Developing a model for teaching and learning clinical pharmacy components of the pharmacy curriculum in Nigeria

Authors

  • Titilayo Oyelola Fakeye University of Ibadan, Ibadan
  • Rasaq Adisa University of Ibadan, Ibadan
  • Wilson O Erhun Obafemi Awolowo University

Keywords:

Clinical Pharmacy, Nigeria, Teaching, Learning

Abstract

Background: Increasing clinical roles of pharmacists necessitate the need for adopting innovative teaching and learning methods that will enhance pharmacist’s clinical skills especially in developing countries.

Aim: To develop appropriate model(s) for teaching clinical pharmacy in Nigeria.

Method: The study consisted of focus group discussions (FGDs) with final year pharmacy students of a Nigerian university investigating their preferred methods for learning clinical pharmacy. The FGDs resulted in a 50-item questionnaire exploring appropriate models for teaching clinical pharmacy among the teachers. Data was evaluated using thematic analysis and descriptive statistics.

Result: Integrated and interactive active-learning teaching models were proposed in the FGDs. Models proposed included Direct Instruction (DI), Guided Design (GD) Cognitive apprenticeship (CA), Cooperative Learning (CL) and Problem-based learning (PBL) with clinical pharmacy teachers ranking them GD=DI>CA>>CL=PBL for teaching clinical pharmacy components

Conclusion: FGDs preferred low structure while the teachers preferred moderate to high structure of learning. 

Author Biographies

Titilayo Oyelola Fakeye, University of Ibadan, Ibadan

Reader/Assoc. Prof. - Department of Clinical Pharmacy & Pharmacy Administration

Rasaq Adisa, University of Ibadan, Ibadan

Clinical Pharmacy/Senior Lecturer - Department of Clinical Pharmacy & Pharmacy Administration

Wilson O Erhun, Obafemi Awolowo University

Clinical Pharmacy & Pharmacy Administartion/Professor - West African Postgraduate College of Pharmacist

References

Austin, Z., Dolovich, L., Lau, E., Tabak, D., Sellors, C., Marini, A. & Kennie, N. (2005). Instructional Design And Assessment - Teaching and Assessing Primary Care Skills: The Family Practice Simulator Model. American Journal of Pharmaceutical Education, 69(4), Article 68.

Austin, Z. & Tabak, D. (1998). Design of a new professional practice laboratory course using standardised patients. American Journal of Pharmaceutical Education, 62, 271-279.

Azmi, S. (2010). Teaching pharmacy: need for a change. International Journal of Pharmacy Teaching & Practice, 1(1), 1–4.

Caliph, S., Sewell, K. & Styles, K. (2013). An examination of student learning experiences in virtual sterile clean rooms and factors influencing student perception of learning effectiveness and environment. Monash Pharmacy Education Symposium. Pharmacy Education, 13(1), 108.

Cheng, J.W.M., Alafris, A., Kirschenbaum, H.I. & Kalis M.M. (2003). Problem-based Learning versus Traditional lecturing in Pharmacy Students’ Short-term Examination Performance. Pharmacy Education, 3(2), 117-12.

de Grave, W.S., Dolamns, D.H.J.M. & van der Vleuten, C.P.M. (2001). Students perceptions about the occurrence of critical incidents in tutorial groups. Medical Teacher, 23(1), 49-54.

Estus, E.L., Hume, A.L. & Owens, N.J. (2010). Innovations In Teaching - An Active-Learning Course Model to Teach Pharmacotherapy in Geriatrics. American Journal of Pharmaceutical Education, 74(3), Article 38.

Fejzic, J., Barker, M., Hills, R. & Priddle, A. (2013). Stimulating simulations: learning outcomes and lessons learnt about simulated learning modules addressing common pharmacy practice interactions. Monash Pharmacy Education Symposium. Pharmacy Education, 13(1), 94.

Hepler, C.D. & Strand, L.M. (1990). Opportunities and responsibilities in Pharmaceutical Care. American Journal of Hospital Pharmacy, 47, 539-542.

Hendry, G.D., Ryan, G. & Harris J. (2003). Group problems in problem-based learning. Medical Teacher, 25(6), 609-616.

Jawad, I.R. & Hassan, M.A. (2012). Implementation of a Clinical Pharmacy Training Program in Iraqi Teaching Hospitals: Review Article. Iraqi Journal of Pharmaceutical Sciences, 21(1), 1-5.

Jones, K.M. (2005). The application of problem-based learning to the teaching of microbiology for pharmacy students. Pharmacy Education, 5(1), 13-18.

Kassam, R. & Volume-Smith, C.I. (2003). Instructional Design And Assessment- Focus Group Methodology to Develop a Community Pharmaceutical Care Clerkship Program. American Journal of Pharmaceutical Education, 67(3), Article 88.

Khan, M.U. (2011). A New Paradigm in Clinical Pharmacy Teaching in Pakistan. American Journal of Pharmaceutical Education, 75(8), 166.

Malone, D., Ventura S. & White P. (2013). Comparison between “active learning” and traditional lectures: effects on student satisfaction and assessment outcomes in a physiology B.Pharm unit. Monash Pharmacy Education Symposium. Pharmacy Education, 13(1), 100.

Reape, A., Lips-Nassif, C., Bailey, L., Ashwell, P. & Brown, D. (2011). The use of human patient simulators for teaching UK pharmacy students about critical care. Pharmacy Education, 11(1), 1-7.

Ross, L.A., Crabtree, B.L., Theilman, G.D., Ross, B.S., Cleary, J.D. & Byrd H.J. (2007). Instructional Design And Assessment - Implementation and Refinement of a Problem-based Learning Model: A Ten-Year Experience. American Journal of Pharmaceutical Education, 71(1), Article 17.

Silverthorne, J. (2009). Student perception of group function in a pharmacy Problem-based Learning Course. Pharmacy Education, 9(1), 23-28.

Strand, L.M. & Morley, P.C. (1987). A problem-based student-centred approach to pharmacy education. American Journal of Pharmaceutical Education, 51(1), 75–79.

Taylor, A. & Taylor, D. (2013). Assessing responding to symptoms with “expert patients” – a case study. Monash Pharmacy Education Symposium. Pharmacy Education, 13(1), 106.

Teaching Models. (2013). (online). Available at: http://www.edtech.vt. edu/edtech/id/models/. Assessed 15th June, 2013.

Wasif, S.G., Azhar, S.S., Azmi, S. & Yelly, O.S. (2011). Innovative teaching in Pharmacy education. International Journal of Psychology and Counselling, 3(7), 117-123.

World Health Organisation. (1994). The Role of the Pharmacist in the Health Care System. Report of a WHO Consultative Group New Delhi, India & Report of a WHO Meeting Tokyo, Japan. 1994. WHO/PHARM/ 94.569

Downloads

Published

07-03-2017

How to Cite

Fakeye, T. O., Adisa, R., & Erhun, W. O. (2017). Developing a model for teaching and learning clinical pharmacy components of the pharmacy curriculum in Nigeria. Pharmacy Education, 17. Retrieved from https://pharmacyeducation.fip.org/pharmacyeducation/article/view/488

Issue

Section

Research Article