Reaccreditation of a Master of Pharmacy degree course (MPharm) De Montfort University

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1 Reaccreditation of a Master of Pharmacy degree course (MPharm) De Montfort University Report of a reaccreditation event, March 2012 Introduction The General Pharmaceutical Council (GPhC) is the statutory regulator for pharmacists and pharmacy technicians and is the accrediting body for pharmacy education in Great Britain. The GPhC is responsible for setting standards and approving education and training courses which form part of the pathway towards registration for pharmacists. The UK qualification required as part of the pathway to registration as a pharmacist is a GPhC accredited Master of Pharmacy degree course (MPharm). The GPhC s right to check the standards of pharmacy qualifications leading to annotation and registration as a pharmacist is the Pharmacy Order It requires the GPhC to approve courses by appointing visitors (accreditors) to report to the GPhC s Council on the nature, content and quality of education as well as any other matters the Council may require. This accreditation event was carried out in accordance with the GPhC s 2011 MPharm Accreditation Methodology and the course was reviewed against the GPhC s 2011 education standards Future Pharmacists: Standards for the initial education and training of pharmacists (See Appendix 2). Background The Leicester School of Pharmacy, along with three other Schools, forms part of the Faculty of Health and Life Sciences of De Montfort University. The School teaches two other undergraduate degrees the BSc (Hons) Pharmaceutical and Cosmetic Science, which is not recognised for registration purposes by the General Pharmaceutical Council and the BSc (Hons) Forensic Science. In addition to the undergraduate degrees the School has recently introduced taught Masters in Pharmaceutical Biotechnology and Quality by Design. These supplement the post graduate distance learning clinical pharmacy programmes for pharmacists. The following single recommendation was made at the previous reaccreditation checking event in 2008: It is a strong recommendation that the School, supported by the University, begin to plan for substantially increased clinical placement work, especially in the community sector, to ensure that the School does not fall below sectoral minima, let alone sectoral norms. This strong recommendation is partly made in light of the recent White Paper, Pharmacy in England, which has signalled a move to 1

2 clinical MPharms in time. It is also made in the light of several recommendations to the University about this matter since The accreditation team wishes to emphasise that on this occasion, and given the policy mandate in the White Paper, it would not be in the University s best interests to ignore this strong recommendation. The accreditation team hopes that pharmacy staff members engage proactively with the University about this recommendation. Due to the introduction of the new pharmacist education standards during 2011, the GPhC agreed to consider extension requests from any university due to undergo reaccreditation of their MPharm degree during the 2010/2011 academic year to allow universities adequate preparation time for reaccreditation to the new education standards. De Montfort University applied for a one year extension and this was subsequently granted by the GPhC, extending the accreditation until 2011/2012. A reaccreditation event was subsequently scheduled for March 2012 the outcome of this event is detailed within this report. Documentation The provider submitted submission documentation to the GPhC (see Appendix x 1 for full list) in line with agreed timescales and a pre visit took place at De Montfort University on March During the pre visit the schedule of meetings and timings for the event were confirmed. The event The event began with a private meeting of the accreditation team and GPhC representatives on 20 March The remainder of the event took place on site at De Montfort University, Leicester, on March 2012, and comprised a series of meetings with staff and students of the University and included a tour of the School of Pharmacy facilities. Accreditation team The GPhC s accreditation team ( the team ) comprised: Name Designation at the time of accreditation event Professor Terry Healey* Accreditation team leader, former Head of School, The Robert Gordon University School of Pharmacy Dr Angela Alexander Accreditation team member (Academic), Director of the Centre for Inter Professional Postgraduate Education and Training, University of Reading Professor Stephen Denyer Accreditation team member (Academic), former Head of Welsh School of Pharmacy, Deputy Pro Vice Chancellor, Cardiff University Mrs Barbara Wensworth** Accreditation team member (Pharmacist), Lecturer, Bradford College, freelance lecturer, external verifier, assessor and writer Ms Raminder Sihota Mrs Jane Nicholson Accreditation team member (Pharmacist), Head of Professional Learning and Development, Boots UK Accreditation team member (Pharmacist), industrial pharmacist. Mrs Sylvia Hikins Accreditation team member (Lay), Non Executive Director and Vice Chair Urgent Care 24 (NHS) Ltd 2

