Pedagogical practices of lecturers in pharmacy education.
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Date
2015
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Abstract
The roles and responsibilities of pharmacists have evolved to become more clinical
and professional which has implications for pharmacy education and academics’
pedagogical practices. This study explores the pedagogical practices of academics
across the undergraduate pharmacy curricula at the University of KwaZulu-Natal
(UKZN), observing, exploring and describing practices with the aim of understanding
the rationale for their use. Pedagogical practices are shaped by influences emanating
within and beyond pharmacy education at UKZN, from regulatory boards to chalk
boards, with the emphasis on the latter in this study. This qualitative research, viewed
through the lense of social realism and interpretivism, focuses on pedagogical
practices within the pharmacy majors: pharmacology, pharmaceutics, pharmaceutical
chemistry and pharmacy care. The study reveals pedagogical similarities and
differences amongst and between pharmacy majors and academic years of study and
how disciplines, content, knowledge, skills, competencies, values, personal attributes
and the profession are inextricably linked.
Case-based learning (CBL) is used within several third and fourth year pharmacy
majors, and a move towards integration and interprofessional learning (IPL) also
emerges. This research contributes to an understanding of pharmacy academics’
practices within a developing context, exploring the underlying structure of pharmacy
knowledge, curricula, teaching approaches and strategies and assessment. Pharmacy
academics play a crucial role in the process of developing students through education
and training to become professional pharmacists and are therefore the focus of this
enquiry. Future research endeavours can explore the structure, sequencing and
integration of interdisciplinary knowledge and pedagogical approaches, expanding
and deepening the understanding of academics’ pedagogical practices within
professional curricula.
Description
Doctor of Philosophy in Education Studies. University of KwaZulu-Natal, Edgewood 2015.
Keywords
Pharmacy -- Study and teaching -- South Africa -- KwaZulu-Natal., Pharmacy -- Curricula -- South Africa -- KwaZulu-Natal., Pharmacy students -- South Africa -- KwaZulu-Natal., Theses -- Education.