Teaching of clinical pharmacology and therapeutics in UK medical schools: current status in 2009
|
|
- Charleen Watson
- 8 years ago
- Views:
Transcription
1 British Journal of Clinical Pharmacology DOI: /j x Teaching of clinical pharmacology and therapeutics in UK medical schools: current status in 2009 Lelia O Shaughnessy, 1,2 Inam Haq, 2 Simon Maxwell 3 & Martin Llewelyn 1,2 Correspondence Dr Martin J. Llewelyn PhD FRCP, Division of Medicine, Brighton and Sussex Medical School, Falmer, East Sussex BN1 9PS, UK. Tel.: Fax: m.j.llewelyn@bsms.ac.uk Keywords clinical pharmacology, therapeutics, undergraduate education Received 3 December 2009 Accepted 25 February Division of Medicine, 2 Medical Education Unit, Brighton and Sussex Medical School, Brighton, East Sussex and 3 Clinical Pharmacology Unit, University of Edinburgh Clinical Research Centre, Western General Hospital, Edinburgh, UK WHAT IS ALREADY KNOWN ABOUT THIS SUBJECT Junior doctors feel poorly prepared by their training in Clinical Pharmacology and Therapeutics and commonly make prescribing errors. Since 1993 the General Medical Council s guidance on undergraduate medical education Tomorrow s Doctors has emphasized the integration of Clinical Pharmacology and Therapeutics teaching within the medical curriculum. With the publication of a new version of Tomorrow s Doctors in 2009, medical schools will be further revising their Clinical Pharmacology and Therapeutics teaching. WHAT THIS STUDY ADDS Although we know what the recommendations for undergraduate teaching of Clinical Pharmacology and Therapeutics teaching are, there are no published data describing what is currently happening in UK medical schools. This paper describes the course structures, volume and range of teaching and assessment of Clinical Pharmacology and Therapeutics in the UK in Our data provide a foundation for schools looking to revise the Clinical Pharmacology and Therapeutics Teaching in the light of Tomorrow s Doctors AIM To describe the current structure, delivery and assessment of Clinical Pharmacology and Therapeutics (CPT) teaching in UK medical schools. METHODS An online questionnaire was distributed to the person with overall responsibility for CPT teaching at all UK medical schools in June RESULTS Thirty of the 32 UK medical schools responded. 60% of schools have a CPT course although in 72% this was an integrated vertical theme. At 70% of schools pharmacologists have overall responsibility for CPT teaching (clinical 67%, non-clinical 33%); at 20% teaching is run by a non-specialist clinician and at 7% by a pharmacist. Teaching is commonly delivered by NHS clinicians (87%) and clinical pharmacists (80%) using lectures (90%) but additionally 50% of schools use e-learning and 63% have a student formulary. CPT is assessed throughout the curriculum at many schools through written, practical examinations and course work. 90% of schools have specific CPT content in their written examinations. 90% of respondents believed that their students were fairly to well prepared for the foundation year but only 37% of schools gather data on the competence of their graduates. CONCLUSIONS CPT teaching in UK medical schools is very diverse. Most schools do not assess the performance of their graduates as prescribers and there is a lack of evidence that many of the teaching approaches employed are suitable for the development of prescribing skills. It is vital that developments in CPT teaching are driven by validated, real-world assessments of the prescribing skills of medical students and newly qualified doctors The Authors Journal compilation 2010 The British Pharmacological Society Br J Clin Pharmacol / 70:1 / / 143
2 L. O Shaughnessy et al. Introduction Newly qualified doctors are called upon to prescribe drugs many times every day. Their ability to do this safely and effectively has long been a cause of concern both in the UK and elsewhere [1, 2]. In 2001, an Audit Commission report concluded that undergraduate medical courses did not provide a thorough knowledge of safe medicines prescribing and administration [3]. In 2003 The General Medical Council (GMC) published guidance on the essential knowledge and skills that medical students must obtain by the time they graduate and the British Pharmacological Society (BPS) published a core curriculum for Clinical Pharmacology and Therapeutics (CPT) [4, 5]. Since the publication of the BPS curriculum, concern about the training of medical students in this area has continued and has been encapsulated most recently by Aronson et al. and Dornan et al. [6, 7]. In September 2009 the GMC published a revision of Tomorrow s Doctors which places considerably more emphasis on knowledge and competencies related to CPT [8]. Medical schools will now have to respond to these additional requirements. The aim of this study was to investigate how, and by whom, CPT is currently taught and assessed in UK medical schools and the extent of the variation in existing approaches. Methods A web-based questionnaire-based survey was ed to the heads of undergraduate education at the 32 UK medical schools. The questionnaire comprised 10 questions exploring the range of approaches currently being taken to the delivery and assessment of CPT teaching (Appendix 1). Results Thirty of the 32 (94%) UK medical schools responded to the survey. Course structure Eighteen schools (60%) had a dedicated CPT course and thirteen (72%) of these described an integrated vertical theme.three of these schools (17%) described their course as containing vertical and horizontal components while only one school described a completely horizontal CPT course. Eleven schools (37%) had no dedicated CPT course. One school did not state how the CPT course was structured. Staff responsible