3 along with: Name Designation at the time of visit Ms Joanne Martin * Quality Assurance Manager (Education), General Pharmaceutical Council Professor Ian Marshall Rapporteur, Former Head of School, University of Strathclyde School of Pharmacy *attended pre visit meeting on 10 February 2012 ** unable to attend visit due to personal circumstances, but submitted questions Declaration of potential conflicts of interest Ms Martin declared that her husband s superintendent pharmacist is the Head of School at the University. She indicated that her involvement in the visit had been approved of the event by both the GPhC Registrar and the University. Meeting the accreditation standards Standard 1 Patient and public safety There must be clear procedures to address concerns about patient safety arising from initial pharmacy education and training. Concerns must be addressed immediately. Standard 2 Monitoring, review and evaluation of initial education and training The quality of pharmacy education and training must be monitored, reviewed and evaluated in a systematic way. Accreditation team s commentary The team was confident that the one criterion to meet this standard will be met. The team noted from the submission documents that the School had in place all the safeguarding arrangements to protect patients from potential harm as a result of initial pharmacy education. The School s approach to discipline and behaviour was described by the Faculty Provost, herself a member of the School of Pharmacy. In Year1 during the induction period students are apprised of student regulations, disciplinary matters, behaviour, the student code of conduct, fitness to practise issues, timekeeping and attendance. The team was told that the pharmacy practice classes have a dress code expectancy. The team was also told that general issues of student behaviour can be discussed at the staff student committee. The team was confident that the one criterion to meet this standard will be met. The team noted from the submission document that monitoring, review and evaluation of the programme was carried out in a standard university manner. Thus, module evaluations are monitored by the course leader along with student feedback on the modules. Examination performance is monitored at the Programme Management Board. The accreditation team was told that the system of academic staff peer review fed into the annual staff review which was 3

4 monitored by the Head of School. In terms of performance management, the School attempts to achieve a cross fertilization between science and practice staff. The team was told that the School selects placement mentors on the basis that they are either established pre registration tutors or that they have at least two years post registration experience. Both students and placement mentors provide feedback to the School on the quality and effectiveness of the placement experience. Students interviewed generally regarded the placements as valuable. Standard 3 Equality, diversity and opportunity Initial pharmacy education and training must be based on principles of equality, diversity and fairness. It must meet the requirements of all relevant legislation. Standard 4 Selection of students and trainees Selection processes must be open, fair and comply with relevant legislation. Processes must ensure students and trainees are fit to practise at the point of selection. Selection includes recruitment and admissions. Standard 5 Curriculum delivery The curriculum for MPharm degrees and the pre registration scheme must deliver the outcomes in Standard 10. Most importantly, curricula must ensure students and trainees practice safely The team was confident that the two criteria to meet this standard will be met. The accreditation team was told that any equality and diversity issues emanating from the recruitment process were considered by the Programme Management Board. There is a new equality and diversity programme within the University. Attendance at this programme is mandatory for newly recruited members of staff, with updating after 3 years. This approach also applies to teacher practitioners. The teaching and learning team told the accreditation team that the equality and diversity culture is introduced in year 1 and that it underpins the relevant teaching in communication skills. The team was also told by the admissions tutor that equality and diversity issues are considered very carefully in the recruitment process. The team was confident that the three criteria to meet this standard will be met. The accreditation team was told that the admissions offer for the MPharm was now ABB, with chemistry and one other science subject at A level as requirements. The team was told that the School interviewed applicants with non standard qualification and that the interview process included tests in English, numeracy and chemistry. Transfer routes to entry to the MPharm demanded a 2i for a completed degree, or for transfers from year 1 of a cognate discipline, an average of 65% with 70% in chemistry. Students interviewed told the accreditation team that they had chosen to study at DMU because the school of pharmacy was established and was described as rising up the ranks. Some students had enrolled as a result of recommendations from former students and some had applied after attending an Open Day. The team was confident that the thirteen criteria to meet this standard will be met. The accreditation team was told that the philosophy of the new programme was based on a patient focus, with students learning actively as individuals. Integration of the material by the students was focussed by the programme pipelines. The same cycle of teaching and learning repeats in each year but the material becomes more difficult as the programme progresses. The approach is to move from a teaching based approach to a learning approach. The team was told that the programme had been designed to match the new GPhC standards but that good practice from the old programme had been integrated into the new programme where appropriate. The team was also told that the School had taken cognisance of the Modernising Pharmacy Careers deliberations when designing the new programme. A peer assessment process has allowed staff to observe teaching across the different disciplines involved in the programme. Science and practice staff will be teaching together from the very 4

