A blended integrated-learning approach for career-oriented student success


  • Neil Henney Liverpool John Moores University, Faculty of Science




The pharmacy degree programme has for the past 6 years run with a 120 credit ‘module’ structure. More recently, in partnership with our students, we chose to permanently convert most of what used to be didactic lecture content into asynchronous structured “study packs” to allow students greater flexibility and autonomy in learning underpinning course content. And in return we are focusing our on-campus teaching and learning activities almost exclusively on the application of knowledge and skills, rather than knowledge acquisition, in small group teaching. Aside from professional obligations, our reasons stem from a desire to offer student-centred learning and skills development by allowing students to take greater responsibility for and ownership of their education, and to better integrate the curriculum content across the science and practice spectrum so that students understand how all aspects of their learning interconnect and relate to professional practice. This has proved to be a success in changing how students learn and prepare themselves for their professional careers, but it hasn’t been without its challenges. In this talk, we want to share our honest experiences of challenging the norms to develop a student-centred approach to teaching and learning that allows greater student freedom, autonomy and inclusivity, with the goal of delivering a rewarding, community-oriented and professionally focused student experience. Others may find our experiences of interest when thinking about the design of programme structures when aiming to provide a tailored career-oriented student experience.