ACCREDITATION OF UK PHARMACY DEGREE COURSES

FOREWORD

Pharmacists contribute to the nation’s health, both as individual practitioners and as members of multiprofessional teams, applying expertise about medicines and their effective, efficient and economic use. The Royal Pharmaceutical Society of Great Britain is the regulatory body for pharmacy in England, Scotland and Wales and within that one of its most important responsibilities is for the quality assurance of pharmacists. A main means of delivering that quality assurance is the approval of the degree courses that all pharmacy students must undertake before progressing through one year’s vocational training and assessment, to registration as a pharmacist and continuing professional development. The Society’s method of approval of degrees is a system of accreditation. This document is a statement of our policy, standards and procedures for degree accreditation. We are now in an age of strong investment and progress in health and social care, of multi-professional working, of partnership between health professionals and patients and carers, and of public accountability. Consequently, this document is the product of engagement not only with expert pharmacists and pharmacy academics but also with practitioner pharmacists, patient groups, other health professionals, the NHS, and other health and social care organisations.

Gillian Hawksworth President

2

CONTENTS

POLICIES REGARDING DEGREE ACCREDITATION

5 – 10

PROCESS OF DEGREE ACCREDITATION

11 – 24

Appendix 1

Council Directive and EC Committee decisions

25 – 27

Appendix 2

Indicative syllabus for UK pharmacy degree courses

28 – 30

Appendix 3

Job descriptions

31 – 40

Appendix 4

Questionnaires

41 – 42

Appendix 5

Expenses Forms

43 – 45

Appendix 6

Exemplar summary report

46 – 47

Appendix 7

Business plan elements

Appendix 8

Documentation for Stage 3

48 49 – 51

3

4

ROYAL PHARMACEUTICAL SOCIETY OF GREAT BRITAIN ACCREDITATION OF UK PHARMACY DEGREE COURSES POLICIES REGARDING DEGREE ACCREDITATION Introduction This document This document was arrived at by an expert working group after a wide-ranging review of literature relevant to the future of pharmacy and the future of pharmacy education, particularly pre-qualification, undergraduate education. When in draft, from July to November 2001 it was the subject of consultation broadly within the profession, with senior officers and managers in the NHS, with other healthcare professional bodies, and with patient-representative groups. Following this introduction, the document comprises two main sections. First, there are the policies applying equally to a university seeking to renew degree accreditation and to a university seeking accreditation for the first time. Second there is a description of the processes of degree accreditation, which differ somewhat between re-accreditation and first-time accreditation. Context Stemming from its Supplemental Charter and the Pharmacy Act 1954, and recognised in European Directives 85/432/EEC and 85/433/EEC, the Royal Pharmaceutical Society of Great Britain (RPSGB) has responsibility and powers for approval of the education and training of pharmacists registering in Great Britain. An important stage and component of such education and training is the pharmacy degree course. The RPSGB’s approach to the approval of such programmes is a system of accreditation and re-accreditation normally no less frequently than every five years. This document specifies and describes that system. Throughout the United Kingdom, before becoming eligible for registration with and membership of the RPSGB1, and thereby permitted to practise as a pharmacist, a pharmacy graduate must also i. undertake preregistration training of at least 12 months duration, of which at least six months must be in a community or hospital pharmacy2 and towards the end of the total programme of pre-qualification education and training; ii. satisfactorily complete training and performance assessments within the preregistration period; and iii. pass a registration examination towards the end of or after the preregistration period. Consequently, the degree course strongly relates to preregistration training, either undertaken intercalated with the degree course in a sandwich programme or, more usually, post-graduation. This document and the system of degree accreditation of which it forms a key part are to secure appropriate wide-ranging standards for and of pharmacy graduates to ensure they are properly prepared for preregistration training. The purpose of the pharmacy degree course The care of the patient and public protection are paramount considerations for the RPSGB, its members (pharmacists) and students. The RPSGB needs, and works to support, the UK schools of pharmacy to produce graduates whose contributions to patient care are founded on understanding of the application of scientific method, of the principles and techniques of the pharmaceutical sciences, and of evidence-based health care. Its co-purpose is that such contributions will be facilitated by developed capabilities of/to: respect, communicate and work with patients, carers and other 1 2

Or in Northern Ireland, membership of the Pharmaceutical Society of Northern Ireland (PSNI). With some weeks’ experience also of community or hospital pharmacy practice when the rest of the preregistration year is undertaken, respectively, in hospital or community pharmacy practice.

5

health and social care professionals; rigour and discipline of mind; professionalism; adaptation to developments in pharmacy and medicine; appropriate confidence; and commitment to continuing professional development. It will be noted from the preceding paragraph that the knowledge, skills and attitudes to be developed by the pharmacy student over the period of the degree course are generic as well as subject-specific. These generic skills and attitudes are predominantly those encompassed by the term ‘graduateness’; IT skills, verbal and written communication skills, interpersonal skills, numeracy, and learning to learn. Pharmacy degree courses: their place within UK higher education and resources for their delivery The RPSGB has worked to see this document compatible with the national qualifications frameworks which were published by the Quality Assurance Agency for Higher Education (QAA) in January 2001 and the finalised Subject Benchmark for pharmacy published by the QAA in early-2002. In particular, the degree accreditation criteria reflect, though are not predicated on, the expectation that final year pharmacy students will reach that level of attainment described as M-level, warranting the award of a Master’s degree. It is important to state, however, that whatever importance the QAA documents come to command, for RPSGB degree accreditation it is this document which has primacy. The RPSGB seeks to secure for pharmacy undergraduate education resources which are commensurate with funding council grant, tuition fee and any other income which the pharmacy degree course generates for the university in question, and which are adequate to support the programme. For accreditation or re-accreditation, the RPSGB needs to be confident that such resources will be maintained for any given period of accreditation or reaccreditation. Curriculum development Over the past two decades schools of pharmacy have radically reformed the subject matter and the delivery methods of their degree courses. A feature of curriculum development has been integration of subject matter with the aim that the student is provided with a coordinated understanding and comprehensive knowledge and expertise in the key aspects of the preparation, distribution, actions and uses of drugs and medicines. The RPSGB expects this vein of development to continue side-by-side and overlapping with students’ preparation for engagement and responsibility in diagnosis, prescribing and public health. Schools of pharmacy will be expected to maintain their recently enhanced emphasis on students’ capability and accuracy in performing pharmaceutical calculations, both with and without the aid of electronic calculators and computers. The RPSGB wishes to facilitate collaboration and joint working in delivery, quality assurance and quality enhancement of the education, training, learning and development of healthcare professionals. However, in recognising and supporting multi-disciplinary approaches at undergraduate level, the RPSGB emphasises that such must be relevant to, and integrated with, the subject-specific core. Degree course quality assurance other than by the RPSGB Quality assurance (QA) or as it is often termed in UK higher education, quality management and enhancement (QME), is highly sophisticated and embedded in the sector. It comprises school/department, university and QAA systems. Increasingly, these systems mesh together, achieving greater effectiveness and efficiency. The RPSGB views its accreditation system as adding to but not – in its essential focus of assuring fitness for preregistration training and later practice as a pharmacist – strongly duplicating quality assurance within higher education. RPSGB accreditation also has the strength of being external to higher education. The RPSGB expects certain features of higher education QA/QME systems to be in place. It assumes the following: ● the general adequacy of intra-school and intra-university degree course QA/QME systems, including their documentation, practicality and application; and

6

● that QA/QME systems apply to a proper extent to teacher-practitioners, visiting lecturers and other joint or external contributions to the pharmacy degree course. Nevertheless, the RPSGB reserves the right to enquire into these features and to recommend to the school, the university or the QAA their introduction or improvement if deficiencies are found. Students The RPSGB shares the expectation of society at large that at the outset or after foundation teaching and learning the great majority of admitted students will be able to cope with the pharmacy degree course. The RPSGB will consider sympathetically but carefully, and in the public interest, proposals for curriculum development aimed at broadening access to pharmacy undergraduate education. Pharmacy is a profession whose practitioners must possess integrity and, in all aspects of their work and formal dealings with others, behave responsibly. Consequently, the RPSGB expects that schools of pharmacy will impress upon pharmacy students the desirability of displaying these qualities in their dealings with their peers, members of academic staff and any patients or healthcare professionals with whom they come into contact.

Criteria for degree accreditation Organisation and status of the criteria The RPSGB’s main concern will be for the outcomes, processes and structures of, and for, the degree course. Consequently, following pre-requisite criteria which are requirements of the European Union or commitments made by the UK within the EU Advisory Committee on Pharmaceutical Training and a single criterion related to degree course entry requirements, the remaining criteria are organised as required outcomes, required processes, and required structures. There are also a short series of standing conditions of degree accreditation immediately following the criteria. Normally, for degree accreditation all or most criteria must be met, with the remainder clearly in process of being addressed for compliance within a specified period of time. However, exceptional cases may be allowed where the clear underlying purpose(s) of a criterion or criteria is/are achieved with no deleterious effect on or for students, though the relevant criterion or criteria is/are not met. The RSPGB does not want the criteria and indicative syllabus to be overly constraining. It has confidence in the commitment, expertise and inventiveness of staff in or working with higher education, including teacher-practitioners and visiting lecturers. These experts are allowed, indeed encouraged, by the RPSGB to produce a diversity of content and approaches across schools of pharmacy. Such diversity is a strength. It can extend to the inclusion in a degree course of areas of special interest, such as human and financial aspects of business management, aspects of hospital or industrial practice, or veterinary pharmacy, or to experimentation with teaching methods.

Prerequisites dictated by European Directive 85/432/EEC and resolutions of the EC Advisory Committee on Pharmaceutical Training (see Appendix 1) 1.

The student undertakes at least 3,000 hours of directed study of pharmaceuticallyrelevant subjects within a full-time degree course of four years’ duration.

2.

The greater part of the curriculum and not less than 50% of the final year of the degree course is core content, i.e. common to all students.

3.

Those components of the degree course which collectively deal with the actions and uses of drugs and medicines occupy no less than 35% of the curriculum, irrespective of the extent of specialisation in the final year.

7

4.

At least 35% of those parts of the degree course common to all students involve the student in preparing for, undertaking and analysing the outcomes of experiments, exercises or observations wherein s/he reaches his/her own findings or conclusions.

5.

The degree course includes a significant research project of three to six months duration, but not necessarily with all curriculum time during this period being devoted to this activity alone. The student must undertake the project alone or as his/her individual contribution to a team endeavour. The project must address a research question or problem, must involve a critique of research methodology employed, and must include an analysis of results generated directly by the student or indirectly by others as primary researchers3.

One of the European requirements is that entrants to pharmacy degree courses have a thorough grounding in the basic sciences of chemistry, physics and biology. For the time being the RPSGB will continue to monitor that this is the case rather than introducing additional criteria for accreditation.

Prerequisite with regard to entry to the pharmacy degree course 6.

All pharmacy degree course entrants must have achieved GCSE at Grades A to C, or equivalent qualifications, in English Language and Mathematics4.