5 and effectively. outset of the programme. In terms of integration, the team was told by the School teaching and learning team that there will be an integrated assessment in each year within the PaSS modules which will require students to integrate material from several modules. In the more senior years the PaSS modules will also require students to draw upon information from previous years of the programme. In addition, the team was told that there will be a continuing development of numerical skills across all four years of the programme. The approach to integration was thoroughly tested in the two subgroup meetings. In the science subgroup two themes were selected; mental health and quality assurance of medicines. In the practice subgroup meetings the themes of substance misuse and the ageing process were selected for discussion. In all four themes covered the accreditation team considered that there was strong evidence that the subject matter was well integrated and that there was a strong level of communication and understanding across the different areas of expertise in the School. There is a regional inter professional learning strategy (IPE) involving the Universities of Leicester and Northampton along with DMU in which pharmacy students study and work alongside medical and other healthcare students. The strategy involves a significant amount of community involvement, including contact with patients. The IPE has a very strong patient centred element and some sessions are led by service users who give advice and details of their experiences. The sessions involve patient safety and listening skills. There is a three strand approach, including an introduction to IPE, the Leicester model in which students in multidisciplinary groups go into the community, and problem solving in peer groups. The IPE programme is supported by trained IPE tutors and obtains feedback from members of the community involved. Students interviewed described IPE events in year 3 with medical, nursing and social worker students in which patient interviews were conducted. Students regarded the skills mix as extremely useful and described sessions taking place in hospitals, care homes, GP surgeries and patients own homes. The accreditation team considered the IPE element of the MPharm degree programme as a particular strength. Another area of good practice was the use of patient focussed workbooks which have won a curriculum award from the University. A central tenet of the design of the proposed programme is to reduce the overall assessment load which had been regarded as high in the existing course. Thus, it is planned that much of the summative assessment will be replaced by formative assessment. The assessment strategy for the proposed programme will rely heavily on OSCE and OSPE measures of competence starting in year 1 to give students practice in communication. It was emphasized that students will need to draw on both scientific and practice knowledge to complete the OSCE assessments. It was also stressed that students would be required from the outset to recognise issues that could cause harm to patients. The team was told that the School had mapped the GPhC learning outcomes in standard 10 to the planned assessment methods. Thus, shows how outcomes would be assessed mainly by OSCE and OSPE, whereas knows how outcomes would be assessed by MCQs, SAQs and essays. It was also noted that the IPE reflective essay is aligned to the learning outcomes, e.g. on communication. An innovative individualised skills evaluation and development (ised) project which can be used as an assessment tool, is based on software that converts a series of yes/no answers into a commentary on performance in certain tasks, mainly concerning communication skills was regarded by the accreditation team as a particular strength of the provision. 5

6 Standard 6 Support and development for students and trainees Students and trainees must be supported to develop as learners and professionals during their initial education and training. Standard 7 Support and development for academic staff and pre registration tutors Anyone delivering initial education and training should be supported to develop in their professional roles. The team was confident that the one criterion to meet this standard will be met. The accreditation team was told that the School provides information and support with career choice. In particular, the team was told that a few students approach staff in pharmaceutics for advice on careers in the pharmaceutical industry; the team was told that over the past few years 4 5 students have entered industry. The team was also told that the electives related to industry had forged links with this area of practice. Students interviewed told the accreditation team that there were no problems in communicating with academic staff. Communication was possible via , telephone or direct contact. It was said that lecturers often remain for a period after lectures to explain issues and answer questions. The School was described as very good at listening and very good at responding. Students had variable views on the effectiveness of the personal tutor system saying that it depended very much on the individual staff members concerned. Part time staff members were described as good tutors despite not being always present in the University. Students interviewed did appreciate the student mentoring scheme in which they are able to seek advice from other students; they opined that it was often better to speak to another student than to a member of staff. The team was confident that the four criteria to meet this standard will be met. The accreditation team noted that the School strongly supports the career development of teacher practitioners who have access to all the resources of the University and are treated in the same way as full time staff. However, it was noted that senior staff indicated that such staff had very limited time to undertake a PGCE. The team was told that new members of staff undertake an induction process. There is a rigorous central University process during which new staff members are able to meet with staff from other disciplines. Issues covered during induction include equality and diversity, health and safety, workplace regulations, and occupational health. Standard 8 Management of initial The team was told that the quality assurance of staff performance is achieved through mentoring and peer review and that new staff members undertake a probation period. The team asked about reference in the minutes of the Programme Management Board to students concerns about the quality of spoken English in some lectures given by non native English speakers. The team was told that the Head of school monitors the progress of such staff members and that improvements had been affected particularly through the use of microphones in lecture theatres. The team noted that science based staff members have the opportunity to spend time in practice settings, including community and hospital pharmacy. This process was said to have been of great benefit to staff. The team considered this to be an area of good practice. The team was confident that the one criterion to meet this standard will be met. The accreditation team was told that the University had engaged a new Vice Chancellor since the last accreditation visit and that new structures within the University 6

