Postgraduate Diploma in
General Pharmacy
Practice
Programme Handbook
2015/16
Disclaimer
Every effort has been made to ensure that the information in this Handbook is correct
at the time of going to press (September 2015). UCL reserves the right to make
amendments to the information contained in this Handbook as a result of unforeseen
events or circumstances beyond UCL's control or if deemed reasonably necessary by
UCL.
This handbook is deemed to be the definitive version of information for all students on
this taught programme of study.
In the event that amendments are made, UCL shall take reasonable steps to notify
students as soon as possible.
1
Table of Contents
Welcome from the Programme Team
3
1.
General Information
4
1.1
Programme Handbook ...................................................... 4
1.2
Programme Staff ............................................................... 4
1.3
Academic Facilitators ........................................................ 5
1.4
Programme Administration ................................................ 5
2.
Programme Information
6
2.1
Programme Details............................................................ 6
2.2
Programme Overview........................................................ 6
2.3
Master’s Level Descriptors ................................................ 7
2.4
Philosophy and aim of the programme .............................. 8
2.5
Programme Structure ........................................................ 9
2.6
Programme Assessment ................................................. 11
2.7
Programme Requirements .............................................. 13
2.8
Support and Guidance .................................................... 13
2.9
Pastoral care Scheme ..................................................... 13
2.10 Coursework and Examinations ........................................ 13
2.11 Moodle ............................................................................ 13
3.
Modules
15
3.1
Module Selection ............................................................. 15
3.2
Module Outlines .............................................................. 15
Module 1 ......................................................................... 16
Modules 2-4 .................................................................... 24
4.
Expectations of Practitioners
5.
Assessment and Regulations
30
5.1
Programme Regulations .................................................. 30
5.2
Scheme of Award ............................................................ 31
28
2
Welcome from the Programme Team
Welcome to University College London (UCL) School of Pharmacy and congratulations on
gaining a place to study here on the Postgraduate Diploma in General Pharmacy Practice
programme as part of their foundation training.
The Postgraduate Diploma in General Pharmacy Practice is a popular programme and we
have seen around 650 pharmacists graduate over the past 8 years. This innovative
programme is designed to support pharmacists during their early years of practice, and was
developed in response to the changing needs of the National Health Service (NHS) as well
as changes occurring within the pharmacy profession.
The modern NHS requires all practitioners working within it to be “fit for practice” so that high
quality patient care is consistently provided. In addition, the pharmacy profession requires all
pharmacists to engage with continuing professional development (CPD) as a means of
demonstrating their commitment to patient care and the currency of their knowledge and skill
base. The current provision of post-registration pharmacy education has evolved from the
fundamental need for development of pharmacist skills and knowledge towards that of
competence and performance evaluation. These changes have driven significant
developments within the post-registration education of pharmacists working within the
London, East and South East of England.
The Joint Programmes Board, a collaborative between the NHS pharmacy services and the
local Schools of Pharmacy in London, East and South East England, has established a
workplace-based education model and infrastructure for Foundation Training that:
 integrates learning with service delivery
 adopts a varied approach to assessment which embraces competence and
performance
 adopts the professional development framework for foundation pharmacists (the RPS
Foundation Pharmacy Framework) to inform programme content and assessment
 integrates professional development requirements for pharmacists

uses a trainee based approach based on the principles of lifelong learning
This Foundation Training programme enables recently registered pharmacists to work and
learn in tandem through access to structured and managed training, and offers a real
opportunity to ensure that pharmacists are trained, early in their careers, to provide safe and
effective patient care delivered in a confident and professional manner. Successful
completion of this programme will result in the award a Postgraduate Diploma in General
Pharmacy Practice.
The programme in London is provided by the London partners of the JPB, London NHS
pharmacy services and UCL and KCL, who form one of the first Foundation Schools to be
accredited by the Royal Pharmaceutical Society (RPS).
Do read this handbook carefully and keep it for reference throughout the programme. Your
tutors at the School are here to mentor and to support you, so if you have any problems or
queries do come and talk to one of us.
We wish you good luck with your studies and look forward to getting to know you over the
coming years.
Alison Innes & Professor Graham Davies on behalf of the UCL programme Academic Team
3
1. General Information
1.1
PROGRAMME HANDBOOK
This Programme Handbook provides an introduction to the programme and contains the key
information practitioners need about the programme of study. Amongst other things, this
handbook covers the curriculum, teaching and learning, administrative procedures, key
personnel and assessment information.
This handbook should be read in conjunction with the School of Pharmacy’s regulations and
proceedures, which provides information about School staff, academic policies and
administrative procedures.
The Handbook is relevant to practitioners throughout their studies. There will inevitably be
some changes during your time with us, possibly in relation to the teaching staff, programme
content and assessment patterns and we will keep practitioners informed of any important
changes. However, practitioners should make sure that they keep up to date by regularly
reading their UCL emails, looking at Moodle and the visiting the School and UCL websites.
More detailed information on regulations, examinations, and appeals procedures are
available on the UCL website at the following link: http://www.ucl.ac.uk/current-students.
Practitioners can also find important information on the School website here:
http://www.ucl.ac.uk/pharmacy/current-students/student-information/regulations. Practitioners
are expected to be fully aware of procedures and regulations but, if in any doubt, please
enquire at the Student and Academic Support Office (SASO).
We hope you find this handbook useful. It is revised every year to include new information
and to make it easier to use. If you have any comments about the handbook or suggestions
for improving the information provided, please forward your comments to the Student and
Academic Support Office (SASO) (email sop.professionalcourses@ucl.ac.uk).
1.2
PROGRAMME ACADEMIC STAFF
Name
Role
Alison Innes
Programme Lead
Lead for Assessments
Deputy Programme Director
Lead for Accreditation
Deputy Programme Director
Lead for Work-based learning support
Associate Director
Deputy Programme Director
Lead for Foundation Stage 1
Associate Director
Deputy Programme Director
Lead for Foundation Stage 2
Associate Director
Associate Director
Prof Graham Davies
Barry Jubraj
Wendy Cossey
Kai-Loke Chan
Suparna Bali
4
Email
alison.innes@ucl.ac.uk
graham.davies@ucl.ac.uk
b.jubraj@ucl.ac.uk
kai-loke.chan@ucl.ac.uk
w.cossey@ucl.ac.uk
suparna.bali@ucl.ac.uk
Meera Thacker
1.3
Associate Director
m.thacker@ucl.ac.uk
ACADEMIC FACILITATORS
The Academic team and Learning Set facilitators can be contacted on email via Moodle or in
person during Learning Sets. Practitioners may wish to contact the Leads for Foundations
Stage 1 (Wendy Cossey) or Foundation Stage 2 (Kai-Loke Chan) depending on what stage
of the programme they are on, or the member of the academic team who is the Associate
Director for their Trust initially.
1.4
PROGRAMME ADMINISTRATION
Programme Administration is provided by the Student and Academic Support Office (SASO).
The principle administrative staff are located in Room G15, on the ground floor of the School
of Pharmacy building.
Name
Mr Robin Stone
Ms Akua Boakye
Ms Helen Crane
Address:
Tel:
Email :
Web:
Role
Programmes Administrator
Programmes Administrator
Assessment and Programmes Manager
Email
sop.professionalcourses@ucl.ac.uk
h.crane@ucl.ac.uk
Student and Academic Support Office, Room G15,
UCL School of Pharmacy, University of London
29-39 Brunswick Square, London, WC1N 1AX
020 7753 5567
sop.professionalcourses@ucl.ac.uk
http://www.ucl.ac.uk/pharmacy/
END OF SECTION 1
5
2. Programme Information
2.1
PROGRAMME DETAILS
Award:
PG Dip General Pharmacy Practice
Awarded by:
University College London
Department:
Research Department of Practice and Policy
Length and Mode:
3 – 5 years Flexible Part-time
Maximum Registration Period:
5 years
Credits:
120 credits at Level 7 (Masters level)
ECTS:
48 ECTS
Learning Hours:
1200 across the programme
Programme Lead:
Mrs Alison Innes
Deputy Programme Director:
Professor Graham Davies
2.2
PROGRAMME OVERVIEW
The Postgraduate Diploma in General Pharmacy Practice (PG Dip GPP) is a flexible
programme of study which should take a minimum of 3 years to complete and a maximum of
5 years. The aim of the Postgraduate Diploma is to equip practitioners with the core skills
and competencies they require to provide pharmaceutical care in a practice setting.
The programme works on a philosophy of student centred workplace learning. The ethos and
culture of the programme is to enhance and develop self-reliance and an adult approach to
learning in support of continuing professional development. This programme is a progressive
approach to practitioner development, and the curriculum supports practitioners to develop
knowledge, skills, behaviours and competence aligned to the Foundation Pharmacy
Framework during Foundation Stage 1 (Certificate), and Foundation Stage 2 (Diploma),
which will underpin advanced practice development later.
The curriculum will develop pharmacists who are able to practice at a general level, and
consequently embraces clinical, technical, medicines information and patient service
elements. The curriculum fundamentally contributes to the practitioner development strategy.
6
The curriculum is delivered in London by the London partners of the Joint Programmes
Board (JPB), which is a group of Higher Education Institutions (HEIs) working in collaboration
with NHS pharmacy services in London, East and South East region of England (covering
approximately 40% of the patient population of England). The eight Higher Education
Institutions (HEIs) involved include:








