Teaching, learning and assessment

The theoretical component is delivered using a range of evidence-based teaching and learning strategies including lectures, workshops and team-based learning (TBL).

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, your DPP, and your patients.

You will be assessed by demonstrating your understanding through reflective writing, the development of a prescribing portfolio with evidence cross referenced to the Royal Pharmaceutical Society competency framework for all prescribers, and completion of a clinical skills assessment.

The competency framework for all prescribers was developed by the Royal Pharmaceutical Society 2016 and is used as the basis for prescribing practice development and assessment of competence by students working with a DPP. Assessment is carried out jointly between the DPP and the teaching team.

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.