7 education and training Education and training must be planned and maintained through transparent processes which must show who is responsible for what at each stage Standard 9 Resources and capacity Resources and capacity are sufficient to deliver outcomes. had been put into place. The Dean of the Faculty of Health and Life Sciences, within which the School of Pharmacy is placed, is also Pro Vice Chancellor for strategy and partnerships, a position that she indicated was useful for developing NHS and industrial links. The team was confident that the one criterion to meet this standard will be met. The accreditation team learned of the School s plans to increase the intake to the MPharm degree. This increase is largely due to the planned reduction in the Pharmaceutical and Cosmetic Science degree. This degree had acted as a feeder route into the MPharm degree and the intention is to reduce intake from 90 to 40. The reduction will lead to an increased science teaching capacity for the MPharm. In terms of staffing, the School produced a staffing plan during the visit; the accreditation team agreed that this plan was satisfactory. The team was told that the increase in MPharm recruitment would create the necessity for one extra member of teaching staff in pharmacy practice. The Dean confirmed that resources for the MPharm would be increased as a result of the increased intake; in addition to the extra member of staff, there would be extra resource for consumables and laboratory support staff. In addition, the Dean confirmed that a new pharmacy practice suite would be developed. Standard 10 Outcomes The accreditation team was told that hospital placements are negotiated via the hospital based teacher practitioners. There are no formal contracts for the community pharmacy placements and the pharmacists involved were said to regard their involvement with the University as part of their own professional development. The team was told that at the moment the School has more community pharmacy placement positions than it requires but it is anticipated that it will be close to the limit of availability of placements for the new programme. The team, cognisant of the fact that the Hawthorn Building has limited capacity for expansion, was concerned to know how the increased MPharm cohort size was going to be accommodated in pharmacy specific facilities. The team was told that in some cases it will be possible to accommodate more students into the existing accommodation, but the main new development will be in the form of a two room pharmacy practice suite. The team was able to view this space on the tour of the facilities and considered it ample for the School s needs. The satisfaction of the learning outcomes was sampled in the two subgroup meetings. Each subgroup sampled four of the GPhC learning outcomes with a selection of knows how, shows how and does levels of achievement, and their assessment. Examples were: 1) standard a requires that the MPharm graduate does demonstrate the characteristics of a prospective professional pharmacist as set out in relevant codes of conduct ; the satisfaction of this learning outcome was discussed in the practice subgroup meeting. From Year 1 students are told that they are special and that with that accolade comes responsibility. This starts with safety, punctuality and attendance. The aim is to instil an ethos of pride in knowledge and professionalism. The importance of the placements in instilling professionalism was cited. It was claimed that 7

8 in Years 3 and 4 MPharm students are operating to the same professional standards as registered pharmacists. In Year 2 the concept of ethics and performance is introduced and conduct is assessed by OSCE and OSPE, using ised as a summative measure of behaviour. Students undertaking projects outside the University are expected to observe the rules of professional behaviour. 2) standard h requires that the MPharm graduate shows how to optimise treatment for individual patient needs in collaboration with the prescriber ; the satisfaction of this outcome was discussed in the science subgroup meeting. In Year 1 students observe pharmacists responding to symptoms during the placement visits. In Year 2 students have to design standard operating procedures for advising patients and interacting with prescribers. The interactions are assessed by OSCE. Subsequently, counselling patients on the use of medicines is covered, including taking into account the sociological background. In Year 4 in evidence based medicines learning, small groups of students discuss best treatment options using a case study approach. Assessment is by OSCE and students are expected to consider what treatments not to use as well as the optimal treatments, also taking into account pharmacoeconomic considerations. In the inter professional education element of the programme students have to consider when to involve the prescriber in decision making. Their collaboration with the other healthcare profession students involved in the exercise forms part of their reflective assignment which has to be demonstrated in the assessment of the relevant PaSS module. The team agreed that the level of achievement in this learning outcome, although required at shows how level, was in reality close to does. The accreditation team agreed that all eight learning outcomes sampled were satisfied and therefore concluded that it was confident that all the learning outcomes were likely to be satisfied. Indicative Syllabus The team was content with the School's use of the Indicative Syllabus to inform its curriculum. 8

9 Summary and conclusions The accreditation team agreed to recommend to the Registrar of the General Pharmaceutical Council that the MPharm degree delivered at De Montfort University should be reaccredited for a full period of 6 years. There are no conditions or recommendations. As a result of this event, a private record and a public report will be prepared and sent to the University for it to comment on matters of factual accuracy. Once agreed by the Registrar, both documents will be sent to the University for its records and the report, along with a formal response from the University, will be posted on the Council s website for the duration of the accreditation period. The team agreed that the following strengths were exhibited by the provision: The exceptional inter professional education opportunities The introduction of ISED as an innovative tool for providing diagnostic and formative feedback. The level of engagement with service users and patients in your stakeholder groups. The team leader informed the University representatives that the team s recommendations are not binding on the Registrar, who may accept, modify or reject them. Please note that the accreditation team s feedback is confidential until it has been ratified by the Registrar of the General Pharmaceutical Council that it may be shared with staff and students internally. These are the conditions which will apply in all circumstances of degree accreditation: 1. The school or department of pharmacy always seeks approval from the General Pharmaceutical Council for curriculum amendments and always at least informs the General Pharmaceutical Council of significant changes to pharmacy undergraduate student numbers or resources for their teaching, learning support and assessment, including any change from internal to teaching, learning and assessment from outside the school or department; 2. The school or department of pharmacy produces and submits to the General Pharmaceutical Council annually requested data on student numbers and progression and degree awards; 3. The school or department of pharmacy produces and submits to the General Pharmaceutical Council annually requested information about the extent of human and physical resources it enjoys for the delivery and support of the degree course; 4. The school or department of pharmacy or the university makes students and potential students aware of the existence and Internet address where they can view the General Pharmaceutical Council s summary reports of degree accreditation exercises, main after actions therefrom and of the timetable for future accreditation exercises. 9