King’s College London (Department of Pharmacy)
University College London (UCL School of Pharmacy)
Universities of Greenwich and Kent (Medway School of Pharmacy)
University of Brighton (School of Pharmacy and Biomolecular Sciences)
University of East Anglia (School of Pharmacy)
University of Hertfordshire (Department of Pharmacy)
University of Portsmouth (School of Pharmacy and Biomedical Sciences)
University of Reading (School of Pharmacy)
The function of the JPB is to improve the quality of patient care by ensuring the supply of
pharmacists who are educated, trained and motivated to play their part in a first class
modern health service.
The JPB has established an educational delivery infrastructure to allow delivery of a
workplace education model centred around competence and performance for early year
practitioners. In identifying the need for developing the post-registration foundation
competence of pharmacists, the pan-London members of the JPB consortium, KCL and UCL
Foundation Schools, and the NHS advocate the use of the Foundation Pharmacy Framework
and a work-based learning programme. This foundation programme design is endorsed and
accredited by the RPS and is adopted across England, Wales and Northern Ireland with
analogous programmes now being used by many other countries (including EU and
Australia).
The JPB has spearheaded research into adapting the existing evidence-based competency
frameworks for use across other sectors of practice, thus negating the need for separate,
and different, post-registration education models.
Practitioners contact with the JPB while completing the Diploma at UCL will be with
supervisors at work and with the Academic and Administration teams at the UCL School of
Pharmacy.
2.3
MASTER’S LEVEL DESCRIPTORS
Master’s level awards are set at Level 7 of the Framework for Higher Education
Qualifications in England, Wales and Northern Ireland (FHEQ) published by the Quality
Assurance Agency for Higher Education (QAA). Descriptors for the Level 7 qualification are
in two parts – (1) what each student must demonstrate in order to gain the award, and (2) the
wider abilities that the typical student is expected to develop.
7
The Postgraduate Diploma degree is awarded to students who have demonstrated:
1. Systematic understanding of knowledge and skills required in the application of
pharmaceutical care.
2. Critical awareness of current problems and/or new insights in pharmacy practice.
3. Comprehensive understanding of techniques applied to advanced scholarship in
pharmaceutics, which include problem solving skills, evaluation, research methods
and data analysis.
4. Originality in the application of knowledge, together with a practical understanding of
how established techniques of research and enquiry are used to create and interpret
knowledge in pharmaceutics.
5. Conceptual understanding that enables the student to:
 Evaluate critically current research and advanced scholarship in the discipline,
and
 Evaluate methodologies and develop critiques of them and, where
appropriate, to propose new hypotheses.
Typically, holders of the Postgraduate Diploma degree will be able to:
1. Deal with complex issues both systemically and creatively, make sound judgments in
the absence of complete data, and communicate their conclusions clearly to
specialist and non-specialist audiences;
2. Demonstrate self-direction and originality in tackling and solving problems, and act
autonomously in planning and implementing tasks at a professional or equivalent
level;
3. Continue to advance their knowledge and understanding through continuing
professional development, and
4. Develop new skills to an advanced level in pharmacy practice
and will have:
The qualities and transferable skills necessary for employment requiring:
 The exercise of initiative and personal responsibility;
decision-making in complex and unpredictable situations, and
 The independent learning ability required for continuing professional
development.
2.4
PHILOSOPHY AND AIM OF THE PROGRAMME
The safe and effective use of medicines within primary and secondary care is paramount for
effective acute and chronic disease management. Pharmacists have a clear role to play in
medicines management, medicines optimisation and the prescribing agenda, which
necessarily means a modern and effective post-registration training programme. This novel
programme is a progressive approach to practitioner development and ensures that
pharmacists acquire the competencies needed to practice in a safe and effective way.
8
The aim of the Postgraduate Diploma in General Pharmacy Practice is to equip practitioners
with the core skills and competencies they require to provide pharmaceutical care in a
practice setting. The programme is based on a philosophy of practitioner centred workplace
learning. Practitioners are expected to take responsibility for managing their learning and
achieving the course objectives. The ethos and culture of the programme is to enhance and
develop self-reliance and an adult approach to learning in support of continuing professional
development.
The curriculum serves as the foundation for future pharmacist development and supports
practitioners to develop knowledge, skills and behaviours during Foundation Stage 2 that will
underpin advanced practice development later.
2.5
PROGRAMME STRUCTURE
The PG Dip GPP programme comprises the following 4 modules:
Module 1: PHAYG100 Foundation Stage 1 (60 credits)
Module 2: PHAYG101 Foundation Stage 2 - Therapeutic Review (20 credits)
Module 3: PHAYG102 Foundation Stage 2 - Audit or Service Evaluation (20 credits)
Module 4: PHAYG103 Foundation Stage 2 - Service Improvement & Innovation (20 credits)
Foundation Stage 1 (FS1)
Module 1 (PHAYG100) Foundations of General Practice is designed to take place over an 18
month period, primarily of workplace learning. Should practitioners wish to exit the
programme after successful completion of PHAYG100 they can be awarded the
Postgraduate Certificate in General Pharmacy Practice.
Foundation Stage 2 (FS2)
Modules 2, 3 and 4 (PHAYG101, 102 and 103) are worth 20 credits each and are also known
as Foundation Stage 2 (FS2). These are experiences that can be a specialty rotation or a
service focus for a 6 month period. Completion of the three FS2 experiences in conjunction
with Module 1 constitutes the full Postgraduate Diploma award. They can be done in any
order, although it is recommended Service Improvement and Innovation is taken last. The
first module sat is referred to as part A, the second part B and the third part C.
The Postgraduate Diploma is a flexible programme which normally takes 3 years (36
months) to complete. However, some practitioners may require longer to complete the
programme and a maximum period of 5 years is permitted.
There are two entry points to the programme and the progression through the programme for
both cohorts is set out on the following page. Although both cohorts will take 3 years to
complete the programme, practitioners who start in September will enrol across three
academic years and those who start in March enrol across 4 academic years:
9
Academic Year
Academic Year 1
September Cohort
Module 1 (12 months)
Academic Year 2
March Cohort
Module 1 (6 months)
Module 1 (12 months)
Module 1 (6 months)
Module 2 (6 months)
Module 3 (6 months)
Module 4 (6 months)
Academic Year 3
Module 2 (6 months)
Module 3 (6 months)
Module 4 (6 months)
Academic Year 4
Structure of the PG Dip General Pharmacy Practice
Intake
SEP
September
Modules
March
Modules
Year 1
PHAYG100
Module 1
(12 months)
MAR
Year 1
PHAYG100
Module 1
(12 months)
SEP
Year 2
PHAYG100
Module 1
(18 months)
MAR
SEP
Year 2
Module 2
(6 months)
PHAYG100
Module 1
(18 months)
Module 3
(6 months)
Module 2
(6 months)
Year 3
MAR
Year 3
Module 4
(6 months)
SEP
Module 3
(6 months)
End Sep
Module 4
(6 months)
MAR
End March
10
2.6
PROGRAMME ASSESSMENT
The PG Dip GPP programme comprises the following 4 modules:
Module 1
PHAYG100 Foundation Stage 1 (60 credits)
Calendar
Description & Aim
Assessment
Formative
Summative
Sept Cohort
To critically evaluate
RITA (@ induction)
Sept cohort
MCQ (Sept & Feb)
October Year 1
the drug treatment of
OSCE (Feb)
to March Year 2
general medical and
RITA (@ 4 months)
Portfolio assessment
surgical patients in
(Sep &Feb)
order to provide
RITA (@ 8 months)
competent advice on
March Cohort
the safe and effective
FPF (@ 12 months)
March cohort
MCQ (Feb & Sept)
April Year 1 to
use of medicines.
OSCE (Sept)
Sept Year 2
RITA (@ 15 months)
Portfolio assessment
To achieve the
(Feb &Sept)
learning outcomes in
FPF (@ 18 months)
the FS1 Learning
Outcomes Guides
Note: for a more detailed list of assessments during FS1 see the Assessment Handbook
At the end of Module 1, practitioners can either continue with the Postgraduate Diploma or
