PharmacyEducation20(1)249-264

LEARNINGFORSUCCESS

PharmacyEducationConference2020Manchester,UnitedKingdom

PharmacyEducation(2020)20(1)249-264https://doi.org/10.46542/pe.2020.201.249264

CONFERENCEABSTRACTS

M.Pharm.studentsperceptionsofassessmentandfeedback

I. Ahmed,N. Aghmasjed,G. Cutting, E. O’Hagan, E. Sutton, A.Windle,R.Ledder,H.Parmar*

UniversityofManchester,UnitedKingdom

*CorrespondingAuthor:harsha.parmar@manchester.ac.uk

Background:Assessmentandfeedbackare integralthroughouttheeducationprocess.IntheUK,schoolsofpharmacy(SOPs)areresponsibleforensuringanddemonstratingthattheirM.Pharm.graduates meet the GeneralPharmaceutical Council’s (GPhC)learning outcomes. This is largely achieved throughutilising awide range of assessment and feedback techniques (GPhC,2011). There is dissatisfaction amongst students with theseprocesses(NationalStudentSurvey,2011)anda‘gulf’ issaidtoexist between staff and student perception on feedback inparticular(Carless,2006).

Aim:Todeterminethestudentperceptionofefficacyandutilityof feedback and assessment strategies on the University ofManchester(UoM)M.Pharm.

Method: An anonymous survey was distributed to all UoMM.Pharm. students (n=600). Respondents were asked to(dis)agree with 39 statements relating to assessment andfeedback using a 5-point likert scale (5=strongly agree;1=stronglydisagree), preference typesof assessment/feedbackand respond tofree text questions. An independent samplest-test was conducted to compare perceived satisfactionwithfeedbackbyyear-group.

Results:Response ratewas69%;415responsescollected;25%male (n=104) and 73% female respondents (n=311). Meansatisfaction with assessment (1-dissatisfied, 10-satisfied), was6.3. Students were less satisfied with feedback than withassessment; themes included lack of individualised feedback(97% [n=403] respondents preferred individualised vsgeneralisedfeedback).Final-yearstudentsweresignificantlylesssatisfiedwithfeedback (M=5.48vsM=6.32for allother years,p<0.001). There wassignificant differencebetweenagreementthat feedback has improved performance (F(3,396)=

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3.678, p=0.012). Tukey post-hoc tests revealed that final-yearstudents(1.08±0.27)werestatisticallymorelikelytoagreewiththisstatementthanthird-years(1.01±0.09),p<0.016.

Conclusion:Assessmentandfeedbackarebothessentialpartsoflearning on the M.Pharm.degree.Since students in theirfinalyear are significantly more dissatisfied with their feedback,mirroringthe findingsinthewider literature (National StudentSurvey, 2011), effort should be directed at improvingindividualised feedback for this year group with an aim toimproving attainment and satisfaction. Further analysis isneeded to determine specific changes required to improveutility,ofbothassessmentandfeedback.

ReferencesGeneral Pharmaceutical Council.(2011).Futurepharmacists:Standardsforthe initial educationandtrainingofpharmacists.Availableat:https://www.pharmacyregulation.org/sites/default/files/document/future_pharmacists_standards_for_the_initial_education_and_training_of_pharmacists.pdf

NationalStudent Survey.(2011).FindingsandTrends2006to2010.HigherEducation Funding Council for England (online). Available at https://dera.ioe.ac.uk/2560/1/11_11.pdf

Carless,D.(2006).Differingperceptionsinthe feedbackprocess.StudiesinHigherEducation,31(2),219-33

The rise of veganism: are future pharmacistsprepared?

L.-A.Hanna*,F.Carabine,M.Hall

Queen’sUniversityBelfast,UnitedKingdom

*CorrespondingAuthor:l.hanna@qub.ac.uk

Background: A key role for pharmacists is health promotion,includingadvisingpeopleaboutnutrition(GeneralPharmaceuticalCouncil, 2011). Given the increasing prevalence of veganism,pharmacistsshouldbe cognizantofissues thatmayarise frompeople adopting this practice: they maybe required tocheckproduct excipients, formulation processes, and establishwhetheralternativesexist.

ISSN1477-2701online©2020FIP

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Aims: To investigate future pharmacists’ knowledge of, andviewson, veganism andascertainwhethervariousparameters(genderandbeingvegan)affectedresponses.

Method: Following ethical approval, final year Master ofPharmacy (M.Pharm.) students at Queen’s University Belfastwere invitedtoparticipate in this voluntary study. Data werecollected via a pre-piloted questionnaire (distributed at acompulsoryclassin2019)developedusingthewider literature(The Vegan Society, 2019). Only non-identifiable data wererequested with questions being largely closed-question type.Numericallycodedresponseswere enteredintoMicrosoftExcelandSPSS(Version22).Studentswerescoredonknowledge(22statements; true/false answers). Other analysis about viewslargelytookthe formofdescriptive statistics.MannWhitneyU-Test was employed for inferential statistical analysis withsignificancesetatp<0.05apriori.

Results: The response rate was 91.09% (92/101); only onereportedbeing veganwhich limitedanalysis.Meanknowledgescore was16.59(±2.43). Only36.96%(34/92) reportedfeelingconfidentdiscussingveganismwithpatientsorotherhealthcareprofessionals and40.22% (37/92)deemedtheycouldestablishwhetheramedicalproduct is vegan-friendly.Aminority[4.35%(4/92)] considered they had received adequate training onveganism on the degree programme.Maleswere more likelythanfemalestoconsiderthatvegans are tooforcefulwiththeirbeliefs[74.19%(23/31)versus51.67%(31/60);p=0.043).

Conclusion: Useful baseline data about veganism has beenobtained(albeitfromasmallsampleandatoneinstitutiononly).Agaphas beenexposedintheeducationprovisionwhichshouldbeaddressedinthenextacademicyear.

ReferencesGeneral Pharmaceutical Council.(2011).Futurepharmacists:Standardsforthe initial education and training of pharmacists (online). Available at:https://www.pharmacyregulation.org/sites/default/files/document/gphc_future_pharmacists_may_2011.pdf

The Vegan Society (2019). Nutritionandhealth (online). Available from:https://www.vegansociety.com/

interdisciplinary level of integration (Harden, 2000). Thisstudyaimstoexplore ifandhow these studentsdevelopintegratedknowledgeastheyexperiencethecurriculumonpain.

Method:Undergraduatestudents(Year3,n=65)wereinvitedtoparticipate inasetoflongitudinalactivitiesduringthefive-weekteachingcourseonpain.Consentingstudentsproducedweeklyconcept maps to illustrate what they knew and understoodaboutpainanditsmanagement. Eachparticipantconceptmapwas analysed for cognitive progression using a frameworkassessing for: organisation, integration, and concepts. Withinweekly interviews, students described what they aimed toillustrate intheirconceptmap.The interviewswere transcribedverbatim and transcriptions qualitatively analysed usingthematiccodingtoidentifythecommonthemes.

Results: Ten students agreed to participate, contributing 50conceptmapsand50interviews.Asthe studyprogressed, theconceptmapsdemonstratedincreasedcomplexity,organisation,integrationandknowledge.The singularhierarchiesdecreasedforthemajorityofparticipants(n=8), alsoconfirming increasedknowledge integration. Students illustratedconceptsacrossallareas ofclinicalandpharmacypractice,andthepharmaceuticalsciences, apart from microbiology, despite being taught thiswithin the context of pain. During the interviews, studentsreported an integratedapproachtolearningandover the fiveweeks,werepopulating a scaffoldofinterlinkingconcepts, e.g.pathophysiology, pharmacology, etc. with more detailedknowledgeofpain.

Conclusion:Undergraduatestudentslearningaboutpainwithinan interdisciplinary integrated curriculum appear to havedeveloped a roadmap for integrated thinking before havingbeing taught all the material. Further work is required toinvestigate ifthe spiralnatureofthe programmefacilitatesthedevelopmentofthiscognitivenetwork.

ReferencesHarden,R.M. (2000).The integrationladder:atoolforcurriculumplanningandevaluation.MedicalEducation,34(7),551-557

Astudytoinvestigatehowundergraduatepharmacystudentsdevelopintegratedknowledgeaboutpain

H.Nazar*,A.Patel,E.Manton,A.Husband

NewcastleUniversity,UnitedKingdom

*CorrespondingAuthor:hamde.nazar@newcastle.ac.uk

Background: Pain and its management, requires complexunderstanding of human biological, chemical and practicalconcepts.UndergraduatestudentsfromaMastersofPharmacyprogramme inone School ofPharmacy in England, are taughtthis topic within educational activities aligned to the

A study to investigate undergraduate pharmacystudents’experienceofanintegratedcurriculum

H.Nazar*,A.Khan,A.Husband

NewcastleUniversity,UnitedKingdom

*CorrespondingAuthor:hamde.nazar@newcastle.ac.uk

Background:Curriculumintegrationinpharmacyundergraduateprogrammesisbeingincreasinglyadopted.TheextentandformofintegrationbetweenandwithinprogrammesvariesacrossthestepsofHarden’sintegrationladder(Harden,2000).This studyaimstoinvestigatehowundergraduatestudentsexperienceanintegratedMaster ofPharmacy (M.Pharm.)programme atoneSchoolofPharmacyinEngland.

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Method: The M.Pharm. programme is constructed as anintegrated, spiral curriculum, generally achieving theinterdisciplinarystepofthe integrationladder(Husband,2014).Undergraduate students in Stages 1 to 3 were invited toparticipate in exploratory focus groups to investigate theirlearning experience. Modified grounded theory provided theframework for data collection and analysis (Glaser, 1967).Subsequent explanatory semi-structured interviews wereundertaken with individual students across these cohorts toexplore the themes derived from focus groups. Focus groupdiscussions and interviews were audio-recordedwith writtenconsent,transcribedverbatimandthematicallyanalysed.

