An evaluation of an MPharm workshop exploring the needs of disabled service users

Background: Funding of the M.Pharm. degree limits the provision of clinical placements and opportunities for experiential learning (Langley, Wilson & Jesson, 2010). At the University of East Anglia, an opportunity was identified to increase student exposure to service users in classroom time. In consultation with the University’s Expert by Experience committee, a workshop was designed to enable 4th year M.Pharm. students to engage with service users with individual needs relating to sight; speech; learning; and/or dexterity and mobility. Working in groups, students rotated through three workstations in 1.5 hours. This evaluation explores the extent to which the workshop developed student understanding of service users’ individual needs. Method: Separate questionnaires were sent to all 85 participating students and five service users immediately following the workshop, via an emailed web link. Open questions were used to capture views on the workshop and how it could be improved. Opinions on how participation in the workshop may influence students’ future practice were also sought. Content analysis was performed on the responses received (Bengtsson, 2016). Results: Responses were received from 28 (33%) students and five (100%) service users. Students enjoyed being “able to listen and talk to real patients” [Student 5] and having discussions which were “not just focussed on medications” [Student 3]. Service users commented favourably on student participation and respectfulness during the session and valued the opportunity to influence future practice. Not making assumptions about capabilities and increased confidence in supporting patients with disabilities were the main learning outcomes for students. Service users also felt the workshops reinforced “how important good communication is” [Participant 5]. Students would have liked to have known more about the service users attending in advance of the session. There were contrasting views on optimal group size. Conclusion: The feedback received suggests this is a useful approach to influencing students’ future practice. Suggestions for improvement will be incorporated into future iterations. References Bengtsson, M. (2016). How to plan and perform a qualitative study using content analysis. NursingPlus Open, 2, 8-14 Langley, C., Wilson, K. & Jesson, J. (2010). Learning with other health professions in the United Kingdom MPharm degree: multidisciplinary and placement education. Pharmacy Education, 10, 39-4