INDEPENDENT AND RESEARCH ACTIVITIES OF FUTURE PHARMACISTS AT THE UK UNIVERSITIES

Abstract

The article provides a comprehensive analysis of independent and research activities of future pharmacists in universities of the United Kingdom, which are an essential component of their professional training. It is substantiated that modern pharmaceutical education in the UK is based on a student-centered approach, integration of theoretical training, clinical practice and research activity, as well as orientation towards evidence-based learning. It is determined that independent learning acts as a system-forming element of the educational process and accounts for approximately 50–70% of the total student workload.

The author characterizes the content of independent learning, including work with scientific sources, analysis of clinical cases, completion of individual and group tasks, and implementation of research projects. It is established that the organization of independent learning is based on the principles of constructive alignment, self-regulated learning, and the gradual increase of student autonomy throughout the study period. The article provides the analysis of effective educational technologies, in particular problem-based learning, team-based learning and research-based learning, which ensure the development of critical thinking, analytical and research skills, as well as the development of pharmacists’ professional autonomy. It is proved that research-based learning serves as a key mechanism for integrating the educational process with scientific activity and contributes to preparing students for professional practice implemented through evidence-based approaches.

The expediency of implementing elements of the British experience in the system of pharmaceutical education in Ukraine is substantiated, with the aim of improving the quality of professional training of future specialists, fostering their academic autonomy, and integrating research activities into the educational process.