overall for teaching Respondents described themselves as pharmacologists in 21 medical schools (70%), two-thirds as clinical pharmacologists and one third as non-clinical. Clinicians who were not specialists in CPT and pharmacists were responsible for teaching in six (20%) and two (7%) of schools, respectively. In one school teaching responsibility was not given. Staff involved in teaching delivery Clinicians who were not specialist clinical pharmacologists (26/30 87%), clinical pharmacists (24/30 80%), clinical academics (23, 77%) and clinical pharmacologists (21/30 70%) are involved in teaching delivery. Biomedical scientists and members of the pharmaceutical industry were reported to contribute to teaching at 17 (57%) and five (17%) schools, respectively. Teaching methods employed and average number of hours devoted to each Respondents identified a variety of teaching methods employed (Figure 1A) and indicated the number of hours dedicated to each method (Figure 1B). Lectures were a common teaching modality and, on average, students received 33 h during their course. Self-directed learning was used at 23 schools (77%), clinically based learning at 21 schools (70%),small group work at 20 schools (67%) and problem-based learning (PBL) at 19 schools (63%). Student formulary Nineteen schools (63%) had developed a student formulary. This takes the form of a core drug list in 13/19 schools (68%), is compiled online at 6/19 (31%) and is part of a student portfolio at 3/19 (16%). At some of the medical schools where a formulary does not exist there are plans to develop one. Assessment methods The specific testing of CPT in written examinations was reported at 27 schools (90%) and these are usually in the latter years of the course (Figure 1C). Practical assessments such as OSCEs were reported at 22 schools (73%). Interprofessional education (IE) Only eight (27%) medical schools reported employing interprofessional education. Approaches included teaching with dental, nursing, pharmacy and pathology students. A small number of schools that do not employ IE reported either that there were difficulties in organizing it or that IE was being developed. Medical student transition to the foundation year Sixteen (53%) respondents described their students as being well and 11 (37%) as fairly well prepared for the transition from medical school to the foundation year. A minority described their students as not prepared. Reasons given for this were that the CPT course was in 144 / 70:1 / Br J Clin Pharmacol
3 Undergraduate pharmacology and therapeutics in the UK A % of medical schools B Number of hours C Number of schools Figure 1 Lecture Self-directed Clinical Problem based learning Lecture Clinical Problem based learning Small group work Small group work Online work Online work Seminars Prescribing workshops Seminars Prescribing workshops Year 1 Year 2 Year 3 Year 4 Year 5 Year of course Teaching and assessment of clinical pharmacology and therapeutics at United Kingdom Medical Schools. (A) The range of teaching methods employed, (B) the median number of hours devoted to different teaching methods (interquartile range and percentiles shown) and (C) assessment methods employed. Coursework (); Protfolio work ( ); Written ( ); OSCEs ( ) transition following integration, there was a need for more teaching and assessment of prescribing skills and the lack of a dedicated CPT exam. Follow-up of prescribing performance Two-thirds of schools do not gather information on the prescribing performance of their graduates in the foundation year. The 10 schools (33%) that gathered data did so by assessing confidence to prescribe, competence to manage patients on core drugs or indirectly through error reporting. Discussion Prescribing is a core skill of a newly qualified doctor but junior doctors are responsible for a large number of medication errors [7, 9]. Tomorrow s Doctors 2009 places major emphasis on CPT knowledge and competencies and this appropriately raises expectations but also poses a significant challenge for medical schools in an already demanding area of the curriculum. The structure and delivery of CPT teaching Despite concerns about the demise of CPT as a theme in the undergraduate medical curriculum a large number of UK medical schools claim to have a dedicated CPT course albeit one which is, in many cases, vertically integrated throughout the curriculum. Over a third of schools do not have a dedicated course although this might reflect the extent to which teaching has been integrated rather than any lack of CPT content. Teachers of CPT have diverse backgrounds both clinical and non clinical with or without specific pharmacology or pharmacy training. This variation in professional experience is valuable and the BPS itself has suggested that enthusiasm and expertise in the rational use of medicines is more important to success than professional background (2003 Curriculum paper). Pharmacists, in particular, offer important skills and experience that strengthen CPT teaching. Few schools currently undertake interprofessional learning activity although this might be an opportunity to foster good professional relationships in relation to prescribing. The role of the pharmaceutical industry in undergraduate medical education has recently been the matter of some debate [10 12]. Doctors need a good understanding of drug development, marketing and a sophisticated approach to interactions with the drug industry and company representatives. In schools where there are not specialist clinical pharmacology teams it is likely that this subject will have to be addressed by nonclinical pharmacology specialist clinicians and pharmacists. While improvements in the relationship between clinicians and the pharmaceutical industry generally may be sufficient motivation in itself for industry involvement, Br J Clin Pharmacol / 70:1 / 145