Outcomes the graduate… 7.

takes personal responsibility for his/her learning, developing a foundation for subsequent continuing professional development,

8.

can communicate effectively, orally and in writing, with his/her teachers and peers, as a sound basis for future interaction with patients, carers and other healthcare professionals,

9.

can undertake structured problem-solving,

10. is able to recognise ethical dilemmas in healthcare and science, and understands ways in which these might be managed by healthcare professionals, whilst taking account of relevant law, 11. appreciates and has an understanding of main sources of drugs; ways in which drugs are purified, characterised and analysed; their physico-chemical properties; and properties drugs display as biologically active molecules in living systems, 12. has an understanding of the design, manufacture and performance of drug dosage forms and is able critically to appreciate the inter-relationship between formulation, drug delivery and therapeutic effectiveness, 13. understands how medicines are developed, manufactured and brought to the market place, 14. has proved him/herself capable of performing pharmaceutical calculations accurately, 15. has the capability to prepare extemporaneously any medicine for which this would be regarded as the normal means of provision, including by aseptic technique, 16. is able to interpret and evaluate, for safety, quality, efficacy and economy, prescriptions and other orders for medicines, and to advise patients and other healthcare professionals about medicines and their usage, 17. is aware of and understands systems for the quality assurance of products and pharmaceutical services. This includes the management of risk, 3

4

Thus, all of laboratory, clinical, survey-based, behavioural and literature-based research projects are permissible. These requirements notwithstanding, the RPSGB welcomes entry from appropriate Access programmes, and of transferees from degree programmes, or graduates, in other science subjects.

8

18. is able to design, improve, and operate within standard operating procedures, including Patient Group Directions, 19. is able to supply medicines in accordance with legal and professional requirements, 20. can undertake critical appraisal of information or conjecture in all forms of presentation, 21. can apply appropriate research approaches and methods to manage scientific and practice problems, 22. has a foundation of knowledge, understanding and skills for promoting good health, diagnosing disease, and prescribing medicines, 23. understands and can explain concepts of medicines management and pharmaceutical care.

Processes the student… 24. is inculcated with a concern for the patient, normally above other considerations, 25. gains first-hand structured experience of practice, including contact with patients and practitioners of other healthcare professions, 26. is required to communicate with individuals and audiences, 27. is instructed in the use of, and required to apply, library and other information resources, 28. is required to apply routinely, word-processing, spreadsheet, database, e-mail and information retrieval computer applications, 29. has brought to his/her attention the continuing professional development opportunities open to practising pharmacists, 30. is made aware of the advantages of, and encouraged to undertake, employment or attachment for vacation experience in pharmacy practice, 31. is encouraged both to be a participating member of the British Pharmaceutical Students’ Association and to attend local RPSGB branch or regional meetings, or equivalent meetings in Northern Ireland.

the degree course… 32. is planned with reference to the indicative syllabus at Appendix 2 and as an integrated programme. The inter-relationships of its component parts must be considered and made explicit, 33. seeks to develop students' skills of self-management, teamworking and peer assessment, 34. has the features of positioning knowledge, understanding and skills in a pharmaceutical context and with reference to pharmacy practice, 35. in the processes of curriculum review and development, benefits from the academic staff properly taking account of major advances and developments potentially impacting on pharmacy, 36. features a variety of approaches to achieving and assessing learning appropriate to its stated objectives, including lectures, practical classes, seminars, workshops, tutorials, computer-based/aided learning, clinical visits, problem-solving exercises, essays, projects, dissertations and other assignments, and examinations, 37. includes significant staff-led or supervised time devoted to the topics of pharmacy law and professional requirements, and their applications in practice, this being in addition to the assimilation of legal and professional requirements into a substantial proportion of a dispensing practical course, 38. where appropriate and possible, has the student taught and learning alongside and together with students of other healthcare professions, 39. has pharmacy undergraduate teaching taking place alongside and with reference to research and other postgraduate activities.

9

Structures 40. For its proper ethos, quality assurance, and scientific and professional leadership, the degree course is within the control of, and predominantly delivered by, an autonomous school or department of pharmacy, 41. accommodation, human, equipment, and other resources available to the school or department of pharmacy are sufficient for the effective delivery of the planned degree course to the numbers of students in each year of the degree course, and overall; properly taking account of the teaching, research and other commitments of the unit, 42. the school or department of pharmacy has an appropriately expert academic staff, including such in the practice of pharmacy, 43. the school or department of pharmacy has within its academic staff at least one pharmacist who is a professor or of equivalent authority in the institution, 44. teacher-practitioners and visiting lecturers from all of community, hospital and industrial pharmacy practice, and appropriate persons from other healthcare professions are involved in teaching/support for learning and assessment, 45. the student has access to a personal tutor or tutors for academic guidance and pastoral care, 46. there is an active staff-student consultative committee, 47. pharmacy law, professional requirements and practice are taught predominantly by pharmacists from within the school or department of pharmacy, 48. there is assessment of competence in dispensing either by an examination at the end of a dispensing course, taken under full examination conditions with an external examiner present or by a series of tests taken under examination conditions, with an external examiner having the right to attend any of the practical tests and attending some part of the assessment every year. The external examiner is associated with the overall assessment, 49. there is a requirement for achievement of satisfactorily high standards in assessments of both dispensing practice, and pharmacy law and professional requirements, irrespective of the student's performance in other subjects. Compensation of marks for these subjects is not allowed and success in these subjects is either a condition of entry to the final year or, if undertaken in the final year, for the award of the degree, 50. during the final year, the student is required to pass an assessment of knowledge and understanding of any important recent changes in pharmacy law and/or professional requirements.

Standing conditions of degree accreditation These are conditions which will apply in all circumstances of degree accreditation. i.

the school or department of pharmacy always seeks approval from the Society for curriculum amendments and always at least informs the Society of significant changes to pharmacy undergraduate student numbers or resources for their teaching, learning support and assessment, including any change from internal to teaching, learning and assessment from outside the school or department,

ii.

the school or department of pharmacy produces and submits to the Society annually requested data on student numbers and progression, and degree awards,

iii.

the school or department of pharmacy produces and submits to the Society annually requested information about the extent of human and physical resources it enjoys for the delivery and support of the degree course.

iv.

the school or department of pharmacy or the university makes students and potential students aware of the existence and Internet address where they can view the RPSGB’s summary reports of degree accreditation exercises, main after-actions therefrom and of the timetable for future accreditation exercises.

10

PROCESS OF DEGREE ACCREDITATION 1

Overview

1.1.1 The RPSGB works to support and ensure that the UK schools of pharmacy produce graduates whose contributions to patient care are founded on understanding and application of scientific method, of the principles and techniques of the pharmaceutical sciences and of evidence-based health care. Equally, it works to support and ensure that pharmacy graduates have been enabled to develop capabilities of/to: respect, communicate and work with patients, carers and other health and social care professionals; rigour and discipline of mind; professionalism; adaptation to developments in pharmacy and medicine; appropriate confidence; and commitment to continuing professional development. The RPSGB’s main means of assuring these outcomes and features of UK pharmacy degree courses is a system of accreditation. Following on from the criteria for degree accreditation, the process aspects of that system are described here. 1.1.2 The RPSGB’s main approach to accreditation is ensuring that the pharmacy degree course is appropriately resourced in accommodation, equipment and staff, and that either all criteria for degree accreditation are met or that the overwhelming majority are met with the remainder being vigorously pursued by explicit approaches or means. This approach applies equally to existing and proposed degree courses. 1.1.3 For an existing school of pharmacy decisions are made on the basis of current and recent provision and performance, whereas for a proposed degree course in a new school decisions to allow progress through the various stages towards full accreditation (see 8.1.2) are on the basis, successively, of a business plan, current and recent performance in cognate areas within the parent university, and plans for the content and delivery of the curriculum. 1.1.4 The process is centred on visits to schools of pharmacy, no less frequently than every five years. The output of the process in a given case is a report (in main and summary forms) carrying a conclusion and recommendations with regard to degree accreditation. The hoped for outcome is accreditation by the RPSGB’s Education Committee for a period of 5 years, subject to a number of conditions (at least the standing conditions set out above, see Criteria chapter pp. 10). However, other outcomes are provided for, see Section 9, below.

2

Timetable for normal degree accreditation process for an existing school

Weeks Activity or occurrence Total Cf. visit 1

-26

Education division identifies team leader and sets date for accreditation visit. Normally this will be for 5 years after the previous visit.

9

-18

Education division requests documentation from school.

12

-15

Selection of visiting team by team leader and education division.

15

-12

Visiting team finalised. Receipt of documentation by education division. Papers sent to visiting team leader.

16

-11

Documentation rejected if not in accordance with the RPSGB specification (see Section 5). Identification of potential issues jointly by team leader and education division. Extracts of documentation to Education Committee members by e-mail.

19

-8

Comments of Education Committee members by e-mail to education division.

20

-7

Last opportunity to re-submit documentation in the circumstance of documentation being rejected at Week 16 (allowing up to 28 days for revision and re-submission). Distribution of documentation (to include report(s) of last

11

accreditation exercise and comments from Education Committee members made at Week 19) and criteria checklists to team members. Allocation of responsibilities to team members. 22

-5

Completed criteria checklists and written bullet-point views of team members sent to team leader for collation.

23

-4

Team leader considers need to appoint additional expert to team1.

24

-3

School pre-visit by team leader. Specification to school of any need for additional documentation and of particular foci of the visit.

25

-2

Feedback from team leader to team members and education division on collated responses and pre-visit.

27

0

School visit by full team. Two-day visit (see Section 6).

28

1

Bullet-point notes for report(s) submitted by team members to team leader and secretary.

29

2

Draft main and summary reports submitted by secretary to team leader and team members for comment (see Section 7).

30

3

Team members return comments on report(s) to secretary and team leader. Communication on main and summary reports between team leader and secretary.

31

4

Draft main and summary reports submitted by team leader and secretary to education division.

32

5

Draft main and summary reports provided to head of school for notification of errors of fact within seven working days.

33

6

Finalised reports considered by Education Committee. Visiting team leader in attendance to inform consideration. Main report and degree accreditation letter sent to school and university, and summary report published on RPSGB’s web-site.

3

Degree accreditation Panel

3.1

Composition

Panel members (with minimum numbers on Panel) Team leaders (2)

Role and other remarks

A team leader is responsible for the direction and foci, and the report of each degree accreditation visit, although the report writing will be performed by the secretary. S/he must also facilitate the degree accreditation process. Overall, s/he is responsible and accountable for degree accreditation criteria of the RPSGB being met in a given case. Additionally, s/he must aid consistency in application of the criteria between universities and the general quality enhancement of pharmacy undergraduate education. Within the Panel there will be at least two team leaders. Assignment to the leadership of a degree accreditation visiting team should, beyond the considerations of conflict of interest and managing workloads, be on a rotational basis within the sub-group of leaders.

Pharmacy academics (6)

1

A pharmacy academic involved in degree accreditation is expected to bring expertise, based on seniority and experience. Each pairing of pharmacy academics on a visiting team (see Paragraph 4.1) is expected to bring knowledge and understanding of the pharmacy undergraduate

The team leader, in consultation with the head of the RPSGB education division, has the authority to appoint to the visiting team an extra member commanding expertise likely to be called upon but not otherwise present within the team.