10 The Pharmacy Order 2010 states: Part 5 Education, training and acquisition of experience and continuing professional development, Information to be given by institutions or other providers, (3) Whenever required to do so by the Council, any institution or other provider to which this article applies must give to the Council such information and assistance as the Council may reasonably require in connection with the exercise of its functions under this Order. (4) Where an institution or other provider refuses any reasonable request for information made by the Council under this article, the Council may, in accordance with article 47 ( Refusal or withdrawal of approval of courses, qualifications and institutions ), refuse to approve or withdraw approval from, any course of education or training, qualification, test or institution or other provider to which the information relates. It is a requirement of accreditation that institutions or other providers provide the GPhC proactively and in a timely manner with any information which is, or has the potential to be, material to the delivery of an accredited course. This includes, but is not limited to: changes in staffing, changes in funding, and/or substantial changes in curriculum or delivery. Reference: Caution: Preregistration and employment as a pharmacist: In respect of all students, successful completion of an accredited course in not a guarantee of a placement for a pre registration year or of future employment as a pharmacist. Following the above reaccreditation event the Registrar of the General Pharmaceutical Council agreed with the accreditation team s recommendation and approved the course for reaccreditation for a further period of six years. An interim practice visit will take place in 3 academic years time. 10

11 Appendix 1 Documentation submitted The provider submitted the following documentation to the GPhC in line with agreed timescales. The following documents were submitted by the university in advance of the event: Completed GPhC submission template, Part 1: Submission Document Part 2: MPharm 2012 module templates Part 2: MPharm 2012 module templates (modified version) Staff CVs Compact disk of evidence The following documents were submitted during the event: Key to module codes MPharm Revalidation report, 7 March 2012 Transition arrangements from MPharm 2006 to MPharm 2012 Summary of entrant qualifications Record of induction of non pharmacist staff to the pharmacy profession Module summaries Library and equipment expenditure and SSR calculations 11

12 Appendix 2 Standards for the initial education and training of pharmacists Standard 1 Patient and public safety 1. There must be clear procedures to address concerns about patient safety arising from pharmacy education and training. Concerns must be addressed immediately There must be effective systems in place to ensure that students and trainees: 1.1.a 1.1.b 1.1.c 1.1.d 1.1.e 1.1.f 1.1.g 1.1.h 1.1.i do not jeopardise patient safety; only do tasks for which they are competent, sometimes under supervision; are monitored and assessed to ensure they always practice safely. Causes for concern should be addressed immediately; have access to support for health, conduct and academic issues; must not be awarded an accredited degree or pass pre registration training if they might pose a risk to patients or the public; understand what is and what is not professional behaviour and are familiar with the GPhC s Code of Conduct for Pharmacy Students (2010)Standards of conduct, ethics and performance (2010); understand what fitness to practise mechanisms apply to them. All schools of pharmacy must have fitness to practise procedures to deal with student causes for concern; undergo required health and good character checks; understand that it is an offence to impersonate a pharmacist. Pharmacists are registrants of the GPhC. 12

13 Standard 2 Monitoring, review and evaluation of initial education and training 2. The quality of pharmacy education and training must be monitored, reviewed and evaluated in a systematic way. 2.1 There must be systems and policies in place covering the following: 2.1.a information about roles & responsibilities and lines of accountability; 2.1.b university information on: 2.1.b.i entry requirements; 2.1.b.ii the quality of teaching, learning and assessment; 2.1.b.iii the quality of placements and other practice learning opportunities; 2.1.b.iv appraisal and feedback systems for students and trainees; 2.1.b.v supervision requirements; 2.1.b.vi educational resources and capacity; These must be monitored, reviewed and evaluated systematically. When an issue is identified it must be documented and dealt with promptly; 2.1.c pre registration tutors evaluating trainees. To do this, tutors must have access to reliable evidence about a trainee s performance. Tutors must be competent to assess the performance of trainees; 2.1.d the quality and development of pre registration tutors. Standard 3 Equality, diversity and opportunity 3. Initial pharmacy education and training must be based on principles of equality, diversity and fairness. It must meet the requirements of all relevant legislation. 3.1 systems and policies for capturing equality and diversity data. Concerns should be documented, addressed and disseminated; 3.2 strategies for staff training in equality and diversity 13