4 L. O Shaughnessy et al. schools adopting this approach must moderate and monitor this interaction very carefully. In line with BPS recommendations, many schools have developed student formularies. Our experience is that while a student formulary is useful for defining core knowledge for the therapeutics curriculum, it has to be supported by instruction in its practical application to safe prescribing. An important area for further research will be assessing the impact of these varied approaches to education, including e-learning, on achievement of the practical prescribing skills as assessed by a validated tool. Assessment of CPT Most schools continue to assess CPT in both written and practical examinations. We were surprised that 90% of respondents described specific assessment of CPT. It is possible that this relates to interpretation of our question to mean specific questions within wider-ranging examinations rather than specific examinations. One recommendation of Tomorrow s Doctors 2009, which we suspect many schools will find challenging, is the requirement in paragraph 117 that each outcome has to be assessed in a noncompensatable way. Many medical schools believe that their students are well prepared with respect to CPT for the transition from medical school to Foundation year but this is strikingly at odds with the views of the students and their employers [6]. This uncertainty might be resolved by developing validated assessments of prescribing skills relevant to foundation doctors in the workplace. Study limitations There are methodological limitations to our study. Our data are derived from a single individual at each school and may be biased either because the respondents have vested interests, or interpret the questions differently. Nevertheless, by getting responses from the person directly responsible for CPT training at the great majority of schools we have gained insight into the volume and scope of CPT teaching. Coinciding with the publication of Tomorrow s Doctors 2009 our data come at a time of renewed debate about the role of CPT in undergraduate medicine. Conclusion The new GMC recommendations relating to CPT are a challenge for medical schools and will require collaboration between clinicians, pharmacists, foundation schools and medical education departments to ensure that UK schools enable students to develop the appropriate skills to be effective prescribers. Competing interests There are no competing interests to declare. Appendix 1 BSMS Teaching of Clinical Pharmacology & Therapeutics at UK Medical Schools Survey Is there a dedicated Clinical Pharmacology and Therapeutics (CP&T) course in your undergraduate medical degree? How is the course structured? (More than one answer may apply) Yes Vertical theme Spiral theme No Horizontal theme Other If you do not have a dedicated CP&T course or you answer Other please give details on how CP&T teaching is delivered. 2. Who is responsible overall for Clinical Pharmacology and Therapeutics teaching in your undergraduate medical degree course? Post Title Professional Background Name* address* Telephone Number* *Provision of this information is optional 3. Who is involved in the delivery of Clinical Pharmacology and Therapeutics teaching in your undergraduate medical degree course? (More than one answer may apply) Clinical Academics Clinical Pharmacologists Clinical Pharmacists NHS clinicians Scientists Other If you answer Other please specify who is involved in teaching delivery. 4. What teaching methods are employed to deliver Clinical Pharmacology and Therapeutics teaching in your undergraduate medical degree course? (More than one answer may apply) Lectures Problem Based Learning Seminars Small group work Online work Prescribing workshops Clinical (e.g. ward rounds, clinics) Self-directed Other If you answer Other please specify the teaching method(s) employed. 146 / 70:1 / Br J Clin Pharmacol
5 Undergraduate pharmacology and therapeutics in the UK 5. Please estimate the number of CONTACT HOURS of Clinical Pharmacology and Therapeutics teaching that students receive dedicated to the following teaching methods: Lectures Problem Based Learning Seminars Small group work Online work Prescribing workshops Clinical (ward rounds,clinics) Other 6. Do you have a Student Formulary in your undergraduate medical degree course? final year medical students are for the transition from medical school to foundation year? Not prepared Fairly well prepared Well prepared Student preparation Extremely well prepared If you believe that your medical students are Not prepared or only Fairly well prepared please specify why. 10. Do you gather information on the prescribing performance of your graduates in their foundation year? Yes No Yes No If Yes what FORM does it take? (E.g. students compile as part of portfolio or are provided with a completed formulary. 7. How is student knowledge of Clinical Pharmacology and Therapeutics assessed in your undergraduate medical degree course? (More than one answer may apply) Year 1 Year 2 Year 3 Year 4 Year 5 Coursework Portfolio work Written exam OSCEs Student Formulary formative assessment Student Formulary summative assessment Other If Other please specify how knowledge in Clinical Pharmacology and Therapeutics is assessed. 8. Is Interprofessional Learning incorporated in the teaching of Clinical Pharmacology and Therapeutics in your undergraduate medical degree course? Yes No If Yes how is Interprofessional Learning employed? If No please specify why Interprofessional learning is not employed. 