12

curriculum (syllabus, delivery and standards), and of management and resource-allocation within UK higher education. Degree accreditation is intended to be a formative exercise. Therefore, a pharmacy academic on a visiting team will be expected to identify and promote best practice in pharmacy education. Lay persons (4)

A lay person is expected to make a valuable contribution to the process of assuring that the degree accreditation criteria of the RPSGB are met, especially where their expertise or experience includes the education of other health care professionals. However, the main reason for his/her involvement is to see that pharmacy degree courses and the process of degree accreditation are appropriately patient-focused and not primarily self-serving of the schools and the profession. In ● ● ●

Pharmacy practitioners2 (8)

the main, lay persons on the Panel will be one or more of a patients’ representative or advocate a senior member of another health or social care profession an expert educationalist.

A pharmacy practitioner involved in degree accreditation is expected to bring expertise in, and knowledge and understanding of, the provision of pharmaceutical products and services. Such a person need not be from one of the traditional sectors of practice. First and foremost s/he must be a person of broad awareness and vision. Undoubtedly though, the Panel will include pharmacists from hospital, industry, and primary care (community practice and managed NHS) sectors of the profession. Degree accreditation is intended to be a formative exercise. Therefore, among the duties of a pharmacy practitioner on a visiting team will be the promotion of best professional practice into pharmacy education.

RPSGB staff members (3)

The special role of the RPSGB staff member is to ensure that the process of degree accreditation is strictly as per this document, including the quality assurance statement (see Section 11), to support the team leader and to encourage consistency of approach and decision-making in consideration of educational and resource provisions in different universities. These Panel members will comprise or include, ex officio, the Secretary and Registrar, the Director of Education and Registration/Deputy Secretary and Registrar, and the head of education division.

Secretary (2)

The secretary to a visiting team is not a decision-making member. The secretary is to be thoroughly conversant with the documentation, in order to support the team leader, will take notes of all main points and matters of import during meetings and proceedings, and will draft main and summary reports (based on bullet-point submissions from team members) for approval by the team leader. The Secretary is also required to make arrangements for the visit, including hotel, meal and room reservations, and local transport for the team.

3.2

Recruitment, appointment and performance review (appraisal)

3.2.1

The composition of the Panel will take account of the need for inclusion of persons from England, Scotland and Wales, both men and women, and of an appropriate diversity of ethnic background. For the Northern Ireland situation of both the RPSGB and the Pharmaceutical Society of Northern Ireland accrediting schools in the Province, there will on each occasion be discussion between officials of the two societies as to how to proceed with a joint visiting team. Their conclusions will have to be agreed by the responsible committees of the respective societies.

2

Other than pharmacy academic practitioners.

13

3.2.2

For team leaders, pharmacy academics, lay persons, pharmacy practitioners and secretaries on the Panel there are job descriptions with person specifications at Appendix 3.

3.2.3

For team leaders there will be invitations of applications and nominations (nominees to have agreed to their nomination) in The Pharmaceutical Journal and other periodicals, e.g. The [Times] Higher, The Health Service Journal. Nominations will also be directly invited from the UK Committee of Heads of Schools of Pharmacy, other national pharmacy bodies, and the RPSGB’s membership and special interest groups.

3.2.4

For pharmacy academics there will be invitations of applications and nominations in The Pharmaceutical Journal. Nominations will also be directly invited from the UK Committee of Heads of Schools of Pharmacy and the RPSGB’s Academic Pharmacy Group. (Nominees must have agreed to their nomination.)

3.2.5

For pharmacy practitioners (other than pharmacy academics) there will be invitations of applications and nominations in The Pharmaceutical Journal. Nominations will also be directly invited from national pharmacy bodies, except the UK Committee of Heads of Schools of Pharmacy, and from the RPSGB’s special interest groups, except the Academic Pharmacy Group. (Nominees must have agreed to their nomination.)

3.2.6

For lay persons there will be invitations of applications in appropriate newspapers and/or periodicals, e.g. a national broadsheet newspaper, The [Times] Higher, The Health Service Journal. Nominations will also be directly invited from national pharmacy bodies, the RPSGB’s membership and special interest groups, the LongTerm Medical Alliance, and the Patients’ Association.

3.2.7

Appointments to the position of team leader will be by interview, normally conducted by the RPSGB’s President, Secretary and Registrar or Deputy Secretary and Registrar, head of education division, and a Privy Council appointee member of the RPSGB’s Council.

3.2.8

Appointments of other Panel members will normally be based on the written applications/nominations only, and decided by a panel normally comprising the RPSGB’s President, Secretary and Registrar or Deputy Secretary and Registrar, head of education division, the team leader(s) on the Panel, and a Privy Council appointee member of the RPSGB’s Council.

3.2.9

All Panel members, except RPSGB staff members, will be appointed for four years, renewable once. After two terms and a non-serving term, i.e. a four-year break, former Panel members will once again become eligible to apply or for nomination to the Panel, as if completely new members. Initially, half the Panel will be appointed for a period of 2 years only, in order to minimise the possibility of the majority of Panel members retiring at the same time.

3.2.10 At the time and as a condition of appointment, all Panel members must make a declaration of relevant interests, e.g. universities where they hold or have held degrees, have undertaken external examining within the previous five years, have applied for or held employment, or for which they have acted as a consultant or adviser. Panel members will also commit to updating their declaration of relevant interests as additions to such arise. The education division and any team leader will thereby be able to identify any potential conflicts of interest, and to determine whether or not an individual should be included on a particular visiting team. 3.2.11 After each accreditation visit, the performance of team members will be monitored by questionnaire (copies of which are at Appendix 4) surveys. Team leaders will be required to complete a questionnaire on the process and on each team member’s contribution to the process. Team members will be required to complete a questionnaire on the process and on the team leader’s performance. Responses from the questionnaires will be collated and held by the head of education division. 3.2.12 All Panel members, except RPSGB staff members, will engage in role-specific annual performance review (appraisal). The Secretary and Registrar will be responsible for appraisal of team leaders, and the head of education division for the appraisal of other Panel members, with a view to continually improving contributions to degree accreditation. Responses from the questionnaires (see 3.2.11) will aid the process of appraisal. 14

3.3

Training

3.3.1

For the effective and efficient working of degree accreditation it is essential that all Panel members be well acquainted with its purpose and process before undertaking visits. It is also essential for the perception of the schools of pharmacy that the procedure is robust. Part of that robustness lies in the quality and preparedness of Panel members. Consequently, all Panel members must have recent previous experience (within the previous two years) of degree accreditation or have participated in a recent training workshop before serving on a visiting team.

3.3.2

A proportion of recruits to the Panel will have little knowledge, at least initially, of present day higher education and some or all of the lay members will have little knowledge of pharmacy. Accordingly, training programmes will address the workings both of higher education and of the profession. Existing members of the Panel will be helpful in the latter regard.

3.3.3

There will be training workshops, held at least annually, targeted at new members of the Panel. They will include: i. An introduction to pharmacy ii. An introduction to UK higher education and the UK schools of pharmacy iii. The degree accreditation criteria and resource requirements iv. The degree accreditation process v. Case studies and role play.

3.3.4

The sessions will be supported by documentation, prepared and circulated to all participants prior to the workshop. Particularly in the supporting documentation, training will be targeted to meet the needs of the different Panel members.

3.3.5

The training workshop may be designed to allow parallel sessions for those Panel members not acquainted with pharmacy or higher education and for those experienced in one or both fields. Any parallel sessions will be followed by joint sessions based on simulated accreditation visit scenarios. Guidance will be given on team members’ involvement in report-writing.

3.3.6

Workshop participants will be reimbursed out-of-pocket expenses for travel and subsistence on completion and submission of the RPSGB claim form at Appendix 5, to be accompanied by receipts. They will also receive a daily (or pro rata) allowance for their participation; in preparation, attendance and after-actions. The allowance will be the same as that applying to the attendance of RPSGB Council members at meetings of the Council.

4

Degree accreditation visiting team

4.1

Composition

Team member(s)

Remarks

Team leader 2 Pharmacy academics

The two persons should have a complementary mix of expertise or strong awareness among the physico-chemical, biological, clinical and health services aspects of pharmacy.

Lay person 2 Pharmacy practitioners3

3 4

5

The two persons should have a complementary mix of expertise or strong awareness among the community, primary care, hospital and industrial aspects of pharmacy practice.4,5

Other than pharmacy academic practitioners. At least once every academic year each of a representative of community, primary care, hospital and industrial pharmacy will have been involved in a degree accreditation visit. All main aspects of the practice of pharmacy will be represented over consecutive visits to a school.

15

RPSGB staff member Secretary Other person(s)

The visiting team leader, in consultation with the head of education division, may add to the normal team of eight such other experts from the Panel as s/he judges necessary for the visit in question. Such other experts may be asked to offer comment on the documentation submitted by the school or may exceptionally be invited to join the visit. The visiting team leader, in consultation with the head of education division and only with the agreement of the Head of School, may add to the normal team of eight persons one observer for that person’s development as a future visiting team member or for other good cause related to the quality assurance of higher education.

4.1.1

Once considerations of the necessary expertise and experience of teams have been take into account, members of the sub-groups within the Panel, e.g. pharmacy academics, will be assigned to visiting teams in simple rotation.

4.2

Time commitment

4.2.1

The team leader and the secretary should expect the visit to command six working days6 of their time. For the team leader, three days on visits (pre and main) and three days reading and editing would be the normal commitment. For the secretary, two days on the visit and four days organising, reading, writing and editing will be the normal commitment.

4.2.2

Other team members should expect the visit to command three and a half days of their time; two days on the visit and one and a half days reading and editing.

4.3

Allowances and expenses to be paid by the RPSGB

4.3.1

The secretary will either be a member of the RPSGB staff or an independent worker whose remuneration will be arrived at by negotiation. Other team members will be paid a daily allowance equal to that applying to the attendance of RPSGB Council members at meetings of the Council. The team leader will be remunerated at an appropriate market rate for this important and demanding position. Payment for time outside the degree accreditation visits themselves will be pro rata the daily rate applying for visits.

4.3.2

All team members will be reimbursed out-of-pocket expenses for travel and subsistence on completion and submission of the RPSGB claim form at Appendix 5, to be accompanied by receipts.

4.4

Hospitality of school

4.4.1

The visiting team, either collectively or individually, will not accept payment or gifts from the school or university. Neither will they accept meals or refreshment constituting entertainment rather than sustenance, or transport except for essential local travel.

5 Documentation 5.1.1

The school must submit to the RPSGB education division 10 hard copies and a text file in Microsoft Word of a document set out in sections and sub-sections strictly as set out below. The education division will provide a Word template for as much of the documentation as possible; it will also provide guidance on lengths of sections and sub-sections of submissions. 1. Organisational Arrangements 1.1 Background information about the school of pharmacy and its culture

6

One working day being equivalent to 7.5 working hours excluding breaks.

