DIDACTIC ASPECTS OF PHARMACY STUDENTS’ TRAINING AT UK UNIVERSITIES
DOI:
https://doi.org/10.31891/2308-4081/2021-11(1)-2Keywords:
pharmacy student, didactic aspects, training, the UK, university, technologyAbstract
The article discloses didactic aspects of pharmacy students’ training at UK universities. To begin with, the article shows that one of the main objectives of medical education in the UK today is to prepare students for conscious participation in social life and health care via various forms of teaching and learning. Future pharmacists should be able to adapt to rapid social changes and practically assess the current situation to discover ways to improve it due to their area of expertise. Besides, the article indicates that the UK adheres to the internationally recognized global standards for medical education and aims to develop the professional elite of pharmacists. The following technologies are relevant for medical education in the UK and, especially, pharmacy students’ training: problem-based learning, team-based learning, teaching with simulation, teaching with practicals and labs, teaching with technological tools. Importantly, the article proves that interactive learning eliminates the boundaries between instructors and students and, therefore, strengthens their educational partnership. In this regard, medical education is becoming a turning point in the ongoing transformation of future professionals as the focus is on interactive pedagogy. The article concludes that the transition from passive to active learning, which lies in the dialogization of knowledge transfer, is becoming a priority in the UK’s medical education and, in particular, in the professional training of future pharmacists. Further research should attempt to find ways to improve the professional training of future pharmacists under the internationally recognized standards to strengthen the competitiveness of Ukrainian medical education, as well as optimize conditions for international mobility of medical students in both Ukrainian and international labour markets.
References
Albanese, M. A., & Dast, L. C. (2014). Problem-based learning. In K. Huggett, & W. B. Jeffries (Eds.), An Introduction to Medical Teaching (pp. 5768). Dordrecht: Springer.
Austin, Z. (2004). Learning styles of pharmacists: impact on career decisions, practice patterns and teaching method preferences. Pharmacy Education, 4 (1), 13–22.
Barrows, H. S. (1986). A taxonomy of problem-based learning methods. Medical Education, 20 (6), 481–486.
Barrows, H. S. (1996). Problem-based learning in medicine and beyond: A brief overview. In L. Wilkerson, & W. H. Gijselaers (Eds.), Bringing Problem-Based Learning to Higher Education: Theory and Practice (pp. 3–12). San Francisco, CA: Jossey-Bass Inc.
Brown, B. L. (2003). Learning styles and vocational education practice. Columbus, OH: Center on Adult, Career, and Vocational Education.
Cassidy, S. (2004). Learning styles an overview of theories, models, and measures. Educational Psychology, 24, 419–444.
Cassidy, J., Ziv, Y., Mehta, T. G., & Feeney, B. C. (2003). Feedback seeking in children and adolescents: associations with self-perceptions, attachment representations, and depression. Child Development, 74 (2), 612–628.
Catto, G. R. D. (2000). Interface between university and medical school: the way ahead? British Medical Journal, 320, 633–636.
Cook, D. A. (2014). Teaching with technological tools. In K. Huggett, & W. B. Jeffries (Eds.), An Introduction to Medical Teaching (pp. 123146). Dordrecht: Springer.
Cooper, J. B, & Taqueti, V. R. (2008). A brief history of the development of mannequin simulators for clinical education and training.
Postgraduate Medical Journal, 84 (997), 563–570.
Curry, L. (1991). Patterns of learning styles across selected medical specialties. Educational Psychology, 11, 247–278.
Dolmans, D., Wolfhagen, I., Grave, Willem De, & Vleuten, C. Van der. (2005). Problem based learning: future challenges for educational practice and research. Medical Education, 39 (7), 732741.
Gaba, D. M. (2004). The future vision of simulation in health care. Quality and Safety in Health Care, 13, 210.
Merrill, M. D. (2002). First principles of instruction. Educational Technology Research and Development, 50, 43–59.
Novak, S., Shah, S., Wilson, J. P., Lawson, K. A., & Salzman, R. D. (2006). Pharmacy students’ learning styles before and after a problem-based learning experience. American Journal of Pharmaceutical Education, 70 (4), 18.
Nicholas, K. (2014). Teaching with simulation. In K. Huggett, & W. B. Jeffries (Eds.), An Introduction to Medical Teaching (pp. 93112). Dordrecht: Springer.
Parmelee, D. X., & Al-Kadi, A. S. (2014). Team-based learning. In K. Huggett, & W. B. Jeffries (Eds.), An Introduction to Medical Teaching (pp. 6976). Dordrecht: Springer.
Romero, R. M., Eriksen, S. P., & Haworth, I. S. (2004). A decade of teaching pharmaceutics using case studies and problem-based learning. American Journal of Pharmaceutical Education, 68 (2), 110.
Vaughn, L., & Baker, R. (2001). Teaching in the medical setting: balancing teaching styles, learning styles and teaching methods. Medical Teacher, 23, 610–612.
Webb, T. P., Vetter, C. S., & Brasel, K. J. (2014). Teaching with practicals and labs. In K. Huggett, & W. B. Jeffries (Eds.), An Introduction to Medical Teaching (pp. 113122). Dordrecht: Springer.
Wood, D. F. (2003). ABC of learning and teaching in medicine: problem based learning. British Medical Journal, 326, 328330.
Ziv, A., Wolpe, P. R., Small, S. D., & Glick, Sh. (2003). Simulation-based medical education: an ethical imperative. Academic Medicine, 78 (8), 783788.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2021 ВІТАЛІЙ ТРЕТКО, ВАСИЛЬ ШУНКОВ
This work is licensed under a Creative Commons Attribution 4.0 International License.
