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Investigation of the impact of a student-centred pharmacy curriculum delivered predominantly by Team-Based Learning (TBL) Using a Mixed Methods Approach


Project Description

Some would consider that there is a misalignment between educational practice and educational research with a high reliance of content delivery and less on information processing. Educational evidence and theories suggest that optimal learning is achieved by bespoke processing of information by students rather than delivery of content and knowledge (van der Vleuten and Driessen, 2014).

The University of Bradford introduced a new innovative and highly integrated MPharm programme in 2012 designed using educational evidence, theory and best practice and delivered predominately by a student-centred active and collaborative pedagogical approach; Team-Based Learning (TBL). Staff teaching the Masters of Pharmacy programme at the University of Bradford were awarded a national Collaborative Award for Teaching Excellence (CATE) by Advance HE in 2017 (https://www.bradford.ac.uk/news/2017/cate-award.php).

The aim of this project will be to study the University of Bradford Pharmacy curriculum using an adaption of Kirkpatrick’s four level model for training together with qualitative methodologies to evaluate the programme (Praslova, 2010). By using existing data and, where necessary, gathering new data a comprehensive evaluation of the success of implementing the programme will be completed.

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 of £5000 per year also applies in addition to tuition fees.

References

Jones, S. C., & Kinchin, I. M. (2009). Integration or coordination? A consideration of two curriculum models in the context of an MPharm module. In Proceedings of the 3rd excellence in teaching conference, King’s College, London (pp. 5–12). Available:
https://www.kcl.ac.uk/study/learningteaching/kli/NewsandEvents/Events/eitc/2007-2011/2009proceedings.pdf

Praslova, L. (2010). Adaptation of Kirkpatrick’s four level model of training criteria to assessment of learning outcomes and program evaluation in higher education. Educational Assessment, Evaluation and Accountability, 22(3), 215-225

van der Vleuten, C. P., & Driessen, E. W. (2014). What would happen to education if we take education evidence seriously? Perspectives on Medical Education, 3(3), 222-232

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