16

1.2 Actions arising from the last RPSGB degree accreditation visit 1.3 Other developments within or affecting the school since the last degree accreditation visit 1.4 Academic and management structures of the university, to include management of quality assurance processes 1.5 Academic and management structures of the school, including details of any course panel or equivalent group responsible for monitoring, review, and making recommendations on the development of the pharmacy degree course 1.6 Institutional quality audit reports relating to quality assurance processes at school of pharmacy level 2. Resources 2.1 Funding 2.1.1 Basis and method of allocation of resources to the school for provision of the pharmacy degree course 2.1.2 Financial allocations to the school for provision of the pharmacy degree course and relevant central costs since last degree accreditation; overall, and expressed as expenditure per full-time equivalent (FTE) student 2.1.3 Identity of budget holder for school of pharmacy, and description of system of financial management within the school 2.2 Human Resources 2.2.1 Academic staff with teaching duties 2.2.1.1 Numbers by grade, with externally funded teacherpractitioners and visiting lecturers shown separately from university-funded core establishment 2.2.1.2 Names, qualifications, and professional affiliation by discipline or organisational section with, for each person, a statement of contractual status and source of funding plus an outline of teaching, research, other scholarly and administrative duties 2.2.1.3 Service teachers, names and location in university 2.2.1.4 Academic staff appraisal and development policies and practices 2.2.1.5 Staff teaching load model 2.2.2 Ancillary staff supporting both pharmacy teaching and research, numbers by grade of 2.2.2.1 Technical staff, including team structure 2.2.2.2 Administrative, secretarial and clerical staff 2.2.2.3 Support staff appraisal and development policies and practices 2.3 Equipment and support services 2.3.1 Budgets (annual) for equipment and consumables since last degree accreditation 2.3.2 Major purchases (or donations) of equipment for or of use in pharmacy teaching since last degree accreditation (expensive singleitems or bulk quantities of less expensive items) 2.3.3 Library stock and services; funds made available and how applied to the purchase of pharmacy textbooks and periodicals, and other relevant information sources 2.3.4 Information technology access

17

2.4 Premises 2.4.1 Overall description of accommodation for teaching pharmacy 2.4.2 Details of any changes since last degree accreditation 2.4.3 Plans for any new accommodation 3. Students 3.1 The school’s policy and practice for degree course admission 3.2 Current numbers of pharmacy undergraduate and postgraduate students and future plans 3.3 Annual intakes of pharmacy undergraduate and postgraduate students since last degree accreditation 3.4 Annual applications for entry to the pharmacy degree course since last degree accreditation 3.5 Separately for Home and EC, and International students: pharmacy undergraduate entry profile, showing the numbers entering with standard qualifications (and the average points score for those entrants) and the numbers entering with other qualifications, e.g. vocationally-related qualifications, access courses, overseas qualifications 3.6 Student ethnicity data. Reproduction of the university’s equal opportunities and, if separate, disability (including SENDA) policy statements. 3.7 Student load7 within school of pharmacy for pharmacy and other courses, showing separately undergraduate, postgraduate taught, and postgraduate research students 3.8 Service teaching to and by the school, expressed as student load 3.9 Undergraduate prospectus entry for pharmacy, copies of page(s). (The visiting team will check that the school makes clear that gaining the degree is no guarantee of registration as a pharmacist) 3.10 Personal tutor system 3.11 Student feedback mechanisms and actions taken on such feedback since the last degree accreditation 3.12 Average success rates for sessional and final degree assessments since the last degree accreditation, by assessment area by year, with non-standard Home entrants' and International entrants' performances shown both within and separately from the whole group 3.13 Commentary on success rates; any particular type of student failing and why, plus strategies to improve performance 4. The Degree Course (this section may be presented as a cross-referenced list to a Definitive Course Document, or similar) 4.1 Aims and objectives of the degree course, for the course as a whole (not exceeding one side of A4) 4.2 Course summary to include module or unit titles and the phasing or sequence of modules or units in the degree course 4.3 Teaching philosophy, and curricular structure and approach, including, if it applies, description of modular format 4.4 Commentary on how the degree course meets the RPSGB outcomes criteria (not just the indicative syllabus), with mapping of modules to outcomes 4.5 Expected total student workload in hours, by year of degree course, with subdivision into staff-led or supervised time and directed private study time 7

“Student activity expressed as full-time equivalents rather than counts of years of programme of study” (Higher Education Students Early Statistics Survey 2002-03, HEFCE, Bristol, 2002.)

18

4.6 Student contact hours by class type (lectures, manipulative practicals, tutorials, or other staff-led or supervised coursework) for each major subject area; and hours of directed private study time for each of these areas. Also, a statement of hours of contact with patients during clinical visits or within workshop situations. 4.7 Aims and objectives for each part of the degree course, modules or units 4.8 Numbers of curriculum hours for each part of the degree course, modules or units, with listed topics and a breakdown into lectures, tutorials, manipulative practicals and other staff-led or supervised coursework, directed private study; with identification of main teachers. 4.9 Allocation of Honours projects, method and outcomes 4.10 Allocation of electives, method and outcomes 4.11 Summary of assessment schedule determining progression through the degree course and final degree classification 4.12 Assessment (examination) regulations 4.13 External examiners' reports for the last two years and steps taken to address any deficiencies identified therein 4.14 Structures and processes for degree course review (see also 1.6, earlier in this document specification). 5. Postgraduate studies, research and external links 5.1 School's postgraduate courses and any other involvement in the provision of continuing professional development, a brief description 5.2 Strategic and qualitative overview of research, including a description of the relationship to undergraduate programme(s) and latest research assessment rating 5.3 Summary of research grants and contracts since the last degree accreditation 5.4 Summary of external links with the profession of pharmacy, the NHS, the pharmaceutical industry, and the wider community 6. Appendices 6.1 Any printed information about the undergraduate course which students are directed to read or directly provided with. Description of any information students are referred to. 5.1.2

Together with the submission from the school, the education division will provide to the visiting team the report of the last degree accreditation exercise and consequent correspondence.

6 Degree accreditation visit 6.1.1

The visit will be over two days. Maximum use will be made of the time available, within the constraint that normally visiting team members will make only one overnight stop, between Day 1 and Day 2.

6.1.2

There is no model programme for the visit, other than in the broad terms of the paragraphs of this section. The programme will be designed to focus on issues identified from visiting team members’ reading of the documentation and the team leader’s own pre-visit. The programme will be decided by the team leader in consultation with the head of school. The team leader’s requirements will necessarily take precedence over the preferences of the head.

6.1.3

Normally, all pharmacy staff and any pre-identified8 other staff of the university should be available during the visit, and the visiting team should endeavour to

8

Identified by the visiting team leader.

19

speak to all of these persons in relatively small groups at some point in the programme. (At times within the programme there may be parallel meetings of visiting team members with different groups of staff or students, e.g. for the discussion of particular course modules or groups of modules.) Also at some point during the visit the team will wish to meet with the university vice chancellor or principal. 6.1.4

It is envisaged that the visit will start at mid- to late-morning on Day 1 with a tour of the school and relevant other facilities of the university, such as the library or large groups of computer workstations. The visiting team will appreciate the opportunity to meet with students during the tour, e.g. within practical or computer classes. To a modest extent of time, the visiting team will be pleased and interested to view research facilities, and displays and other artefacts of achievement of the school or the university.

6.1.5

The tour and the rest of Day 1 will be devoted mainly to gathering and analysing evidence of the criteria for accreditation being met, and of adequate resourcing of the degree course.

6.1.6

Day 2 will be devoted to verifying and triangulating the visiting teams findings, and on drafting reports in bullet point outline. Key findings will be derived, to be shared verbally with the school at the end of the day. These key findings will be rehearsed with the head of school so that s/he has the choice of them being shared with just the inner course team or the whole body of pharmacy staff and student representatives.

6.1.7

At the end of the visit, the visiting team will leave the institution without entering into discussion with members of the school, except in the case of the team leader, accompanied by a member of RPSGB staff, who can briefly clarify to the head of school and/or programme leader any points of potential misunderstanding from the feedback session.

6.1.8

It is intended that the main findings of the visiting team, provided as feedback, should come as no surprise to the recipient group. All main issues will have been well-rehearsed during the team leader’s pre-visit and during the full visit. The main findings provided as feedback at the end of the visit will be confined to whether or not accreditation is to be recommended to the RPSGB’s Education Committee, together with the likely conditions of accreditation or the likely next steps in the case of no recommendation of accreditation.

7 Degree accreditation report 7.1.1

Two reports, a main report and a summary report of the accreditation visit, the latter to be published on the RPSGB’s web-site, and possibly in The Pharmaceutical Journal, will be prepared shortly after the visit (see Section 2). The full report will be organised in the following sections: i. Introduction ii. Process of review iii. General matters iv. Meeting prerequisite criteria v. Meeting outcomes criteria vi. Meeting process criteria vii. Meeting structure criteria viii. Conclusions and recommendations

7.1.2

The summary report will comprise a brief overview based on strengths and weaknesses of the provision along with the conclusions and recommendations. An exemplar is at Appendix 6.

7.1.3

First drafts will be sent to the members of the visiting team for their suggested corrections or improvements. The leader of the visiting team will decide in consultation with the secretary which of these amendments are to be made and precisely how, in terms of wording.

20

7.1.4

Second drafts will be sent to the head of school for his/her signalling, within seven working days of dispatch from education division, of errors of fact in the reports. The leader of the visiting team will decide in consultation with the secretary amendments to be made and precisely how, in terms of wording, to arrive at the finalised reports of the degree accreditation visit. The reports will then be considered by the RPSGB’s Education Committee (see Section 2).

8

Proposed new9 degree courses

8.1.1

The accreditation of a degree course of an existing school of pharmacy will always take precedence over progressing towards accreditation of a proposed new degree course. The nearer to full accreditation is the consideration of a proposed new degree course the higher its priority, compared with proposed new degree courses at an earlier stage of consideration. These relative priorities being stated, actioning of the process steps for a proposed new degree course will be undertaken as quickly as possible.

8.1.2

For a university proposing a new pharmacy degree course, the RPSGB cannot complete the full process of degree accreditation, because information, evidence and opportunities for observation and discussion are not fully in existence, until students are well into their final year (at the stage of having started final year projects and second semester/term modules). Therefore, the RPSGB follows a multi-step alternative process, as follows:Process step

By

Initial mutual briefing.

An RPSGB team leader for degree accreditation and the head of education division with representatives of the university, normally at the RPSGB's headquarters.

Consideration of the business plan for the intended new school of pharmacy.

Team drawn from the RPSGB's degree accreditation Panel, at the university.

Consideration of the detailed curriculum for the intended new degree course and the means for its delivery.

Full team, possibly at the RPSGB's headquarters, more probably at the university.

For the whole 'work up' period there will be cohort-by-cohort evaluation of the degree and its delivery, within or through the following steps.

8.1.3

9

Consideration of the delivery of the curriculum to the first student cohort.

Original full team, as far as possible, at the university.

Monitoring of the delivery of the curriculum to Years 1 and 2.

Small team drawn from the original full team as far as possible, at the university.

Monitoring of the delivery of the curriculum to Years 1, 2 and 3.

Small team drawn from the original full team as far as possible, at the university.

Monitoring of the delivery of the curriculum to Years 1, 2, 3 and 4 with a view to full accreditation.

Full accreditation team matching as far as possible the original full accreditation team, at the university.

Step 2 of the process towards degree accreditation requires a business plan from the university. The RPSGB’s specification of elements which must be in such a plan for a new school of pharmacy and pharmacy degree course are at Appendix 7. Step 3 of the process towards degree accreditation requires detailed description of the curriculum and the means for its delivery. The RPSGB’s specification of the documentation for such is at Appendix 8.

University not previously offering any RSPGB-accredited pharmacy degree course.

