Imperial College London Featured PhD Programmes
Gdansk University of Technology Featured PhD Programmes
Scuola Superiore SantAnna Featured PhD Programmes

An investigation into the effect of team-based learning (TBL) on the development of professionalism in pharmacy students

   Faculty of Life Sciences

This project is no longer listed on and may not be available.

Click here to search for PhD studentship opportunities
  Dr Gemma Quinn, Dr Sue Jones, Dr Simon Twedell  Applications accepted all year round  Self-Funded PhD Students Only

About the Project

In 2015 the General Pharmaceutical Council reviewed its Standards of Conduct, Ethics and Performance, aiming to ensure that patients and others are “confident that they are receiving care from professionals who are wholly focused on delivering patient-centred care” (GPhC, 2015). The new guidelines applied to pharmacy students as well as qualified professionals.

Many challenges to the development of student professionalism have been identified, including a lack of peer pressure to develop as professionals, and difficulties challenging unprofessional behaviour (Hammer at al, 2003). Both the academic and practice environments that students find themselves in can produce inconsistent professional socialisation. Roth and Zlatic (2009) suggested that students should be helped to identify examples of poor professionalism as well as being guided to internalise appropriate attitudes and values. Despite these recommendations for developing professionalism in pharmacy students, there remains relatively little evidence to indicate what strategies can be used achieve this aim.

The University of Bradford introduced a new, innovative and highly integrated MPharm programme designed using educational evidence, theory and best practice and delivered predominately by the student-centred learning and teaching strategy TBL (Tweddell, 2013). The Bradford MPharm team was awarded a national Collaborative Award for Teaching Excellence (CATE) by AdvanceHE in 2017 ( We believe that this pedagogical approach better prepares students for future clinical practice through taking active and collaborative learning methods which result in students developing skills in teamwork, leadership, lifelong

Funding Notes

This is a self-funded PhD project; applicants will be expected to pay their own fees or have a suitable source of third-party funding. A bench fee may also apply to this project, in addition to the tuition fees. UK students may be able to apply for a Doctoral Loan from Student Finance for financial support.


Tweddell S. (2013) A New Direction for Pharmacy Education. Pharm.J 2013; 291: 645
PhD saved successfully
View saved PhDs