Results:Twelvestudents participatedintwofocusgroupsandafurther nine in semi-structured interviews. Four themesidentifiedfromthe thematicanalysisincluded:preparingfortherole of a pharmacist, learning strategies in an integratedprogramme; adjusting to an integrated curriculum, andbecoming an ‘integrative thinker’. Overall, students enjoyedintegrated teaching, explaining that it allowsdevelopment ofcrucialproblem-solving skillsandknowledgeandcompetenciesrequired for the role of a pharmacist. Students in the latterstagesofthe programme,describedthedifficulties inadjustingtoan integrated curriculum during the first year, but suggestintegration came ‘naturally’ by the third year, after theirexperienceofteachingandlearninginthesecondyear.

Conclusion: Students require time to adjust to the lessfragmentedteachingcharacterisedbyanintegratedcurriculum.However, there is an appreciation that the integratededucationalactivities facilitatethedevelopmentofkeycognitiveskillsthatwillprovevaluableintheprovisionofpatientcare.

ReferencesHarden, RM.(2000).The integration ladder:a tool for curriculumplanningandevaluation.MedicalEducation,34(7),551-7

Husband,A.K.., Todd,A.,&Fulton,J.(2014).Integratingscienceandpracticeinpharmacycurricula.AmericanJournalofPharmaceuticalEducation,78(3),63.https://doi.org/10.5688/ajpe78363

Glaser, B.G., & Strauss, A.L. (1967). The discovery of grounded theory:strategiesforqualitativeresearch.London:WeidenfeldandNicolson

debriefing and consolidation (Boud, 2013). The purpose ofreflection serves two aims: first to develop learning that isfocused on conceptual knowledge and understanding, andsecondtoimproveprofessionalpractice(Mamede,2004).This studyfocusesononeprogrammeapproach,wherestudentsexperience aseries ofseminarsacrossthe four undergraduateyears to develop their understanding and skills in reflectivepracticeanditsarticulation.The aim is toexplore the studentlearning and development of reflection through analysingaccountssubmittedintheirfinalyearoftheprogramme.

Method: Stage (Year) 4 students engage in a reflectionconference presenting a reflective account of a ‘SignificantLearning Event’ or upon their journey ‘From Student toProfessional’.Conferenceabstractssubmittedin2017-18(n=45)and 2018-19 (n=62) were retrieved with consent. Contentanalysiswasemployedtosystematicallyandobjectivelyexplorethestudent-reportedexperienceoflearninganddevelopment.

Results: One hundred and seven abstracts were analysed.Students reflectedmainly upon experiencesacross extra- andco-curricularactivitiesandrelatedsomeofthesixtypesofFink’ssignificant learning (Fink, 2003). Notably, very few studentsrelatedstoriesabout learning foundationalknowledge,withallotherformsofsignificantlearning,especiallyhumandimension,caringandlearningtolearn,veryhighlyreferenced.

Conclusion: Studentsshared storiesaboutskills, attributesandemotions experienced across a range of contexts. Thecommonality was often the involvement of patients or thepublic, andstudents’self-derivedappreciationofthose gained,experienced or observed skills, attributes and emotions.Studentsweredemonstratingpurposeful,deliberateintrospectionand metacognition in their abstracts. These skills arefundamental to support transformative learning, wherebystudents have the ability to self-regulate and critique theirframes of reference with autonomy and flexibility betterpreparingthemforlifelonglearningwithintheprofession.

ReferencesBoud, D., Keogh, R., &Walker, D.(2013).Reflection:Turning experienceintolearning.Routledge

Fink, L.D. (2003). Creating significant learning experiences:Anintegratedapproachtodesigningcollegecourses.SanFrancisco:Jossey-Bass.

Mamede,S.,&Schmidt,H.G.(2004).Thestructure ofreflective practiceinmedicine.Medical Education, 38(12), 1302-8. https://doi.org/10.1111/j.1365-2929.2004.01917.xDevelopingpharmacystudentsasreflectivethinkers

for theevolving fieldof pharmacy: an insight intostudentreflectiveapproach

H.Nazar*,A.Husband

NewcastleUniversity,UnitedKingdom

*CorrespondingAuthor:hamde.nazar@newcastle.ac.uk

Background:Reflectionis importantinalearningexperience:atthe start in anticipation, during the experience towardsmanaging thearrayofinformationandprovokedthoughtsandfeelings, and following the experience during a phase of

A study to investigate the factors influencingprofessional engagement of undergraduatestudentsundertakingacapstoneresearchmodule

A.Akindele*,A.Husband,H.Nazar

NewcastleUniversity,UnitedKingdom

*CorrespondingAuthor:hamde.nazar@newcastle.ac.uk

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Background: The University of Reading are committed toprovidingalumnistudentsupportthroughtheirvirtuallearningenvironmentandamockpre-registrationexam. InApril 2019,theydeveloped a team-based learning (TBL) event aligned tothe General Pharmaceutical Council (GPhC) assessment highweighing therapeuticareasandcalculations. TBLhasshowntopromotehighacademicachievement(Bleskeetal.,2016).

Aim:Toexplorestudents’experienceofanewlydevelopedTBLevent.

Method: Fifty alumni students attended the TBL. Attendeeswere asked to complete online feedback afterwards. Thisincluded six questions on: exam helpfulness (score 0-100); iftheywouldrecommendtopeers(yes/no);qualitativefeedbackonareaslikedandareas tobe improved; feedback on futurestudydaytopics;anddesireforanexampreparationwebinar.

Results:Seventypercent(n=35)providedfeedback.Theaveragescoreforhelpfulnessinexampreparationwas82(SD=22),andarangeof16-100.Ninety-onepercentwouldrecommendtheTBLeventtotheirpeers.Moderate positivecorrelationwasfoundbetween helpfulness score and positive recommendation topeers(p=0.002,=Rs=0.5249).Positivethemesincluded:focus onhighweightingtherapeuticareas,useofGPhCstyle examQ&Asheets,anduse ofTBL.The themesonimprovementincluded;wish todiscussallof the questions rather than just the moredifficultones,somequestionsconsideredtoosimple,andmoretimetobespentoneachtopic.

Conclusion: The majority of students had a positive learningexperience. The data collectedfromour initial TBLhashelpeddevelopourunderstandingofthetypes oflearningthestudents’value andhow we can bestsupport them. In2020, we haveexpandedalumnisupporttotwoTBLeventsallowingmoretimetobespentoneachhigh-weighingtopic.Thesefindingsandthesubsequent exam resultsmay provide further context on themosteffectivepedagogyforUKpharmacystudents.

ReferencesBleske, B., Remington, T., Wells, T., Klein, K., Guthrie, S., Tingen, J.,Marshall, V.,&Dorsch,M., 2016.ARandomizedCrossoverComparisonOfTeam-Based Learning And Lecture Format On Learning Outcomes.AmericanJournalofPharmaceuticalEducation,8(7),120.https://doi.org/10.5688/ajpe807120

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Background:Professionalengagement hasbeendefinedas anenergisingstateofmindcharacterisedbyvigour,dedicationandfocus.Itdrivesanindividualtogobeyondprimaryexpectationsin their career and make an impact, or advocate for thatprofession (Aronson, 2012). Professional engagement as anundergraduate, has been suggested to positively impactstudents’ capacity and willingness to enhance the professionlaterintheircareers.Thisresearchaimstoinvestigateifandhowthe capstone research project module, mandatory for Stage(Year) 4 students at a school of pharmacy, impacts onprofessionalengagement.

Method:Amixedmethodsapproachincludedtheemploymentof a validated tool, the ‘Student Pharmacist Inventory forProfessionalEngagement’ (S-PIPE), electronically distributed tothe cohort (n=43), with follow-up semi-structured interviewsemploying an adapted grounded theory approach (Strauss,1997), conductedat baseline andafter the ten-week researchmodule.Interviews wereconductedbystudentsfromthe samecohort inanattempt toavoidperceptionofcoercionandbiasfrom social desirability. Quantitative data that was pseudo-anonymised to allow for matching, was analysed usingdescriptivestatisticsandinvestigatedfordifferenceusingt-testsand paired t-tests. Pseudo-anonymised survey data was notlinked to qualitative data. Transcribed interviews wereinductively,thematicallyanalysed.Thestudyreceivedfavourableinstitutionalethicalapproval.

Results:The response ratewas76.7%(n=33)and48.8% (n=21)at baseline and at ten-weeks respectively. There was nosignificantdifferenceofS-PIPEscoresacrossthesurveydomains,noracrossthematchedresponses.Thematicanalysisofthe tenstudent interviewshowever indicated an increase in passion,connectednessandmeaningfulexperience afterengagementinthe research module. Students described activities thatinfluenced their professional engagement, impact of theresearchmodule, the impact of others, andother factors toimproveprofessionalengagement

Conclusion:ThevalidatedS-PIPEtoolhas notcapturedchangeinprofessional engagement across this short time period noracross the educational intervention. However, studentsreportthat experience of a dedicated module where they areimmersed in the planning, management and write up of aresearch project does impact their professional engagement,and students provide further insight of influential factors,positiveandnegative.

ReferencesAronson, B.D., Janke, K.K., & Traynor, A.P.(2012.) Investigating studentpharmacist perceptions of professional engagement using a modifiedDelphi process. American Journal of Pharmaceutical Education, 76(7).https://doi.org/10.5688/ajpe767125

Strauss, A., & Corbin, J. (1997). Grounded theory in practice. Sage.ThousandOaksCA.

