Teaching and assessment of clinical reasoning within pharmacy education – can we do better?

Abstract

Recent changes to the Education and Training Standards for pharmacy education enable pharmacists to independently prescribe from the point of registration in response to the national agenda for health and social care. Clinical reasoning is considered central to the practice of professional autonomy and prescribing. As such, the teaching, learning and assessment of clinical reasoning is key in the education of undergraduate education of pharmacy students.

As part of the Masters of Pharmacy final year research project, two fourth-year pharmacy students explored staff and student views on their understanding, teaching and assessment of clinical reasoning within the Masters of Pharmacy programme. This session will present the findings from this research that can facilitate the development of pharmacy education at LJMU and at other Higher Education Institutes. In doing so, this will support the delivery of outstanding teaching and learning through student-led research and improve our graduates employability prospects as they will be better prepared for their future practice.

1. General Pharmaceutical Council. Standards for the Initial Education and Training of Pharmacists. 2021. [Accessed 9th March 2023] Abuzour, AS, Lewis, PJ, Tully, MP.

A qualitative study exploring how pharmacist and nurse independent prescribers make clinical decisions. J Adv Nurs. 2018; 74: 65– 74. Available at: https://doi.org/10.1111/jan.13375 [Accessed 9th March 2023]

Teaching and assessment of clinical reasoning within pharmacy education – can we do better? Powerpoint. Only LJMU staff and students have access to this resource.