Conference presentation
An international workshop that researched how a pharmacy curriculum may develop a commitment to lifelong learning
Australasian Pharmaceutical Science Assocation (APSA) Annual Conference (Sydney, Australia, 02-Dec-2016–05-Dec-2016)
2016
Abstract
Introduction The most recent ‘Accreditation Standards for Pharmacy Programs in Australia and New Zealand’ require pharmacy education to produce graduates that engender a commitment to lifelong learning (1). The graduate learning outcomes for this however, are not defined in the standards, nor is there any guidance on how curriculum should be designed to achieve this outcome. Previous research has identified that embedding graduate outcomes in assessment can have a strong influence on what students will learn, but to what effect does this have on developing these skills in pharmacy graduates (2-4)? With LLL being an essential quality in pharmacy graduates then research must be done to investigate the teaching and learning outcomes needed for LLL and CPD skills and guidance should be developed to assist curriculum design which will achieve these outcomes. Aims To develop a list of skills, attitudes and attributes of a lifelong learner in pharmacy, giving priority to those identified. Discuss how curriculum may influence or prevent development of LLL skills in graduates. Methods As one part of a mixed methods study design, a qualitative workshop was held at the Lifelong Learning in Pharmacy conference, Croatia, 2016. The participants of which were asked to develop a list of skills, attitudes and attributes of LLL. They were also asked to identify how curriculum could teach these skills. Results Participants were able to develop a number of skills, categorising the most important outcome of the graduate lifelong learner as someone who is ‘Motivated to Learn’. Along with assessment, teaching staff were also recognised as being an influential part of the curriculum, and could be a barrier if they do not demonstrate LLL skills. Teaching should provide support, relevant learning and encourage collaboration and reflection. Discussion This study identified that being motivated to learn is one of the most important factors in the future learning of a pharmacy graduate and the extrinsic influence driving student motivation to learn, was believed to be attributable to using motivated teaching staff, who identify to be learners, along with the use of authentic learning designs. This result strongly aligned with those identified in other studies (5).
Details
- Title
- An international workshop that researched how a pharmacy curriculum may develop a commitment to lifelong learning
- Authors
- Wendy Thompson - Queensland University of TechnologyLisa M. Nissen - Queensland University of TechnologyEsther Lau - Queensland University of TechnologyJose Manuel Serrano Santos - Queensland University of Technology
- Conference details
- Australasian Pharmaceutical Science Assocation (APSA) Annual Conference (Sydney, Australia, 02-Dec-2016–05-Dec-2016)
- Date published
- 2016
- Organisation Unit
- School of Health - Biomedicine
- Language
- English
- Record Identifier
- 991199923002621
- Output Type
- Conference presentation
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