Anevaluationofa team-basedlearninginReadingSchoolofPharmacyalumnistudyday

K.Ridout

UniversityofReading,UnitedKingdom

CorrespondingAuthor:k.ridout@reading.ac.uk

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General Pharmaceutical Council. (2016) PrescribersSurvey Report.1-54.Available at: https://www.pharmacyregulation.org/sites/default/files/gphc_prescribers_survey_report.pdf

Girvin,B.,Wilson,D.(2018)Clinicalskillstrainingforpharmacistsingeneralpractice.Prescriber,29(11),19-25.https://doi.org/10.1002/psb.1724

Sims,L.,Campbell,J.(2017)Ills, pills, andskills:Developingthe clinical skillsof pharmacists in general practice. British Journal of General Practice,67(662),417-418.https://doi.org/10.3399/bjgp17X692453

TableI:Respondents’meanratingofclinicalskills(ratedonascaleof1to10)Clinicalskill Meanrating

(±StandardDeviation)

*Bloodpressure(manual) 9.08(±2.05)

*Bloodpressure(automated) 8.83(±2.07)

*Heartrate(radialpulse) 8.80(±2.13)

*Height,weightandbodymassindex 8.77(±2.23)

*Respiratoryfunction:peakexpiratoryflowrate

8.28(±2.52)

*Peripheraloxygensaturation 8.24(±2.80)

*Temperature 8.17(±2.80)

*Respiratoryrate 8.11(±2.66)

*Bloodglucose 7.47(±2.84)

*Urinalysis 7.24(±3.03)

Spirometrytestingandinterpreting 7.23(±3.03)

Examinationofthelegforadiabeticreview 6.99(±3.03)

*Respiratoryexamination 6.96(±3.30)

*Cardiovascularsystemexamination 6.25(±3.16)

*Earexamination 6.07(±3.39)

*Throatexamination 5.97(±3.36)

Dorsalispedis(foot)pulse 5.97(±3.48)

Posteriortibial(foot)pulse 5.74(±3.58)

Examinationofthelymphnodesoftheheadandneck

5.66(±3.41)

Examinationoftheleg(general) 5.65(±3.04)

Brachialpulse 5.64(±3.19)

Jointexamination 5.31(±3.25)

Gastrointestinalexamination 5.27(±3.52)

Carotidpulse 5.20(±3.02)

Examinationoftheeyes 5.14(±3.44)

Nervoussystem(sensory) 5.05(±3.05)

Examinationofthesinuses 4.90(±3.31)

Nervoussystem(motor) 4.76(±3.08)

Nervoussystem(cranial) 4.39(±3.03)

Popliteal(behindknee)pulse 4.18(±3.04)

Phlebotomy 4.14(±2.96)

Femoral(groin)pulse 4.08(±3.03)*Denotes skills included within Clinical and Procedural Skills, a CPPE assessmentrecord(CPPE,2018).

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Establishing therolesundertakenandclinicalskillsneeded by general practice-based pharmacists: Aweb-basedsurvey

B.Girvin*,U.Akpan,N.Hampson,H.Middleton,L.Sims,H.Barry

SchoolofPharmacy,Queen’sUniversityBelfast,UnitedKingdom

*CorrespondingAuthor:b.girvin@qub.ac.uk

Keywords: Clinical Skills, Independent Prescribing, Practice-basedPharmacists,PrimaryCare

Background: ‘Clinical skills’ referstoclinicalexamination andprocedural skills. Asmore pharmacistswork in primary careand take on greater patient-facing roles, it has become aprioritytoensure theyhave thenecessaryclinical skills(Sims,2017). Evidence is emerging that practice-basedpharmacists(PBPs) do not feel confident regarding their clinical skills(GeneralPharmaceuticalCouncil,2016;Girvin2018).

Aim: Identify the roles undertaken by PBPs, clinical skillsneededtoundertaketheirrole,andtheirviewsonprovisionofclinicalskillstrainingbyindependentprescribing(IP)courses.

Method: Followingethicalapproval,a web-basedsurveywasdistributed to PBPswithintwoCommissioning Support Units(Greater Manchester, Midlands & Lancashire). Primary CarePharmacistAssociationmemberswerealsoinvitedtocompletethe questionnaire via Twitter. It comprised four sectionscollectingsociodemographicdataaboutrespondentsandtheirpractices, establishing roles undertaken by PBPs, and theclinicalskills requiredfortheirrole.Theskillscomprisedthoselistedinapharmacypostgraduateassessmentrecord/learningtool (CPPE, 2018) with additional skills informed by theliterature.Responseswerecoded, enteredintoSPSSv.26,andanalyseddescriptively.

Results:OnehundredPBPsresponded;56%(n=56)hadworkedasa PBPfor≤2yearsand66% (n=66)heldanIPqualification.The most common roles undertaken were ‘responding toqueries about medicines’ (89%, n=89), ‘handling hospitaldischarge information/medicines reconciliation’ (83%, n=83),and‘undertakingface-to-facemedicationreviews’(83%,n=83).Clinical skills ratedmost relevant by respondents were heartrate, bloodpressure, andheight/weight/BMI (Table I). A largeproportionofthosewhohadundergoneIPtraining(47%,n=31)showedambivalenceordisagreementwiththestatement ‘theIP course providedme with adequate training regarding thenecessaryclinicalskillstoworkinprimarycare’.

Conclusion:Theresultsofthisstudyshouldinformthecreationofacoresetofclinicalskillsrequiredforpharmacists toworkingeneralpractice.

ReferencesCPPE [Centre for Pharmacy Postgraduate Education].(2018)Clinical andProcedural Skills, a CPPE assessment record. Available at: https://www.cppe.ac.uk

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Keywords: IndependentPrescribing,Distance Learning, CourseEvaluation

Background: The School of Pharmacy at Queen’sUniversityBelfast (QUB) provides an independent prescribing (IP)programme for pharmacists living in England, Scotland andWales. Studiesevaluating prescribing programmesare sparse(Georgeetal.,2007;Cooperetal.,2008).

Aim: To evaluate the IP programme by interviewingpharmacistswhocompleteditin2018.

Method: Followingethicalapproval,allseventeenpharmacistswho completed the IP programme in 2018 were invited toparticipateinsemi-structuredtelephoneinterviews.Theirviewswere obtained about teaching methods, course content,supportandperceivedpreparedness for practice. Interviewswere digitally recorded, transcribed verbatim, and analysedthematically.

Results: Nine pharmacists took part in the study duringFebruary2019. FivethemesemergedasshowninTableIwithsample quotations. Pharmacists thought that course length(nine months), structure (six modules including a one weekresidential) and distance learning methods used wereappropriate. They thought they were well supported butmedical mentors could have been supported more.Recommendations included more teaching on history-takingandabnormalfindingsonexamination.

Conclusion:Thisstudyprovidedvaluablefeedback,whichwhenconsidered alongside the new standards for IP education,(GPhC,2019)hasinformedtheredesignoftheIPprogrammeatQUB.

ReferencesCooper,RJ.,Lymn, J.,Anderson,C.,Avery,A.,Bissell,P.,GuillaumeL.,etal.(2008).Learningtoprescribe -pharmacists’ experiencesofsupplementaryprescribingtraininginEngland.BMCMedicalEducation,8(1),1–8.https://doi.org/10.1186/1472-6920-8-57

GPhC [General Pharmaceutical Council]. (2019) Standards for theeducation andtraining of pharmacist independent prescribers.Availableat: https://www.pharmacyregulation.org/sites/default/files/document/standards-for-the-education-and-training-of-pharmacist-independent-prescribers-january-19.pdf

George, J., McCaig, D., Bond, C.M., Cunningham, I.S., Diack, H.L., &Stewart, D.C.(2007).Benefitsand challengesof prescribing training andimplementation:PerceptionsandearlyexperiencesofRPSGBprescribers.InternationalJournalofPharmacy Practice, 15(1), 23–30.https://doi.org/10.1211/ijpp.15.1.0005

TableI: Themesandsamplequotationsfrom theIPtelephoneinterviewsTheme1:TeachingandAssessmentMethods‘Thefactthatthey[webinars]wererecorded,youcouldgobacktoseethemagain…ifit'sface-to-faceyoucan't.’[IP8]

Theme2:CourseContentandStructure‘Itworkedfinebeingninemonthswhenyou'realsoworkingfull-time..’[IP6]

Theme3:ClinicalSkills‘..therecouldbea…bitmorefocusonhistory-taking…because…history-takingcanreallydirectwhatexaminationyou'regoingtodo.’[IP5]

‘Iwasn'tconfident..Iwould..knowwhentopickupsomethingwaswrong’[IP8]

Theme4:SupportFromDMPs(DesignatedMedicalPractitioners):‘Iworkedinthesamehospital…asher[DMP]sowasableto…askheranything…anytime.’[IP9]

ForDMPs:‘Mentorsdidnotseemadequatelysupported.’[IP1]

FromQueen’sUniversitystaff:‘Therewasalwayssomeonetheretosupportyou..’[IP8]

Theme5:FuturePracticeConcerns:‘SigningprescriptionsIhaven'tinitiated.’[IP3]

Preparednesstoprescribe:‘Itdid…effectivelyprepareme..’[IP3]

Recommendations:‘Iwouldrecommendittoanyone..thinkingaboutdoingaprescribingcourse.’[IP6]

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An evaluation of the pharmacist independentprescribing programme at Queen’s UniversityBelfastusingsemi-structuredtelephoneinterviews

B.Girvin*,E.Cassidy,S.Haughey,R.O’Hare,M.-C.Kearney

SchoolofPharmacy,Queen’sUniversityBelfast,UnitedKingdom

*CorrespondingAuthor:b.girvin@qub.ac.uk

Investigatingpharmacystudentengagement

C.Langran*,N.Shafaghmotlagh

UniversityofReading,UnitedKingdom

*CorrespondingAuthor:c.a.langran@reading.ac.uk

Background: Student engagement is defined as students’devotion to educational activities, leading to positiveexperiencesandenhancedlearningoutcomes(Trowler,2010).Non-engagementmaycausevoluntarywithdrawalordropouts.EightpercentofUKstudentsleave universityduring their firstyearand37-42%considerleaving(HEA,2012).

Aim: This study aimed to explore pharmacy students’perceptionofandinfluencesonengagement.

Method: Ethics approval wasgranted. Elevenundergraduatepharmacystudentsvolunteered(Part1 n=2;Part2n=1; Part3n-3; Part 4 n=5). One-to-one interviewswere led by a peerpharmacy student and lasted 45-60 minutes. The interviewguide andprioricodesfordeductiveanalysiswerebaseduponthesevenengagementscalesshowninFigureA.

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Background: Students can feel unprepared for assessmentsbecause the assessment format in university can differ fromschool (Wilson et al., 2016). In addition, students have hadaccesstomanymorepast/samplepapers atschoolcomparedtouniversity.

