Using Bourdieu’s Theoretical Framework to Examine How the Pharmacy Educator Views Pharmacy Knowledge

Abstract

Objective. To explore how different pharmacy educators view pharmacy knowledge within the United Kingdom MPharm program and to relate these findings to Pierre Bourdieu's theoretical framework. Methods. Twelve qualitative interviews were conducted with 4 faculty members from 3 different types of schools of pharmacy in the United Kingdom: a newer school, an established teaching-based school, and an established research-intensive school. Selection was based on a representation of both sciencebased and practice-based disciplines, gender balance, and teaching experience. Results. The interview transcripts indicated how these members of the academic community describe knowledge. There was a polarization between science-based and practice-based educators in terms of Bourdieu's description of field, species of capital, and habitus. Conclusion. A Bourdieusian perspective on the differences among faculty member responses supports our understanding of curriculum integration and offers some practical implications for the future development of pharmacy programs.

Adult Learning Theories in Context: A Quick Guide for Healthcare Professional Educators

“…13,14 However, learning pedagogies are often not fully implemented in the educational design of healthcare professional education programs or in the pedagogical practice, whether undergraduate, or graduate or CPD. 15–18…”

“…13,14 However, learning pedagogies are often 2 Journal of Medical Education and Curricular Development not fully implemented in the educational design of healthcare professional education programs or in the pedagogical practice, whether undergraduate, or graduate or CPD. [15][16][17][18] The objective of this article is to synthesize and summarize published work on adult learning theories and their application in healthcare professional education in a user-friendly format, illustrating specific examples of the uses of these theories in practice. It is hoped that this will enable healthcare professional educators to understand the significance of learning theories, select, and ultimately apply the most appropriate learning theory with its associated educational activities suitable for their learning environment and context.…”

Exploring an integrated curriculum in pharmacy: Educators’ perspectives

“…Focusing on a single pharmacy school with a long tradition of modular pharmacy education, and taking an in-depth, case study approach 34 to investigating a paradigm shift in curriculum design and delivery within this school, we describe what integration is within a real-life pharmacy education context, and the impact this paradigm shift has on the teaching and learning experience, through how it is perceived by educators. While based on experiences of educators at a single site, findings are likely to resonate with pharmacy curriculum designers internationally, with the Accreditation Council for Pharmacy Education in the United States and the Canadian Council for Accreditation of Pharmacy Programs also promoting integrated curricula 35 with the result that many pharmacy schools will be introducing integrated approaches to teaching and learning.…”

Contribution of Gender on Learning Readiness among School Students of Nepal

“…Furthermore, the gender role towards learning readiness is influenced by social capital and it is associated with the social capital theory (Bourdieu & Wacquant, 1992). The social capital theory poses the capital, field, and habitus (Waterfield, 2015) respectively. The capital is a social outlook (Bourdieu, 1986) which/that encompasses the knowledge, social bonding, and experiences in relation to facilitating a favorable environment for students learning process.…”

“…In the field, they are influenced by a cognitive scheme as preparedness to learn (by the student), teach (by the teacher), and send a child in school (by parents) and replicate their character (Gaventa, 2003) as habitus. Thus, habitus is a disposition or attitude (Waterfield, 2015) of students, teachers, and parents which jointly reflected as the learning readiness.…”