leave the programme and be awarded the Postgraduate Certificate in General Pharmacy
Practice.
Progression Point
Module 1 and FS2 part A (i.e. Module 1 and the first FS2 Module) have to be completed and
passed before a practitioner can progress onto parts B and C (i.e. the second FS2 Module)
Module 2
PHAYG101 Foundation Stage 2 – Therapeutic Review (20 credits)
Calendar
Description & Aim
Assessment
Formative
Summative
April to Sept
To demonstrate
RITA (@ 3months)
Literature evaluation
& review: written
Year 2
systematic and critical
FS2 appraisal
report & oral
understanding of the
(@ 6 months)
presentation
knowledge and skills
FPF review
(Sept or March)
required to work
(@ 6 months)
or
independently within a
Portfolio assessment
October to
specific area of
(Sept or March)
March Year 3
pharmacy practice.
To achieve the relevant
practice and
professional
development learning
outcomes.
11
Module 3
PHAYG102
Foundation Stage 2 – Audit or Service Evaluation (20 credits)
Calendar
Description & Aim
Oct to March
Year 3
To demonstrate a
systematic and critical
understanding of the
knowledge and skills
required to work
independently within a
specific area of
pharmacy practice
or April to
October Year 3
Assessment
Formative
RITA (@ 3 months)
FS2 appraisal
(@ 6 months)
FPF (@ 6 months)
Summative
Audit or Service
Evaluation: written
report & poster
presentation
(Mar or Sept)
Portfolio assessment
(Mar or Sept)
To achieve the relevant
practice and
professional
development learning
outcomes.
Module 4
PHAYG103 Foundation Stage 2 – Service Improvement & Innovation (20 credits)
Calendar
Description & Aim
Assessment
Formative
Summative
April to Sept
To demonstrate a
RITA (@ 3 months)
Service Improvement
& Innovation project:
Year 3
systematic and critical
FS2 appraisal
written report & oral
understanding of the
(@ 6 months)
presentation
knowledge and skills
FPF (@ 6 months)
(Sept or March)
required to work
or October to
independently within a
Portfolio assessment
March Year 4
specific area of
(Sept or March)
pharmacy practice.
To achieve the relevant
practice and
professional
development learning
outcomes.
12
2.7
PROGRAMME REQUIREMENTS
Practitioners are required to access Moodle at regular intervals and at least twice each week
as coursework and course notes will be made available on a regular basis throughout the
course. Announcements to this effect will be posted to indicate the most current additions.
2.8
SUPPORT AND GUIDANCE
Meeting the demands of the Postgraduate Diploma in addition to a busy full-time job is a
challenge. Additional family responsibilities can occasionally leave even the most
conscientious and organised practitioner feeling overwhelmed. Practitioners can often turn to
their Educational Supervisor for support. If a practitioner feels uncomfortable raising an issue
with their Educational Supervisor, there are various people at the School of Pharmacy who
can provide support and guidance to practitioners experiencing problems, either academic or
personal (though often the two are linked).
2.9
PASTORAL CARE SCHEME
The School has an active Pastoral Care Scheme whereby members of staff, academic and
administrative, are available to advise and support students who are experiencing academic
or personal problems.
2.10
COURSEWORK AND EXAMINATIONS
Practitioners must complete a number of formative and summative coursework assessments
as set out in the Modules. Formative assessments give feedback to practitioners on their
performance but do not count towards the final mark. The marks for summative assessments
count towards the final mark.
The format and use of Objective Structured Clinical Examinations (OSCEs) and Multiple
Choice Exams and other summative assessments are set out in the individual Module
Descriptors.
2.11
MOODLE
During the induction to the programme, a tutorial will be given on using Moodle effectively. A
password and username will be provided to allow individual access to the facility. A user’s
guide is available on the Moodle contents page and is accessed by logging on.
Moodle is an IT-based managed learning environment (MLE) platform and is an integral part
of the e-learning strategy at UCL. The purpose of using Moodle is to aid e-learning amongst
practitioners and to improve access to course material and communication amongst peers
13
and to support routine and regular self-directed learning. Coursework will be made available
to practitioners in advance of the learning sets via Moodle.
By using Moodle practitioners should be able to:
1.
2.
Take responsibility for their learning
Utilise e-learning as an active part of their Continuing Professional Development
END OF SECTION 2
14
3. Modules
3.1
MODULE REGISTRATION
Module registration takes place via the UCL Student Records system, known as PORTICO.
Practitioners will automatically be enrolled for their first module which is PHAYG100 (unless
they are APLing onto the programme, in which case they will need to register an FS2
module). Practitioners will then need to enrol for the FS2 Modules on PORTICO as they take
them. This will add the module to their PORTICO record so marks can be entered following
assessments and trusts can be invoiced correctly.
There are two periods per academic year for practitioners to register modules –
August/September and January. Practitioners will be emailed by UCL Student Records
through PORTICO when each period opens. UCL ask for all modules a student is sitting over
an academic year to be registered in August/September but we recommend registering no
more than one module in each period to prevent trusts being invoiced for modules a
practitioner ends up sitting elsewhere.
If practitioners are unsure what to register, or do not know what module they will be starting,
they should not register anything until they do. Adding multiple modules at the same time
will result in trusts being invoiced for all modules at once and excess modules having to be
removed and re-registered at a later date. Practitioners should contact the admin team
before registering anything if they have any queries.
3.2
MODULE OUTLINES
Detailed Module information is available on Moodle. Practitioners are expected to access
programme materials via Moodle regularly throughout the programme as the content may be
slightly different to the information published here. This is because staff are constantly
updating their teaching in light of developments in current research and new thinking.
The modules are listed in order of ascending module code.
PHAYG100
PHAYG101
PHAYG102
PHAYG103
Foundation Stage 1 (60 credits)
Foundation Stage 2 (Therapeutic Review) (20 credits)
Foundation Stage 2 (Audit or Service Evaluation) (20 credits)
Foundation Stage 2 (Service Improvement & Innovation) (20 credits)
15
PHAYG100
Foundations of General Practice (Foundation Stage 1, FS1) (60 credits)
Introduction
This module focuses on the principles of pharmaceutical care and the core knowledge and
skills required of a general level pharmacy practitioner. The practitioner is required to apply
these to a range of patients reflecting the scope of general pharmacy practice. In order to
achieve this, practitioners will be required to apply a range of clinical and scientific
knowledge to solve common, medication related, problems. Drug therapy for a number of
common disease states and associated surgical conditions will have to be explored and
evaluated. This will require an understanding of the current treatment options, including the
current evidence base, available to manage these conditions. A particular emphasis will be
placed on minimising the risk associated with medication use.
Practitioners are expected to spend at least 600 learning hours on this module. This includes
learning sets, assessment, work-based activities and private study. There are three elements
to the programme: academic, work based and assessment. Further detail on these is
provided in the following section.
(a)
Academic Element of Module 1
Learning sets are held every 4 – 5 weeks throughout Module 1. These serve as an
information resource and to clarify difficult concepts. Practitioners have opportunities to apply
principles and concepts to case studies and time is made available for discussion and
clarification of these. This element of the programme promotes learning in small groups.
Practitioners will learn to work as part of a team. Groups are given problems and must
identify the knowledge and information needed to understand the nature of the problem and
propose solutions where appropriate.
Learning sets for Module 1 are themed in order to meet the Modular learning outcomes
(programme available on Moodle). Depending on the theme, material may be provided on