One approach to addressing this involved medical studentsvolunteering towrite questions and runworkshopsfor juniorstudents(Clunes&Clunes2019).Thismodelwasadaptedforapilotworkshop involving Year 4 project studentswriting mockexamswhichwere reviewedbystaff. Year2 studentsattendedtheworkshoptositthemockexamandreceivefeedbackonthecorrect/incorrect answers. The roll out of this pilot requiresparticipationbyfutureYear4students

Aim: This project aimed to explore the factors thatmotivateparticipationbyYear4students.

Method: A survey was developed following a review of theproject student’s reflections after they ran the mock examworkshop.AhardcopyofthesurveywasdistributedtoallYear4students during class time. The results were entered on aspreadsheetforanalysis.

Results:Therewas a76.9%responsesrate(n=110/143).Twenty-ninepercentofYear4studentswerewillingtowritequestionsformock examsand45.3%werewillingtorunamock exam/feedbacksession.

Table:Motivationtotakepart

Howlikelyarethefollowingtomotivateyoutotakepart?(1=veryunlikelyto5verylikely)

Mean

Beingreimbursedfortakingpartinthesessions(e.g.£10/hr) 4.63PointstowardsthePLEDGEaward 2.95BeingabletowriteitonyourCV 3.36Opportunitytoreflectandconsolidateknowledgefromearlieroninthecourse

3.27

Developteachingskillstohelpmeinmyfuturecareer. 3.38Interactingwithstudentsinyoungeryears 2.72Satisfactionfromhelpingyoungerstudents-asenseofrewardthroughknowingthatyoucanmakeadifference

3.25

Enhanceleadershipskills 3.39Improvemycommunicationandinterpersonalskills 3.69BeingabletomeetnewpeoplefromdifferentyearsoftheMPharm 2.91

Conclusion: Engaging students to support other students hasobvious attraction as it has potential to positively impact onstudent progression and satisfaction with relatively modestimpactonstaffworkload.Studentengagementisapre-requisiteand it is therefore important to be aware of factors thatmotivateparticipation.Paymentisclearlyastrongmotivatorbut

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Figure A: Theoretical framework for student engagementadaptedfromKrause&Coates(2008)

Results: Comparable responses from participants were foundwithinthefollowingthemes:1. Transitionengagement: studentsfelt welcomedduring their

first weeks and appreciated having a pharmacy studentmentor.Studentsstruggledwiththeincreasedcomplexityandworkload, and thenew autonomy onwhether to attendornot.

2. Academic engagement: all students expressed a strongmotivationtostudypharmacy.

3.Peer:studentsdescribedpositiveandnegativeinfluences fromfriends.Therewasadislikeforgroupwork.

4. Staff-student engagement: most staff members weredescribedasapproachable,knowledgeableandhelpful.

5. Intellectual engagement: students enjoyed varied teachingstyles, andfoundplacementsandInter-professional learningmostrelevantandinteresting.

6. Online engagement: students regularly accessed the virtuallearningenvironment,anddiscussedthedistractionsofsocialmediaandtheinternet.

7.Beyond-classengagement:studentsreportedenjoyingarangeofuniversityfacilitiesandevents.However,thesewereoftenrestrictedbytheirtimespentinclassandstudying.

Conclusion: Thisqualitative study gives a valuable insight intointrinsic and extrinsic influences on students’ engagement.Measures can be taken to improve the social and academicsystemstoenhanceandsupportstudentengagement.

ReferencesHEA [Higher Education Academy].(2012). Building student engagementandbelonging inHigher Educationata time of change:final report fromthe What Works? Student Retentionand SuccessProgramme.Availableat: https://www.advance-he.ac.uk/knowledge-hub/building-student-engagement-and-belonging-higher-education-time-change-final-report

Krause, K.L., & Coates, H. (2008). Students’ engagement in first-yearUniversity.Assessment& EvaluationinHigherEducation,33(5), 493-505.https://doi.org/10.1080/02602930701698892

Trowler, V. (2010). Student engagement literature review. The HigherEducationAcademy.11(1), 1-15.https://www.heacademy.ac.uk/system/files/StudentEngagementLiteratureReview_1.pdf

Peer-ledmockexams:Whatmotivatesstudentstosupportthelearningofothers?

J.Hall*,E.Collinson,S.Govind,H.Mann,J.Murphy.

UniversityofManchester,UnitedKingdom

*CorrespondingAuthor:Jason.Hall@manchester.ac.uk

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shouldn’tbe consideredessentialasitisnotnecessarytohaveall students participate. Low numbersofquestionwriterswillreducethenumberofsessionsthatcanbedelivered.Initialset-upfunding to pay questionwriterswouldallow creationofabankofquestionsforrecyclinginfutureyearsifthelownumberofwriterswasabarrier.

ReferencesClunes, L., &Clunes, M. (2019) Peer-led MCQ Session, 13-14.TeachingProfessorConference,NewOrleans.Available at:https://s30383.pcdn.co/wp-content/uploads/pdfs/TPConpro19.pdf

Wilson, F., Child, S., & Suto, I. (2016) Assessing the transitionbetweenschool and university: Differences in assessment between A level anduniversity in English. Arts and Humanities in Higher Education, 16(2),188-208.https://doi.org/10.1177/1474022216628302

Background: In line withthe NHSplantoenhance safety andeffectivenessofcare (NHS, 2019)there isa drive to trainandsupporthealthcare professionalsto adopt appropriate skills inquality improvement (QI) (Berg et al., 2016; Gleason et al.,2019).However,theevidencesuggeststhatcoherentapproachesto postgraduate training or even organisational support arecurrentlylacking(Ham,Berwick&Dixon,2016).

Aim: This study explores pharmacists’ understanding of QIbefore and after completing a postgraduate learning module(course),andthesubsequentimpactonpractice.

Method: Thirteen community pharmacists completed a 15-credit postgraduatemodule (sixmonths)onQI deliveredbyahighereducationinstitutioninLeicester.Fourfocusgroups(twoat the start [n=11], and two oncompletion [n=5])were heldduring which participants’ knowledge of QI and extent ofpractical application following the learning were explored.Audio-recorded discussions were transcribed verbatim andanalysedthematicallyforemergentthemes.

Results: Pre-training: Pharmacists expressed positive viewsabout learning new skills but had concerns about managingadditional learning within their professional workload.KnowledgeandapplicationofQIconceptswere reportedtobelackingandineffectual.

Post-training: Significant improvements in comprehensionandapplicationwereapparent,andthisextendedtoseveralareasoftheirpractice.Overall,itwasconsideredtooearlyforparticipantstomakeanassessmentonpatientoutcomeslargelybecauseof

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A qualitative exploration of the impact of apostgraduate quality improvement educationalmodule on pharmacists’ understanding andpractice

T.Ansong1*,N.Gulzar1,A.Latif2

1LeicesterSchoolofPharmacy,DeMontfortUniversity,UnitedKingdom2SchoolofHealthSciences,UniversityofNottingham,UnitedKingdom

*CorrespondingAuthor:theo.ansong@dmu.ac.uk

the time requiredtoelicitcomprehensiveorganisationalsupportandembeddingofproposedchanges.

Conclusion:Thefindings suggestthatpharmacistsheldpositiveviewsaboutlearningnewQIskills.Aftercompletingthemodule,their knowledge of QI had improved and its application inpractice wasmore evident. In order topromote QI learning,concernsoverprofessionalworkloadmayneedtobeaddressed.Further research isneededto investigate whether pharmacistlearningaboutQItranslatesintoimprovedpatientoutcomes.

ReferencesBergh,A.M.,Bac,M.,Hugo, J.andSandars, J., (2016).“Makingadifference”–Medical students’opportunitiesfortransformationalchange inhealthcareand learning through quality improvement projects. BMC MedicalEducation,16(1),171.https://doi.org/10.1186/s12909-016-0694-1

Gleason, K.T., VanGraafeiland, B., Commodore-Mensah, Y., Walrath, J.,Immelt, S.,Ray,E.,&Himmelfarb,C.R.D.(2019).Theimpactofaninnovativecurriculum to introduce patient safety and quality improvementcontent. BMC Medical Education, 19(1), 156. https://doi.org/10.1186/s12909-019-1604-0

Ham, C., Berwick, D., &Dixon, J., (2016).Improving quality inthe EnglishNHS. London: The King's Fund. Available at: https://www.kingsfund.org.uk/sites/default/files/field/field_publication_file/Improving-quality-Kings-Fund-February-2016.pdf

NHS (2019). The NHS long term plan. Available at: https://www.longtermplan.nhs.uk

Development of a conceptual model for theevaluationofinter-professionaleducation

A.Manfrin*,A.Urmston,S.Seymour,A.Lunn

UniversityofCentralLancashire,UnitedKingdom

*CorrespondingAuthor:amanfrin@uclan.ac.uk

Background: Inter-professional education (IPE) engagesstudentsfromdifferenthealthcareprofessionsforlearningwith,fromandabouteachothertoimprovecollaborationandqualityofcare (El-Awaisi etal., 2016). A systematic literature reviewsuggestedthat studieson IPE report positive outcomeswhenteaching pre-clinical students from medicine and otherhealthcareprofessions(Vuurbergetal.,2019).Thisstudyis partofatwo-yearpedagogyresearchproject,assessingtheimpactofIPEonmedicine,nursing,pharmacyandphysiotherapystudents.

Aim: To developa conceptualmodel for evaluating IPE usingpartialleastsquaresstructuralequationmodelling(PLS-SEM).Method: Participant of the IPE sessionwere invited to fill theRIPLSquestionnaire(McFadyenetal.,2005)online,usingQualtrics.

Theconceptualmodeltested5hypotheses.Whatwastheimpactof:-H1:positiveattitudetowardsteam-workingonsharedlearning?

-H2:positiveattitudetowardsteam-workingonteam-working?-H3:negativeattitudetowardsteam-workingonteam-working?

-H4:negativeattitudetowardsteam-workingonsharedlearning?-H5:team-workingonsharedlearning?

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The analysis was conducted using SmartPLS3 following theprocedure suggested by Sarstedt et al. (2016). The studyreceivedethicsapproval(Ref.HEALTH0029).

