article/article.tpl

Patients’ experience of educating pharmacy undergraduate students

Rita Shah, Imogen Savage, Seema Kapadia

Abstract

To work effectively as a pharmacist, it is  vital  to  have  clinical  skills  to  identify and  solve  pharmaceutical care issues; undergraduates therefore need to learn and practice clinical skills. To achieve this aim, a patient focused education programme has been developed at the School of Pharmacy, University of London. The aim of this research project was to explore patients' experiences of teaching pharmacy undergraduates.Seventeen patients were interviewed and the first 14 were analysed. Patients saw their involvement with pharmacy students as a way of “investing in the future” by creating pharmacists who were patient-focused. Patients also provided students with an "expert view” of their illnesses. Helping to teach students was seen as a way to repay the National Health Service (NHS).Patients  benefited as they gained knowledge about their  illnesses, their medicines and they were more questioning of healthcare professionals. Sessions enhanced self esteem and confidence, enabling them to air their feelings and opinions regarding their illnesses and relieved loneliness. 


Keywords

Patients as teachers; pharmacy education;communication skills;consultation skills;clinical skills


Full Text:

PDF

References

Coleman, K., & Murray, E. (2002). Patients’ views and feelings on the community-based teaching of undergraduate medical students: A qualitative study.Family Practice,19, 183–188.

Department of Health. (2003).A Vision for Pharmacy in the New NHS. London: Department of Health Publications.

Jackson, A., Blaxter, L., & Lewando-Hundt, G. (2003). Participating in medical education: views of patients and carers living in deprived communities.Medical Education,37, 532– 538.

James, D., Nastasic, S., Horne, R., Davies, G. et al.(2001).The design and evaluation of a simulated-patient teaching programme to develop the consultation skills of undergraduate pharmacy students.Pharmacy World and Science,23, 212–216.

Kelly, D., & Wykurz, G.(1998). Patients as teachers: A new perspective in medical education. Education for Health,11,369 –377.

Lyno ̈ e, N., Sandlund, M., Wertberg, K., Duchek, M. et al. (1998).Informed consent in clinical training—patient experiences and motives for participation.Medical Education,32, 465–471.

O’Flynn, N., Spencer, J., & Jones, R. (1997). Consent and confidentiality in teaching in general practice: Survey of patients 'views on presences of students. British Medical Journal,315,1142.

Pope, C., Ziebland, S., & Mays, N. (2000). Analysing qualitative data. In C. Pope, & N. Mays (Eds.),Qualitative research in healthcare, 2nd Ed. (pp. 75–88). London: BMJ Books.

Shah, R. (2004). Improving undergraduate communication and clinical skills: Personal reflections of a real world experience. Pharmacy Education,4,1–6.

Spencer, J., Blackmore, D., Heard, S., McCrorie, P., McHaffie, D.,Scherpbier, A., Gupta, T. S., Singh, K., & Southgate, L. (2000).Patient-orientated learning: A review of the role of the patient in the education of medical students. Medical Education,34,851 –857.

Stacy, R., & Spencer, J. (1999). Patients as teachers: a qualitative study of patients’ views on their role in a community-based undergraduate project.Medical Education,33, 688 –694.

Weisser, R. J., Jr., & Medio, F. J. (1985). The patient as a teacher.Journal of Medical Education,60, 63–65.

Williamson, C., & Wilkie, P. (1997). Editorial—Teaching medical students in general practice: Respecting patients’ rights. British Medical Journal,315, 1108–1109.


Refbacks

  • There are currently no refbacks.
article/comments.tpl article/footer.tpl