21

9

Outcomes of degree accreditation, including withdrawal or denial of accreditation

9.1

Usual outcome

9.1.1 The usual outcome of a degree accreditation exercise, be that a visit to an existing school or the conclusion of the multi-stage process towards degree accreditation for a new school (see 8.1.2), is expected to be accreditation for five years subject to specific conditions (at the very least the standing conditions of degree accreditation, see Criteria chapter pp. 10). Each condition of degree accreditation will have a time limit specified (for implementation of change or rectifiying of deficiency) or a default time limit of one year. 9.1.2 At review of meeting the conditions of degree accreditation, the RPSGB will consider and apply one of four options:

9.2

i.

imposing of a requirement for an acceptable action plan subject to monitoring and review with probationary accreditation in the meantime

ii.

an extension of the time period(s) allowed for meeting of the condition(s) (at the expiry of this extension, only options i, iii and iv will be re-considered)

iii.

the granting of a shorter than normal period (less than five years) of degree accreditation until a new full accreditation visit

iv.

the confirmation of a full period of accreditation (five years from the original accreditation visit).

Existing course/school with many or key accreditation criteria unmet

9.2.1 In almost all such circumstances a school/university will be given the opportunity to resolve sufficient of the deficiencies to retain or renew accreditation. However, the school/university must produce an action plan within a short period of time, specified by the RPSGB, and implement such within a self-specified period of time extending no more than one year after the original accreditation visit. The action plan must be judged acceptable by the RPSGB’s Education Committee or, by delegated authority from the Committee, a majority of the original degree accreditation visiting team. For the period while the school/university is implementing its action plan its degree course will receive probationary accreditation. 9.2.2 If a visiting team is in the position of considering calling for an action plan its basis for so doing will be tested with another visiting team leader from the Panel (see Section 3.1), ahead of the Education Committee meeting at which the visiting team’s recommendation(s) will be considered. 9.2.3 Once an action plan has been formally required, furnished and accepted there must be quarterly reports from the school/university of progress against the plan and at the end of the year (or shorter period) of the plan there will be a rigorous review of total progress, if necessary involving a limited or even a full revisit of an RPSGB team. 9.2.4 At review of achievement against the action plan the RPSGB will consider and apply one of four options: i.

withdrawal or denial of accreditation

ii.

an extension of the time period allowed for fulfilment of the plan with concomitant extension of probationary accreditation (at the expiry of this extension, only options i, iii and iv will be re-considered)

iii.

the granting of a shorter than normal period (less than five years) of degree accreditation until a new full accreditation visit

iv.

the granting of a full period of accreditation (five years from the original accreditation visit).

22

9.3

New course/school

9.3.1 Until the point of teaching Year 4 of the curriculum and full accreditation at that point (per the series of steps, see 8.1.2), a new school is effectively operating within an action plan to achieve such full accreditation and is deemed to be operating with probationary accreditation.

9.4

At next stage or annual review of new school’s achievement against action plan none or only a proportion of targets have been achieved

9.4.1 At review of achievement against the action plan the RPSGB will consider and apply one of four options:

9.5

i.

suspension of progress to full accreditation and withdrawal of probationary accreditation

ii.

an extension of the time period allowed for fulfilment of the plan with concomitant extension of probationary accreditation (at the expiry of this extension, only options i, iii and iv will be re-considered)

iii.

at the last stage of progress to full accreditation only, the granting of a shorter than normal (less than five years) period of degree accreditation

iv.

at the last stage of progress to full accreditation only, the granting of a full, fiveyear period of accreditation.

Public knowledge of difficulties with an existing school

9.5.1 It is inappropriate to keep confidential the calling for an action plan (with probationary accreditation) or significant conditions of degree accreditation. Such measures will be captured in the summary report of the visit, to be made public in the normal way and at the normal time in the degree accreditation schedule, a few weeks after the visit of the RPSGB team. 9.5.2 The RPSGB will ‘post’ on the World Wide Web the summary reports of degree accreditation exercises and the timetable of future accreditation exercises.

10

Appeals against accreditation process and outcomes

10.1.1 For the avoidance of appeals, shortly after a visit the school or university can offer to the original visiting team further or clarifying information or evidence (this must be new information or evidence) about important matters at issue. 10.1.2 At the time of scrutiny by another team leader from the accreditation Panel of a visiting team’s proposal to make a course/school subject to an action plan and probationary accreditation (see 9.2.2), the school or university might again offer further or clarifying information or evidence (this must be new information or evidence) about important matters at issue. 10.1.3 At the time of relevant consideration by the RPSGB's Education Committee, the school or university might again offer further or clarifying information or evidence (this must be new information or evidence) about important matters at issue. 10.1.4 The only appeal forum within the RPSGB will be a small group of independent experts from within and beyond the profession (the latter being lay members) chaired by the President or Vice-President. It will only hear appeals against the ultimate ‘sanctions’ of withholding or denial of accreditation.

23

11

Quality assurance of degree accreditation process

11.1.1 In order to ensure the integrity, effectiveness and efficiency of the degree accreditation process the head of the education division will ensure that the several steps set out below take place. 11.1.2 Measures prescribed in this document will be recorded and periodically reviewed to determine if required targets have been met. 11.1.3 Comments from the team leaders and members, including questionnaire responses (see 3.2.11), on the effectiveness and efficiency of the process must be secured and collated with a view to their use for future improvement of the process. 11.1.4 Annually, there will be collation of measures of achievement of aims, and comments. A group comprising the degree accreditation team leaders, the Director of Education and Registration/Deputy Secretary and Registrar, and the head of education division will review these data. This group will develop recommendations for refinement and improvement of the process, possibly requiring the revision of this Process chapter of the RPSGB accreditation policy and procedure document. In any event, this chapter will be reviewed every two years to ensure that it describes the process required, being that best suited to degree accreditation. The outcome of all reviews will be documented. 11.1.5 There will be pursuit and monitoring of the timely execution of all main conditions of degree accreditation, which will be reported on the RPSGB’s website.

24

Appendix 1 No L 253/34

Official Journal of the European Communities

24.9.85

COUNCIL DIRECTIVE of 16 September 1985 concerning the coordination of provisions laid down by law, regulation or administrative action in respect of certain activities in the field of pharmacy (85/432/EEC) *

*

*

Article 2 Member States shall subordinate the award of the diplomas, certificates and other formal qualifications referred to in Article 1 to the following minimum conditions: 1. Training leading to the award of the diploma, certificate or other formal qualification shall ensure: (a) adequate knowledge of medicines and the substances used in the manufacture of medicines; (b) adequate knowledge of pharmaceutical technology and the physical, chemical, biological and microbiological testing of medicinal products; (c) adequate knowledge of the metabolism and the effects of medicinal products and of the action of toxic substances, and of the use of medicinal products; (d) adequate knowledge to evaluate scientific data concerning medicines in order to be able to supply appropriate information on the basis of this knowledge; (e) adequate knowledge of the legal and other requirements associated with the practice of pharmacy. 2. In order to be accepted for such training, the candidate must have a diploma or a certificate which entitles him to be admitted for the course of study concerned to the universities of a Member State or to higher education institutions recognized as having equivalent status. 3. The diploma, certificate or other formal qualification shall testify to the completion of a course of training covering a period of at least five years and comprising: –

at least four years of full-time theoretical and practical training in a university, in a higher education institution of a level recognized as having equivalent status, or under the supervision of a university,

–

at least six months of in-service training in a pharmacy open to the public or in a hospital under the supervision of the pharmaceutical department of that hospital.

4. By way of derogation from point 3: (a) if at the time of the adoption of this Directive two courses of training coexist in a Member State, one of which lasts five years and the other four years, the diploma, certificate or other formal qualification testifying to the completion of the four-year course of training shall be considered to fulfil the condition concerning duration referred to in point 3 provided that the diplomas, certificates or other formal qualifications testifying to the completion of the two courses of training are recognized as equivalent by that State; (b) if, because there are insufficient places in pharmacies open to the public and in hospitals near training establishments, a Member State is unable to provide six months of in-service training, it may, for a period of five years following the expiry of the time limit laid down in Article 5, make provision for no more than half of that training period to involve activities as a pharmacist in an undertaking which manufactures medicinal products.

25

5. The course of training referred to in point 3 shall comprise as a minimum theoretical and practical training in the following subjects –

Plant and animal biology

–

Physics

–

General and inorganic chemistry

–

Organic chemistry

–

Analytical chemistry

–

Pharmaceutical chemistry, including analysis of medicinal products

–

General and applied biochemistry (medical)

–

Anatomy and physiology, medical terminology

–

Microbiology

–

Pharmacology and pharmacotherapy

–

Pharmaceutical technology

–

Toxicology

–

Pharmacognosy

–

Legislation and, where appropriate, professional ethics.

The balance between theoretical and practical training shall, in respect of each subject, give sufficient importance to theory to maintain the university character of the training.

EUROPEAN COMMISSION DIRECTORATE GENERAL XV Internal Market and Financial Services Intellectual and industrial property: freedom of establishment and freedom to provide services, notably in the regulated professions, the media and data protection

Regulated professions (qualifications) Brussels, 12.9.1994 XV/E/8341/5/93-EN ADVISORY COMMITTEE ON PHARMACEUTICAL TRAINING Report and recommendations on pharmaceutical education undergone at highereducation institutions Adopted by the Committee at its meeting on 3 and 4 May 1994 * 4.

*

*

RECOMMENDATIONS OF THE ORGANISATION AND STRUCTURE OF TRAINING AT HIGHER-EDUCATION INSTITUTIONS Firstly, the Advisory Committee on Pharmaceutical Training points out that ● The length of pharmaceutical training and the minimum range of subjects in which theoretical and practical training must be undergone are laid down in Directive 85/432/EEC, which also explicitly states that the balance between theoretical and practical training must, in respect of each subject, give sufficient importance to theory to maintain the university character of the training. ● Future developments in pharmacy and medicine will lead to constant revisions of syllabus as has been seen with the introduction of new subjects such as molecular biology and biotechnology in recent years. This is essential if pharmacists are to be equipped properly by their course of education and training for practice in various fields.

26

The Committee makes the recommendations set out below without, however, excluding individual national provisions which are not contrary to the principles in the Directive. 4.1 A thorough grounding in the basics of sciences of chemistry, physics and biology plus mathematics should be accepted as a prerequisite for admission to studies of the pharmaceutical sciences. 4.2 In view of the minimum period of four years’ training at a higher-education institution laid down in Article 2(3) of Directive 85/432/EEC, the number of hours of such training should total at least 3,000 directed and supervised by the academic staff of the higher educational institution concerned. 4.3 At least half the higher-education course identical for every student should consist of theoretical instruction, and at least 35% of that course should take the form of practical training. 4.4 During the training period, pharmacy students must be provided with a sound and balanced grounding in the physical, chemical and biological sciences that represent the basis for their main training in: ● biological systems, the chemistry of drugs and other constituents of medicines, and the interaction between medicines and biological systems ● medicines design and manufacture ● the actions and uses of drugs, medicines and other products ● an introduction to the practice of pharmacy in hospital, industrial, academic and community pharmacy settings, including an introduction to the relevant aspects of the social and behavioural sciences. At least one third of the whole course should be occupied by the components which collectively deal with the actions, uses and manufacture of drugs and medicines, and a broad balance should be maintained between the other sectors of the course. 4.5 Intermediate examinations should be held during the course. 4.6 In addition to the core course, which all students must take, individual students should be able to select one or more optional pharmaceutical subjects from a list provided by the academic institution, to reflect their special interests. 4.7 Each student should carry out a personally directed research project covering about three to six months under the supervision of the academic staff and present a paper or dissertation on the project.