FigureA:StructuralmodelforinterprofessionaleducationH=hypothesis. Thedirectionofthearrows between theblue circles represents thehypotheses.Thenumbersoverlapping thearrowsbetween theblue circles arethepath coefficients. Thenumbersbetweenthebluecircles and the yellowboxes aretheloadingcoefficients. The numbers inside thebluecircles are the coefficientsofdetermination (R2). Qs (e.g. Q19)represent the items of the RIPLS questionnaireusedforbuildingthemodel.

Results:Thirty-fourstudentsattendedtheIPEsession:20frompharmacy, 7 medicine, 4 nursing, 3physiotherapy. Fourteenstudents were in2ndyear,10in3rd,8in5th,2in1st.Fourpathcoefficientsinthestructuralmodelwerepositive,onenegative(H1:β=0.464, p<0.001; H2:β=0.884, p<0.002; H3:β=0.014,p<0.963;H4:β=-0.109,p=0.300;H5:β=0.495,p<0.001)(Figure1). The model presented substantial explanatory power forshared learning (R2=0.940, p<0.001) and team working(R2=0.775, p<0.001); it did not fully achieve discriminantvaliditybutshowedagoodfit(SRMR=0.083).

Conclusion: The study representsone of the first attempt todevelop a conceptualmodelusingPLS-SEMtoevaluate an IPEsession;thelimitationofthemodelisthesmallsamplesize.

ReferencesEl-Awaisi,A.,Anderson,E.,Barr,H.,Wilby,K.,Wilbur,K.andBainbridge,L.,2016. Important steps for introducing interprofessional education intohealth professional education. Journal of Taibah University MedicalSciences,11(6),546-551.https://doi.org/10.1016/j.jtumed.2016.09.004

McFadyen, A., Webster, V., Strachan, K., Figgins, E., Brown, H., &Mckechnie, J.(2005).The Readinessfor interprofessional learningscale:Apossible more stable sub-scale model for the original version of RIPLS.Journal of Interprofessional Care, 19(6), 595-603. https://doi.org/10.1080/13561820500430157

Sarstedt, M., Hair, J., Ringle, C., Thiele, K., & Gudergan, S. (2016).Estimation issues withPLS andCBSEM:Where the bias lies!. Journal ofBusiness Research, 69(10), 3998-4010.https://doi.org/10.1016/j.jbusres.2016.06.007

Vuurberg,G.,Vos,J.,Christoph, L.,&deVos,R.(2019).Theeffectivenessofinterprofessional classroom-based education in medical curricula: Asystematic review.Journal of Interprofessional Education&Practice, 15,157-167.https://doi.org/10.1016/j.xjep.2019.01.007

Background: Team-based learning (TBL) is an active andcollaborative pedagogical approach (MIchaelsen et al., 2002),which has recently been introduced on a postgraduateprogrammesattheUniversityofBradford.However,postgraduate(PG)students’ perceptionsandtheir preferencesrelating tothisteachingmethodarepoorlyunderstood.

Aim: Toassess the perceptions of PG studentsusing the TBLstudentassessmentinstrument(TBL-SAI)(Mennenga,2010).

Method: An online format of the TBL-SAI, a questionnaire,consistingof33itemsusedtoassessstudents’preferenceforTBL,wasadministeredtoPGstudents whowereaskedtovoluntarilycompletethetoolduringastudyday.Statisticalanalysisusingchi-squared testswereperformedtotest for significantdifferencesbetween the different subgroups: PG and undergraduate (UG)students;male/female students; summer/winter intake cohorts;first/second year students and students with/without TBLexperience.Ethicalapprovalwasreceivedon4thNovember2019.RawdataofTBL-SAIscoreswasobtainedfromapreviousstudyattheuniversity.

Results: Students’ response rate was70% (n=60). Total TBL-SAIscoresandscoreswithineachsub-scale showedthePGstudentshad a preference for TBL over lectures. Sub-analysis betweengroupsshowedthatasignificantdifference betweenUGandPGviews,withUGshowingastrongerpreferencefoeTBL(p=0.002).ThosewithpriorexperienceofTBLwerealsomorelikelytopreferittolectures(p=0.03).Therewasnostatisticaldifferencebetweengenders,cohortsoryeargroups.

Conclusion:OverallPGstudentspreferredTBLtolectures,butlesssothanUG.Differinglearningstylesbetweengroupsofstudentsand individualsmay influence TBLpreference (Gardner&Korth,1998;Shukretal.,2013).Obtainingfurtherqualitativedatawouldhelp tounderstandPGstudents’motivation for preparationforTBLandalsotheirlearningstyles.Inthemeantime,providingPGstudentstheopportunitytoexperiencebothlecturesandTBLmayhelptoachievebalanceinteachingmethods.

ReferencesGardner, B.S., & KprthS.J. (1998).A framework for learning towork inteams. Journal of Education for Business, 74(1), 28-33. https://doi.org/10.1080/08832329809601657

Mennenga, H.A. (2010). Team-Based Learning: Engagement andAccountability with Psychometric Analysis of a New Instrument, PhDthesis,UniversityofNevada,LasVegas

Michaelsen,L.K., Knight, A.B., &Fink, L.D.(2002).Team-BasedLearning:ATransformative use of Small Groups in College Teaching. 1st edition.Westport,Connecticut:PraegerPublishers

Shukr, I., Zainab, R., & Rana, M.H. (2013) Learning styles ofpostgraduate and undergraduate medical students. Journal of theCollegeofPhysiciansandSurgeonsPakistan,23(1),25-30.

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What are postgraduate pharmacy diplomastudents’perceptions of team-based learning andhow dothesecomparebetweengroupsandwiththoseofundergraduatestudents?

R.Akhtar*,G.Quinn

UniversityofBradford,UnitedKingdom

*CorrespondingAuthor:r.akhtar18@bradford.ac.uk

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Background: Undergraduate pharmacy and medicineprogrammesmust provide opportunities for inter-professionaleducation (IPE)(GMC,2015;GPhC2011). Thisiswhere twoormore professions learnwith, from and about each other toimprovequalityofcare(CAIPE 2002). Funding isoftenabarriertoimplementation(Pateletal.,2019).This IPE used Simulated Patients (SP). In this IPE activity,pharmacyandmedicinestudentsworkedtogethertoconductaconsultation(medicalhistory,diagnosisandmanagement)usingSP,whoprovidedfeedbackoncommunicationskills.

Aim:Toevaluate satisfactionandhighlightdifferencesbetweenthepharmacyandmedicalstudentexperienceofSPIPE.

Method:Five-pointLikertscale questionnairewasadministeredto evaluate teaching and perceived improvement incommunication or prescribing. Surveys from 2019/20 and2020/21 were grouped together to increase sample size.Responseswere recodedas Agree/Disagree, frequency tablespopulated,andchi-squaredanalysisperformed.

Results:Onassessingconfidence levelsincommunicatingwithpatients, 90.3% (n=65) pharmacy students reported greaterconfidenceafterteaching,whilst76.3%(n=29)medicalstudentsdescribedincreasedconfidenceχ23.901,p=0.048.-92.1%(n=35)medicalstudentsfeltmoreconfidentprescribingfollowing teachingsessions,comparedtoa lowerpercentageof68.1%(n=49)ofpharmacystudents.χ27.970,p=0.005

- 91.7%(n=66)pharmacy studentsand81.6%(n=31)medicalstudents felt that the standardised patient feedback couldenhancetheircommunicationχ22.429,p=0.119

- 83.3% (n=60) pharmacy students felt more confidentcompletingaclinicalcheckfollowingthe sessioncomparedtomedicalstudents57.9%(n=22)χ28.482,p=0.004

Conclusion: SP IPE improved confidence inpractice.Pharmacystudents stated greater confidence clinically checkingprescriptions, medical students stated greater confidence inprescribing. Prescribing is a traditionally medical professionalrole and clinical checking a pharmacist role. Despite bothprofessionsattendingthesameteaching,reportedbenefitswerein keeping with traditional roles. Due to positive evaluation,fundingforSPuseinIPEcontinued.

ReferencesCAIPE(2002).DefiningIPE.Availableat:https://www.caipe.org/about-us

GMC [GeneralMedical Council].(2015).Promoting Excellence:Standardsfor medical education and training. Available at: https://www.gmc-uk.org/-/media/documents/Promoting_excellence_standards_for_medical_education_and_training_0715.pdf_61939165.pdf

GPhC[GeneralPharmaceuticalCouncil].(2011).FuturepharmacistsStandardsfortheinitial education and training of pharmacists. Availabe at: https://www.pharmacyregulation.org/sites/default/files/document/future_pharmacists_standards_for_the_initial_education_and_training_of_pharmacists.pdf

Patel,N.,Begum,S.,&Kayyali,R.(2016).InterprofessionalEducation(IPE)andPharmacyintheUK.AStudyonIPEActivitiesacrossDifferentSchoolsofPharmacy.Pharmacy(Basel),4(4),28.https://doi.org/10.3390/pharmacy4040028

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Evaluation of inter-professional education activitybetween third year pharmacy and medicalundergraduates

K.E.Oates1;N.Moteirek1;I.Ali1;O.Chung1,H.A.Juwale2*

1ManchesterUniversityNHSFoundationTrust,UnitedKingdom2UniversityofManchester,UnitedKingdom

*CorrespondingAuthor:harunjuwale1@manchester.ac.uk

Does using patient as teacher have a positiveimpactonstudents'experience?

A.Lunn*,A.Urmston,S.Seymour,A.Manfrin

UniversityofCentralLancashire,UnitedKingdom

*CorrespondingAuthor:alunn@uclan.ac.uk

Background: Costello and Horne (2001) suggested that theinvolvementofpatientsinaclassroomsettingmakespositiveuseof their contribution tothe teachingandlearning ofhealthcarepractitioners. Becket at al. (2014) explained the importance ofinvolvingpatientsinthedeliveryofpharmacyeducation.Thisstudyispartofa two-yearpedagogyresearchprogrammetoelucidatestudents'perceptionsontheroleofpatientsintheclassroom

Aim: Toevaluate the impactofthe patientasteacher (PAT)onstudents'experience.

Method: Thisisanobservational studywhere firstandsecond-year pharmacy studentsattendedsessionswith patients; at theend of each session, students were invited to fill an onlinequestionnaire containinga psychometricscale. The analysiswasconducted using SPSS v.26 employing descriptive statistics,Person'schi-squareforthegoodnessoffit, FisherExactTest,oddsratio (OR), phi (φ) to assess the strength of the associationbetweencategoricalvariables.Thestudyreceivedethicsapproval(Ref.HEALTH0029).