9. How well prepared with respect to Clinical Pharmacology and Therapeutics do you believe that your If you answer Yes what information do you gather? If No please specify why. REFERENCES 1 Gandhi TK, Weingart SN, Borus J, Seger AC, Peterson J, Burdick E, Gandhi TK, Weingart SN, Borus J, Seger AC, Peterson J, Burdick E, Seger DL, Shu K, Federico F, Leape LL, Bates DW. Adverse drug events in ambulatory care. N Engl J Med 2003; 348: Dean B, Schachter M, Vincent C, Barber N. Prescribing errors in hospital inpatients: their incidence and clinical significance. Qual Saf Health Care 2002; 11: The Audit Commission. A spoonful of sugar improving medicines management in hospitals. Audit Commission [Online] Available at gov.uk/nationalstudies/health/other/pages/aspoonfulofsugar. aspx (last accessed 22 April 2010). 4 Council GM. Tomorrow s Doctors [Online] Available at tomorrows_doctors_2003.asp (last accessed 22 April 2010). 5 Maxwell S, Walley T. Teaching safe and effective prescribing in UK medical schools: a core curriculum for Tomorrow s Doctors. Br J Clin Pharmacol 2003; 55: Aronson JK, Henderson G, Webb DJ, Rawlins MD. A prescription for better prescribing. BMJ 2006; 333: Dornan T, Ashcroft AD, Heathfield H, Lewis P, Miles J, Taylor D, Tully M, Was V. An in depth investigation into causes of prescribing errors by foundation trainees in relation to their medical education EQUIP study. [Online] London: General Medical Council. Available at causes_of_prescribing_errors.pdf_ pdf (last accessed 22 April 2010). 8 General Medical Council. Tomorrow s Doctors. [Online] Available at Br J Clin Pharmacol / 70:1 / 147
6 L. O Shaughnessy et al. undergraduate/tomorrows_doctors_2009.asp (last accessed 16 November 2009). 9 Pirmohamed M, James S, Meakin S, Green C, Scott AK, Walley TJ, Farrar K, Park BK, Breckenridge AM. Adverse drug reactions as cause of admission to hospital: prospective analysis of patients. BMJ 2004; 329: Cohen J, Gard P, Haq I, Llewelyn M. An academia-industry partnership. Lancet 2009; 374: Llewelyn M. Into the therapeutics void. A lecturer from BSMS explains. BMJ 2009; Collier J. Doctors, patients, and the pharmaceutical industry. BMJ 2009; / 70:1 / Br J Clin Pharmacol
APPLICATION HANDBOOK Master of Research (Medical Research) Post Graduate Certificate in Medical Research
APPLICATION HANDBOOK Master of Research (Medical Research) University of Brighton postgraduate Degree Post Graduate Certificate in Medical Research University of Brighton postgraduate Certificate Course
More informationProgramme Specification and Curriculum Map for the Advanced Diploma in Long Term Conditions
Programme Specification and Curriculum Map for the Advanced Diploma in Long Term Conditions 1. Programme title Advanced Diploma in Long Term Conditions 2. Awarding institution Middlesex University 3. Teaching
More informationManchester Pharmacy School. www.manchester.ac.uk/pharmacy
Manchester Pharmacy School Postgraduate study from Continuous Professional Development (CPD), Certificate, Diploma to Masters (MSc) with flexible, modular learning. The University of Manchester has a proud
More informationThe College of Family Physicians of Canada. Position Statement Prescribing Rights for Health Professionals
The College of Family Physicians of Canada Position Statement Prescribing Rights for Health Professionals Introduction The College of Family Physicians of Canada (CFPC) supports models of practice that
More informationConsultation: Two proposals for registered nurse prescribing
Consultation: Two proposals for registered nurse prescribing Submission Form Please read and refer to the consultation document Two proposals for registered nurse prescribing available on the Nursing Council
More informationPHARMACY GRADUATING STUDENT SURVEY PUBLIC SCHOOL SUMMARY REPORT - 2011
PHARMACY GRADUATING STUDENT SURVEY PUBLIC SCHOOL SUMMARY REPORT - 2011 Total number of schools: 57 Total number of responses: 4,449 Part A. Demographic Information 1. Gender Response Response Percent Total
More informationUKCPA - A Review of the Current Pharmaceutical Facility
Modernising Pharmacy Careers Review of Post-Registration Career Development Discussion Paper PRO FORMA FOR CAPTURING RESPONSES TO STAKEHOLDER QUESTIONS Please complete and return to: MPCProgramme@dh.gsi.gov.uk
More informationPromoting and rewarding excellence
Job Title: Fellow in Medical Education Grade: Specialty: Accountable to: SpR/StR (at current level) Acute Critical Care Director of Medical Education PURPOSE OF POST This new post is designed to support
More informationAlert. Patient safety alert. Actions that can make anticoagulant therapy safer. 28 March 2007. Action for the NHS and the independent sector
Patient safety alert 18 Alert 28 March 2007 Immediate action Action Update Information request Ref: NPSA/2007/18 4 Actions that can make anticoagulant therapy safer Anticoagulants are one of the classes
More informationAchieving safer prescription of cytotoxic agents: Academy recommendations
Achieving safer prescription of cytotoxic agents: Academy recommendations April 2015 Executive Summary Prescribing of cytotoxic drugs, immunosuppressant agents and drugs with a narrow therapeutic index
More informationGraduate Programme in Health and Social Sciences. Flexible professional development
Graduate Programme in Health and Social Sciences Flexible professional development Introduction What is the Graduate Programme in Health and Social Sciences? The Graduate Programme in Health and Social
More informationPG Certificate / PG Diploma / MSc in Clinical Pharmacy
PG Certificate / PG Diploma / MSc in Clinical Pharmacy Programme Information September 2014 Entry School of Pharmacy Queen s University Belfast Queen s University Belfast - Clinical Pharmacy programme
More informationBIBLIOGRAPHICAL REVIEW ON COST OF PATIENT SAFETY FAILINGS IN ADMINISTRATION OF DRUGS. SUMMARY.
