The Role of the Teacher-practitioner in Integrating Pharmacy Education and Practice: a Pilot Project in Germany

Authors

  • A. M. Strohkirch Institute of Pharmacy, University of Bonn, An der Immenburg 4, D-53121 Bonn, Germany
  • U. Jaehde Institute of Pharmacy, University of Bonn, An der Immenburg 4, D-53121 Bonn, Germany

Keywords:

Education, Learning, Teaching, Teacher-practitioner, Problem-based learning

Abstract

Pharmacy teacher-practitioners are pharmacists who are employed half-time at the University and half-time in a pharmacy practice. They use actual patient cases and simulated practice situations to teach and facilitate active learning. Teacher-practitioners need to be effective teachers and communicators who maintain proper documentation of their practice activities. As professional role-models, they need to possess pharmacy practice knowledge, a good understanding of the social and economical forces of healthcare and a caring attitude.

 

In the fall of 2001, clinical pharmacy was integrated into the German pharmacy curriculum as a new core discipline. At the same time, further to develop clinical pharmacy education, a pilot project began at the University of Bonn. The purpose of the project was to assess the role of the teacher-practitioner in German pharmacy practice and education. In this project, the professor of clinical pharmacy and the teacher-practitioner worked closely together.

References

Brodie, D.C., Edmondson, W.H. and Abrahamson, S. (1977) “Guidelines for the Clinical Pharmacy Preceptor”, American Journal of Pharmacy Education 41, 306–308.

Cipolle, R.J., Strand, L.M. and Morley, P.C. (1998) Pharmaceutical Care Practice (McGraw-Hill, New York).

Gaudich, C. (2001) Approbationsordnung fu ̈r Apotheker. Verordnung- stext mit Begru ̈ndung und Materialien (Deutscher Apotheker Verlag, Stuttgart).

Helling, D.K. and Nelson, K.M. (2000) “How to develop and implement a program to continuously demonstrate the value of clinical pharmacy services”, Pharmacotherapy 20 (10 Pt 2), 340S – 343S.

Kerr, R.A. (2000) “Curricular integration to enhance educational outcomes”, Pharmacotherapy 20 (10 Pt 2), 292S–296S.

Walker, R. (1996) “Clinical Pharmacy: Is it a credible academic discipline?”, Pharmaceutica Acta Helvetiae 71, 367–371.

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Published

13-03-2003

How to Cite

Strohkirch, A. M., & Jaehde, U. (2003). The Role of the Teacher-practitioner in Integrating Pharmacy Education and Practice: a Pilot Project in Germany. Pharmacy Education, 3(2). Retrieved from https://pharmacyeducation.fip.org/pharmacyeducation/article/view/35

Issue

Vol. 3 No. 2 (2003)

Section

Research Article

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