27

Appendix 2 Indicative syllabus for UK pharmacy degree courses The syllabus is as titled, indicative, that is indicative of items which should appear in an actual syllabus. It is not an exemplar syllabus. Reflecting this, while the syllabus items are grouped in a certain way, to give prominence to the patient and avoid traditional categorisations, this organisation is not intended to be imposed on or in schools of pharmacy. Similarly, while each of the items is intended to be of a size which is meaningful, they are not suggested to be all of the same weighting or scale. Thus, for example, Item 7 is likely to command far more curriculum time and assessment effort than Item 11.

The patient The patient is the main or ultimate focus of everything in the degree course. The items grouped under this heading address the biological, environmental, psychological and some of the social foundations of treatment with medicines. Although these items relate to all of the Outcomes required of a degree course, they especially relate to Outcomes Criteria 10 and 22. 1.

The unique role of the pharmacist in ensuring that the patient benefits from pharmaceutical intervention.

2.

Principles and methodologies of the social and behavioural sciences relevant to pharmacy.

3.

Health and illness: definitions and perceptions.

4.

Theory and practice of personal and inter-personal skills, including written and verbal communication skills, and study skills.

5.

The ideas and approaches of compliance or concordance in health care provision, particularly as they apply to medicines-taking.

6.

The pharmacist’s contribution to the promotion of good health and disease prevention.

7.

Normal and abnormal bodily function: biochemistry, genetics, microbiology, nutrition, immunology, physiology, pathology, pathophysiology and infective processes.

8.

Aetiology and epidemiology of major diseases and the principles of their drug treatment.

9.

Symptoms recognition and management, the principles of differential diagnosis, important diagnostic methods and tests, and medical terminology.

10. Disease management and care planning, including application of clinical guidelines, prescribing guidelines and medication review. 11. Complementary therapies. 12. Drug and substance misuse, and physiological and psychological dependence. Clinical toxicology associated with drug over-dosage, drug or substance misuse or accidental exposure.

Medicines : drug action The focus here is on drugs in use, particularly in the patient. The first three items in this short list are large in scale and high in importance. There is an especially strong relevance to Outcomes Criteria 16 and 22. 13. Molecular basis of drug action and the actions of drugs within living systems; molecular, cellular, biological and physical aspects. 14. Clinical therapeutic uses of drugs and medicines in man, including contraindications for, adverse reactions to, and interactions of drugs, and their relevance to treatment. 15. Drug absorption, distribution, metabolism and excretion and influences thereon, including formulation, route of administration, dosage regimen, ageing and disease.

28

16. Clinical evaluation of new and existing drugs and medicines, and post-marketing surveillance. Good Clinical Practice. 17. Prospects for new approaches in therapeutics.

Medicines : the drug substance For patient safety and often for the quality and efficacy of treatment, it is important that the pharmacy graduate, uniquely among the team of health professionals, has an appreciation and understanding of the sources and properties of the drugs which form the biologicallyactive and therapeutic components of medicines. These items are especially relevant to Outcomes Criteria 11 and 13. 18. Sources and purification of substances used in medicine of biotechnological, chemical synthetic, immunological, mineral and plant origin. 19. Physico-chemical aspects of drugs and biological systems, including thermodynamics and chemical kinetics. 20. Specifications of substances used in medicine, including physical and chemical tests. 21. Analytical methods: principles, design, development, validation and application. 22. Prediction of drug properties, including chemical compatibilities, from molecular structure. 23. Drug design and discovery: principles, approaches and future prospects. 24. Cell and molecular biology, including genomics, proteomics and gene therapy relevant to pharmacy. 25. Biological methods of measuring drug activity and biological standards. 26. Biotechnology and biotechnological processes.

Medicines : the medicinal product The formulation and compounding of medicines, taking the pure drug substance and producing a dosage form for administration to the patient, are at the heart of pharmaceutical science. This is established as the main area of contribution of pharmacy to the pharmaceutical sciences. More importantly, for the safety, quality, efficacy and economy of treatment with medicines, all pharmacy graduates need knowledge, understanding and capability in this area. The listed items are especially relevant to Outcomes Criteria 12, 13, 14, 15, 17, 18 and 19. 27. Sale and supply of medicines, including evaluation and management of risk and provision of advice. 28. Medicines: licensing of medicines; consumer protection, including product liability and unlicensed medicines; legal classifications of medicines, including controlled drugs and their sub-classes. 29. Materials used in formulations and devices for the delivery of drugs, their biological, chemical and physical properties, and the development and application of standards. 30. Biopharmaceutics, developmental pharmaceutics, pre-formulation and formulation studies; design and standardisation of medicines for administration to the body by different routes and for delivery to specific target sites. 31. The influence of manufacture and distribution on product quality with respect to biological safety, bioavailability (including bio-equivalence), dosage uniformity and stability. 32. Packaging and labelling; purpose, design and evaluation. 33. Quality assurance of pharmaceutical products and processes, including Good Laboratory Practice, Good Pharmaceutical Manufacturing Practice and the role of the Qualified Person.

29

34. Microbiological contamination: sources, determination, consequences and control. 35. Sterilisation processes and aseptic procedures in the preparation of pharmaceutical products and medical devices; monitoring of sterilisation processes. 36. Environmental control in manufacturing facilities and in the supply chain. 37. Degradation of medicines; evaluation and control of biological, chemical and physical degradation. 38. Immunological, biotechnological and radiopharmaceutical products. 39. Dressings and other wound management products. 40. Medical devices: their types, regulation and, particularly, their use for the measurement or maintenance of physiological function or medicine delivery. 41. Statutes and main regulations related to medicines and poisons.

Healthcare systems and the roles of professionals For pharmacy graduates to be able to practise effectively, efficiently and confidently they need to know about, understand and have some of the skills to operate within healthcare systems, alongside and together with other health professionals and other scientists. The listed items are especially relevant to Outcomes Criteria 17, 18, 19 and 23. 42. Health care systems: NHS community, primary, secondary and tertiary care; private health care; the pharmaceutical industry; scientific and medical publishing; all including the roles of pharmacists, and other healthcare professionals and other scientists. (To include coverage of concepts of medicines management and pharmaceutical care.) 43. Public health and the role of the pharmacist. 44. The duty of care to the patient and the wider public: concept, scope and application of professional ethics, the code of ethics of the RPSGB. 45. Codes, standards and systems of governance and practice; risk management; and personal accountability, to include the need for, and means of, continuing professional development. 46. Professional and multi-professional audit. Managing and learning from errors. 47. Present and potential use of information technology in pharmacy and more widely in healthcare.

The wider context The pharmacy graduate needs a realistic and well-informed view of how healthcare, and pharmacy within it, fits and operates within the wider world. The listed items are especially relevant to Outcomes Criteria 10, 20 and 21 48. The political and legal framework, requirements and processes relevant to pharmacy. 49. Health policy and economics, including particularly pharmacoeconomics. 50. Scientific, clinical, health services and social services research; methods and results relevant to pharmacy. 51. Laboratory, other workplace and environmental safety and protection, including health and safety at work, the Control of Substances Hazardous to Health, Chemicals Hazard Information and Packaging for Supply, and waste disposal. The Outcomes Criteria not mentioned above, i.e. 7, 8 and 9, are generic outcomes expected of any pharmacy graduate; overarching syllabus content.

30

Appendix 3.A Education and Registration Directorate Team leader for degree accreditation1 Job Description Division:

Education

Location:

Lambeth

Reports to:

Head Education Division

Main purpose of the job Responsible and accountable for RPSGB’s degree accreditation criteria being properly evidenced as met in the given case of a UK university. Responsible for the direction and foci, and the report of the degree accreditation visit, which is the main means of gathering and assessing the aforementioned evidence.

Duties and responsibilities 1.

Jointly with the Head of Education Division, confirming visiting team drawn from Degree Accreditation Panel.

2.

Allocating responsibilities to visiting team members.

3.

Jointly with the Head of Education Division, giving initial consideration to documentation submitted for degree accreditation, to be rejected if not in accordance with RPSGB specification.

4.

Collating and considering views of visiting team members on the submitted documentation.

5.

Conducting pre-visit to university, therein specifying any need for additional documentation and notifying of any especial foci of the visit.

6.

Deciding the programme for the degree accreditation visit in consultation with the Head of School, to focus on issues identified from visiting team members’ reading of the documentation and the team leader’s own pre-visit.

7.

Leading the team during the visit, including chairing any formal meetings.

8.

Delivering, verbally, key findings at the end of the visit.

9.

Overseeing the writing and editing of the main and summary reports of the visit, and approving first and second drafts and the final versions of the reports.

10. Ensuring the operation of the degree accreditation process as documented by the RPSGB and aiding consistency in the application of the RPSGB degree accreditation criteria between universities. 11. Where possible, contributing to wider developments in pharmacy education and training, and pharmacy practice

Skills, experience and other qualities (While the post holder might well be, s/he need not be a pharmacist.) i.

Wide experience of management and quality assurance in a large organisation or a complex operational environment.

ii.

Personal achievements and qualities that are likely to lead to credibility with heads of schools of pharmacy and senior managers in the higher education sector.

1

Assignment to the leadership of a degree accreditation visiting team will, beyond the considerations of conflict of interest and managing workloads, be on a rotational basis within the sub-group of leaders on the Degree Accreditation Panel.

31

iii.

Ability to assimilate a large amount of disparate information; to analyse and draw reliable conclusions about complex arrangements; and to undertake investigation into documentary and oral evidence in order to form judgements.

iv.

High-level oral and written communication skills.

v.

Capable of using ICT equipment and software provided by the RPSGB for the electronic transfer of Microsoft Word documents.

vi.

Strong time-management skills and the ability to work in a concentrated manner within the short time-frame of accreditation visits.

vii. Ability to focus, harness and integrate the knowledge, capabilities and efforts of an expert team to achieve clearly defined evidence-gathering and judgement-forming objectives.

Time commitment It is expected that each accreditation visit will occupy six days of the team leaders’ time, including reading the documentation, the pre-visit, the full visit, and reading and editing the reports. Team leaders will be expected to obtain permission to undertake this work from any full-time employer they may have.

Appraisal The post-holder will be subject to annual appraisal and identification of development needs by the Secretary and Registrar of the RPSGB.

Terms and conditions To include the minimum time commitment per year and the reserving by the Society of the right to relieve the post holder of his/her position for sub-standard performance or gross misconduct.

32

Appendix 3.B Education and Registration Directorate Pharmacy academic team member for degree accreditation Job Description Division:

Education

Location:

Lambeth

Reports to:

Team leader for given degree accreditation visit

Main purpose of the job Based on experience and seniority, to bring insight and expertise on the content and delivery of the pharmacy undergraduate course, and to assess the adequacy of resourcing of the programme.

Duties and responsibilities 1.

Reading, assimilating and commenting, in writing, upon the submitted documentation to the team leader before the accreditation visit.

2.

Accepting and carrying out responsibilities allocated by the team leader during the accreditation visit.