Moodle in advance of the learning set. Clinical learning sets (Masterclasses) focus on the
management of patients in therapeutic areas such as cardiology, respiratory and surgery.
Practitioners will also be supported to develop skills such as clinical decision-making and
consultation skills, and explore wider issues around pharmacy practice e.g. current NHS
issues.
Learning sets also provide the opportunity for practitioners to discuss their portfolio of
evidence as a means of sharing experience and receiving support.
Learning and Teaching Methods
Teaching methods are varied and include the concepts of self-directed and self-managed
learning, IT and web-based learning methods, learning sets, small group work, problembased learning approaches and individual work. In addition to the learning sets, practitioners
must undertake specific practice activities at their place of work. This helps develop a clinical
16
approach to identifying pharmaceutical care issues and preparing appropriate care plans to
optimise the treatment of individual patients. An Educational Supervisor is assigned to
support learning.
Self-directed Learning
Throughout the programme, practitioners are expected to take responsibility for their own
learning. They are required to access a variety of sources in order to gain information to
support their learning and to help complete practice activities. Practitioners will set their own
learning goals and be responsible for meeting the requirements of the Diploma programme.
Private Study Time
The emphasis on the development of self-directed learning requires a realistically planned
allocation of time for private study. Private study time will be required to carry out preparatory
work in advance of the learning sets and to complete practice activities and other
assignments.
Work based Learning
The coursework and learning methods are designed to ensure that the programme is fully
integrated in the workplace. Coursework should tie into daily workplace activities in order for
practitioners to develop their practice skills and ensure the application of pharmaceutical and
practice knowledge and skills as they progress through the programme.
Learning Outcomes Guides (Curriculum Guides)
Learning Outcome Guides (Curriculum Guides) are available for Clinical Services, Medicines
Information, Patient Services and Technical Pharmacy. These are the four core elements
that comprise General Pharmacy Practice in the secondary care setting. The Learning
Outcome Guides contain the learning outcomes associated with each service element and
achievement of the learning outcomes is the practitioner’s responsibility. Practitioners are
expected to use the Learning Outcome Guides to direct their learning and development in
the appropriate rotation, and are expected to record this by signing against the appropriate
section when they are satisfied they have achieved a learning. Practitioners may not be
required to provide evidence for each learning outcome but should, when questioned, be
able to demonstrate that they have achieved any learning outcomes that they have signed
off. Where a specific rotation is not available e.g. Medicines Information or Technical
Services, practitioners should work through the relevant learning outcomes across the 18
months of Module 1 using learning and experience from other rotations to meet the
requirements of the Learning Outcomes Guides.
The new FS1 Learning Outcomes Guide and Progress Record incorporates all the learning
outcomes in the four Learning Outcomes Guides. This document can be used by
practitioners to record their progress in place of the separate Learning Outcomes Guides, if
their Training Centre and Educational Supervisor have agreed to this.
Educational Supervisor
All practitioners undertake their practice activities under the guidance of an accredited JPB
Educational Supervisor (ES) or a Practice Supervisor (PS) in the workplace. Whilst
17
practitioners are responsible for setting their own learning objectives, the achievement of the
objectives will be facilitated by the Educational Supervisor. An Educational Supervisor is
normally assigned to a practitioner for the duration of the Diploma, and should be used as a
source of support throughout the programme. Practitioners will meet with their Educational
Supervisor at fixed intervals in the programme to discuss progress and to determine the
timing of academic assessments.
(b)
Work Based Element of Module 1
Practice Supervisors
Practice Supervisors are responsible for supporting practitioners’ in particular service
elements of training. There may be more than one Practice Supervisor for Medicines
Information, Patient Services, Technical Pharmacy and Clinical Services depending on the
size and configuration of the Training Centre. Practice Supervisors are responsible for
supporting practitioners’ development whilst they are working in their section but practitioners
are responsible for achieving their learning outcomes and completing practice activities.
Practice Supervisors will undertake workplace assessments with practitioners providing
feedback to both the practitioner and their Educational Supervisor.
Action Plan for Practice Activities and deadlines
Practitioners should meet with their Educational Supervisor to discuss and agree on a
suitable time frame for undertaking and feedback on assessments and other meetings in
order to complete coursework on time. Practitioners are advised to sign a learning
agreement (Form A) and develop an action plan for the time period between appraisals.
Practitioners should also meet with their Practice Supervisor during each rotation to agree
objectives, plan assessments and receive feedback on progress.
Deadlines
Practitioners must submit any required coursework by the announced deadline. If
coursework does not meet the required standard, practitioners may be given an opportunity
to resubmit the failed coursework. All resubmissions which meet the required standard are
graded as a minimum pass of 50%.
Learning Time
The time needed to prepare for learning tasks will vary amongst practitioners depending on
prior experience or exposure to the specific topic. Background reading may be required on
the pathophysiology of the disease, tests required for diagnosis, monitoring of treatment
efficacy and the evidence that supports the treatment regimen. Practitioners should discuss
with their line manager and Educational Supervisor the availability of time during work hours
in order to complete coursework.
(c) Assessments
The aim is to provide an assessment programme that samples the range of foundation-level
pharmacy practice and facilitates quality improvement and professional development.
18
Practitioners undertake a variety of assessments designed to encompass a range of
activities and facilitate their development.
These are broadly divided into academic assessments (summative) and workplace-based
assessments (WPBA) (formative). At present, video clips of the workplace-based
assessments can be found on the JPB website. The Royal Pharmaceutical Society (RPS) is
working on some updated clips that will be available to foundation trainees who are members
of the RPS. The assessment programme detailed below is designed to measure a
pharmacist’s performance in a variety of settings in the workplace.
Workplace-based assessments (WPBAs) are designed around the Foundation Pharmacy
Framework (FPF) and should occur at regular intervals throughout the Diploma in order to
provide feedback to help practitioners improve performance and to help track progress.
Records of these assessments must be kept in the practitioner’s Portfolio of Evidence which
will be presented for review at 12 and 18 months.
Further details of the assessments are set out below and in the PG Dip GPP Assessment
Handbook.
The following summative assessments are used:
• MCQ exams
• Objective Structured Clinical Exams (OSCEs)
• Portfolio of Evidence
• Record of In-service Training Assessment (RITA)
(i)
Progress Test
The Progress Test is a Multiple Choice Question (MCQ) paper that practitioners undertake
on induction then at regular intervals throughout the programme. The Progress Test
comprises questions that assess the learning outcomes of Module 1. Practitioners receive
feedback on their performance helping them to identify their knowledge gaps. The test is
formative not summative which means its purpose is to aid development rather than assign a
pass or fail. Practitioners are encouraged to discuss the feedback with their Educational
Supervisor in order to develop an action plan that directs their learning to their knowledge
gaps.
(ii)
Workplace Assessments
Foundation Level Framework (FPF)
The RPS Foundation Pharmacy Framework (FPF) is intended to be used as a
