Download devising laboratory practical sessions for core clinical skills

DEPARTMENT OF PHARM
ACY
UNIVERSI
TY OF MA
LTA
DEVISING
LABORATORY
PRACTICAL
SESSIONS
FOR
CORE CLINICAL SKILLS
Francesca Wirth, Lilian M. Azzopardi, Anthony Serracino-Inglott
Department of Pharmacy
University of Malta
Department of Pharmacy, Faculty of Medicine and Surgery, University of Malta, Msida, Malta
[email protected]
Introduction
1
Pharmacist intervention in patient care has evolved towards a more patient-oriented approach. It is vital for pharmacy
education to keep evolving, such as by including innovative active learning processes in the pharmacy curriculum to
enhance pharmacy students’ pharmacotherapeutic knowledge and clinical skills.
2
Purpose
To
develop
laboratory
practical
sessions
intended
to
stimulate
and
support
pharmacy
students
in
developing fundamental clinical skills.
Method
 Five learning outcomes for the practical sessions were identified and a practical sessions’ workbook was developed.
 The practical sessions were intended for small group (4-6 students), 2-hour sessions, for students in the first year
of the pharmacy course to be held on the university campus in a clinical skills teaching laboratory.
 The laboratory is equipped with diagnostic devices, training simulators, and other learning resources which aim to
enhance and complement the students’ learning experience.
 The sessions are delivered by a pharmacist, who gives a demonstration of the appropriate technique for each skill,
followed by supervision of the students whilst performing the skills themselves on training simulators
or on their colleagues.
Results
Practical sessions developed
Learning outcomes of practical sessions
The practical sessions were developed, incorporating
The learning outcomes of the practical sessions are to:
emphasis on health and safety precautions during each
 Enable students to develop competence in following
basic health and safety precautions when handling
session.
Table 1: Practical sessions developed
Blood glucose measurement
biological fluids and sharps
 Provide an environment for instructional teaching
combined with hands-on practical application
Urinalysis
Blood pressure monitoring
Body mass index measurement
Administration of intradermal and subcutaneous injections
 Equip students with core clinical skills and knowledge
for their clinical placements
 Demonstrate an ability to think critically during the
practice of these skills
 Effectively document and communicate data of the
Administration of intramuscular injections
outcome of the clinical skill performed
Conclusions
The newly introduced practical sessions, intended to complement the theory of the module with hands-on practice,
will be evaluated by the pharmacy students using a self-administered questionnaire to assess whether the
learning outcomes are being attained and to promote further development of these practical sessions.
References
1. Hepler CD. Clinical pharmacy, pharmaceutical care, and the quality of drug therapy. Pharmacotherapy 2004; 24 (11): 1491–98.
2. Seybert AL. Patient Simulation in Pharmacy Education. Am J Pharm Educ 2011; 75(9): 187.
Funding: University of Malta Research Grant on Point-of-Care Testing