BIBLIOGRAPHICAL REVIEW ON COST OF PATIENT SAFETY FAILINGS IN ADMINISTRATION OF DRUGS. SUMMARY. Bibliographical review on cost of Patient Safety Failings in administration of drugs. Summary This has been
More informationMedication error is the most common
Medication Reconciliation Transfer of medication information across settings keeping it free from error. By Jane H. Barnsteiner, PhD, RN, FAAN Medication error is the most common type of error affecting
More informationConsultation: Two proposals for registered nurse prescribing
Consultation: Two proposals for registered nurse prescribing Submission Form Please read and refer to the consultation document Two proposals for registered nurse prescribing available on the Nursing Council
More informationA Summary Report. Developing an Antibiotic Prescribing online training resource for Foundation Year Doctors
A Summary Report Developing an Antibiotic Prescribing online training resource for Foundation Year Doctors Background Antibiotic stewardship is central to the Scottish Action Plan on Antimicrobial Resistance
More informationSchool of Health Sciences and School of Pharmacy & Biomolecular Sciences
s School of Health Sciences and School of Pharmacy & Biomolecular Sciences NA6113: Supplementary Prescriber to Independent Prescriber Conversion Level 6 (10 credits) Physiotherapists: annotation to Health
More informationA. Programme Specification and Curriculum Map for Integrated Masters in Complementary Medicine Ayurvedic Medicine
A. Programme Specification and Curriculum Map for Integrated Masters in Complementary Medicine Ayurvedic Medicine 1. Programme title Integrated Masters in Complementary Medicine Ayurvedic Medicine 2. Awarding
More informationReflections on clinical pharmacy aspects of curriculum development
Reflections on clinical pharmacy aspects of curriculum development Dr Julienne Johnson Strathclyde Institute for Pharmacy and Biomedical Sciences University of Strathclyde, Glasgow, UK Clinical Pharmacy
More informationConsultation: Two proposals for registered nurse prescribing
Consultation: Two proposals for registered nurse prescribing Submission Form Please read and refer to the consultation document Two proposals for registered nurse prescribing available on the Nursing Council
More informationMSc/PGD/PGC in Infection (part-time)
MSc/PGD/PGC in Infection (part-time) Course Brochure Course highlights The MSc/PGD/PGC in Infection is aimed at health care professionals across the globe with an interest in infection prevention and infectious
More informationQUESTIONS FOR The Commonwealth Medical College
Page 1 QUESTIONS FOR The Commonwealth Medical College PROCESS OF CURRICULUM REDESIGN Why did you redesign your curriculum? What were your goals? What was the timeframe? What lessons were learned while
More informationMaster of Science in Clinical Education (by e-learning)
In partnership Master of Science in Clinical Education (by e-learning) Accredited by The University of Edinburgh In partnership with National Health Service, Education Scotland Quick Quiz 1 Can you explain
More informationConsultation: Two proposals for registered nurse prescribing
Consultation: Two proposals for registered nurse prescribing Submission Form Please read and refer to the consultation document Two proposals for registered nurse prescribing available on the Nursing Council
More informationPROGRAMME SPECIFICATION POSTGRADUATE PROGRAMMES. School of Health Sciences Division of Applied Biological, Diagnostics and Therapeutic Sciences
PROGRAMME SPECIFICATION POSTGRADUATE PROGRAMMES KEY FACTS Programme name Award School Department or equivalent Programme code Type of study Full Time Part Time Total UK credits 180 Total ECTS 90 PROGRAMME
More informationConsultation: Two proposals for registered nurse prescribing
Consultation: Two proposals for registered nurse prescribing Submission Form Please read and refer to the consultation document Two proposals for registered nurse prescribing available on the Nursing Council
More informationPatient Safety Alert. Supporting information. Stage Three: Directive Improving medication error incident reporting and learning 20 March 2014
Patient Safety Alert Stage Three: Directive Improving medication error incident reporting and learning 20 March 2014 Supporting information Alert reference number: Alert stage: NHS/PSA/D/2014/005 Three
More information2. To note this report about the GMC s position on integrated academic pathways (paragraphs 13-19).
2 February 2011 Postgraduate Board 8 To note Update on GMC Position for Integrated Academic Pathways Issue 1. A summary of the present position for integrated academic pathways and some of the ongoing
More informationConsultation: Two proposals for registered nurse prescribing
Consultation: Two proposals for registered nurse prescribing Submission Form Please read and refer to the consultation document Two proposals for registered nurse prescribing available on the Nursing Council
More informationThe Workplace Learning Environment
FACULTY GUIDE The Workplace Learning Environment in Postgraduate Medical Training October 2013 Appendices all guidance published by NACT UK 1. Who does what in PGME 2. Roles of Supervisors 3. Job Descriptions
More informationProgramme Specification 1
Programme Specification 1 1. Programmes: Programme Title UCAS GU Code Code BN Degree / BN Degree with Honours B700 M33B700 2.1 SCQF Level: 10 2.2 Credits: 460 3. Awarding Institution: University of Glasgow
More informationConsultation: Two proposals for registered nurse prescribing
Consultation: Two proposals for registered nurse prescribing Submission Form Please read and refer to the consultation document Two proposals for registered nurse prescribing available on the Nursing Council
More informationMasters Learning mode (Форма обучения)
Program Title (Название программы): Pharmacology Degree (Степень) Masters Learning mode (Форма обучения) Full-time and part-time Duration of study (Продолжительность программы) 2 years (4 years part time)
More informationProgramme name Advanced Practice in Health and Social Care (Advanced Nurse Practitioner- Neonatal/Child/Adult)
PROGRAMME SPECIFICATION KEY FACTS Programme name Advanced Practice in Health and Social Care (Advanced Nurse Practitioner- Neonatal/Child/Adult) Award MSc School School of Health Sciences Department Division
More informationClinical governance for public health professionals
Journal of Public Health Medicine Vol. 21, No. 4, pp. 430 434 Printed in Great Britain Clinical governance for public health professionals J. A. G. Paris and K. M. McKeown Summary This paper examines the
More informationWhat do Birmingham postgraduates do?
1 Essential information What do Birmingham postgraduates do? School of First destinations of postgraduates Analysis of first employment destinations of postgraduates from the College of Medical and Dental
More informationConsultation: Two proposals for registered nurse prescribing
Consultation: Two proposals for registered nurse prescribing Submission Form Please read and refer to the consultation document Two proposals for registered nurse prescribing available on the Nursing Council
More informationA developmental framework for pharmacists progressing to advanced levels of practice
ACLF Advanced to Consultant level Framework A developmental framework for pharmacists progressing to advanced levels of practice Version 2009(a) CoDEG www.codeg.org ADVANCED AND CONSULTANT LEVEL COMPETENCY
More informationTackling insulin safety using a multifaceted multidisciplinary regional approach
Tackling insulin safety using a multifaceted multidisciplinary regional approach First report from The North East Regional Insulin Safety and Knowledge (RISK) project N. J. Leech 1 G. Johnson 2 R. Nayar
More informationMedical Education in the United States, in the United Kingdom and in Japan. Nayuta Saito. The Jikei University School of Medicine. Anes 140.
