P27 Using a simulated community pharmacy and role-play to teach future pharmacists

BackgroundDispensing and supplying medicines to patients are fundamental aspects of community pharmacy; pharmacists must be able to provide advice about the product(s) being supplied to promote the safe and effective use of medicines. The innovative teaching activity outlined below aimed to enable future pharmacists at Queen’s University Belfast to learn about this part of practice and demonstrate their competence.Summary of workThird-year pharmacy students (n=120) undertook a ‘Proprietary Dispensing’ component (compulsory attendance at 16-weekly classes). Classes encompassed a formative session with pharmacist staff and dispensing of prescriptions (with formative assessment before summative). Other resources were available on an online platform and students had foundational knowledge of legislation and clinical therapeutics from other parts of the degree programme. Learning outcomes were that students should have clinical and legal knowledge and skills to competently dispense health service and private prescriptions, including providing pertinent advice about the items(s) being supplied. Role-play interactions promoted active learning and occurred in a simulated pharmacy (with authentic medicinal products, labelling software and decision-making tools).1 2 Mock prescriptions were linked to a different clinical area each week. Students assumed the role of the pharmacist while staff acted as healthcare practitioners and patients (or representatives). Students dispensed health service and private prescriptions written by various healthcare practitioners (which had deliberate errors embedded) and provided verbal advice. Marking rubrics were used for assessment with mark deductions linked to potential level of harm (pass mark was 70%).1 2 Alongside grades, students received individual and class feedback.1 Reflection was encouraged through error logs and discussion about mistakes that had occurred in practice.1 2 Students’ opinions were gained using a standardised module questionnaire.Summary of resultsMean grade was 73.5 ± 13.2. Students considered it would ‘help a lot in the future’ and ‘built confidence’. It was ranked as their preferred method assessment as it allowed them to ‘demonstrate skills that had been learnt, and it is what pharmacists actually do.’ All students ‘strongly agreed’ or ‘agreed’ that the learning outcomes had been met, and that problem-solving skills had been developed. Staff considered it valuable but time-intensive.Discussion and concl