3.

Providing the rapporteur/secretary with written comments on the provision.

4.

Commenting on the draft reports after the accreditation visit.

5.

Aiding consistency in the application of the RPSGB degree accreditation criteria between universities.

6.

Where possible, contributing to developments in pharmacy education and training by the dissemination of best practice, both within the school subject to accreditation and more broadly within higher education and the profession of pharmacy.

Skills, experience and other qualities i.

Experience of academic management, including budget matters, and quality assurance at institutional level in UK pharmacy education.

ii.

Personal and professional credibility with heads of schools of pharmacy and senior managers in the higher education sector.

iii.

Ability to assimilate a large amount of disparate information; to analyse and draw reliable conclusions about complex arrangements; and to undertake investigation into documentary and oral evidence in order to form judgements.

iv.

Clear oral and written communication skills.

v.

Capable of using ICT equipment and software provided by the RPSGB for the electronic transfer of Microsoft Word documents.

vi.

Strong time-management skills and the ability to work in a concentrated manner within the short time-frame of accreditation visits.

vii. Ability to work as a team member and to contribute to the team’s ability to achieve clearly defined evidence-gathering objectives. viii. Recent experience as a member of the RPSGB Accreditation Panel or as a Subject Reviewer for the QAA, or, early on appointment, recent attendance at a RPSGB training workshop for accreditation

33

Time commitment It is expected that each accreditation visit will occupy 3.5 days of the pharmacy academic team member’s time, including reading the documentation, the full visit, and reading and commenting on the draft reports. Academic team members will be expected to obtain permission from any full-time employer to undertake this work.

Appraisal The post-holder will be subject to annual appraisal of performance and development needs by the head of the education division.

Terms and conditions To include the minimum time commitment per year and the reserving by the Society of the right to relieve the post holder of his/her position for sub-standard performance or gross misconduct.

34

Appendix 3.C Education and Registration Directorate Lay member for degree accreditation Job Description Division:

Education

Location:

Lambeth

Reports to:

Team leader for given degree accreditation visit

Main purpose of the job Based on experience in education and/or health service provision, to bring insight and expertise in the desirable content and delivery of a curriculum for a future health professional, with particular reference to the patient and public interest, and to ensure that the RPSGB accreditation criteria are being met.

Duties and responsibilities 1.

Reading, assimilating and commenting, in writing, upon the submitted documentation to the team leader before the accreditation visit.

2.

Accepting and carrying out responsibilities allocated by the team leader during the accreditation visit.

3.

Providing the rapporteur/secretary with written comments on the provision.

4.

Commenting on the draft reports after the accreditation visit.

5.

Aiding consistency in the application of the RPSGB degree accreditation criteria between universities.

6.

Where possible, contributing to wider developments in pharmacy education and training by the dissemination of best practice, particularly concerning current health service and/or educational issues.

7.

Ascertaining that the degree course and the process of accreditation are appropriately patient-focussed.

Skills, experience and other qualities i.

Either wide experience of educational issues at higher education level, or wide experience of or in health service or social care provision in the UK, perhaps as a member of a health profession other than pharmacy, or as a patients’ representative or advocate. Other types of experience and expertise will be considered.

ii.

Personal qualities that are likely to lead to credibility with heads of schools of pharmacy and senior managers in the higher education sector.

iii.

Ability to assimilate a large amount of disparate information; to analyse and draw reliable conclusions about complex arrangements; and to undertake investigation into documentary and oral evidence in order to form judgements.

iv.

Clear oral and written communication skills.

v.

Capable of using ICT equipment and software provided by the RPSGB for the electronic transfer of Microsoft Word documents.

vi.

Strong time-management skills and the ability to work in a concentrated manner within the short time-frame of accreditation visits.

vii. Ability to work as a team member and to contribute to the team’s achievement of clearly defined evidence-gathering objectives. viii. Early on appointment, attendance at a RPSGB training workshop for accreditation.

35

Time commitment It is expected that each accreditation visit will occupy 3.5 days of the lay team member’s time, including reading the documentation, the full visit, and reading and commenting on the draft reports. Lay team members will be expected to obtain permission to undertake this work from any full-time employer they might have.

Appraisal The post-holder will be subject to appraisal and identification of development needs by the head of the education division.

Terms and conditions To include the minimum time commitment per year and the reserving by the Society of the right to relieve the post holder of his/her position for sub-standard performance or gross misconduct.

36

Appendix 3.D Education and Registration Directorate Pharmacy practitioner team member for degree accreditation Job Description Division:

Education

Location:

Lambeth

Reports to:

Team leader for given degree accreditation visit

Main purpose of the job Based on experience in the practice of pharmacy, to bring insight and expertise on the content, currency and delivery of the parts of the curriculum involved with pharmaceutical products and services, and to monitor the level of student pastoral care.

Duties and responsibilities 1.

Reading, assimilating and commenting, in writing, upon the submitted documentation to the team leader before the accreditation visit.

2.

Accepting and carrying out responsibilities allocated by the team leader during the accreditation visit.

3.

Providing the rapporteur/secretary with written comments on the provision.

4.

Commenting on the draft reports after the accreditation visit.

5.

Aiding consistency in the application of the RPSGB degree accreditation criteria between universities.

6.

Where possible, contributing to wider developments in pharmacy education and training by the dissemination of best practice, particularly concerning currency of professional issues.

Skills, experience and other qualities i.

Wide experience and knowledge of the practice of pharmacy – must be a pharmacist – across the community, primary care, hospital or industrial sectors of the profession.

ii.

Some experience of education and training in pharmacy practice, e.g. as a preregistration tutor or tutor-manager.

iii. Current awareness of developments in the profession of pharmacy. iv. Personal qualities and professional experience likely to lead to credibility with senior academics and senior managers in institutions of higher education. v.

Ability to assimilate a large amount of disparate information; to analyse and draw reliable conclusions about complex arrangements; and to undertake investigation into documentary and oral evidence in order to form judgements.

vi. Clear oral and written communication skills. vii. Capable of using ICT equipment and software provided by the RPSGB for the electronic transfer of Microsoft Word documents. viii. Strong time-management skills and the ability to work in a concentrated manner within the short time-frame of accreditation visits. ix. Ability to work as a team member and to contribute to the team’s achievement of clearly defined evidence-gathering objectives. x.

Recent experience of accreditation as a member of the RPSGB Accreditation Panel, or recent attendance at a RPSGB training workshop for accreditation.

37

Time commitment It is expected that each accreditation visit will occupy 3.5 days of the pharmacy practitioner team member’s time, including reading the documentation, the full visit, and reading and commenting on the draft reports. Pharmacy practitioner team members will be expected to obtain permission to undertake this work from any full-time employer they may have.

Appraisal The post-holder will be subject to appraisal and identification of development needs by the head of the education division.

Terms and conditions To include the minimum time commitment per year and the reserving by the Society of the right to relieve the post holder of his/her position for sub-standard performance or gross misconduct.

38

Appendix 3.E Education and Registration Directorate Secretary / Rapporteur for degree accreditation Job Description Division:

Education

Location:

Lambeth

Reports to:

Head Education Division

Main purpose of the job Responsible for taking notes of all meetings and proceedings associated with degree accreditation visit. Responsible for producing draft main and summary reports for consideration by team leader, and for agreeing final reports with team leader. Responsible for arrangement of hotel accommodation, meals, meeting room reservations, and local transport of visiting team members.

Duties and responsibilities 1.

Reading and assimilating the contents of all documentation submitted before the accreditation visit.

2.

Jointly with the team leader, drawing up a list of questions based on the team’s written and verbal comments.

3.

Taking notes of all significant points during meetings and proceedings associated with the accreditation visit.

4.

Jointly with the RPSGB member of staff on the accreditation panel, assisting the team leader to identify any points in need of further investigation or clarification during the accreditation visit.

5.

Overseeing the timely return of written comments by team members at the end, or shortly after, the visit.

6.

Drafting both main and summary reports of the accreditation exercise for the team leader’s consideration and possible amendment, and then other team members’ instructions and suggestions.

7.

Jointly with the team leader, agreeing the final form of the reports, and producing the same in a form(s) ready for reproduction in print and on the RPSGB’s website.

8.

Prior to the visit, making arrangements for accommodation, and informing team members of same. Organising meals and refreshments for the visiting team, both at the university and at the hotel. Liaison with team members over travel arrangements and timetables, and arranging any local transportation necessary.

9.

Generally, supporting the team leader in whatever way necessary to realise and expedite the accreditation exercise in accordance with the RPSGB’s documented criteria and process.

10. Aiding consistency in the application of the RPSGB degree accreditation criteria between universities.

Skills, experience and other qualities i.

Experience of academic or similar quality assurance procedures.

ii.

Knowledge of issues involved in pharmacy education.

iii.

Ability to assimilate a large amount of disparate information; to understand how team members analyse and draw reliable conclusions about complex arrangements and undertake investigation into documentary and oral evidence in order to form judgements.

39

iv.

Clear oral and high-level written communication skills.

v.

Intermediate-level word processing skills. Capable of using ICT equipment and software provided by the RPSGB for the electronic transfer of Microsoft Word documents.

vi.

Strong time-management skills and the ability to work in a concentrated manner within the short time-frame of accreditation visits.

vii. Personal qualities and professional experience likely to lead to credibility with heads of schools of pharmacy and senior managers in the higher education sector. viii. Personal qualities and professional experience likely to lead to credibility with RPSGB team leaders and other team members.

Time commitment It is expected that each accreditation visit will occupy six days of the secretary/rapporteur’s time, including reading the documentation, the full visit, and writing and editing the reports. The rapporteur will be expected to obtain permission to undertake this work from any fulltime employer that they may have.

Appraisal The post-holder will be subject to annual appraisal and identification of development needs by the head of the education division.

Terms and conditions To include the minimum time commitment per year and the reserving by the Society of the right to relieve the post holder of his/her position for sub-standard performance or gross misconduct.

40

Appendix 4.A (Skeleton of) Questionnaire to be completed by team leader at the conclusion of degree accreditation process Below are a series of statements concerning the degree accreditation exercise at the University of East Cheshire. Please indicate your level of agreement/disagreement with the statements using the following key: 1= strongly disagree, 2= disagree, 3=neutral, 4=agree, 5=strongly agree. 1)

The accreditation was carried out fully in accordance with the documented process If not, what were the main deviations and what were the main reasons?

2)

The final decision was based on defensible/robust evidence If not, what were the main deviations and what were the main reasons?

3)

The reports were produced timeously

4)

The draft reports accurately reflected the proceedings and outcomes

5)

Individual team members showed evidence of:

#1

#2

#3

a) adequate preparation b) understanding of the process c) effective questioning d) good reasoning skills e) good decision-making skills f) timeous response to requests for info. g) sympathetic engagement with staff and students #1 = Professor ABC #2 = Dr DEF #3 = Ms GHI #4 = Mr JKL Any other comments which will help the education division improve the process:

41

#4

Appendix 4.B (Skeleton of) Questionnaire to be completed by team members at the conclusion of degree accreditation process Below are a series of statements concerning the degree accreditation exercise at the University of East Cheshire. Please indicate your level of agreement/disagreement with the statements using the following key: 1 = strongly disagree, 2 = disagree, 3 =neutral, 4 = agree, 5 = strongly agree. 1)

The accreditation was carried out fully in accordance with the documented process If not, what were the main deviations and what were the main reasons?