Medical Education in the United States, in the United Kingdom and in Japan Nayuta Saito The Jikei University School of Medicine Anes 140.01 Rotation: June 9 - July 3, 2008 I am a medical student in Tokyo,
More informationTeaching of occupational medicine to undergraduates in UK schools of medicine
EDUCATION Occupational Medicine 2003;53:349 353 DOI: 10.1093/occmed/kqg058 Teaching of occupational medicine to undergraduates in UK schools of medicine P A Wynn, 1 Tar-Ching Aw, 2 Nerys R Williams 3 &
More informationTrends and benefits of electronic prescribing in upstate New York
T H E F A C T S A B O U T Trends and benefits of electronic prescribing in upstate New York Upstate New York: 2009* Physicians who e-prescribe: 24.3% practitioners who e-prescribe: 20.6% Total new and
More informationProgramme Specification
Programme Specification GENERAL INFORMATION Awarding Institution//Body Teaching Institution Validated/Franchised (if appropriate) Programme accredited by (including date of accreditation) Programme approved
More informationCLINICAL PSYCHOLOGY IN THE UK (Frequently asked questions)
CLINICAL PSYCHOLOGY IN THE UK (Frequently asked questions) 1. How do I become a Clinical Psychologist? To become a Clinical Psychologist you need to have completed a D.Clin.Psychol (Doctorate of Clinical
More informationT he intravenous (IV) administration of drugs is a complex
343 ORIGINAL ARTICLE Causes of intravenous medication errors: an ethnographic study K Taxis, N Barber... See editorial commentary, pp 326 7 Qual Saf Health Care 2003;12:343 348 See end of article for authors
More informationSIPBS Portfolio. 2012-13 Entry
SIPBS Portfolio 2012-13 Entry MSc Programmes Existing: MSc Pharmaceutical Analysis MSc Analysis of Medicines (distance learning) MSc Clinical Pharmacy New Programmes just launched for Sept 2012 entry:
More informationUSF Graduate Certificates
Graduate Certificate Proposal Form USF Graduate Certificates Save blank form to your desktop, then fill in fields. Send electronic version to barnesk@usf.edu. Submit original, signed copy to Graduate Certificates,
More informationChanges in Career and Practice of Pharmacy after Obtaining a Degree through an External Doctor of Pharmacy Program
Notes Changes in Career and Practice of Pharmacy after Obtaining a Degree through an External Doctor of Pharmacy Program Pamela U. Joyner, Tracy E. Thomason and Scott R. Smith School of Pharmacy, University
More informationSchool of Medicine, Dentistry and Biomedical Sciences
School of Medicine, Dentistry and Biomedical Sciences Academic Year 2011/12 Undergraduate Dentistry Year 1and beyond: 2011/2012 An Introduction to Dentistry at Queen s The undergraduate course in Dentistry
More informationAssessment. Leeds School of Medicine. Date 18 October 2012. Leeds School of Medicine (the School), and Bradford Royal Infirmary.
Check Leeds School of Medicine Date 18 October 2012 Locations Visited Programme Team Leader Visitors GMC staff Purpose of the check Summary Leeds School of Medicine (the School), and Bradford Royal Infirmary.
More informationImproving SAS appraisal: a guide for employers
Improving SAS appraisal: a guide for employers June 2013 Improving SAS appraisal: a guide for employers Introduction Effective annual appraisal is the cornerstone of medical revalidation. Doctors need
More informationKeeping patients safe when they transfer between care providers getting the medicines right
PART 1 Keeping patients safe when they transfer between care providers getting the medicines right Good practice guidance for healthcare professions July 2011 Endorsed by: Foreword Taking a medicine is
More informationConsultation: Two proposals for registered nurse prescribing
Consultation: Two proposals for registered nurse prescribing Submission Form Please read and refer to the consultation document Two proposals for registered nurse prescribing available on the Nursing Council
More informationDoctoral studies in the School of Education and Social Work
University of Sussex Doctoral studies in the School of Education and Social Work www.sussex.ac.uk/esw Is this programme right for me? Does the idea of undertaking research in your area of expertise interest
More informationThe MBBS/BSc programme of study is an integrated programme extending over 6 years.
