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.authorRoche, Cicely
dc.contributor.authorFlood, Michelle
dc.contributor.authorLynch, Matthew
dc.contributor.authorSahm, Laura J.
dc.date.accessioned2019-09-12T15:43:23Z
dc.date.available2019-09-12T15:43:23Z
dc.date.issued2019-07-16
dc.description.abstractThree 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.description.statusPeer revieweden
dc.description.versionPublished Versionen
dc.format.mimetypeapplication/pdfen
dc.identifier.articleid93en
dc.identifier.citationRoche, 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/pharmacy7030093en
dc.identifier.doi10.3390/pharmacy7030093en
dc.identifier.eissn2226-4787
dc.identifier.endpage25en
dc.identifier.issued3en
dc.identifier.journaltitlePharmacyen
dc.identifier.startpage1en
dc.identifier.urihttps://hdl.handle.net/10468/8526
dc.identifier.volume7en
dc.language.isoenen
dc.publisherMDPIen
dc.relation.urihttps://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.urihttp://creativecommons.org/licenses/by/4.0/en
dc.subjectIn-service practical trainingen
dc.subjectPeer-learningen
dc.subjectRubricsen
dc.subjectIntegrated cirriculumen
dc.subjectCo-developed modulesen
dc.subjectOnline learningen
dc.titleBalancing assessment with “In-Service Practical Training”: A case report on collaborative curriculum design for delivery in the practice settingen
dc.typeArticle (peer-reviewed)en
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