The development of graduate attributes through health professional courses requires the opportunity to engage with learning and teaching activities that reflect the work-based role to which the student aspires. Such activities allow the contextualisation of discipline-specific knowledge, forging a critical understanding of the underpinning theory, and providing a firm foundation for the development of lifelong learning skills. A blended learning approach can be particularly valuable in supporting achievement of the learning outcomes in modules where performance is measured in terms of competency in work-based scenarios. An action research approach was taken to develop and evaluate a cardiovascular risk assessment as the basis for clinically and professionally relevant problem-based learning. Support for this was provided by means of blended learning including a number of online activities. Talking wall focus groups were used to evaluate the student experience, and this was combined with quantitative data regarding student examination performance. Student performance in the cardiovascular section of the examination paper was significantly higher than in other sections. Students reported very favorably on the use of this approach to support not only examination preparation, but also in terms of developing professional identity and enhancing employability skills.
References
[1]
HEA Strategic Plan 2012-6. Available online: http://www.heacademy.ac.uk/strategic-plan (accessed on 18 July 2013).
[2]
RGU. A Clear future. Available online: www.rgu.ac.uk/file/a-clear-future-for-a-leading-university-in-a-new-era-pdf-340kb (accessed on 18 July 2013).
[3]
General Pharmaceutical Council. Standards for the initial education and training of pharmacists. Available online: http://www.pharmacyregulation.org/education/education-standards (accessed on 18 July 2013).
[4]
Bruner, J. The Process of Education; Harvard University Press: Cambridge, MA, USA, 1977.
[5]
Buckley, A. Making it count: Reflecting on the National Student Survey in the process of enhancement. Available online: http://www.heacademy.ac.uk/resources/detail/nss/Making_it_count (accessed on 18 July 2013).
[6]
Beaumont, C.; O’Doherty, M.; Shannon, L. Reconceptualising assessment feedback: A key to improving student learning? Stud. High. Educ. 2011, 36, 671–687, doi:10.1080/03075071003731135.
[7]
Schmidt, G. The process of problem-based learning. Med. Educ. 2011, 45, 792–806, doi:10.1111/j.1365-2923.2011.04035.x.
[8]
Crouch, M.A. An advanced cardiovascular pharmacotherapy course blending online and face to face instruction. Am. J. Pharm. Educ. 2009, 73. Article 51, doi:10.5688/aj730351.
[9]
Royal Pharmaceutical Society of Great Britain (RPSGB). Fit for the Future; RPSGB: London, UK, 2004.
[10]
Wilson, K.; Jesson, J.; Langley, C.A.; Clarke, L.; Hatfield, K. MPharm Programmes: Where Are We Now?; RPSGB: London, UK, 2005.
[11]
Horgan, J.M.P.; Blenkinsopp, A.; McManus, R.J. Evaluation of a cardiovascular disease opportunistic risk assessment pilot (‘Heart MOT’ service) in community pharmacies. J. Public Health 2010, 32, 110–116.
[12]
Barrows, H.S.; Tamblyn, R.M. Problem Based Learning: An Approach to Medical Education; Springer: New York, NY, USA, 1980.
[13]
Mackellar, A.; Silverthorne, J.; Thomas, S.; Price, G.; Cantrill, J. Problem-based learning in the fourth year of the MPharm at Manchester. Pharm. J. 2005, 274, 117–120.
[14]
Wood, D.F. ABC of learning and teaching in medicine: Problem based learning. Br. Med. J. 2003, 326, 328–330, doi:10.1136/bmj.326.7384.328.
[15]
MacDonald, P.J. Selection of Health Problems for a Problem-Based Curriculum. In The Challenge of Problem Based Learning; Boud, D., Feletti, G., Eds.; St. Martin’s Press: New York, NY, USA, 1991.
[16]
Honebein, P.; Duffy, T.M.; Foshman, B. Constructivism and the Design of Learning Environments: Context and Authentic Activities for Learning. In Designing Environments for Constructivist Learning; Duffy, T.M., Lowyk, J., Jonassen, D., Eds.; Springer: Berlin, Germany, 1993.
[17]
Camp, G. Problem-based learning; a paradigm shift or a passing fad? Available online: http://www.med-ed-online.org/f0000003.htm (accessed on 18 July 2013).
[18]
Parsell, G.; Gibbs, T.; Bligh, J. Three visual techniques to enhance interprofessional learning. Postgrad. Med. J. 1998, 74, 387–390, doi:10.1136/pgmj.74.873.387.
[19]
Braun, V.; Clarke, V. Using thematic analysis in psychology. Qual. Res. Psychol. 2006, 3, 77–101, doi:10.1191/1478088706qp063oa.
[20]
Vosper, H.; Brown, A.; Mackenzie-Fraser, M.; Goodhand, K.; Joseph, S.; Diack, L. Simulation as a tool for supporting teaching, learning and assessment in an undergraduate pharmacy programme. In Compendium of Effective Practice in Higher Education; The Higher Education Academy: York, UK,, 2013; Volume 2.
[21]
Mandigo, J.L.; Holt, N.L. Putting theory into practice: Enhancing motivation through OPTIMAL strategies. Avante 2002, 8, 21–29.
[22]
Rivkin, A.; Gim, S. Student preferences regarding teaching methods in a drug-induced diseases and clinical toxicology course. Am. J. Pharm. Educ. 2013, 77, doi:10.5688/ajpe776123.
[23]
Vygotsky, L. Mind in Society; Harvard University Press: Cambridge, MA, USA, 1978.
[24]
Bray, B.S.; Schwartz, C.R.; Odegard, P.S.; Hammer, D.P.; Seybert, A.L. Assessment of human patient simulation-based learning. Am. J. Pharm. Educ. 2011, 75, doi:10.5688/ajpe7510208.
