You have been by my side every step or paw of this journey, I am ever so grateful for your bright eyes, endless love and affection. Sabiha Essack I am grateful not only for your guidance, intellectual contributions, insight and enrichment, but for your patience, understanding and encouragement on this transformative journey. To the Coalition of Great Minds or better known as the Higher Education Cohort, thank you all for your time, ears, minds and hearts.
To Professor Deevia Bhana, thank you for your endless support and encouragement before and throughout this PhD journey. Erik Hofstee from Exactica for their generosity and the wonderful opportunity to participate in the PhD program. The study reveals pedagogical similarities and differences between and between pharmacy subjects and years of study, and how disciplines, content, knowledge, skills, competencies, values, personal characteristics and the profession are inextricably linked.
Introduction and background 1
Aims and objectives of the study 7
The study also aims to describe the knowledge structures encountered as well as explore the pedagogical practices of pharmacy academics that make this knowledge accessible. As knowledge in the field of pharmacy and pharmaceuticals changes over time, it prompts academics to explore and expand their pedagogical practices (Asiri, 2011). Therefore, understanding the pharmacy curriculum and the pedagogical practices of pharmacy academics is extremely important for the preparation of future pharmacists.
Health sciences, particularly pharmacy, was chosen as my field of study because, as an academic and researcher in the natural sciences and humanities, I found the study of a professional qualification encompassing both applied and social sciences through an educational lens fascinating. It is a place where the sciences and humanities coexist in the curriculum to prepare professionals for their roles in patient care and in society. In the teaching and learning process and the commercial venture it has become, the focus is generally on the product in the form of the students and what they must "possess" when they leave their academic institutions and take their place in the working environment.
Context: Pharmacy education in South Africa and at UKZN 8
The SAPC Annual Report 2012, however, outlined three broad areas for further development, which consist of the following specialisms: clinical pharmacy (which will include the two current specialties mentioned above), industrial pharmacy and pharmaceutical services in the field of public health. Postgraduate specialization is beyond the scope of this study, which focuses only on the undergraduate program. Successful completion of the degree leads to a one-year structured internship followed by a year of paid community service.
Courses of study are defined as subjects that typically span the second to fourth year of the curriculum and are the core of the programme. The following participants: Alben, Ami, Midra, Nardil, Zeta and Zodone13 teach "major subjects" in the third and fourth years of B. 13 These names are not the actual names of the participants and chapter four describes how these selections were made. done.
Structure of the dissertation 12
Summary 13
The literature reviewed highlights trends in pharmacy education,14 beginning with a brief historical perspective of the emergence of pharmacy as a profession and its educational evolution from a pharmacy to a clinical orientation (Waterfield, 2010). This chapter also further examines global and local trends in pharmacy education, the curricula (with a closer look at the bachelor's degree in Pharmacy), and the pedagogical practices commonly found in these programs.
Historical perspective and professional nature of pharmacy 14
The implications of this clinical paradigm shift in terms of knowledge, competencies, skills, values and traits are also taken into account. They also highlighted the next paradigm shift in the pharmacy profession, which occurred in the early 20th century and saw the shift from drug production and dispensing to pharmaceutical care (Khan et al., 2011). Wiedenmayer, Summers, Mackie, Gous, and Everard (2006) placed the responsibility for this change on the shoulders of pharmacists, making them responsible for patient care, highlighting their academic training and the professional nature of their work as driving forces.
The fact that pharmacists have an academic background and act as health care professionals puts a burden on them to better serve the community than they currently do. Professionals are often given high positions in society based on the contribution they make and the application of their unique specialized knowledge and skills to serve society's needs. 15 The paradigm shift refers to the shift away from pharmacists dispensing medication to a more clinical and holistic role that includes patient care.
Pharmacy education 16
- International and national perspectives 16
- The B. Pharm qualification 22
- The structure of B. Pharm curricula 24
- Experiential learning and integration 25
- Active learning and problem-based learning (PBL) 32
- Case-based curricula 34
- Team-based learning and inter-professional teams 37
Various studies compare pharmacist education in developed countries with developing countries (Babar et al., 2013; Ghayur, 2008; Shah, Savage & . Kapadia, 2005). Babar et al., (2013) went into more detail about how trends towards a more patient-focused curriculum are more prevalent in high-income or developed countries (such as the UK, USA, Canada and New Zealand). The literature on developing countries and knowledge about the status of pharmacy education is also not that widespread (Babar et al., 2013).
