PMMFP2: Introduction to Postgraduate Pharmacy Practice

Module code: PMMFP2

Module provider: Pharmacy; School of Chemistry, Food and Pharmacy

Credits: 60

Level: Postgraduate Masters

When you'll be taught: Semester 1 / 2

Module convenor: Mrs Sarah Garnish, email: sarah.garnish@reading.ac.uk

Pre-requisite module(s): When taking this module, you must be registered as a Pharmacist with the GPhC or PSNI and be employed at an approved pharmacy practice site. (Open)

Co-requisite module(s):

Pre-requisite or Co-requisite module(s):

Module(s) excluded:

Placement information: NA

Academic year: 2024/5

Available to visiting students: No

Talis reading list: Yes

Last updated: 21 May 2024

Overview

Module aims and purpose

This module aims to develop the knowledge, skills and behaviours required for recently qualified, early-career pharmacists and those who wish to move into a different sector or return to work following a career break. The module focusses on the principles of pharmaceutical care and relevant core knowledge, applying these to a range of patients.

A significant proportion of the module consists of workplace-based learning, and practitioners must work at an approved workplace with an educational supervisor to support them in their studies. Practitioners will be encouraged to reflect on their experiences by developing a professional learning portfolio mapped to the Royal Pharmaceutical Society (RPS) Foundation Pharmacist Framework.

Module learning outcomes

By the end of the module, it is expected that students will be able to:

1. Critically review the management and monitoring of patients with a range of common disease states, applying pharmacokinetic and pharmacodynamic principles as well as evidence-based medicine to inform decision making and individualise patient care
2. Consult effectively with patients, carers and the multidisciplinary healthcare team, respecting diversity and confidentiality
3. Continually advance own knowledge and understanding through reflective practice and continuing professional development
4. Independently develop clinical pharmacy knowledge and skills in order to identify, prioritise and resolve complex pharmaceutical problems of patients, carers and health care professionals
5. Demonstrate a systematic approach to medicines optimisation for patients with a range of common conditions
6. Demonstrate the ability to work in accordance with the RPS Foundation Pharmacist Framework

Module content

This module will focus on supporting practitioners to apply a range of clinical and scientific knowledge and skills to solve common medication-related problems.  Therapeutics and evidence-based medicine topics will focus on common disease states encountered in practice, including those related to the specialities of cardiology, respiratory, surgery, gastroenterology, neurology, mental health, endocrinology and paediatrics. Emphasis will also be placed on minimising the risk associated with medication use. Workplace-based learning will include patient services and medicines information to provide a holistic understanding of the role of a foundation pharmacist.

Structure

Teaching and learning methods

This module uses a range of teaching and learning methods. The University teaching is usually based on 12 to 15 workshops using a mixture of presentations, problem-based learning and case-based learning facilitated by the programme team, specialist pharmacists and other healthcare professionals. The workshops are underpinned by directed learning via Blackboard and self-directed learning, where practitioners are required to use a range of sources to gain information to support the development of their knowledge and skills.

A significant proportion of the programme is workplace-based learning, where practitioners will undertake activities to develop their knowledge, skills and behaviours. This will be guided by the professional portfolio of learning. There may be opportunities to undertake simulated learning at the University to support skills development.

This module is studied over 12 to 18 months, and there may be more than one cohort per year, therefore, the distinction of hours by term is not possible. The hours shown for Semester 1 below are spread over the entire module.

Study hours

At least 20 hours of scheduled teaching and learning activities will be delivered in person, with the remaining hours for scheduled and self-scheduled teaching and learning activities delivered either in person or online. You will receive further details about how these hours will be delivered before the start of the module.

Please note the independent study hours above are notional numbers of hours; each student will approach studying in different ways. We would advise you to reflect on your learning and the number of hours you are allocating to these tasks.

Semester 1 The hours in this column may include hours during the Christmas holiday period.

Semester 2 The hours in this column may include hours during the Easter holiday period.

Summer The hours in this column will take place during the summer holidays and may be at the start and/or end of the module.

Assessment

Requirements for a pass

Students need to achieve all of the following to pass this module:

1. A mark of 50% in the written examination
2. A mark of 50% in the professional portfolio
3. Each OSCE station must be passed with all essential criteria met (marked as pass/fail)
4. A pass in the practice-based viva (marked as pass/fail)
5. An overall module mark of 50%

Summative assessment

Penalties for late submission of summative assessment

The Support Centres will apply the following penalties for work submitted late:

Assessments with numerical marks

• where the piece of work is submitted after the original deadline (or any formally agreed extension to the deadline): 10% of the total marks available for that piece of work will be deducted from the mark for each working day (or part thereof) following the deadline up to a total of three working days;
• the mark awarded due to the imposition of the penalty shall not fall below the threshold pass mark, namely 40% in the case of modules at Levels 4-6 (i.e. undergraduate modules for Parts 1-3) and 50% in the case of Level 7 modules offered as part of an Integrated Masters or taught postgraduate degree programme;
• where the piece of work is awarded a mark below the threshold pass mark prior to any penalty being imposed, and is submitted up to three working days after the original deadline (or any formally agreed extension to the deadline), no penalty shall be imposed;
• where the piece of work is submitted more than three working days after the original deadline (or any formally agreed extension to the deadline): a mark of zero will be recorded.

Assessments marked Pass/Fail

• where the piece of work is submitted within three working days of the deadline (or any formally agreed extension of the deadline): no penalty will be applied;
• where the piece of work is submitted more than three working days after the original deadline (or any formally agreed extension of the deadline): a grade of Fail will be awarded.

The University policy statement on penalties for late submission can be found at: https://www.reading.ac.uk/cqsd/-/media/project/functions/cqsd/documents/qap/penaltiesforlatesubmission.pdf

You are strongly advised to ensure that coursework is submitted by the relevant deadline. You should note that it is advisable to submit work in an unfinished state rather than to fail to submit any work.

Formative assessment

Formative assessment is any task or activity which creates feedback (or feedforward) for you about your learning, but which does not contribute towards your overall module mark.

1. Workplace-based assessments during experiential learning
2. Workplace-based assessments during simulated learning
3. Feedback on workplace-based learning from educational supervisor
4. Online progress test
5. Record of in-training assessment (RITA) submissions
6. Oral presentation to peers
7. Mock OSCE stations
8. Feedback from programme team and peers during workshops
9. Formative first case study, feed-forward provided for subsequent summative submissions
10. Formative reflective account, feed-forward provided for subsequent summative submissions

Reassessment

Additional costs