Results: Sixty-eight of 228 students participated. No statisticaldifference was found between gender (p=0.090); a statisticallysignificant difference was found between year (p=0.008).Cronbach’s α (0.809) confirmed a good internal consistency.Ninety-seven percent of the students learned a lot, and85.3%appreciated andvalued the PAT sessions; 89.7% wantedmoresessions; 92.7% perceived the sessions to contextualise theirlearning. Five questions were dichotomised into negative andpositive; 90.3% of responses were positive and did not showstatistically significant differences in gender and year of study.Overall students’ free text comments were positive, howeveractive listening and consultation appeared in the positive andnegativedomains.

Conclusion: PAT sessions had a positive impact on students’knowledge, communication skills and participation, andcontextualised learning.Theyprovidea valuablecontributiontothepharmacystudents’experienceintheUnitedKingdom.

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ReferencesBecket,G., Wilson, S.E.,Greenwood, K.J., Urmston, A., &Malihi-Shoja, L.(2014). Involving patients and the public in the delivery of pharmacyeducation.ThePharmaceuticalJournal,292(7813),585

Costello, J., &HorneM.(2001).Patientsas teachers?Anevaluative studyof patients' involvement in classroom teaching. Nurse Education inPractice,1,94-102.https://doi.org/10.1054/nepr.2001.0014

Lunn, AndrewM., et al. (2020).Patientasteacher sessionscontextualizelearning, enhancing knowledge, communication, and participation ofpharmacy students in the United Kingdom. Journal of EducationalEvaluation for HealthProfessions, 17(15). https://doi.org/10.3352/jeehp.2020.17.15

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Baselinestudy to investigatetheabilityof Band5hospitalpharmacytechnicianstoprioritisepatientsthrough identification of medication issues oninpatientmedicationcharts.

H.Hussain*,N.Lewis

AstonUniversity,Birmingham,UnitedKingdom

*CorrespondingAuthor:hussah22@aston.ac.uk

Developing studentconfidenceindeliveringpublichealthmessages

H.Cook

UniversityofBradford,UnitedKingdom

CorrespondingAuthor:h.cook@bradford.ac.uk

experienced staff may enable extension to prioritisation ofinpatients forreview. A unifiedapproachtotechnician trainingwouldbe beneficial. Due tothe small sample size, the resultsmay not be representative of the population of hospitaltechniciansintheUnitedKingdom.

ReferencesRoyal Pharmaceutical Society (2014). Seven Day Services in HospitalPharmacy; Giving patients the care, they deserve.Available at: https://www.rpharms.com/Portals/0/RPS%20document%20library/Open%20access/Professional%20standards/Professional%20standards%20for%20Hospital%20pharmacy/rps-seven-day-report.pdf

Background:TheNHSLongTermPlan(NHS,2019)emphasisedtheimportant role pharmacistshave indelivering public health (PH)initiatives. From the General Pharmaceutical Council (GPhC)standards for the initial education and training of pharmacists(GPhC,2011), sevenwere seen torelateto thisrole. Todevelopcompetence,studentsneedtobegiventheopportunitytotakepartinpublichealthinitiativesandpracticedeliveringPHmessages.

Aim: To assesswhether undertaking community engagementactivitiesinrelationtoPHimprovedstudentconfidenceinbeingabletomeettheassociatedstandards(GPhC,2011).

Method: Stage 2 M.Pharm. students undertook communityengagement activities in conjunction with the Council’sDepartmentofHealthandWellbeingaspartofnationalSelfCareWeek. Ethical approval was obtained; a pre- and post-community engagement questionnaire consisting of seven 5-pointLikertscalequestionsaskedstudentstoratetheir levelofconfidence in meeting the GPhC standards that related todelivering PHmessages. Additionally, students were asked towrite three words that expressed how they felt aboutapproaching andtalkingwiththe publicabout lifestylechoices.Chi-squaretestofproportionswasusedtoassessanychangeinlevelsofconfidencebeforeandaftertheintervention;free textresponseswereanalysedusinganonlineWordArtgenerator..

Results: From a sample size of92 students, 85(92%) and70(76%)respectivelycompletedthepre-andpost-questionnaires.Table I showsa statistically significantincrease (p<0.05)in thelevel ofstudent confidence forallrelatedstandards.Thethreechosen words to express students’ feelings about deliveringpublichealthmessagespre-andpost-interventionstayedlargelythe same, with the top three being excited, confident andnervous(thelatterjointwith‘happy’post-intervention).

Conclusion:Communityengagementactivitiescanbeutilisedbypharmacyeducators todevelopstudentconfidence indeliveringPHmessages.

Background: IncreasedNationalHealthService (NHS)hospitalsadmissions has increased workload stress within pharmacydepartment’s (Royal Pharmaceutical Society, 2014). Extendingthe role ofhospitalpharmacy technicianstoprioritise patientsforpharmacistreviewisonepossibilitytoredistributeworkload.Training received by technicians is varied and not all areregisteredwiththeGeneralPharmaceuticalCouncil.

Aim: This study investigates the ability of NHS hospitaltechnicians inthe West Midlandstorecognise inpatient chartissues in order tounderstandthe capability of technicians toprioritiseinpatients.

Method: Pharmacy technicians(estimatedn=91),withinseventrusts were invited by email to complete an online surveyconsistingof15questionsexploringdemographicaldata,AgendaforChange (AfC)band, training received,drug chart format, aswell as responses to a mock inpatient medication chart(previously validatedina pilotstudyinone trust); generatingascreeningtestscore.

Results:Thesurveywassufficientlycompletedby31technicians(estimatedresponserate34%).Averagescore for the screeningtest was 21.3/40 (range 1–33). There was no significantdifferencebetweenthosewithorwithoutpriorcompletionofaMedicinesManagementTechnician(MMT)course(t=-1.65).Themean score was slightly higher for participants from trustswithout electronic prescribing (21.8/40 vs 20.3/40). Two-wayANOVA results(p=0.56)demonstratednorelationshipbetweenAfCbandandindividualscore,howeverhigherscoreswereseenin those with more experience (average working ten yearsscoring27.2/40).Mostparticipants(80.6%)recognisedaseriousdosingerrorwithMethotrexate.

Conclusion: Experience is the greatest predictor of ability oftechnicians to identify medication issues. Training of more

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Table1:Changesinthelevelofstudentconfidence

IfeelconfidentthatIcan:

Before(n=85)Before(n=85)Before(n=85) After(n=70)After(n=70)After(n=70) Chi2 p

IfeelconfidentthatIcan: SA/A%(n)

N%(n)

S/SD%(n)

SA/A%(n)

N%(n)

S/SD%(n)

Chi2 p

Promotehealthylifestylesbysupportingaccesstoandunderstandingofhealthpromotioninformation

62.4%(53)

28.2%(24)

9.4%(8)

91.4%(64)

5.7%(4)

2.9%(2)

17.63 <0.01

Collaboratewiththepublictoimprovetheiroutcomes

55.3%(47)

35.3%(30)

9.4%(8)

90%(63)

10%(7)

0 23.39 <0.01

Identifyaperson’sdesiredhealthoutcomesandpriorities

52.9%(45)

31.8%(27)

15.3%(13)

87.1%(61)

11.4%(8)

1.4%(1)

21.77 <0.01

Communicateinformationaboutavailableoptionsinawaywhichpromotesunderstanding

63.5%(54)

27.1%(23)

9.4%(8)

78.6%(55)

20%(14)

1.4%(1)

6.25 <0.05

Supportthepersoninchoosinganoptionbylisteningandrespondingtotheirconcernsandrespectingtheirdecisions

69.4%(59)

23.5%(20)

7.1%(6)

88.6%(62)

11.4%(8)

0 9.86 <0.01

Concludeaconsultationtoensureasatisfactoryoutcome

41.2%(35)

43.5%(37)

15.3%(13)

75.7%(53)

21.4%(15)

2.9%(2)

19.79 <0.01

Provideaccuratewrittenororalinformationappropriatetotheneedsoftheindividual

42.4%(36)

44.7%(38)

12.9%(11)

81.4%(57)

15.7%(11)

2.9%(2)

24.63 <0.01

SA=StronglyAgree;A=Agree;N=Neutral;D=Disagree;SD=StronglyDisagree

Chi2=Chi-squaretestofproportionsp=p-value

ReferencesNHS (2019). The NHS long term plan. Available at: https://www.longtermplan.nhs.uk/

GPhC [General Pharmaceutical Council]. (2011). Future Pharmacists:Standardsfortheinitialeducationandtrainingofpharmacists.Available at:https://www.pharmacyregulation.org/sites/default/files/document/future_pharmacists_standards_for_the_ initial_education_and_training_of_pharmacists.pdf

Method:Collectionoffeedback frompeople livingwithmentalhealthexperiencesfollowinganexperientiallearningactivityviainteractive learning sessions (ILS)and focus groupdiscussions(FGDs).Manualanalysisofthedata forthemeswereusedas aguide for a seriesofsemi-structured in-depth interviewswitheightpeople livingwithmental healthexperiencesand302ndand3rdyearpharmacystudents.

Results:MainthemesemergedfromtheFDGswerethatpeopleliving with mental health experiences want to be seen as aperson, not a prescription. Also appreciating that there is no‘magicbullet’tosolveallofthe challenges.M.Pharm.studentsfeltthat the environment for learning wasenriching;however,theyfelttheyneededmore time toapply theirknowledge andskills.Whenprompted that people withexperiences ofmentalhealth would want to be looked at as a person and not aprescription; students assimilated the feedback and alsorecognised that they needed to further integrate theirpharmacotherapeuticknowledge.

FigureA:Overviewofresults

Conclusion: The feedback-driven, real-world experiences andexperientiallearningintheeducationofpharmacystudents,waswell-received by M.Pharm. students and appeared to showimprovementintheirknowledgeandprofessionalism.