developmental tool, allowing practitioners to identify areas for development, in addition to
demonstrating competence. Practitioners are expected to demonstrate all competencies by
the end of the programme. The programme Learning Outcomes and workplace-based
assessments (WPBAs) are designed to enable this and are explicitly linked to the FPF for
Foundation Stage 1 (FS1). Practitioners are therefore required to record their progress in
meeting Learning Outcomes and completing WPBAs linked to the FPF during FS1.
Assessment of progress with the FPF competencies is a central element of measuring a
19
practitioner’s progress throughout the programme, and practitioners are required self-assess,
in addition to supervisors assessing progress.
Practitioners and Educational Supervisors will review progress with the FPF at RITA
assessments and the 12 and 18 month stages. The emphasis will be on the practitioner to
produce evidence to demonstrate competence to the Educational Supervisor on the relevant
aspects of the FPF. After each FPF review an action plan will be drawn up by the practitioner
and Educational Supervisor to address specific developmental needs.
The following tools can be used to help demonstrate competence on the FPF grids (see
below for details of these tools):
•
•
•
•
•
Case-based Discussions (CbD)
Direct Observation of Practical Skills (DOPS)
Mini-Clinical Evaluation Exercise (mini-CEX)
Medication Related Consultation Framework (MRCF)
Mini Peer Assessment Tool - (mini-PAT)
Case-based Discussion (CbD)
The aim of CbD is to enable an assessor to provide systematic assessment and structured
feedback. Practitioners should select three case records from patients they have recently
seen or whom they are currently caring for. The assessor will select one of these for the case
based discussion. The discussion will start from their contribution so far to the patient’s care.
This is designed to assess clinical decision-making and the application or use of
pharmaceutical knowledge in caring for the patient. It enables discussion of the ethical and
legal framework of practice and allows practitioners to discuss why they acted as they did.
Practitioners choose the timing, the cases and the assessors.
Direct Observation of Practical Skills (DOPS)
Direct Observation of Practical Skills (DOPS) is a method similar to the mini-CEX that has
been designed specifically for the assessment of practical skills and activities. The aim of
DOPS is to demonstrate competence in a range of defined practical activities. Each DOPS
should involve a different practical activity. The practitioner chooses the activity to be
assessed and the assessor should be experienced in the activity being assessed.
Mini- Clinical Evaluation Exercise (mini-CEX)
Mini-CEX is a 15-20 minute snapshot of a pharmacist / patient interaction. It is designed to
assess clinical skills, attitudes and behaviours essential to the provision of high quality care.
Each assessment should represent a different clinical problem and practitioners should
sample from each of the core therapeutic areas identified in the Clinical Learning Outcome
Guide (Curriculum Guide). Immediate feedback will be provided by the assessor after each
encounter.
Following the feedback, the assessor and practitioner need to identify and agree strengths,
areas for development and an action plan for each encounter.
20
Mini- Peer Assessment Tool (mini-PAT)
The mini-PAT questionnaire provides feedback from a range of co-workers (sometimes
described as a 360º assessment). The practitioner will nominate assessors from amongst
supervising pharmacists, senior medical and nursing colleagues to complete the online
questionnaire every 6 months throughout the diploma. Practitioners will also complete a selfassessment using the same questionnaire. Feedback is collated electronically and will be
presented on charts depicting self-ratings, the mean nominated assessor ratings and the
peer groups’ mean ratings. Comments will be anonymised, but produced verbatim. The
Educational Supervisor will then review the collated feedback with the practitioner, and agree
key areas for development.
For those practitioners unable to access the on-line mini-PAT system a paper system will be
available. Feedback using this system will not be automatically collated so the practitioner
and Educational Supervisor will need to collate the feedback in order to review the it and
agree key areas for development.
Medication Related Consultation Framework (MRCF)
The MRCF is designed to assess practitioners’ ability to consult with patients in a structured
manner and can be used in a variety of settings including the ward, Medicines Information
and Patient Services. The chosen assessor will observe the practitioner consulting with a
patient chosen by the practitioner but who is new to the practitioner i.e. their first interaction
with the patient.
Interventions
Practitioners should regularly record significant interventions they have made. There may be
a mechanism already in place in their Trust for recording interventions as this is an important
aspect of Clinical Governance. A log of significant interventions should be collated in the
practitioner’s portfolio of evidence. Significant interventions will include those that have
prevented patient harm.
Extended Intervention
In addition to the log of significant interventions practitioners are asked to document
Extended Interventions (using the Analysis of Clinical Decision Making proforma). These
should illustrate a number of related pharmaceutical contributions that they have made to the
care of individual patients. Each intervention presented should provide a patient summary,
description and critical appraisal of the pharmaceutical problem, documentation and
outcome(s) of the intervention, reflections and evaluations of the outcome(s) and a list of
references. Each intervention should be discussed with the Educational Supervisor, who will
probe the practitioner through questioning, for clinical understanding, as well as any legal
and ethical issues associated with the case recorded. These discussions may form the basis
of a CbD. It is envisaged that the majority of these interventions will result from clinical ward
activities. However, interventions made in other rotations or whilst on call can be
documented and used, as appropriate.
21
Social Intervention
In order to begin to appreciate the fact that drug treatment might be a small part of what a
patient’s needs might be, practitioners are required to investigate and document the “social
needs” of a patient who they have cared for. For example, practitioners might look into the
“activity of daily living” (ADL) score in an elderly patient they are looking after and then
investigate how problems identified are addressed by the multi-disciplinary team before the
patient is discharged. Practitioners should focus on the patient’s drug therapy and how that
will be managed by the patient when discharged. The case should then be discussed with
their Educational Supervisor, to probe the issues raised. The Analysis of Clinical Decision
Making proforma should also be used to record these interventions.
CPD records
As a registered pharmacist of the General Pharmaceutical Council (GPhC) practitioners are
expected to undertake Continuing Professional Development (CPD) and this should be
recorded using the GPhC documentation either on line or as hard copy. Copies of CPD
records made during the diploma should be collated in the portfolio of evidence.
Record of In-service Training Assessment (RITA)
A RITA is a meeting held between the practitioner and Educational Supervisor that occurs at
regular intervals throughout the programme (see Assessment Handbook for timings). This is
an opportunity for the ES to review progress to date and provide feedback on performance.
The ES will look at assessments undertaken, review progress with the FPF and ask Practice
Supervisors for feedback on the practitioner’s performance in rotations. The RITA also
provides an opportunity for the practitioner and their Educational Supervisor to determine
which areas require further work before the next review. The Educational Supervisor will
complete the appropriate form with the agreement of the practitioner: Form B if progress is
satisfactory or Form C if targeted training is required i.e. progress is not satisfactory. An
Academic Tutor may take part in a RITA if a practitioner is not making satisfactory progress
consistently. Completion of Form B at specific RITAs determines practitioner entry to End of
Module Assessments.
(iii)
End of Module Assessments
Objective Structured Clinical Exam (OSCE)
These examinations will be held at 18 months, with the principal aim of assessing
professional skills, problem solving ability and application of knowledge. 8 stations (6