14 Standard 4 Selection of students and trainees 4. Selection processes must be open, fair and comply with relevant legislation. Processes must ensure students and trainees are fit to practice at the point of selection. Selection includes recruitment and admissions. 4.1 Selection process must give applicants the information they need to make an informed application. 4.2 Selection criteria must be explicit. They should include: 4.2.a meeting academic and professional entry requirements; 4.2.b meeting English language requirements appropriate to MPharm degree study. Guidelines issued by English language testing bodies should be followed to ensure that admissions language requirements are appropriate; 4.2.c meeting numeracy requirements; 4.2.d taking account of good character checks, such as Criminal Records Bureau (CRB)/Disclosure Scotland checks; 4.2.e passing health checks (subject to reasonable adjustments being made). Health checks could include self evaluations and/or evaluations by healthcare professionals; 4.2.f recognising prior learning, where that is appropriate 4.3 Selectors should apply selection criteria fairly. They should be trained to do this. Training should include equality and diversity matters Standard 5 Curriculum delivery 5. The curriculum for MPharm degrees and the pre registration scheme must deliver the outcomes in Standard 10. Most importantly, curricula must ensure students and trainees practice safely and effectively. 5.1 Curricula must be integrated. 5.2 Curricula must be progressive, dealing with issues in an increasing more complex way until the right level of understanding is reached 5.3 An MPharm must be delivered in an environment which places study in a professional and academic context and requires students to conduct themselves 14

15 professionally. Pre registration must be delivered in a professional environment which requires trainees to conduct themselves professionally. 5.4 An MPharm must be delivered in an environment informed by research. This means that whether or not all staff are engaged in research, their teaching must be informed by research. 5.5 An MPharm degree teaching and learning strategy must set out how students will achieve the outcomes in Standard 10. Learning opportunities must be structured to provide: 5.5.a an integrated experience of relevant science and pharmacy practice; 5.5.b a balance of theory and practice; 5.5.c independent learning skills. 5.6 The MPharm degree curriculum must include practical experience of working with patients, carers and other healthcare professionals. Practical experience should increase year on year. 5.7 There must be a clear assessment strategy for the MPharm degree. Assessment methods must measure the outcomes in Standard The MPharm degree assessment strategy should include: 5.8.a diagnostic assessments; 5.8.b formative assessments; 5.8.c summative assessments; 5.8.d timely feedback. 5.9 Academic regulations must be appropriate for a degree that is both academic and professional and may lead to further professional training. As a general principle, all assessments must be passed. This means that condonation, compensation, trailing, extended re sit opportunities and other remedial measures should be extremely limited, if they are permitted at all. MPharm degree academic regulations may be more stringent than university norms. This may include higher than usual pass marks for assessments demonstrating knowledge and skills essential to safe and effective pharmacy practice Marking criteria must be used for all assessments and all pass criteria must reflect safe and effective practice Patient safety must be paramount in assessments: any evidence of an assessment demonstrating unsafe practise must result in failure A pre registration training plan must describe how the learning outcomes for pre registration will be delivered A pre registration training plan must describe all assessments, including tutor evaluations and tutor sign offs. 15

16 Standard 6 Support and development for students and trainees 6. Students and trainees must be supported to develop as learners and professionals during their initial education and training A range of mechanisms must be in place to support students and trainees to develop as learners and professionals. Standard 7 Support and development for academic staff and pre registration tutors 7. Anyone delivering initial education and training should be supported to develop in their professional roles There must be a range of mechanisms in place to support anyone delivering initial education and training to develop in their role Induction programmes are provided for tutors and university staff as appropriate. This should include induction programmes for non pharmacists working on MPharm degrees Everyone involved in delivering the curriculum should have: 7.3.a effective supervision; 7.3.b an appropriate and realistic workload;# 7.3.c effective personal support; 7.3.d mentoring; 7.3.e time to learn; 7.3.f continuing professional development opportunities Tutors have an identified source of peer support. 16

17 Standard 8 Management of initial education and training 8. Education and training must be planned and maintained through transparent processes which must show who is responsible for what at each stage 8.1. All education and training will be supported by a defined management plan with: 8.1.a a schedule of responsibilities 8.1.b defined structures and processes to manage the delivery of education and training 17