The balance of the curriculum (professional years) includes courses in biomedical, pharmaceutical and clinical sciences, behavioral sciences, social sciences and pharmacy administration (Kheir et al., 2008). PBL is widely used in teaching young people in professional qualifications such as medicine and health sciences (Loyens et al., 2013). While the systematic review and meta-analysis of Galvao et al. (2014) concluded that PBL appears to improve performance compared to traditional methods, their study was based on a small sample size, with most of the included studies dated (more than five years old).
Technology and the future of pharmacy education 39
Pharmacy academics teach third- and fourth-year students in each of the pharmacy majors (pharmaceutics, pharmaceutical chemistry, pharmacology and pharmacy practice). The order of the questions and the pace of the interview were thus assessed as appropriate. The interviews lasted approximately one hour and were conducted in the pharmacy department for the convenience of the participants.
There are two lecture sessions for each of the pharmacy modules (Pharmacology, Pharmaceutics, Pharmaceutical Chemistry and Pharmacy Practice). This protection extends throughout the duration of the research process (fieldwork and writing) (Rapley, 2007). Collaborations between major pharmaceutical companies vary in the origin of the research, the nature of the research, and the extent of the relationship.
The basis consists of pure science disciplines in the first year (biology, chemistry, mathematics and physics). This part of the module will introduce students to clinical pharmacology concepts used in the diagnosis, prevention, rational treatment and management of certain systemic disorders. The endocrine system is one of several mentioned in the College Handbook, which is part of the Pharmacology 401 curriculum.
If you are going to visit any of the other hospitals, check in at the main pharmacy. Strong selection is evident in the module, with content chosen related to the aims and outcomes of the module. Pharmaceutical Chemistry knowledge is characterized by weak semantic gravity, most of the lecture works in the area of specialized, technical, disciplinary knowledge.
These concrete examples serve to strengthen the semantic gravity and weaken the semantic density (to varying degrees), resulting in the downward motion of the wave. In this part of the module, students learn clinical pharmacological concepts used in the diagnosis, prevention, rational treatment and management of certain systemic conditions. That is biopharmaceuticals, so that is biology, pharmaceutical effect of the dosage forms on the body itself and on the patient.
Topics within the module are arranged as described in section 7.5.3, with the academic exercising strong control over the order of the sections in the curriculum. Later on, she talks more about questions and answers in the tutorial sessions and how they differ depending on the nature of the question and the importance of listening to the student voice.
The role of the pharmacy academics 41
Summary 43
The paradigm shift of pharmacists towards a more clinically driven profession has meant changes for academics and higher education institutions. Global trends in pharmacy and pharmaceutical education indicate changes in the curriculum, which vary from context to context. Similarities and differences are noted between and within developed and developing countries in the structure of pharmacy curricula, integration and the B.
While global competency frameworks, policies and guidelines provide broad strokes across the pharmaceutical education landscape, finer details depend on unique circumstances and a needs-based approach that ensures adaptability and sustainability within local contexts. It covers knowledge types and structures and their translations into the curriculum and pedagogy in a higher education context. Semantics, especially from LCT, provides a deeper understanding of the structure and complexity of disciplinary knowledge construction and the semantic wave sheds light on knowledge structures and their relation to pedagogy.
Paradigms 44
- Social realism 45
All actors in the field of pharmacy (such as pharmacy academics, policy makers, students, pharmacists in practice, other health care members, patients, their families and caregivers) have the power to change the field and change the nature and future direction of the field. This chapter covered the philosophical positions of the theoretical paradigm underpinning the study, along with methodological approaches undertaken in the research and the rationale behind it. The workshops played a role in the process of curriculum change, but did not mark the final stage of the process.
Martin's (2013) use of the example of eyelashes illustrates the relationship between semantic density and the context in which it is found. Strong selection and sequencing is evident in both the lectures and practical components of the module. The PLT controls the selection of content which is consistent with the detailed practical manual that the students follow.
Strong academic control over assessment and details is made explicit and provided at the start of the module, as well as in the College Handbook.