manned stations and 2 unmanned) will test the foundation skills required by all pharmacy
practitioners, as well as areas of clinical practice likely to have encountered during the first
18 months of the programme. The core knowledge aspects associated with these therapeutic
areas, e.g. pathophysiology and pharmacology, will be tested in part through OSCEs and in
part through MCQs. Details of the therapeutic areas covered during Module 1 can be found
in the Clinical Learning Outcomes Guide (Curriculum Guide).
22
Multiple Choice Questions (MCQ)
These examinations assess a practitioner’s underpinning scientific knowledge (e.g.
pharmacology, pharmacokinetics etc.), as well as assessing information that all pharmacy
practitioners should know, e.g. legal aspects associated with pharmacy, and core knowledge
from the four Learning Outcome Guides (Curriculum Guides) in the first 12 – 18 months. Two
MCQ tests will be set: one assessing general clinical and patient services learning outcomes
which will be undertaken at 12 months and one assessing the MI, technical pharmacy and
specific clinical therapeutic learning outcomes which will be undertaken at 18 months.
(iv)
Portfolio of Evidence at 12 & 18 Months
Practitioner-led learning in this programme is underpinned by a formal process of meetings
and reviews, each of which should be documented. This formal and documented process
ensures adequate supervision and training and provides continuity between placements and
supervisors. A copy of all the forms should be retained in the portfolio (Form A, B/C).
Practitioners are required to compile a portfolio, which demonstrates competence to practice
pharmacy as a general level pharmacist. The portfolio will contain a number of assessments:
mini-CEX, CbD, DOPS, MRCF, mini-PAT, extended and social interventions, CPD entries,
FPF assessments and a log of significant interventions. The PG Dip GPP
Assessment Handbook contains details of the portfolio requirements at 12 and 18 months.
END OF MODULE 1
23
MODULES 2 – 4 – Foundation Stage 2 (FS2)
PHAYG101
PHAYG102
PHAYG103
Foundation Stage 2 (Therapeutic Review) (20 credits)
Foundation Stage 2 (Audit or Service Evaluation) (20 credits)
Foundation Stage 2 (Service Improvement &Innovation) (20 credits)
Introduction
The final 18 months of the programme comprises three 6 month modules which may involve
placements in a specific therapeutic specialty or service area. Practitioners are expected to
spend at least 200 learning hours each of the three FS2s (600 in total). This includes
learning sets, assessment, practice-based activities and private study.
Practitioners are expected to demonstrate a higher level of practice during FS2, and to
access primary literature regularly to support higher level clinical decision-making.
The learning outcomes for each module are defined in the FS2 Learning Outcomes
document which is available on Moodle. The learning outcomes are split into two main types:
practice learning outcomes and professional development learning outcomes. Practice
learning outcomes may be met in one or more therapeutic areas or in patient services,
technical services or medicines information. There are specific practice learning outcomes
for technical services and MI. The practitioner and FS2 Supervisor agree at the start of the
FS2 module where the learning outcomes will be met. Professional development learning
outcomes can be met anywhere. FS2s may be chosen by the practitioner depending on the
circumstances of the Training Centre. There may be opportunities for practitioners to
undertake FS2s in other Training Centres or other sectors of the NHS e.g. CCG depending
on the circumstances of the practitioner’s Training Centre. In order to achieve a higher level
of practice practitioners will actively contribute to the planning and delivery of pharmaceutical
care across the patient population seen within the placement.
(a)
Academic Element of Modules 2 – 4
Learning sets are held every 4 – 5 weeks during the final 18 months of the programme
(Modules 2 – 4). A number of the learning sets will focus on preparing practitioners for the
FS2 tasks (see below) for example: literature searching skills, critical appraisal skills,
managing change. Practitioners will build on the teamwork developed in Module 1, carrying
out research and presenting findings in both oral and written formats to the group.
(b)
Work Based Element of Modules 2 – 4
Workplace Learning
As with Module 1, the coursework and learning methods are designed to ensure that the
programme is fully integrated in the workplace. Coursework should tie into daily workplace
activities in order for practitioners to develop their practice skills and ensure the application of
pharmaceutical knowledge and skills as they progress through the programme.
Responsibility for FS2 design lies with the Training Centre in order to ensure integration of
the programme to the services of the individual Training Centre. A variety of activities may be
24
undertaken during each FS2 such as attendance at Multidisciplinary Team meetings,
Consultant ward rounds, participating in clinics, analysing PACT data for GP surgeries,
undertaking directorate reporting, and managing rotas. FS2 activities must be appropriate to
the specialty/practice area. A degree of flexibility is allowed in FS2 design in order to
incorporate the variety of pharmaceutical services provided by the Training Centres.
FS2 Supervisor
The FS2 Supervisor (a specified Practice Supervisor) is responsible for supporting and
supervising practitioners whilst they are undertaking a specific FS2 but practitioners are
responsible for achieving their learning outcomes and completing assessments. They will
provide some guidance on the choice of FS2 task.
Educational Supervisor
All practitioners undertake their practice activities under the guidance of an accredited
Educational Supervisor or Practice Supervisor. While practitioners are responsible for setting
their own learning goals and submission details for practice activities, the achievement of the
goals will be facilitated by the Educational Supervisor. The Educational Supervisor is
normally assigned to a practitioner for the duration of the Diploma.
Action Plan for FS2 Activities
Practitioners should meet with their FS2 Supervisor and Educational Supervisor to discuss
and agree on a suitable time frame for undertaking FS2 activities and for feedback on
assessments and other meetings in order to complete coursework on time. Practitioners are
advised to sign a learning agreement (Form A) and develop an action plan for each FS2.
Deadlines
Practitioners must submit any required coursework by the announced deadline. If
coursework does not meet the required standard, practitioners may be given an opportunity
to resubmit the failed coursework. All resubmissions which meet the required standard are
graded as a minimum pass of 50% only.
Learning Time
The time needed to prepare for learning tasks will vary amongst practitioners depending on
prior experience or exposure to the specific topic. Background reading may be required on
the pathophysiology of the disease, tests required for diagnosis, monitoring of treatment
efficacy and the evidence that support the treatment regimen, or other areas relating to
professional pharmacy practice.
Tasks and Assessments
To ensure practitioners develop particular skills during the course of this programme,
assessments (in the form of tasks) for FS2 will have these elements incorporated:
•
•
•
•
Literature searching
Critical appraisal and evaluation
Audit and evaluation
Managing change
25
•
•
•
Service improvement
Writing
Oral Presentation
These tasks will constitute the module mark, reflecting the effort that will be required for their
successful completion. The portfolio of evidence will continue to provide a central core for the
assessment process (see below for portfolio requirements). Practitioners will continue
collecting evidence to demonstrate competency mapped onto the FPF and the FS2 learning
outcomes. At this stage of the programme it is recognised that practitioners can identify their
own learning needs therefore they are responsible for determining some of the evidence for
the portfolio to demonstrate competency in a particular FS2. Completion of an FPF
assessment by their Educational Supervisor will be required at the end of each FS2. The PG
Dip GPP Assessment Handbook contains details of the assessment programme for
Foundation Stage 2.
Assessment Tasks
3 tasks will be completed (one for each FS2 module).
All projects should be useful to the practitioner’s Trust, approved by the supervisor and
Educational Programme Director, and relevant Trust staff/departments/groups or committees