Regulations for the award of the Degrees of MBBS/BSc 1 General Information 1.1 The degrees of Bachelor of Medicine, Bachelor of Surgery and Bachelor of Science in Medical Sciences will be awarded to any
More informationSafer recruitment scheme for the issue of alert notices for healthcare professionals in England
Safer recruitment scheme for the issue of alert notices for healthcare professionals in England November 2006 The issue of alert notices for healthcare professionals Summary 1. NHS Employers and the Department
More informationProgramme Specification
Programme Specification Awarding Body/Institution Teaching Institution Queen Mary, University of London Queen Mary, University of London Name of Final Award and Programme Title MSc, PG Dip or PG Cert in
More informationPsychology, Social Work and Human Sciences
School of, Social Work and Human Sciences UG PG Our courses provide our students with an exciting and diverse education in scientific discovery and social and health studies, based at our Brentford site
More informationBA Community Health and Nursing Studies
BA Community Health and Nursing Studies Awarding Institution: Teaching Institution: Relevant QAA benchmarking group Faculty of Economic and Social Sciences For students commencing the programme in 2002
More informationGENERAL PRACTICE BASED PHARMACIST
GENERAL PRACTICE BASED PHARMACIST JOB PURPOSE Provide expertise in clinical medicines review 1 and address public health and social needs of patients in GP practices Reduce inappropriate poly-pharmacy
More informationAPPENDIX A. Level II Handbook
APPENDIX A Level II Handbook Education Specialist Mild/Moderate Level II Credential Handbook CSUCI California State University Channel Islands Fall 2006 Jill M. Leafstedt Joan Karp Maria Denney Table of
More informationShowcase Hospitals Local Technology Review Report number 6. Smartphone application for antibiotic prescribing
Showcase Hospitals Local Technology Review Report number 6 Smartphone application for antibiotic prescribing The Healthcare Associated Infections (HCAI) Technology Innovation Programme The basic ways of
More informationBachelor of Science in Pharmaceutical Sciences (BSPS) Program Overview and Internship Requirements
Bachelor of Science in Pharmaceutical Sciences (BSPS) Program Overview and Internship Requirements Pharmaceutical Sciences Applied sciences that underlie the practice of pharmacy the development, manufacture,
More informationGuidance on UK medical education delivered outside the UK. Introduction. Purpose of guidance
Guidance on UK medical education delivered outside the UK Introduction Purpose of guidance 1. The purpose of the General Medical Council (GMC) is to protect, promote and maintain the health and safety
More informationGuide for Clinical Audit Leads
Guide for Clinical Audit Leads Nancy Dixon and Mary Pearce Healthcare Quality Quest March 2011 Clinical audit tool to promote quality for better health services Contents 1 Introduction 1 1.1 Who this
More informationThe Good medical practice framework for appraisal and revalidation
The Good medical practice framework for appraisal and revalidation The framework sets out the broad areas which should be covered in medical appraisal and on which recommendations to revalidate doctors
More informationDepartment of Physical Medicine and Rehabilitation Promotion and Tenure Guidelines
02 02 10 DRAFT 1 Department of Physical Medicine and Rehabilitation Promotion and Tenure Guidelines For all general information on Promotion and Tenure, refer to the School of Medicine s Office of Faculty
More informationKnowledge and Understanding
PROGRAMME SPECIFICATION 1 Awarding Institution Newcastle University 2 Teaching Institution Newcastle University 3 Final Award MSc 4 Programme Title MSc Psychology (Foundations in Clinical and Health Psychology)
More informationConsultation: Two proposals for registered nurse prescribing
Consultation: Two proposals for registered nurse prescribing Submission Form Please read and refer to the consultation document Two proposals for registered nurse prescribing available on the Nursing Council
More informationProgramme Specification
Programme Specification Where appropriate outcome statements have be referenced to the appropriate Benchmarking Statement (BS) Awarding Institution Teaching Institution Professional body accreditation
More informationBSc/PGDip Public Health Nursing
MSc/PGDip Public Health Nursing For students entering in 2006 Awarding Institution Teaching Institution Faculty Programme length Programme Directors: Board of Studies Accreditation: The University of Reading
More informationBreakfast symposium: From hospital to home - the focus on the patient
Breakfast symposium: From hospital to home - the focus on the patient Nadya Hamedi DARZI Fellow UCLPartners and Barts Health NHS Trust in collaboration with North Central London Local Pharmaceutical Committee
More informationHarnessing vital data to inform an optimal market access strategy in the UK
White paper Harnessing vital data to inform an optimal market access strategy in the UK The power of the outcomes audit Access to >61M patient lives via EHRs since 2004 Paul Sutton, BA Hons, MA (Oxon),
More informationDeveloping your Portfolio
Developing your Portfolio Considerations for Career Advancement Elizabeth Nelson, MD Associate Dean Undergraduate Medical Education University of Texas at Austin Dell Medical School Alignment of Goals
More informationConsultation: Two proposals for registered nurse prescribing
Consultation: Two proposals for registered nurse prescribing Submission Form Please read and refer to the consultation document Two proposals for registered nurse prescribing available on the Nursing Council
More informationPROGRAMME SPECIFICATION POSTGRADUATE PROGRAMMES. Programme name Clinical Engineering with Healthcare Technology
PROGRAMME SPECIFICATION POSTGRADUATE PROGRAMMES KEY FACTS Programme name Clinical Engineering with Healthcare Technology Award MSc School School of Engineering and Mathematical Sciences Department or equivalent
More informationSources of Medicine - pharmaceutical Information
promoting access to White Rose research papers Universities of Leeds, Sheffield and York http://eprints.whiterose.ac.uk/ This is an author produced version of a paper published in Journal of Clinical Nursing
More informationInformation Governance. A Clinician s Guide to Record Standards Part 1: Why standardise the structure and content of medical records?
