foster student's learning and integration of theoretical knowledge in practice during tertiary education. One tool for this is to pay more attention to practical knowledge in the theoretical part of the curriculum. The aim of this study was to evaluate the significance of early practical training as a part of the pharmacy curriculum and to find out to what extent the students felt their practical training fostered their learning. A total of 47 pharmacy students were interviewed during the three-month practice period. Content analyses of the interviews showed that the practical training increased students' understanding of theoretical knowledge and their motivation to study. The students acquired practical skills and knowledge in a working community of professionals. The results also showed that the students should be able to rehearse their reflective skills during the theoretical studies as well, because the practice period was too short to permit adequate development of reflective skills.

The Mode of Theoretical Knowledge and Practical Knowledge Combination: the Significance of Internship

“…As for educational knowledge adoption, educational researchers prefer more on theoretical knowledge, while educational parishioners propose to combine them (Samo Pavlin et al, 2010). Besides, knowledge acquirement is one step to form expertise for future use, universities need to further design mechanisms to motivate the students to combine scattered knowledge together (Nina Katajavuori et al, 2006). Even more, some scholars divide a given course into theoretical and practical components to suit for the course function, in order to meet the student demand in various knowledge structure (Karl Maton, 2009).…”

“…The semi-structured questionnaire is designed with the reference to Robert K. Tener (1996), Bolivar A. Senior (1998), Eraut (2000), Nina Katajavuori et al(2006), etc.. all interviews are required to give their judgment within questionnaire, and describe their experience in scoped titles. The whole interview process is recorded by audio recorders.…”

Curriculum Reform in Finnish Pharmacy Education

“…[18][19][20][21] Studies showed that students found the previous curriculum fragmented and considered the theoretical studies challenging. Trends of surface-level learning also were demonstrated which was manifested in fact memorizing and difficulties knowledge application by the students.…”

“…21 However, the quality of precepting in different pharmacies was reported to vary. 20 An international evaluation panel also suggested that the 6-month experiential training should be utilized in the curriculum more effectively.…”

“…17 In addition to the Bologna Process, education at the Faculty of Pharmacy has been enhanced continuously based on needs arising from external and internal evaluations. [18][19][20][21] For example, in the 1990s, the number of pharmacy practicerelated courses, such as pharmacotherapy, was increased, and more student-centered teaching methods and problem-based learning were applied to the curriculum.…”