if relevant, and discussed with a member of the academic team.
Therapeutic review
Critical appraisal and evaluation skills are important because, although many large trials are
appraised by MI centres and specialists, often patients treated in hospital do not fit into the
“pigeon hole” of a large clinical trial (due to co-morbidities or concurrent drug therapy).
Therefore smaller trials and case reports have to be used or reviewed to help inform how a
particular patient might be treated. This task will be based around the practitioner
undertaking a review of the literature of a chosen therapeutic area based on the care of a
particular patient- after consultation with their FS2 Supervisor. Alternatively, practitioners
may undertake a review of the literature in an area of pharmacy practice or service provision.
In all cases practitioners will be required to choose a topic where the evidence in the
literature is limited, inconclusive or conflicting.
The review will be written up as a report and will be presented orally to a peer group and an
academic assessor.
Audit or Service Evaluation
This skill is important for changing practice (usually prescribing), and it is important that all
practitioners are well versed in audit. As part of FS2, practitioners will be required to
complete an audit in the placement (in liaison with their FS2 Supervisor) or if a focus for audit
cannot be identified then practitioners may undertake a service evaluation project instead.
The audit or service evaluation will be written up as a poster and short written report.
Practitioners present the poster at a diploma audit session (usually an afternoon). The poster
can also be presented at the Trust’s research and audit day, as well as national conferences,
e.g. UKCPA.
26
Service Improvement & Innovation
By the end of the programme, practitioners should have an insight about how to improve
services, innovate and manage change; this task will require practitioners to complete an
assignment which proposes and innovative service improvement, based on an analysis of
the current service, stakeholders and options appraisal, and additionally illustrating how the
change would be managed and implemented in practice, using the FS2 therapeutic or
service area as the context. This will help practitioners to begin to think about the “bigger
picture” and the experience gained through completing this task will have generalisability for
the future. This task will be written up as an Executive Summary and presented orally to a
panel of senior pharmacists.
Portfolio of Evidence for each FS2
Practitioners are required to compile a portfolio of evidence that demonstrates all practice
and professional development learning outcomes have been. The portfolio will contain a
number of assessments that demonstrate fulfilment of the FS2 learning outcomes. The
assessments will include mini-CEX,CbD, DOPS, MRCF, mini-PAT, extended and social
interventions, GPhC CPD entries, FPF assessments and a log of significant interventions
(see Chapter 3 for descriptions of individual assessment tools). Practitioners are encouraged
to be creative and also use other types of evidence to demonstrate that learning outcomes
have been met. The FS2 Handbook has details of the FS2 portfolio requirements and
suggestions for evidence.
END OF SECTION 3
27
4. Expectations of Practitioners
Practitioners must:
•
Adhere to the UCL Code of Conduct at all times in a manner that does not bring UCL
into disrepute, this includes conduct whilst not on UCL premises
http://www.ucl.ac.uk/current-students/guidelines/code_of_conduct
•
Identify, manage and meet their own learning needs
•
Regularly read the School’s communications on Moodle and the website and check
their UCL email account on a regular basis.
•
Attend all Learning Sets (Please note that practitioners that do not attend Learning
Sets may not be permitted to sit assessments)
•
Arrive at all learning sets on time and sign the attendance register
•
Inform the admin team if they are absent and arrange to attend the learning set on an
alternative date
•
Complete pre-learning set activities, and provide evidence of having done so
•
Actively participate in all learning sets
•
Turn off mobile telephones during learning sets
•
Contribute to peer review assessment and feedback in a constructive and courteous
manner
•
Be polite, courteous and respectful of other cultures and beliefs. The University does
not tolerate any form of harassment, bullying or rudeness to fellow students or
lecturers
•
Ensure coursework is presented in the required format and submitted on time
•
Adhere to the University’s policy on plagiarism by ensuring that all work submitted is
their own and that all source material is appropriately referenced
•
Update personal details in line with the procedure outlined in the Student Handbook
28
•
Inform the Student Academic Support Office (SASO) if they change their practice
base and/or Educational Supervisor during the programme by email at
sop.professionalcourses@ucl.ac.uk.
•
Inform the Student Academic Support Office (SASO) if they are ill or have any other
reason why their performance during assessments may be affected. If practitioners
miss assessments due to extenuating circumstances they must follow the procedure
on the UCL School of Pharmacy website at http://www.ucl.ac.uk/pharmacy/currentstudents/student-information/regulations
•
Inform the Programme Director, via their Trust’s Educational Programme Director, if
they wish to withdraw from the programme or interrupt studies for any reason,
explaining the reason. The maximum time limit for completion of the programme is
five years so it is important for practitioners to discuss plans in order to ensure they
have enough time left to complete the programme
END OF SECTION 4
29
5. Assessment and Regulations
5.1
PROGRAMME REGULATIONS
A brief summary of the main academic regulations for the programme is provided below,
however practitioners are required to read the full Programme Regulations for Taught
Postgraduate Programmes on the UCL website at http://www.ucl.ac.uk/srs/academicmanual/overview. Students are also required to read the information contained in the
School Student Handbook.
Assessment
Practitioners must complete a number of formative and summative assessments as detailed
in the Module Outline. Formative assignments give feedback to practitioners on their
performance but do not count towards the final mark; however, it may still be a requirement
to complete these in order to progress. The marks for summative assignments count
towards the final mark for the degree. The minimum pass mark is 50%.
Final Degree Mark
The overall pass mark for the award of the Postgraduate Diploma in General Pharmacy
Practice is 50%.
Criteria for the Award of Pass, Merit and Distinction
Please refer to the Academic Manual, Chapter 4 http://www.ucl.ac.uk/srs/academicmanual/overview
The above regulations regarding awards of merit and distinction also apply to the award of
Postgraduate Certificate in General Pharmacy Practice for practitioners who exit the
programme following completion of Module 1.
30
5.2
SCHEME OF AWARD
Scheme of Award
Postgraduate Diploma in General Pharmacy Practice
1.
Programme of Study
1.3
The Diploma in General Practice Pharmacy (PG Dip GPP) comprises 4 modules at
Level:
PHAYG100
PHAYG101
PHAYG102
PHAYG104
Foundations of General Practice
Therapeutic Review
Audit
Service Improvement & Innovation
60 credits
20 credits
20 credits
20 credits
1.2
On successful completion of all assessments for Module 1 (PHAYG100),
practitioners who leave the programme will be awarded an exit award of a
Postgraduate Certificate in General Pharmacy Practice worth 60 credits.
3
Conditions of entry to Assessments
3.1
All practitioners are required to obtain a RITA B assessment confirmed by their
Educational Supervisors to be entered for assessments
3.2
Practitioners who receive a RITA C assessment from their Educational Supervisor
will be expected to sit their assessments at the next available opportunity provided
they meet condition 3.1
3.4
Practitioners who fail their FS2 Portfolio Appraisal discussion with their FS2
Supervisor and are not expected to pass by the end of the FS2, will not be assessed
by the academic team during the expected assessment period. Practitioners are
required to submit their FS2 written assessment by the original submission deadline.
The FS2 Oral, Written and Portfolio components will be assessed at the next
available opportunity.
The assessment dates can be found on Moodle.
31
4.
Assessment and Marking Scheme
4.1
The programme will be assessed by a number of elements as listed below:
Assessment Component
PHAYG100
months)
Marks
Credits
FOUNDATIONS OF GENERAL PRACTICE (18
12 month assessment