Information Governance A Clinician s Guide to Record Standards Part 1: Why standardise the structure and content of medical records? Contents Page 3 A guide for clinicians Pages 4 and 5 Why have standards
More informationA model to integrate pathology teaching using technology
Original Research Paper A model to integrate pathology teaching using technology Chumba D 1, Macharia B 1, Smith J 2, Wade J 2 Abstract Purpose: Use of technology to integrate pathology teaching in the
More informationProgramme Specification. MRes Developmental Psychology. Valid from: September 2012 Faculty of Health & Life Sciences
Programme Specification MRes Developmental Psychology Valid from: September 2012 Faculty of Health & Life Sciences SECTION 1: GENERAL INFORMATION Awarding body: Teaching institution and location: Final
More informationReport of Step 3 event towards degree accreditation; Master of Pharmacy degree of the University of Sunderland, SEGi University College, May 2010
Royal Pharmaceutical Society of Great Britain University of Sunderland Master of Pharmacy (MPharm) Report of Step 3 event towards degree accreditation; Master of Pharmacy degree of the University of Sunderland,
More informationMedicines reconciliation on admission and discharge from hospital policy April 2013. WHSCT medicines reconciliation policy 1
Medicines reconciliation on admission and discharge from hospital policy April 2013 WHSCT medicines reconciliation policy 1 Policy Title Policy Reference Number Medicines reconciliation on admission and
More informationNational Minimum Standards for Immunisation Training
National Minimum Standards for Immunisation Training Contributors The following formed the advisory group which, hosted by the Health Protection Agency, produced these Minimum Standards for Immunisation
More informationCollege of Pharmacy. Pharmacy Practice and Science
520 SPECIAL TOPICS IN PHARMACY LAW. (2) Discussion of the legal framework and special legal issues in pharmacy practice. Topics will include application of antitrust laws to pharmacy, patent and trademark
More informationQuality Assurance of Basic Medical Education. Report on Brighton and Sussex Medical School
Quality Assurance of Basic Medical Education Report on Brighton and Sussex Medical School December 2008 Contents The GMC s role in medical education 2 Introduction 3 The QABME team 3 Our programme of visits
More informationPRACTICE BRIEF. Preventing Medication Errors in Home Care. Home Care Patients Are Vulnerable to Medication Errors
PRACTICE BRIEF FALL 2002 Preventing Medication Errors in Home Care This practice brief highlights the results of two home health care studies on medication errors. The first study determined how often
More informationGenito-urinary Medicine
Specialty specific guidance on documents to be supplied in evidence for an application for entry onto the Specialist Register with a Certificate of Eligibility for Specialist Registration (CESR) Genito-urinary
More informationMedical Record Analysis - The Importance of Edrugcalcalcalcalcalcalc
British Journal of Clinical Pharmacology DOI:10.1111/j.1365-2125.2010.03609.x edrugcalc: an online self-assessment package to enhance medical students drug dose calculation skills Daniel S. McQueen, 1
More informationTransplant Program. Education REPORT
Transplant Program Education REPORT 2007 MESSAGE FROM THE VICE-PRESIDENT OF EDUCATION Dr. Richard Reznick The Transplant Program at UHN is leading the charge in successfully moving forward its educational
More informationAPPENDIX C I-BEST Enhanced FTE Plan. Plan Description
APPENDIX C I-BEST Enhanced FTE Plan College: Renton Technical College Plan Approved: YES NO Plan Description Reviewers Findings Reviewer Comments PLAN OVERVIEW 1) Please list the professionaltechnical
More informationGood Practice Guidelines for Appraisal
Good Practice Guidelines for Appraisal Dr Laurence Mynors Wallis Dr David Fearnley February 2010 1 Contents Page Introduction 3 Link between appraisal and revalidation 4 Preparation for the appraisal meeting
More informationResponding to feedback from students. Guidance about providing information for students
Responding to feedback from students Guidance about providing information for students Contents Introduction... 1 Policy developments since 2011... 3 How student feedback is used... 3 QAA findings of good
More informationGEORGIA STANDARDS FOR THE APPROVAL OF PROFESSIONAL EDUCATION UNITS AND EDUCATOR PREPARATION PROGRAMS
GEORGIA STANDARDS FOR THE APPROVAL OF PROFESSIONAL EDUCATION UNITS AND EDUCATOR PREPARATION PROGRAMS (Effective 9/01/08) Kelly Henson Executive Secretary Table of Contents Standard 1: Candidate Knowledge,
More informationProgramme Name: Post-Baccalaureate Doctor of Pharmacy (Pharm. D) Programme Code: PPHPHARPT
Graduate Education Courses of Study in the College of Health Sciences The College of Health Sciences currently offers 4 Graduate courses of study namely: Post Baccalaureate Doctor of Pharmacy (Pharm. D),
More informationJob Description. Professionally accountable to the Medical Director with respect to Trust-wide Medicines Optimisation.
Job Description JOB DETAILS Job Title: Chief of Pharmacy Band: 9 Hours: 37.5 Department / Ward: Directorate: Pharmacy Cross Site Central Clinical Services ORGANISATIONAL ARRANGEMENTS Operationally accountable
More informationRegulatory Compliance
PART-TIME MASTER S DEGREE PROGRAM Regulatory Compliance Choose from program tracks in healthcare compliance, clinical research or quality and regulatory science. Expand your professional opportunities
More informationFACULTY OF PHARMACEUTICAL MEDICINE
FACULTY OF PHARMACEUTICAL MEDICINE OF THE ROYAL COLLEGES OF PHYSICIANS OF THE UNITED KINGDOM DIPLOMA IN PHARMACEUTICAL MEDICINE GUIDANCE NOTES FOR CANDIDATES AND SUPERVISORS FOR THE DIPLOMA IN PHARMACEUTICAL
More informationNortheast Ohio Medical University (NEOMED) Chair of Pharmaceutical Sciences Search
Northeast Ohio Medical University (NEOMED) Chair of Pharmaceutical Sciences Search Spring 2013 About NEOMED Northeast Ohio Medical University (NEOMED) www.neomed.edu is a dynamic free-standing community-based,
More information