Taught dates - January 2020 intake
- 27 - 30 January
- 24 - 27 February
- 22 - 23 April
- 11 May - exam and submission
In addition to the 10 taught days and exam day you will be expected to undertake 10 days working with your mentor, and additional personal reading and portfolio development.
Learning and assessment
The theoretical component is delivered using a range of evidence based teaching and learning strategies including lectures, tutorials and seminars. Role play, ward visits and formative objective structured clinical examinations (OSCEs) are used to support learning in the classroom in addition to the more traditional lectures.
Inter-professional learning is promoted through the use of student and lecturer generated case studies and event analyses. You will be encouraged to share experiences and case examples generated through supervised practice.
The learning, teaching and assessment strategy has been designed to develop your skills as a reflective practitioner, critical thinker and to promote continued engagement in lifelong learning. The research orientated teaching and learning strategies also recognises the diversity and prior education that different students bring to the classroom; this presents an opportunity for those differences to be
used creatively in order to facilitate valuable inter-professional learning.
Supervised prescribing practice is a formal element of the learning and your development of competency as a prescriber will be supported by a mentor throughout the programme. The theoretical elements are directly linked to your supervised practice experience, facilitating educational coherence for you and your mentor and ultimately employer and importantly patients.
Theoretical elements are assessed using a multiple choice and short answer question examination (MCQ) and a summative objective structured clinical examinations (OSCE). As well as the formal examination, you will be expected to demonstrate your understanding through reflective writing, the development of a portfolio and completion of a competency framework. The single competency
framework for all prescribers was developed by the (Royal Pharmaceutical Society 2016) is used as the basis forprescribing practice development and assessment of competence by students working with a mentor. Assessment is carried out jointly between the mentor and the teaching team.
Formative assessment will be ongoing throughout the programme of study. Formative assessments are timetabled so you can assess your own learning within the confines of a ‘safe’ setting. Summative assessment will normally be undertaken, or submitted, at the end of the semester that they originally registered.
The diet and volume of assessment reflects the breadth of the curriculum and the understandable necessity to ensure robust assessment of fitness for purpose and practice. Each element of assessment must be passed to be deemed as having successfully achieved the programme and to qualify as a prescriber. Supplementary assessment on one occasion of any unsuccessful element(s) in the same mode is normally allowed.