MCQ (12 months)
33%
Portfolio Assessment (12 months)
P/F
60
18 month assessment

OSCE (18 month mark)
P/F

MCQ (18 months)
67%

Portfolio Assessment (18 months)
P/F
600
PHAYG101
Review)
FOUNDATION STAGE 2 Module 1 (Therapeutic
20

FS2 Oral
50%

FS2 Written Summary
50%

FS2 Portfolio Assessment (Pass/Fail)
P/F
200
PHAYG102
FOUNDATION STAGE 2 Module 2 (Audit)
20

FS2 Oral
50%

FS2 Written
50%

FS2 Portfolio Assessment (Pass/Fail)
P/F
200
32
PHAYG103 FOUNDATION STAGE 2 Module 3 (Service
Improvement & Innovation)
20

FS2 Oral
50%

FS2 Written
50%

FS2 Portfolio Assessment (Pass/Fail)
P/F
200
TOTAL MARKS
1200
120
4.3
The pass mark is 50% for each assessment component that is awarded marks.
Some assessment components are marked on a pass/fail basis. In order to pass the
OSCEs practitioners must pass a minimum of 5 out of 8 stations.
5.
Progression
5.1
The programme has one progression point. It is not possible to progress to Part 2 of
the programme until all assessment components for Part 1 have been completed
and passed.
5.2
The two parts of the programme are as follows:
Part 1
Practitioners must have completed PHAYG100 Foundations of General Practice and
one of the FS2 modules (PHAYG101, PHAYG102 or PHAYG103) before they can
progress to Part 2 of the programme.
Part 2
Part 2 comprises the two remaining FS2 modules.
5.3
Practitioners who fail their FS2 Portfolio Appraisal with their FS2 Supervisor but are
expected to pass by the end of the FS2 are required to provide evidence that they
have completed all required elements by the deadline set by SASO.
5.4
Practitioners who fail their FS2 Portfolio Assessment with the academic team (due to
outstanding portfolio contents or activities) but are expected to pass by the end of
the FS2 are required to provide evidence that they have completed all required
elements by the deadline set by SASO.
5.5
Practitioners who are completing the programme are required to have a Final Signoff completed by their Educational Supervisor. Those that unable to provide this in
time for the portfolio assessment are required to submit the sign-off by the deadline
set by SASO.
6.
Compensation
6.1
At the discretion of the Board of Examiners, compensation may be permitted in the
MCQ examination for PHAYG100 across each section of an individual paper as long
33
as the minimum mark of 35% is achieved in each section and the overall mark for
that paper is 50%.
END OF SECTION 5
34