1 The Pursuit of Meaningful LearningProfessor Buge Apampa Director of Pharmacy

2 1st time ever for One year National Service at a Specialist HospitalBuge Apampa 1982 Pre-registration Pharmacist 1981 Bachelor of Pharmacy 1st Class Hons. University of Benin Nigeria 1983 In Northern Nigeria 1st time ever for One year National Service at a Specialist Hospital “Be the change you want to see in the world” Gandhi Back to Academia Clinical Lecturer Medway School of Pharmacy University of Kent 1991 Registration with the RPSGB Seeking a new challenge Project Director & Community Pharmacy Lead WELHAT PCT 1988 PhD Pharmacology University of Manchester Deputy Head of School Medway PCT GP Practice Pharmacist Aston Uni PG Diploma Clinical Pharmacy Pharmacy Manager 2016 Made history! Appointed 1st Sussex Professorial Teaching Fellow 2013 Dream Job! Moved to Sussex To set up Pharmacy Course 2008 Kent Uni PGCHE 2017 Team Teaching Excellence Award 2014 Professional Recognition MFRPSII 2012 Kent Science Faculty Teaching Prize “There’s no greater agony than bearing an untold story inside you” Maya Angelou

3 The Pursuit of Meaningful LearningExplore the concept of meaningful learning The Environment The Curriculum The Student

4 Meaningful versus Rote LearningVerbatim memorization Cannot be applied to novel situations E.g. remembering abstract facts like side effects of morphine without relating them to the general effects of morphine on the body Learning related to previous knowledge Integrated with previous learning Can be applied to novel situations and used in problem solving E.g. predicting side effects of morphine by linking to the general effects of morphine on the body “Education is what remains after one has forgotten what one learnt in school”

5 Meaningful Learning Meaningful Learning Involved Active: PortfolioReflective: Cooperative Collaborative: Context Authentic: Learning Outcomes Goal Directed:

6 Meaningful Learning: Student PerformancePerformance – a product of ability, motivation and situational factors (Heider) Ability - student’s aptitude for learning Motivation - product of their desire and commitment to learning Situational factors - the learning community and resources

7 Use Bloom’s Taxonomy

8 The Pursuit of Meaningful Learning: 1. The EnvironmentGenuine stakeholder consultation Employers Employees Students/Graduates Patients/Public University colleagues GPhC – Future Pharmacist standards Co-construction of curriculum to ensure post graduation focus through meaningful learning

9 Stakeholder Advisory GroupValues based admissions Intraprofessional Learning Clinical Research Expanding roles for future pharmacists IPL at the Bedside HEKSS Educational & Practice Supervisors Professional Skills Development The Trainee Voice High Quality Graduates

10 Patient Public Consultative GroupCommunication Skills Preparedness to Listen Consultation Skills Patient Education Public Health Role Patients as Teachers Robust Volunteer Recruitment Process Standard Operating Procedures More regular meetings

11 The Trainee Voice More Clinical Skills TrainingMore & Longer Placements National Curriculum More Calculation Practice IPL with Patients & HCP Contextualised Learning Portfolio & CPD Support Interactions with Expert Patients Support for Pre-registration Training

12 The Pursuit of Meaningful Learning: 2. The CurriculumOptimising curriculum design in Higher Education A key to delivering an inclusive learning, teaching and assessment experience “Science is built with facts as a house is with stones. But a collection of facts is no more science than a heap of stones is a house” Pioncare

13 Curriculum Design: The Heart of Effective Teaching & LearningDeveloping a transformative outcomes focused curriculum Avoiding “Too much content, not enough thinking, too little FUN” Defining the core curriculum “What the student must know; what they must be able to do and how they must behave”

14 MPharm Curriculum DesignTransformative Outcomes Focused Curriculum Body Systems Based Horizontal & Vertical Integration Spiral Progressive Embedding Professionalism Community Service Learning Developing the Dispositions & Qualities Compassionate Pharmacists who Care Critical Thinking Skills Intellectual Curiosity & Creativity Drive to Excel Discovery of New Knowledge

15 Developing the ‘Dispositions’ for a Challenging CareerSussex Pharmacy Will to Benefit Society: Cultural Competency & Community Service Will to Learn & Explore: Inspirational Curriculum; Intellectual Curiosity & Creativity Preparedness to Listen & Commitment to Really Care: Patient & Public Safety Research Ready Graduates; Creation of New Knowledge Drive to Excel:

16 Developing the Dispositions: Meaningful Learning in ActionCultural Competency Scheme Altruism Empathy Values Social Justice Self Development Positive contribution to local community

17 Developing the Dispositions: Meaningful Learning in ActionPatient as Teacher Scheme Communication skills Consultation skills Empathy Self-confidence Professionalism .