18 Standard 9 Resources and capacity 9. Resources and capacity are sufficient to deliver outcomes. 9.1 There must be: 9.1.a robust and transparent mechanisms for securing an appropriate level of resource for delivering an MPharm degree 9.1.b sufficient staff from relevant disciplines to deliver the curriculum to students and trainees. Staff must be appropriately qualified and experienced. The staffing profile must include: 9.1.b.i sufficient numbers of pharmacists registrants of the GPhC with experience of teaching in higher education to ensure that an MPharm degree can produce students equipped to enter pharmacist pre registration training in Great Britain. 9.1.b.ii sufficient numbers of pharmacists to act as tutors and professional mentors at university and in pre registration. Not all personal tutors must be pharmacists. 9.1.b.iii pharmacists who are leaders in the profession and in their university, who can influence university policy relevant to pharmacy 9.1.b.iv non pharmacist academics who can influence school and university policy relevant to pharmacy 9.1.b.v staff who are sufficiently experienced to supervise research. It would be unusual for anyone to supervise research at a particular level unless they had researched to that level or beyond. New research supervisors must be mentored and signed off as being fit to supervise after a period of mentoring 9.1.b.vi science academics who understand the relevance of their discipline to pharmacy and deliver their area of expertise in a pharmaceutical context 9.1.b.vii academic pharmacists and other experienced MPharm degree staff who are able to act as mentors to non pharmacist colleagues 9.1.c pre registration tutors who meet the GPhC s standards for pre registration tutors. 9.1.d career pathways in universities for all staff teaching on MPharm degrees, including pathways for practice staff 9.1.e clear lines of authority and responsibility for the strategic organisation and day to day management of placements 9.1.f training and ongoing support for all non pharmacists involved in the delivery of MPharm degrees which must help them understand: 9.1.f.i help and understand the relevance of their work to pharmacy 9.1.f.ii how to deliver their area of expertise in a pharmaceutical context 9.1.g appropriate learning resources 9.1.h accommodation and facilities that are fit for purpose 9.1.i pre registration premises which meet the GPhC s standards for pre registration premises 18

19 Outcomes for the initial education and training of pharmacists 10.1 Expectations of a pharmacy professional Learning outcome MPharm Pre reg a. Recognise ethical dilemmas & respond in accordance with relevant codes of conduct and behaviour Shows how Does b. Recognise the duty to take action if a colleague s health, performance or conduct is putting patients or public at risk Knows how Knows how c. Recognise personal health needs, consult and follow the advice of a suitably qualified professional, and protect patients or public Does Does from any risk posed by personal health d. Apply the principles of clinical governance in practice Knows how Does e. Demonstrate how the science of pharmacy is applied in the design and development of medicines and devices Shows how Knows how f. Contribute to the education and training of other members of the team, including peer review and assessment Shows how Does g. Contribute to the development of other members of the team through coaching and feedback Knows how Shows how h. Engage in multidisciplinary team working Knows how Does i. Respond appropriately to medical emergencies, including provision of first aid Knows how Shows how 10.2 The skills required in practice Implementing health policy Learning outcome MPharm Pre reg a. Promote healthy lifestyles by facilitating access to and understanding of health promotion information Shows how Does b. Access & critically evaluate evidence to support safe, rational & cost effective use of medicines Shows how Knows how c. Use the evidence base to review current practice Shows how Does d. Apply knowledge of current pharmacy related policy to improve health outcomes Knows how Shows how e. Collaborate with patients, the public and other healthcare professionals to improve patient outcomes Knows how Shows how 19

20 f. Play an active role with public and professional groups to promote improved health outcomes Knows how Knows how g. Contribute to research & development activities to improve health outcomes Knows how Knows how h. Provide evidence based medicines information Shows how Does Validating therapeutic approaches and supplies prescribed and over the counter medicines Learning outcome MPharm Pre reg a. Identify and employ the appropriate diagnostic or physiological testing techniques in order to promote health Knows how Shows how b. Identify inappropriate health behaviours and recommend suitable approaches to interventions Shows how Does c. Instruct patients in the safe and effective use of their medicines and devices Shows how Does d. Analyse prescriptions for validity and clarity Shows how Does e. Clinically evaluate the appropriateness of prescribed medicines Shows how Does f. Provide, monitor and modify prescribed treatment to maximise health outcomes Shows how Does g. Communicate with patients about their prescribed treatment Shows how Does h. Optimise treatment for individual patient needs in collaboration with the prescriber Shows how Does i. Record, maintain and store patient data Shows how Does j. Supply medicines safely and efficiently, consistently within legal requirements and best professional practice. NB This should be demonstrated in relation to both human and veterinary medicines. Shows how Does Ensuring safe and effective systems are in place to manage risk inherent in the practice of pharmacy and the delivery of pharmaceutical services Learning outcome MPharm Pre reg a. Ensure quality of ingredients to produce medicines and products Knows how Shows how b. Apply pharmaceutical principles to the formulation, preparation and packaging of products Shows how Shows how c. Verify safety and accuracy utilising pharmaceutical calculations Does Does d. Develop quality management systems including maintaining appropriate records Shows how Shows how e. Manage and maintain quality management systems including maintaining appropriate records Shows how Does f. Procure and store medicines and other pharmaceutical products working within a quality assurance framework Knows how Does 20

