Mapping teaching, learning and assessment in the MPharm in UK schools of pharmacy

Aim To undertake a national study of teaching, learning and assessment in UK schools of pharmacy. Design Triangulation of course documentation, 24 semi-structured interviews undertaken with 29 representatives from the schools and a survey of all final year students (n=1,847) in the 15 schools within the UK during 2003–04. Subjects and setting All established UK pharmacy schools and final year MPharm students. Outcome measures Data were combined and analysed under the topics of curriculum, teaching and learning, assessment, multi-professional teaching and learning, placement education and research projects. Results Professional accreditation was the main driver for curriculum design but links to preregistration training were poor. Curricula were consistent but offered little student choice. On average half the curriculum was science-based. Staff supported the science content but students less so. Courses were didactic but schools were experimenting with new methods of learning. Examinations were the principal form of assessment but the contribution of practice to the final degree ranged considerably (21–63%). Most students considered the assessment load to be about right but with too much emphasis upon knowledge. Assessment of professional competence was focused upon dispensing and pharmacy law. All schools undertook placement teaching in hospitals but there was little in community/primary care. There was little inter-professional education. Resources and logistics were the major limiters. Conclusions There is a need for an integrated review of the accreditation process for the MPharm and preregistration training and redefinition of professional competence at an undergraduate level.

Understanding sustainable development

Sustainable development is notoriously difficult to grasp for students and professionals. Multidimensional, encompassing social, ecological and economic theories, policies and practice, it can be a maze of complexity and contradiction. This powerful new textbook, by a topic instructor in the field, is the first to unravel sustainable development and provide readers with the deep understanding so often missing in other texts. The book adopts a multi-perspective approach designed specifically to allow access to the topic from a wide range of educational and professional backgrounds and to develop understanding of a diversity of approaches and traditions at different levels. It features multiple entry points, explains jargon and explores controversies. Also offering boxed examples from the local to the global, Understanding Sustainable Development is the most complete guide to the subject for course leaders, students and self-learners.

Double-voicing at work : power, gender and linguistic expertise

'Double-voicing' means that when a person speaks, they have a heightened awareness of the concerns and agendas of others, which is reflected in the ways they adjust their language in response to interlocutors. The Russian philosopher Mikhail Bakhtin famously applied the concept of 'double-voiced discourse' to the world of literature, but just touched upon its relevance to everyday language. This book reveals how 'double-voicing' is an inherent and routine part of spoken interactions within educational and professional contexts. Double-voicing is closely related to the ways in which power relations are constructed between speakers, as it is often used by less powerful speakers to negotiate perceived threats from more powerful others. The book explores how women leaders use double-voicing more than men as a means of gaining acceptance and approval in the workplace. While double-voicing at times indexes a speaker's linguistic insecurity, the book argues that it can be harnessed to demonstrate linguistic expertise.

Double-voicing at work:power, gender and linguistic expertise

'Double-voicing' means that when a person speaks, they have a heightened awareness of the concerns and agendas of others, which is reflected in the ways they adjust their language in response to interlocutors. The Russian philosopher Mikhail Bakhtin famously applied the concept of 'double-voiced discourse' to the world of literature, but just touched upon its relevance to everyday language. This book reveals how 'double-voicing' is an inherent and routine part of spoken interactions within educational and professional contexts. Double-voicing is closely related to the ways in which power relations are constructed between speakers, as it is often used by less powerful speakers to negotiate perceived threats from more powerful others. The book explores how women leaders use double-voicing more than men as a means of gaining acceptance and approval in the workplace. While double-voicing at times indexes a speaker's linguistic insecurity, the book argues that it can be harnessed to demonstrate linguistic expertise.

Professionalism in higher education:important not only for lawyers

This article considers how, in light of the changing legal profession and higher education, academia could address professionalism training. The authors put forward an argument that, if professionalism is to be understood as a set of skills, values and attitudes required for any lawyer, it is now a good time to consider how these could be taught and assessed in law and non-law degrees. The formation of professional values and attitudes is a long process that continues throughout a person’s life. The earlier students are exposed to professional values, attitudes and skills, the better the quality of service these future lawyers will provide to the public. Taking into account the Legal Education and Training Review (LETR) recommendations, the article suggests some practical ways as to how professionalism could be developed in higher education.

Understanding sustainable development

This new and expanded edition builds upon the first edition’s powerful multi-perspective approach and breath of coverage. A truly comprehensive introduction to sustainable development, it is designed specifically to allow access to the topic from a wide range of educational and professional backgrounds and to develop understanding of a diversity of approaches and traditions at different levels. This second edition includes: •a complete update of the text, with increased coverage of major topics including ecosystems; production and consumption; business; urban sustainability; governance; new media technologies; conservation; leadership; globalization and global crises; sustainability literacy and learning; •more examples from the Global South and North America, while retaining its unique coverage of first world countries; •chapter aims at the start and summaries at the end of each chapter; •glossary of key terms; •a new chapter on Conservation with a focus on behaviour change and values; •a brand new website which includes discussion of how projects are done on the ground, additional exercises and online cases, test questions and recommended readings and films. Offering boxed examples from the local to the global, Understanding Sustainable Development is the most complete guide to the subject for course leaders, undergraduates and postgraduates.

Classifying clinical decision making:interpreting nursing intuition, heuristics and medical diagnosis

This is the second of two linked papers exploring decision making in nursing. The first paper, 'Classifying clinical decision making: a unifying approach' investigated difficulties with applying a range of decision-making theories to nursing practice. This is due to the diversity of terminology and theoretical concepts used, which militate against nurses being able to compare the outcomes of decisions analysed within different frameworks. It is therefore problematic for nurses to assess how good their decisions are, and where improvements can be made. However, despite the range of nomenclature, it was argued that there are underlying similarities between all theories of decision processes and that these should be exposed through integration within a single explanatory framework. A proposed solution was to use a general model of psychological classification to clarify and compare terms, concepts and processes identified across the different theories. The unifying framework of classification was described and this paper operationalizes it to demonstrate how different approaches to clinical decision making can be re-interpreted as classification behaviour. Particular attention is focused on classification in nursing, and on re-evaluating heuristic reasoning, which has been particularly prone to theoretical and terminological confusion. Demonstrating similarities in how different disciplines make decisions should promote improved multidisciplinary collaboration and a weakening of clinical elitism, thereby enhancing organizational effectiveness in health care and nurses' professional status. This is particularly important as nurses' roles continue to expand to embrace elements of managerial, medical and therapeutic work. Analysing nurses' decisions as classification behaviour will also enhance clinical effectiveness, and assist in making nurses' expertise more visible. In addition, the classification framework explodes the myth that intuition, traditionally associated with nurses' decision making, is less rational and scientific than other approaches.