Inadditiontobenefitingstudent’s education,ithasalsoallowedforthosewithmentalhealthexperiencestocommunicate theirconcerns,aswell asenhance theirabilities to ‘tell their story’moreeffectively,withoutfearofstigmaorjudgement.

ReferencesTavares,W., Eppich,W.,Cheng,A.,Miller,S.,Teunissen,P.W.,Watling,C.J.,& Sargeant, J. (2020). Learning Conversations: An Analysis of theTheoretical RootsandTheirManifestationsof Feedback andDebriefinginMedicalEducation.AcademicMedicine,95(7), 1020-1025.https://doi.org/10.1097/ACM.0000000000002932

Knaak, S.,Mantler, E.,&Szeto, A.(2017).Mental illness-related stigma inhealthcare. Healthcare Management Forum, 30(2), 111-116. https://doi.org/10.1177/0840470416679413

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Background: Internalised stigma isconsideredtobe the mainbarriertopeoplereceivingeffectivetreatmentformentalhealthproblems(Knaaket al., 2017). Experiential modelsof learningcomplementedwithfeedbackanddebriefingaresaidtobeoneoftheapproachestopreparinghealthcareprofessionalswhoareworkready(Tavaresetal.,2019).

Aim: To improve pharmacy students’ professionalism insupporting people living with mental health experience viafeedback-drivennarrative.

Pharmacystudents’professionalismandperceptionsin supporting the care of people living withexperienceofmentalhealthchallenges:Afeedback-drivenqualitativenarrative

R.Ngomba1*,R.Mosely1,J.Solomon1,K.Ahmadi2

1UniversityofLincoln,UnitedKingdom2UniversitiesofNottingham&Lincoln,UnitedKingdom

*CorrespondingAuthor:rngomba@lincoln.ac.uk

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Background:Acomprehensiveunderstandingofmentalhealthisessentialforallhealthcareprofessionals toprovideoptimalcaretothose experiencing mental health problems. Unfortunately,patientsregularlyexperiencestigmatisingattitudesfromtheircareproviders, including pharmacists (Rojas-Vistorte et al., 2018).Positive help-seeking behaviours are important toensure thathealthcare professionals seek prompt support and treatmentshould they experience mental healthproblems themselves. AgoodknowledgeaboutmentalhealthisassociatedwithastrongerintentiontoseekhelpfromtheirGP(Ruschetal.,2011).

Aim: Todetermine thelevelofunderstandingandperspectivesof M.Pharm. students at De Montford University (DMU)regarding mental health issues utilising the Mental HealthLiteracyScale(MHLS)(O’Connor&Casey,2015)andtoexplorepersonalhelp-seekingbehavioursregardingmentalhealth.

Method:AnonlinesurveywaspostedontheVLEforallMPharmstudentsatDMUtoaccess.QuestionscomprisedtheMHLSandsomeadditionaldemographicdetails.

Results: Ninety-three responses (a 21% response rate) wereobtained(68female,24male,1other),withanaverageMHLSof123 (range 95-149). There were no statistically significantdifferencesassociatedwithyearofstudyorgenderbutpreviousexposure tomentalhealthissueswasassociatedwitha higherMHLS(126.57)comparedtonone(116.88)(p=0.0012).Only61%(57)ofstudentswerecertainthattheywouldseekhelpfromamental healthprofessional ifthey had a mental illness. Thosethatwoulddefinitely seekhelphadahigherMHLS thanthosethatdefinitelywouldnot.

Conclusion: The most significant contributory factor to anM.Pharm. student’s MHLS was their personal exposure tomental health issues, implying the mental health curriculumneedsrevising to improve awarenessof all students. There issomeevidenceofperceivedbarriersorreluctancetoseekhelpforpersonalmentalhealthissues-identifying aneedforthesestigmatobeminimised.

ReferencesO'Connor,M.,&Casey,L.(2015).TheMentalHealthLiteracyScale (MHLS):Anewscale-basedmeasureofmentalhealthliteracy.PsychiatryResearch,229,511-516.https://doi.org/10.1016/j.psychres.2015.05.064Rojas-Vistorte,A.O.,Silva-Ribeiro,W.,Jaen,D.,Jorge,M.R.,Evans-Lacko, S.,&deJesus,M.J.(2018).Stigmatizingattitudesofprimarycareprofessionalstowardspeoplewithmentaldisorders:asystematicreview.IntJPsychiatryMed.,53(4),317-38.https://doi.org/10.1177/0091217418778620Rusch,N., Evans-Lacko,S.E.,Henderson,C., Flach.,&Thornicroft,G.(2011)Knowledge andAttitudesasPredictorsofIntentionstoSeek Helpfor andDisclose a Mental Illness. Psychiatry Online, 62(6), 675-678. https://doi.org/10.1176/ps.62.6.pss6206_0675

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Background:The role ofa pharmacist is everchanging; thisisinfluencedbytheNationalHealthService(NHS)movementsandadrivetomakebetteruseofpharmacistswithinthehealthcaresystem,withrespect totheirexpandingclinicalknowledge andskills (Bradley et al., 2018). In the UK, pharmacists’ careeropportunitiesarewidening andmore pharmacists are workingoutsideofthemoretraditionalsectorsofpharmacy(e.g.hospitaland community). It is important to understand M.Pharm.students’driversandde-motivatorsforpursuingacareeracrossdifferentsectorsinordertoinformM.Pharm.curriculumdesign.

Aim:ToexplorethepreferredcareerpathsofM.Pharm.students.

Method: A mixed methods questionnaire was designed,informedbytheliteratureandreviewedbytheteam.Stage3&4M.Pharm. studentswere invitedtoparticipate. Quantitativedatawasanalysedusingchi-square andfisher exact two-tailedtests. Qualitative datawasanalysedusing a thematic analysisapproach.Ethicsapprovalwasobtained.

Results:Fiftypercent(95/191)ofM.Pharm.studentsparticipated.Mostindicatedapreferencetoworkinhospital(43%,41/95)orcommunity(29%,27/95)inthe future,followedbyGPpractice(21%,20/95),industrial(6%,6/95)andacademiapharmacy(1%,1/95).Mostagreed thatmore placementopportunitiesshouldbe offered within their pharmacy education; 90% (85/95)believed that these would influence their career decision-making; 81% (77/95) of students believed that pharmacistsshouldbemore involvedinpatientcare.Also, female students(75%,48/64)weresignificantlymore likelytoconsiderdoingapostgraduate qualification than male students (51%, 16/31)(p=0.045).

Conclusion:Studyfindingssuggestthatthereisinterestinnewerpharmacy career paths amongst M.Pharm. students; it isimportant that this informs future degree design inorder toensurepharmacystudentsgainskillsneededtocompletenewercareer roles. A plethora of careers information is providedthroughourdedicatedcareersteam, yet findingssuggest thatthe provisionoffurther informationonthe differentsectorsofpharmacy through placements or cross-sector collaborationopportunities would benefit students when making careerdecisions.

ReferencesBradley, F., Seston, E., Mannall, C., & Cutts, C. (2018). Evolution of thegeneral practice pharmacist’s role in England: a longitudinal study.TheBritish Journal OfGeneral Practice: The Journal Of The Royal College OfGeneral Practitioners, 68(675), e727–e734. https://doi.org/10.3399/bjgp18X698849

Mentalhealthliteracyandhelp-seekingbehavioursinM.Pharm.students

N.Ward*,A.Musa

DeMontfortUniversity,UnitedKingdom

*CorrespondingAuthor:n.ward@dmu.ac.uk

Exploring M.Pharm. students’ perspectives oncareerpaths

E.Cataag,R.Venables

KeeleUniversity,UnitedKingdom

*CorrespondingAuthor:r.h.venables@keele.ac.uk

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Background: Academic resilience, the capacity to bounce backfrom adverse circumstances, is a predictor of studentperformance, achievement and wellbeing in an educationalcontext (Martin & Marsh, 2009). With students reportingincreasing levels of stress and problemswithcoping, fosteringacademicresilienceis onepossiblewaytohelpstudents developthe psychological resources to be able to bounce back fromacademic adversity. Yet currently little is known about theacademicresilienceofundergraduatepharmacystudentsanditsrelationshiptowell-being.

Aim:ToinvestigateM.Pharm.students’academicresilienceandwell-being

Method:AquestionnairewasdistributedtoallM.Pharm.studentsbasedat three schools ofpharmacythat includedthe AcademicResilience Scale (ARS-30) (Cassidy, 2016) and the WarwickEdinburghMentalWellbeing Scale (WEMWBS) (Tennant et al.,2007) as well as demographic questions. Descriptive andinferentialstatisticswereusedtoanalysethedatainSPSSv.25.

Results:Responseratesvariedbetween62-79%atschoollevel,with a total of 1161 students completing the questionnaire.Participantsweremostlikelytobefemale(71%)andwhite(37%)orAsian(34%).Academicresilience (AR)variedsignificantly byschool of pharmacy (p=0.026) and year of study with ARdeclining over the first three yearsof theM.Pharm. (p<0.000)butdidnotvaryaccordingtoparticipants’demographics.ARandwell-being were correlated (p<0.000, medium effect size). ARwasfoundtopredict26%ofvariationinparticipants’well-being.

Conclusion: Givendeclining AR in the first three years of theM.Pharm.,andtheassociationbetweenARandwell-being,ensuringpharmacy studentshave thepsychological resourcestobouncebackastheyprogressthroughtheirstudiesneedstobeaddressed.Future research should focus on determining whether,longitudinally, such differences are important to resilience inpractice.

ReferencesCassidy, S. (2016). The Academic Resilience Scale (ARS-30): a newmultidimensional construct measure. Frontiers in Psychology, 7, 1787.https://doi.org/10.3389/fpsyg.2016.01787Martin, A.J., & Marsh, H.W. (2009). Academic resilience and academicbuoyancy: Multidimensional and hierarchical conceptual framing ofcauses, correlates and cognate constructs.OxfordReview of Education,35(3),pp.353-370.https://doi.org/10.1080/03054980902934639

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Background:Newly qualified pharmacists traditionally embarkon training programmes in multiple fields of practice withinsecondary care to equip themselves for responsibilities of aregisteredpractitioner.These programmes vary nationwide yet aim to meetcompetencies stated intheRoyal PharmaceuticalSociety(RPS)Foundation Pharmacy Framework (RPS, 2019). Brighton andSussex UniversityHospitals (BSUH)FoundationPharmacist (FP)training programme featuresa fourmonth innovative teacherpractitioner rotation (TPR) established inpartnershipwith theSchool of Pharmacy and Biomolecular Science University ofBrighton (PABS). FPs join an experienced teacher practitionerteam to facilitate and supervise undergraduate clinicalplacements,andundertaketheRegionalPracticeSupervisor(PS)course.Wereportonthevalueofthisrotation.