18 Meaningful Learning in Action: The Right ExperiencePractice Experiences Multidisciplinary learning Intra-professional learning Inter-professional Learning Experiential learning at the bedside E-portfolio Quality Enhancement

19 The Pursuit of Meaningful Learning: 3. The StudentDifference in the nature of learning Require support to adjust to self-directed learning Responsibility to support the process of learning not just cover content of learning

20 ‘Knowledge is experience, everything else is just information’.

21 The Student: Transitioning to HEDidactic lectures - primary pedagogy of University Education Student is but a passive observer Knowledge transfer from one set of notes (the academic’s) to another (the student’s), without passing through the mind of either. “How we teach is much more important than what we teach and nothing reduces enthusiasm for a subject faster than poor teaching” DiCarlo (2009)

22 Teaching Students to LearnPassive lecture format - boring, tedious & monotonous Do not attempt to cover content Students need time and space to examine the subject matter, content and process their learning Context more important than content Make classes interactive & FUN! ’No one is engaged or inspired when practising the ancient art of sleeping with their eyes open’.

23 Some Barriers to Meaningful LearningMotivation Classroom culture Homogenous networks Accessibility to staff Poor engagement Attainment Didactic teaching Differential learning styles Low understanding of assessment criteria Ineffective feedback ‘I never teach my pupils; I only attempt to provide the conditions in which they can learn’. Albert Einstein

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25 Fostering Meaningful LearningFacilitate conceptual frameworks for learning Habits of Excellence TBL Tutorials TED talks Think Pair Share… Enable Students to construct their own knowledge Glossaries What, why, how, when , what if… Poll Everywhere Questions Constructivism Conceptual Framework ACTIVE Learning ‘Understanding is the residue of thinking’

26 MPharm Teaching & Learning StrategyCase Based Learning Team Based Learning Student Engagement- Readiness Assurance Process Immediate Feedback assessment Technique Constructivism Peer to Peer Learning Technology Enhanced Learning “Knowledge is of no value unless you put it into practice”

27 Technology Enhanced Learning

28 Learning in the MPharm CurriculumLearning underpinned by core curriculum of body system themes, core clinical problems & core medicines Multidisciplinary curriculum development team ensure theme-based learning across disciplines Integration sessions support theme-based learning Connections between subjects emphasised Students progress from conceptual to integrative competence

29 Pharmacy Integrated CurriculumPeople Systems & Medicines Biology & Physiology Medicinal Chemistry Pharmacology Pharmaceutics Therapeutics Professional & Clinical Skills

30 Assessments… Self Awareness Self evaluation Self Directed LearningFeed forward versus Feedback Peer assessment Transparent assessment criteria

31 MPharm Assessment PhilosophyAssessment FOR Learning Assessment AS Learning Assessment OF Learning

32 MPharm Assessment StrategyFlexible hybrid of assessments Diagnostic, Formative & Summative Assessment Blueprint; standard setting Patient & Public Safety- High Stake Pass/Fail Competency assessments – demonstrating employability skills Millers triangle – assessing levels of competence

33 Assessment Framework: Millers TriangleBehaviour Cognition

34 The Sussex Pharmacy TBL Assessment

35 More Direct Support: Study Cycle

36 Importance of FeedbackTiming Face-2-Face FAQs Likely Mistakes Features of a good answer Assessment criteria

37 Power of Face-to-Face CommunicationExplain assessment criteria Explain evidence of attainment Relationship to learning outcomes Impact of body language, tone, eye contact, repetition Meaningful Learning ‘Inspiring and motivating students is far more important for long-term success then delivering information’

38 Make Learning Happen Phil Race’s Hint & Tips1. Capture your reflections 7. Make good use of praise 2. Find out where your learners are at Make Learning Happen 6. Keep talking about links to assessment 3. Keep watching how others teach 5. Get learners talking 4. Make students’ targets clear and interesting

39 Finally… Students will change their attitudes and behaviours regarding learning If taught how to learn and held accountable for their learning However, we must reduce content, increase critical thinking exercises and make learning FUN!! ‘Students may forget what you said or forget what you did, but will never forget how you made them feel’

40 The Sussex Pharmacy CourseMeaningful Learning Define as major course objective Verbalising Concepts Fellow Higher Education Academy Read Literature on Teaching & Learning Peer to Peer Teaching Teach the way we Research Support study skills Inspirational Teaching

41 THANKS. ANY QUESTIONS