Developing a feasible model for delivering quality hospital-based experiential learning for pharmacy undergraduate students funded by the healthcare education and training tariff

Authors

  • Ben Hindley Liverpool John Moores University, Liverpool, England, United Kingdom
  • Sally Wright Liverpool John Moores University, Liverpool, England, United Kingdom
  • Mark Peasley Liverpool University Hospitals NHS Foundation Trust, Liverpool, United Kingdom

DOI:

https://doi.org/10.46542/pe.2023.231.205207

Keywords:

Entrustable professional activities, Experiential learning, Hospital placement, Pharmacy education

Abstract

The Department of Health and Social Care (UK) provides funding to support clinical placements for healthcare students in England through their education and training tariff, which is administered by Health Education England (HEE). From September 2022, undergraduate pharmacy students became eligible for this funding to support their experiential learning. Development of quality, feasible experiential learning for pharmacy students within the context of the tariff proved challenging for both higher education institutions (HEIs) and hospital placement providers. Barriers to delivery were identified and addressed, such as no HEE published strategy for placement delivery, as well as the financial constraints of the tariff payments which made placements unattractive to providers. Pharmacy school inexperience of arranging longer placements and a substantial administrative burden added to the challenge. This report outlines the developmental process behind the experiential learning that is now delivered by Liverpool John Moores University and the local hospital providers.

References

Bramley, A.L., McKenna, L. (2021). Entrustable professional activities in entry-level health professional education: a scoping review. Medical Education, 55(9), 1011-1032. DOI: https://doi.org/10.1111/medu.14539

Burns, C. (2022). Undergraduates may struggle to secure clinical placements owing to low payment tariff, say pharmacy schools council. The Pharmaceutical Journal, 309 (7966). https://doi.org/10.1211/PJ.2022.1.167098

Department of Health and Social Care. (2022). Education and training tariffs: tariff guidance and process for the 2022 to 2023 financial year. Retrieved from https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/1064526/Education-and-Training-Tariff-Guidance-2022-23.pdf

General Pharmaceutical Council. (2021). Stands for the initial education and training of pharmacists. Retrieved from https://www.pharmacyregulation.org/sites/default/files/document/standards-for-the-initial-education-and-training-of-pharmacists-january-2021.pdf

Health Education England. (2022, October). Clinical tariff for the pharmacy profession: frequently asked questions. Retrieved from https://www.hee.nhs.uk/sites/default/files/documents/Clinical%20tariff%20for%20pharmacy%20FAQs%20-%20October%202022.pdf

Hendry, G., Winn, P., Wiggins, S., Turner, C.J. (2016). Qualitative evaluation of a practice-based experience pilot program for Master of Pharmacy students in Scotland. American Journal of Pharmacy Education, 80(10), 165. https://doi.org/10.5688/ajpe8010165

Jacob, S.A., Boyter, A.C. (2020a). Nationwide survey of experiential learning in MPharm programmes in UK universities. International Journal of Pharmacy Practice, 28(2), 121-129. https://doi.org/10.1111/ijpp.12521

Jacob, S.A., Boyter, A.C. (2020b). Survey of undergraduates’ perceptions of experiential learning in the MPharm programme: the TELL project. Pharmacy Practice, 18(2), 1856. https://doi.org/10.18549/PharmPract.2020.2.1856

Singh, A., Morrisey, H., Ball, P.A. (2021). Structured experiential learning placement for pharmacy undergraduate students – a pilot study. Journal of Advanced Pharmacy Education and Research, 11(4), 1-6. https://doi.org/10.51847/bWUeWOINce

Skills for Health, Health Education England. (2021, June). Core skills training framework (England). Statutory/mandatory subject guide: version: CSTF (England) v1.1. Retrieved from https://www.skillsforhealth.org.uk/wp-content/uploads/2021/07/CSTF-Eng-Subject-Guide-v1.1.pdf

Winn, P., Turner, C.J. (2016). Description and evaluation of an MPharm practice-based experience pilot program. American Journal of Pharmacy Education, 80(9), 151. https://doi.org/10.5688/ajpe809151

Published

08-05-2023

How to Cite

Hindley, B., Wright, S., & Peasley, M. (2023). Developing a feasible model for delivering quality hospital-based experiential learning for pharmacy undergraduate students funded by the healthcare education and training tariff. Pharmacy Education, 23(1), p. 205–207. https://doi.org/10.46542/pe.2023.231.205207

Issue

Section

Short Report