21 g. Distribute medicines safely, legally and effectively Knows how Does h. Dispose of medicines safely, legally and effectively Knows Does how i. Manage resources in order to ensure work flow and minimise risk in the workplace Knows how Shows how j. Take personal responsibility for health and safety Does Does k. Work effectively within teams to ensure safe and effective systems are being followed Knows how Does l. Ensure the application of appropriate infection control measures Shows how Does m. Supervise others involved in service delivery Knows how Does n. Identify, report and prevent errors and unsafe practice Shows how Does o. Procure, store and dispense and supply veterinary medicines safely and legally Knows how Knows how Working with patients and the public Learning outcome MPharm Pre reg a. Establish and maintain patient relationships while identifying patients desired health outcomes and priorities Shows how Does b. Obtain and record relevant patient medical, social and family history Shows how Does c. Identify and employ the appropriate diagnostic or physiological testing techniques to inform clinical decision making Knows how Shows how d. Communicate information about available options in a way which promotes understanding Shows how Does e. Support the patient in choosing an option by listening and responding to their concerns and respecting their decisions Shows how Does f. Conclude consultation to ensure a satisfactory outcome Shows how Does g. Maintain accurate and comprehensive consultation records Shows how Does h. Provide accurate written or oral information appropriate to the needs of patients, the public or other healthcare professionals Shows how Does Maintaining and improving professional performance Learning outcome MPharm Pre reg a. Demonstrate the characteristics of a prospective professional pharmacist as set out in relevant codes of conduct and behaviour Does Does b. Reflect on personal and professional approaches to practice Does Does 21

22 c. Create and implement a personal development plan Does Does d. Review and reflect on evidence to monitor performance and revise professional development plan Does Does e. Participate in audit and in implementing recommendations Knows how Shows how f. Contribute to identifying learning and development needs of team members Knows how Does g. Contribute to the development and support of individuals and teams Knows how Does h. Anticipate and lead change Knows how Shows how Indicative syllabus A1.1 How medicines work Therapeutics Routes of administration New therapeutic advances Infection control Complementary therapies Clinical therapeutic uses of drugs Applied Physical, Chemical and Biological sciences Sources and purification of medicinal substances Physicochemical characteristics of drugs and biological systems Thermodynamics and chemical kinetics (Bio)Analytical principles and methods Drug design and discovery Cell and molecular biology Biochemistry Genetics 22

23 Microbiology Immunology Pharmaceutical chemistry Drug identification Drug synthesis Pharmacology, pharmacokinetics & pharmacodynamics Contraindications, adverse reactions and drug interactions ADME Prediction of drug properties Pharmacogenetics and pharmacogenomics Drug and substance misuse Clinical toxicology and drug over exposure Molecular basis of drug action Metabolism Pharmaceutical technology including manufacturing & engineering science Biotechnology Manufacturing methods Quality assurance processes Sterilisation and asepsis Environmental control in manufacturing Formulation and material science Materials used in formulations and devices Biopharmaceutics, developmental pharmaceutics, pre formulation and formulation studies Design and standardization of medicines 23

24 Microbiological contamination Contamination control Product stability Medical devices A1.2 How people work Normal & abnormal structure & function Nutrition Physiology Pathology Infective processes Sociology Social and behavioural science Health psychology Health promotion Disease prevention Behavioural medicine Objective diagnosis Differential diagnosis Symptom recognition Diagnostic tests Epidemiology Aetiology and epidemiology of (major) diseases 24

25 A1.3 How systems work Healthcare management Public health Organisations: NHS,DH, govt priorities Other professionals Health care systems Evidence based practice Health information systems/ resources Health policy and (pharmaco)economics Professional regulation Legislation Professional ethics and fitness to practise Sale and supply of medicines CPD Political and legal framework Medicines regulation Evaluation and regulation of new drugs and medicines Pharmacopoeial specifications and biological standards Medicines licensing Product quality, safety and efficacy The supply chain Packaging, labelling and patient information Clinical governance 25

26 SOPs Research methodology / research ethics Risk & quality management Good manufacturing/dispensing practice Good clinical practice Health policy, clinical and science research methods Clinical management Disease management Chronic medicines management Medicines use review Care planning Workplace Regulation Health & Safety Sexual boundaries Independent Safeguarding Authority Data protection FOIA Consumer protection incl. complaints procedures A1.4 Core and transferable skills Professionalism Research and research methods Critical appraisal Audit and learning from errors Problem solving Study skills 26