Teaching and assessment of an innovative and integrated pharmacy undergraduate module

Authors

  • James W. Barlow School of Pharmacy, Royal College of Surgeons in Ireland, York House, York Street, Dublin 2, Ireland
  • Judith D. Strawbridge School of Pharmacy, Royal College of Surgeons in Ireland, York House, York Street, Dublin 2, Ireland

Keywords:

Integrated teaching, OSCE, integrated pharmacy, novel teaching methods

Abstract

This study reports the development of an innovative undergraduate integrated pharmacy module, using novel teaching methods and using as an assessment tool the objective structured clinical examination (OSCE). This study aims to evaluate the performance of the students in this module, towards the end of their degree programme, and to discuss student feedback. Student feedback was very positive. This study supports the use of integrative cross-disciplinary teaching as a valuable tool in pharmacy undergraduate education.

References

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Quero Munoz, L., O’Byrne, C., Pugsley, J., & Austin, Z. (2005). Reliability, validity and generalizability of an objective structured clinical examination (OSCE) for assessment of entry-to-practice in pharmacy. Pharmacy Education, 5(1), 33–43.

Ragucci, K. R., Fermo, J. D., & Mazur, J. N. (2005). Objective structured clinical examinations for an ambulatory care pharmacy rotation. American Journal of Health-System Pharmacy, 62, 927–929.

Rutter, P. M., & Brown, D. (2002). Observed structured clinical examinations: The views of preregistration trainees six months after graduating from Portsmouth University. International Journal of Pharmaceutics Practice, 10(suppl), R48.

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How to Cite

Barlow, J. W., & Strawbridge, J. D. (2018). Teaching and assessment of an innovative and integrated pharmacy undergraduate module. Pharmacy Education, 7(2). Retrieved from https://pharmacyeducation.fip.org/pharmacyeducation/article/view/135

Issue

Vol. 7 No. 2 (2007)

Section

Research Article

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