Balancing assessment with “In-Service Practical Training”: A case report on collaborative curriculum design for delivery in the practice setting

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dc.contributor.author Roche, Cicely
dc.contributor.author Flood, Michelle
dc.contributor.author Lynch, Matthew
dc.contributor.author Sahm, Laura J.
dc.date.accessioned 2019-09-12T15:43:23Z
dc.date.available 2019-09-12T15:43:23Z
dc.date.issued 2019-07-16
dc.identifier.citation Roche, C., Flood, M., Lynch, M. and Sahm, L. J. (2019) 'Balancing Assessment with “In-Service Practical Training”: A Case Report on Collaborative Curriculum Design for Delivery in the Practice Setting', Pharmacy, 7(3), 93. (25pp.) DOI: 10.3390/pharmacy7030093 en
dc.identifier.volume 7 en
dc.identifier.issued 3 en
dc.identifier.startpage 1 en
dc.identifier.endpage 25 en
dc.identifier.uri http://hdl.handle.net/10468/8526
dc.identifier.doi 10.3390/pharmacy7030093 en
dc.description.abstract Three Higher Education Institutions (HEIs) in Ireland are accredited to provide education and training, successful completion of which, entitles one to register as a pharmacist with the Pharmaceutical Society of Ireland (PSI). Legislation (2014) mandated that these HEIs replace their existing structure (four-year degree followed by a one-year internship), with a five-year ‘integrated Master’s programme’. Integration includes ‘in-service practical training’ (placement) at the beginning of Year 4 (four months), and the end of Year 5 (eight months). Year 4 placements do not have to be ‘patient-facing’. Students receive a Bachelor’s degree at the end of Year 4. The Affiliation for Pharmacy Practice Experiential Learning (APPEL), established by the HEIs, manages student placements, training establishments, preceptor training, the preceptors’ competency assessment process, and the virtual learning environment (VLE) that enables delivery of co-developed online modules aligned with placements in Years 4 and 5. This case report aims to describe the process by which this integration has taken place across and within these HEIs and the challenges faced by educators, students, preceptors, and other stakeholders along the way. en
dc.format.mimetype application/pdf en
dc.language.iso en en
dc.publisher MDPI en
dc.relation.uri https://www.mdpi.com/2226-4787/7/3/93/htm
dc.rights ©2019 by the authors. Licensee MDPI, Basel, Switzerland. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license (http://creativecommons.org/licenses/by/4.0/). en
dc.rights.uri http://creativecommons.org/licenses/by/4.0/ en
dc.subject In-service practical training en
dc.subject Peer-learning en
dc.subject Rubrics en
dc.subject Integrated cirriculum en
dc.subject Co-developed modules en
dc.subject Online learning en
dc.title Balancing assessment with “In-Service Practical Training”: A case report on collaborative curriculum design for delivery in the practice setting en
dc.type Article (peer-reviewed) en
dc.internal.authorcontactother Laura J. Sahm, School of Pharmacy, University College Cork, Cork, Ireland. +353-21-490-3000 Email: l.sahm@ucc.ie en
dc.internal.availability Full text available en
dc.description.version Published Version en
dc.description.status Peer reviewed en
dc.identifier.journaltitle Pharmacy en
dc.internal.IRISemailaddress l.sahm@ucc.ie en
dc.identifier.articleid 93 en
dc.identifier.eissn 2226-4787


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©2019 by the authors. Licensee MDPI, Basel, Switzerland. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license (http://creativecommons.org/licenses/by/4.0/). Except where otherwise noted, this item's license is described as ©2019 by the authors. Licensee MDPI, Basel, Switzerland. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license (http://creativecommons.org/licenses/by/4.0/).
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