Aim:Toevaluate:• ParticipantsviewsontheTPRbenefitsandchallenges• HowtherotationsupportsFPskilldevelopment• Studentperceptionsofplacements

Method: This study did not require ethical approval. Semi-structured interviews were conducted with FPs who hadcompleted the TPR rotation from August 2016 and February2019. Data collected were manually coded and thematicanalysesusedtoidentifycommonthemes.Third and fourth year pharmacy students undertakingplacements at BSUH between 2018/19 academic yearcompleted the 13statementquestionnaire establishedby thePABS used to evaluate all placements. Statements wereanchored by extreme descriptors four-point Likert scale,(1=definitelyagreeand4=definitelydisagree).

Results: Of nine eligible FPSs, seven (78%) undertook semi-structuredinterviews.The fourmainthemesidentifiedwere: i)shadowingthecurrent FPundertakingtheTPRbytheincomingrotational FP was effective rotational preparation; ii) the PScoursewasperceivedas greatbenefitfortherotation; iii)futuredevelopment,opportunities forFPclinicalskilldevelopmentviathestudenttasks wereunder-utilised;andiv)positivecorrelationbetween clinical lecturer role and achievement of RPS

Academic resilience and well-being of M.Pharm.students

S.C. Willis1*, C. Langran2, L. Hughes3, M. Sparks1, K. Tsang1,S.Shah1,A. Barrie1,K. Dasani1,M.Aboud1, H.Zaib1, D.Saeed1,R.Naji1,V.Silkstone1,A.Mawdsley1,S.Cassidy4

1UniversityofManchester,UnitedKingdom2UniversityofReading,UnitedKingdom3CardiffUniversity,UnitedKingdom4UniversityofSalford,UnitedKingdom

*CorrespondingAuthor:sarah.willis@manchester.ac.uk

Supportingthefoundationpharmacistjourneywithateacherpractitionerrotation

A.Oladipo1,A.Macadam1,A.Conway1,2*

1UniversityofBrighton,UnitedKingdom2BrightonandSussexUniversityHospitalTrust,UnitedKingdom

*CorrespondingAuthor:alice.conway@nhs.net

Tennant,R.,Hiller, L.,Fishwick,R.,Platt,S.,Joseph,S.,Weich,S.,Parkinson,J., Secker, J., & Stewart-Brown, S. (2007).TheWarwick-Edinburghmentalwell-being scale (WEMWBS):development andUKvalidation.HealthandQualityoflifeOutcomes,5(1),63.https://doi.org/10.1186/1477-7525-5-63

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Foundation Framework attributes including recogniseslimitationsofselfandothers,organisation,effectiveclinicalskillsteamworkandeducationandtraining.One hundred and thirty-six (97%) of 141 eligible studentscomprising of 3rd years and 4th years completed thequestionnaire and proved an overall positive placementexperiencewithanaverageresponseforstronglyagreeoragreeof90%foreachstatement.StatementsreferringtoFPreportedabove average responses: ‘Ireceivedadequate direction fromtheFP (96%);‘TheassignedFPmademefeelwelcome,’(98.5%);and‘Theplacementaidedmyprofessionaldevelopment’(100%).

Conclusion:SkillsdevelopedthroughthisrotationsupportedtheFPprogressionacrosstheRPSfoundationframework.Weaimtoestablishaformalsystemforwardpharmaciststorefersuitablepatientstothe FPsforstudentplacementtasksthatalignswithservice provision and further develops clinical learningopportunitiesforFPandstudents.FPshadowingoftherolepriortocommencingtherotationandthePScourseareanimportantcontributoryfactortothepositiveexperiencebytheFP.Studentevaluation positively informs on the ability of the FP toundertake thisrole. Studylimitationsincludesmallparticipantnumbersundertakingthesemistructuredinterviews.

ReferencesRPS [Royal Pharmaceutical Society]. (2019). Foundation PharmacyFramework. Available at: https://www.rpharms.com/resources/frameworks/foundation-pharmacy-framework-fpf

Background: Graduating pharmacy professionals should becompetentandconfident incompletingtasks(inthestimulatedenvironment), in preparation for their pre-registration trainingyear as per General Pharmaceutical Council (GPhC, 2011).Although it is not expected that theywill be completing suchtasks autonomously upon graduation, the final assessmentbefore the workplace shouldbe as realistic as possible. UsingMiller’s competency pyramid (Wasset al., 2001), some tasksshould be at the ‘shows how’ or ‘does’ levels. These canbeachieved using authentic assessments, supported by Mueller(2006)whotheorisesthatassessmentsshouldrequire students‘to perform meaningful tasks that replicate real worldchallenges’. An authentic assessment was designed andimplemented, withstudents as co-designersatvariousstages.Short audiorecordings of answersto real-life cases replace awrittentheoreticalpaper.

Aim: Toinvestigate studentandstaffperspectives’ regardinganewauthenticassessmentforM.Pharm.students.

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Method:Themockandmainassessmentswereevaluatedusinganonlinemixed-methodsquestionnaire. Thiswas adaptedfortutors and students accordingly. Thematic analysiswasused.Ethicsapprovalwasobtained.

Results:The totalnumberofparticipantswere 52%(56/108)ofM.Pharm. students and five tutors for the mock and 49%(53/108) of M.Pharm. students and five tutors for the mainassessment. The assessment evaluated mostly positively;forming recommendations regarding student confidence, keyskillset developments, team-work and groupings, and casedesign.Findingssuggestthatstaffalsodevelopedvariousskills.

Conclusion: This authentic assessment hasshownincreasinglypositive staffandstudentevaluation. Students’ perceivedtheyhad developed skills throughout this assessment. Theassessment meets course intended learning outcomes,professional regulations and HEA practices, and is stronglyunderpinnedby pedagogy. Findingsare transferrable tootherdisciplines and of particular interest to educators aiming toimprovethe authenticityofteaching andassessments andthusskilldevelopmentandthequalityofgraduates.

ReferencesGPhC [General Pharmaceutical Council]. (2011). Future pharmacists:Standardsfortheinitialeducationandtrainingofpharmacists.Available at:https://www.pharmacyregulation.org/sites/default/files/document/future_pharmacists_standards_for_the_initial_education_and_training_of_pharmacists.pdfMueller, J. (2006). Authentic assessment toolbox: What is authenticassessment? Available at: http://jfmueller.faculty.noctrl.edu/toolbox/whatisit.htmWass,V.,VanderVleuten,C.,Shatzer,J.,&Jones,R.(2001).Assessmentofclinical competence. The Lancet, 357(9260), 945-949. https://doi.org/10.1016/S0140-6736(00)04221-5

Evaluating the design and implementation of anauthenticassessmentinM.Pharm.students

R.Venables*,K.H.Thakrar,K.Maddock

KeeleUniversity,UnitedKingdom

*CorrespondingAuthor:r.h.venables@keele.ac.uk Evaluating M.Pharm. Stage 3 students’ use andpreferenceofelectronicmodulesversuse-booksfortheirlearning

R.Venables

KeeleUniversity,UnitedKingdom

CorrespondingAuthor:r.h.venables@keele.ac.uk

Background: To optimise success of a teaching innovation,positivedigital learning andteaching needtobeattained(JISC,2020a).Itisknownthatstudentshavedifferentstylesoflearning(VARK,2018).Somestudentsmayprefermore‘traditionalstyles’oflearning; anecdotaldatasuggeststhatsomestudentsprefertouseelectronicdocuments inanon-digital format.Developingstudents’ skillswhenusingnewtechnologiesis keywithregardto future employability; students require a wide skill set,includingdigitalskills(JISC,2020b)inacompetitivemarket.

Aim:ToevaluateM.Pharm.Stage3students’useandpreferenceofelectronicmodulesversuse-booksfortheirlearning.

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Method: The study used a short mixed-methods onlinequestionnaire, informedby pedagogical literature in the field.This wasemailedtoallStage3students. Thematicanalysiswasusedtoanalyse qualitative data anddescriptive statistics werealsoreported.Ethicsapprovalwasobtained.

Results: Fifty-nine M.Pharm. Stage 3studentsparticipated. E-bookswere ratedbetter (basedonlikertscale-type questions)thanonlinemoduleswithrespectto: supporting andenrichinglearningandrevision,easeofnavigationandoverallpreferencewhenstudying.Studentsreportedastrongpreference forpaperversions of both e-books (78%) and online modules(57%). Acommonthemeforimprovementwashavingaprintableformat;mostlytoenableannotation.Fourty-onepercentofrespondentsdisagreed/stronglydisagreedthatonlinemodulessupporttheiroverall learning for a specifictherapeuticarea, whilstonly onerespondentfeltthiswayaboute-books.

Conclusion:Studyfindingssuggestthatstudentsprefere-booksto online modules, specifically utilising paper versions ofe-books, to enable annotations to be added. Future workadopting a co-productive approach utilising focus groups toexplore thisfurtherwouldbebeneficialtoexplore thisinmoredepth.Itisimportantthateducatorsbalance learningmethodsto encourage students with different learning needs andpreferences,tooptimiseinclusive,blendedlearning.

ReferencesJISC (2020a). Building digital capabilities: The six elements defined.Availableat:https://repository.jisc.ac.uk/6611/1/JFL0066F_DIGIGAP_MOD_IND_FRAME.PDF

JISC.(2020b).Designinglearningandassessmentinadigitalage.Availableat:https://www.jisc.ac.uk/guides/designing-learning-and-assessment-in-a-digital-age

VARK.(2018).VARK learn limited:a guide tolearning styles.Available at:http://vark-learn.com/introduction-to-vark/