LOGIN TO YOUR ACCOUNT

Username
Password
Remember Me
Or use your Academic/Social account:

CREATE AN ACCOUNT

Or use your Academic/Social account:

Congratulations!

You have just completed your registration at OpenAire.

Before you can login to the site, you will need to activate your account. An e-mail will be sent to you with the proper instructions.

Important!

Please note that this site is currently undergoing Beta testing.
Any new content you create is not guaranteed to be present to the final version of the site upon release.

Thank you for your patience,
OpenAire Dev Team.

Close This Message

CREATE AN ACCOUNT

Name:
Username:
Password:
Verify Password:
E-mail:
Verify E-mail:
*All Fields Are Required.
Please Verify You Are Human:
fbtwitterlinkedinvimeoflicker grey 14rssslideshare1
Bradley, Fay; Steven, Alison; Ashcroft, Darren (2011)
Publisher: American Association of Colleges of Pharmacy
Languages: English
Types: Article
Subjects: X900, B900

Classified by OpenAIRE into

mesheuropmc: education
ACM Ref: ComputingMilieux_COMPUTERSANDEDUCATION
Objective. To examine how hidden and informal curricula shaped pharmacy students' learning about patient safety. Methods. A preliminary study exploring planned patient safety content in pharmacy curricula at 3 UK schools of pharmacy was conducted. In-depth case studies were then carried out at 2 schools of pharmacy to examine patient safety education as delivered. Results. Informal learning from teaching practitioners was assigned high levels of credibility by the students, indicating the importance of role models in practice. Students felt that the hidden lessons received in the form of voluntary work experience compensated for limited practice exposure and elements of patient safety not adequately addressed in the formal curriculum, such as learning about safe systems, errors, and professionalism. Conclusions. Patient safety is a multifaceted concept and the findings from this study highlight the importance of pharmacy students learning in a variety of settings to gain an appreciation of these different facets.
  • The results below are discovered through our pilot algorithms. Let us know how we are doing!

    • 1. Kohn L, Corrigan J, DonaldsonM, eds. To Err is Human - Building a Safer Health System. Washington: National Academy Press; 2000:146.
    • 2. Vincent C, Neale G, Woloshynowych M. Adverse events in British hospitals: preliminary retrospective record review. Br Med J. 2001;322(7285):517-519.
    • 3. Green CF, Mottram DR, Rowe PH, Pirmohamed M. Attitudes and knowledge of hospital pharmacists to adverse drug reaction reporting. Br J Clin Pharmacol. 2001;51(1):81-86.
    • 4. Cox AR, Marriott JF, Wilson KA, Ferner RE. Adverse drug reaction teaching in UK undergraduate medical and pharmacy programmes. J Clin Pharm Ther. 2004;29(1):31-35.
    • 5. Johnson MS, Latif DA. Medication error instruction in Schools of Pharmacy Curricula: a descriptive study. Am J Pharm Educ. 2002; 66(4):364-371.
    • 6. Ashcroft DM, Morecroft C, Lowe J. Likelihood of reporting incidents in community pharmacy: pharmacy students' perspectives. Int J Pharm Pract. 2004;12(suppl):R54.
    • 7. Hafferty FW. Beyond curriculum reform: confronting medicine's hidden curriculum. Acad Med. 1998;73(4):403-407.
    • 8. Eraut M. Developing Professional Knowledge and Competence. London: Falmer Press; 2004.
    • 9. Eraut M. Non-formal learning and tacit knowledge in professional work. Br J Educ Psychol. 2000;70(1):113-136.
    • 10. Colley H, Hodkinson P, Malcom J. Informality and Formality in Learning. A Report for the Learning and Skills Research Centre. London: Learning and Skills Research Centre; 2003:65.
    • 11. Lempp H, Searle C. The hidden curriculum in undergraduate medical education: qualitative study of medical students' perceptions of teaching. Br Med J. 2004;329(7469):770-773.
    • 12. D'Eon M, Lear N, Turner M, Jones C. Perils of the hidden curriculum revisited. Med Teach. 2007;29(4):295-296.
    • 13. Ozolins I, Hall H, Peterson R. The student voice: recognising the hidden and informal curriculum in medicine. Med Teach. 2008;30: 606-611.
    • 14. Masella RS. The hidden curriculum: value added in dental education. J Dent Educ. 2006;70(3):279-283.
    • 15. Gardner S. Car keys, house keys, easter eggs, and curricula. Am J Pharm Educ. 2010: 74(7):1.
    • 16. Pearson PH, Steven A, Howe A, Sheikh A, Ashcroft D, Smith P. Learning about patient safety: organisational context and culture in the education of health care professionals. J Health Serv Res Policy. 2010;15(suppl1):4-10.
    • 17. Pearson PH, Steven A. On Behalf of Patient Safety Education Research Group. Report to the Patient Safety Research Programme. Patient Safety in Health Care Professional Educational Curricula: Examining the Learning Experience. London: Department of Health; 2009.
    • 18. Stewart J. Asking for Senior Intervention: Conceptual Insights into the Judgement of Risk by Doctors [PhD thesis] Newcastle: Newcastle University, 2006.
    • 19. Parlett M, Hamilton D. Evaluation as illumination: a new approach to the study of innovatory programs. In Hamilton D, Jenkins D, MacDonald B, King C, Parlett M, eds. Beyond the Numbers Game. London: Macmillan;1977.
    • 20. Eraut M. Professional apprenticeship. Learn Health Soc Care. 2003;2(3):117-122.
    • 21. Eraut M. Sharing practices, problems and possibilities. Learn Health Soc Care. 2004;3(4):171-178.
    • 22. Eraut M. Learning contexts [Editorial]. Learn Health Soc Care. 2006;5(1):1-8.
    • 23. Eraut M. Learning from other people in the workplace. Oxford Rev Educ. 2007;33(4):403-442.
    • 24. Stake R. The Art of Case Study Research. Thousand Oaks, CA: Sage Publications; 1995.
    • 25. Steven A, Dickinson C, Pearson P. Practice-based interprofessional education: looking into the black box. J Interprof Care. 2007;21(3):251-264.
    • 26. Wilson K, Jesson J, Langley C, Clarke L, Hatfield K. MPharm Programmes: Where Are We Now? London: Royal Pharmaceutical Society of Great Britain; 2005.
    • 27. Lave J, Wenger E. situated Learning: Legitimate Peripheral Participation. Cambridge: Cambridge University Press; 1991.
  • No related research data.
  • No similar publications.

Share - Bookmark

Cite this article