2)

The final decision was based on defensible/robust evidence If not, what were the main deviations and what were the main reasons?

3)

The reports were produced timeously

4)

The draft reports accurately reflected the proceedings and outcomes

5)

The team leader led the team in an effective and efficient manner If not, what were the main problems?

6)

Other team members showed evidence of: a) adequate preparation b) understanding of the process c) effective questioning d) good reasoning skills e) good decision-making skills f) sympathetic engagement with staff and students If not, what were the deficiencies (names should not be used)?:

Any other comments which will help the education division improve the process:

42

Appendix 5 RPSGB Committee Members Expenses Members Name: Budget Code: __ __ __ / __ __ / __ __ __ __

Ref No: (A/cs use only)______________________

Committee: _________________________________________________________________________ Date: _________/_________/________ Please return this form to RPSGB, 1 Lambeth High Street, London SE1 7JN CAR TRAVEL – 3203 Under Inland Revenue Fixed Profit Car Scheme (See Reverse for tax implications)

Miles claimed

Journey From To

Rate per mile

Where annual mileage is under 10,000 miles for this fiscal year

.40p

Where annual mileage is over 10,000 miles for this fiscal year

.25p

Parking Costs – 3203

£

Actual Parking Cost (Please provide receipts)

Sub Total – Mileage & Parking OTHER TRANSPORT COACH/BUS/TUBE – 3204 MAIN LINE RAIL – 3201 AIR – 3202 TAXIS – 3205

From

To

£

Total – Other OTHER EXPENSES

Brief Description

£

(Please specify with back-up)

EVENING MEAL 3300 (Please see notes on reverse)

SUBSISTENCE 3300 (Up to a maximum of £8.00)

OTHER EXPENSES GENERAL Total – Other Expenses ALLOWABLE CLAIMS (Please note day allowances are payable via payroll and must be submitted on a separate form)

Rate per day

£

(Please see notes on reverse)

LOCUM EXPENSES – 3360 (Receipts must be submitted)

Total – Locum Allowances only Grand Total Claimed I have incurred the above expenses wholly, exclusively, and necessarily in the performance of my duties as a Committee Member of the RPSGB and confirm that all claims are correct and bona fide. Signed:___________________________________________________________ Date:____________ Payment Authorised by (Committee Secretary): ____________________ Date:____________

43

PROCEDURES FOR CLAIMING EXPENSES The following level of reimbursable expenses and attendance fees will be paid.

Important – Guidelines ● All claims must be submitted within 3 months of incurring the expense or the claim may be forfeited. ● All claims must be supported by official receipts. ● All claimants are reminded that the most cost-effective means of travel must be adopted wherever possible. ● All claims should be authorised by the committee secretary.

Reimbursable expenses Committee members shall be entitled to be reimbursed for expenditure on travel incurred while on business of the Society and for costs for accommodation and subsistence up to limits to be determined by resolution of the Council.

Travel Rail/Air

Standard and economy class fare may be charged respectively and receipts must be provided.

Bus/Coach/Taxi

Actual cost may be charged as receipted.

Car

To be used in exceptional circumstances when other modes of transport are not feasible, less economical, excessively time consuming or render the journey inconvenient. The Society adopts the Inland Revenue Fixed Profit Car Scheme outlined below.

Inland Revenue Fixed Profit Car Scheme Car mileage rates to be paid at the rate of: Engine size

First 10,000 Miles

Over 10,000 Miles

(Both of these limits apply to the fiscal year) All Cars

.40p per mile

.25p per mile

The above rates are based on the Inland Revenue Fixed Profit Car Scheme. The 10,000 mile limit applies to all miles claimed regardless if they are claimed from the Society or other organisations. The amount of miles claimed should be accumulated and the correct rate applied to the claim. The onus of any tax implication lies with the individual Committee Member. It is your responsibility to maintain records of your annual mileage for tax purposes. Please ensure the correct rates are applied to your claim. NB: Claimants are responsible for ensuring that full insurance business cover for driver and all passengers is maintained.

Accommodation An overnight subsistence reimbursement of up to £120.00 per night for bed and breakfast may be charged for overnight accommodation while attending meetings in London. Otherwise, a rate of £90.00 will apply.

Meal or Subsistence Allowance A meal allowance of up to £30.00 may be claimed if an evening meal is required. Committee Members must meet the extra cost where a meal exceeds the £30.00 limit. Outside London, a rate of £25.00 will apply.

44

An incidental subsistence allowance of £8.00 may be claimed where a Committee Member needs to have a light sandwich lunch while travelling, or in circumstances where light subsistence is required. This may be claimed on production of receipts where no evening meal is claimed Where the £30.00 limit is utilised during the day because an evening meal is not being taken, the £8.00 incidental is no longer applicable – these allowances are provided on an either/or basis in such instances.

Locum Fees (Receipts must be submitted) Reimbursement of actual expenditure necessarily and personally incurred by a Committee Member to meet the requirements of statute up to £72.00 per day. Reimbursement to a corporate body cannot be allowed. The RPSGB locum receipt form needs to be completed by all parties concerned and attached to the claim

Day Allowances Day allowances are now paid via the Society’s payroll. Claims must be submitted to the Payroll Supervisor no later than the 5th of each month for the previous month’s claims on a separate day allowance claim sheet and will be paid by 18th of that month.

45

Appendix 6 Summary report of accreditation exercise for School of Pharmacy, University of Cleethorpes The RPSGB works to ensure that the UK schools of pharmacy produce graduates whose contributions to patient care are founded on an appropriate knowledge base and on appropriate and sufficient understanding of the application of scientific method, of the principles and techniques of the pharmaceutical sciences and of evidence-based health care. Equally, it works to ensure that pharmacy graduates have been enabled to develop capabilities of/to: respect, communicate and work with patients, carers and other health and social care professionals; rigour and discipline of mind; professionalism; adaptation to developments in pharmacy and medicine; appropriate confidence; and commitment to continuing professional development. The RPSGB’s main means of assuring these outcomes and features of UK pharmacy degree courses is a system of accreditation. The RPSGB’s main approach to accreditation is ensuring that the pharmacy degree course is appropriately resourced in accommodation, equipment and staff, and that either all its criteria for degree accreditation (see www.rpsgb.org.uk/education) are met or that the overwhelming majority are met with the remainder being vigorously pursued by explicit approaches or means. This approach applies equally to existing and proposed degree courses. 1.

School of Pharmacy University of Cleethorpes

2.

Date of visit: 22-23 November 2002.

3.

Objectives of review The process of degree accreditation was aimed at assuring the RPSGB that the criteria for degree accreditation are sufficiently met by the pharmacy degree course at Cleethorpes; that either all or the overwhelming majority are met with the remainder being vigorously pursued by explicit approaches or means; and that the programme is appropriately resourced in accommodation, equipment and staff,

4.

Conduct of review The review was based on prior documentation submitted by the School, a pre-visit to the school by the team leader, Dr V Beckham-Adams (University of Old Trafford in Hertfordshire), and a full accreditation visit by a team led by Dr Beckham-Adams. The team comprised Prof D Seaman (University of Highbury), Dr S Gerrard (University of Anfield), Mrs E Currie (lay member), Mr J Major (Huntingdon Hospital), Ms A Widecombe (Commons Pharmacy), Dr P Mandelson (Head of RPSGB education division) and Mr A Motion (secretary/rapporteur).

5.

Evidence base The main source of evidence was the accreditation document submitted by the School and in accordance with the Society’s requirements, along with a definitive course document and student handbook. The accreditation team also consulted the latest QAA Subject Review report (1999), the university’s internal monitoring report (2001), containing the comments of the external “critical friend”, Prof S Hussain (Skegness University), questionnaire data and documented comments from students about the degree course and its delivery, and external examiners’ reports. Meetings were conducted with the Head of School, the course director, members of the teaching staff, and a group of students representing all four years of the programme.

6.

Overview of main characteristics of the programme covered by the review The course is a 4-year standard (non-sandwich) 480 credit course leading to the award of MPharm. There is an “exit degree” provision after completion of 3 years of the programme, a BSc in Pharmaceutical Studies. This degree is not registerable with the RPSGB. Pharmacy studies are introduced from the outset of the programme and all modules are made relevant to pharmacy. The programme conforms to the RPSGB requirement of 3,000 hours of directed study. A large amount of this directed study time is devoted to student-centred learning. A significant new development is a series of multidisciplinary learning experiences, along with students of other health

46

professions. Resources were found to be barely adequate for the provision of an adequate quality programme. Particular concern was expressed at the small number of properly qualified teaching staff in the area of pharmaceutics. 7.

Conclusions on innovation and good practice The multidisciplinary learning experiences, which are linked into first-hand practice experience represent an important innovation in UK pharmacy education. Other areas of good practice are the attempts to integrate most teaching and learning experiences in a manner relevant to pharmacy. The student-centred learning approach was commended, although there were concerns over the boundary between properly guided learning and student personal revision time.

8.

Conclusions on quality and standards Overall, the visiting team concluded that students are attaining the intended learning outcomes. A modifier to this is that only students in Year 1 are exposed to the new multidisciplinary learning approach and hence it is too soon to assess if learning objectives associated with this substantial aspect of the programme will be fully met. Additionally, there were concerns that some essential scientific aspects of the programme will be lost as a result of the introduction of the multidisciplinary learning. This concern was heightened by several negative comments from external examiners on the level of scientific knowledge and understanding of students on the predecessor programme. The visiting team could find little evidence that the institution had a robust mechanism for dealing with such external examiner comments.

9.

Conclusion and main outcome Subject to minor amendment, the curriculum of the Master of Pharmacy degree of the University of Cleethorpes is found acceptable. Notwithstanding the need for improvements, particularly in the area of pharmaceutics, the RPSGB is confident that the University has the means to deliver the curriculum. The degree course is accredited for the five years to the end of academic year 2007-08.

10. Recommendations for actions to remedy any identified shortcomings, and for enhancement of quality and standards a) that the University give urgent consideration to increasing the staff complement, particularly in the area of pharmaceutics1; b) that the School monitor closely the performance of students in the scientific aspects of the programme consequent upon the introduction of the multidisciplinary learning approach; and c) that recommendations contained in external examiners’ reports be considered and acted upon in a more expeditious manner than previously.

1

The RPSGB would wish to be informed of progress on this matter.

47

Appendix 7 REQUIRED ELEMENTS WITHIN BUSINESS PLAN FOR NEW SCHOOL OF PHARMACY AND PHARMACY DEGREE COURSE 1

Background to the proposal for a new school and degree course To include any previous or existing involvement of the University in question with the provision of pharmacy education, training, research or service development.

2

Aims and objectives To include the aims of significant involvement in pharmacy education, and the identified main objectives to realise these aims.

3

Actions and activities The steps and measures to achieve the new school and degree course, including curriculum design, recruitment of academic and support staff, recruitment of pharmacy undergraduate and any other students, provision of accommodation and equipment, provision of library, IT and other learning resources, building of the pharmacy research infrastructure, and the building of links with other parts of the university. The timetable for achievement of the new school and degree course. UCAS and prospectus entries.

4

Resources To include forecast income and expenditure until a break-even point or a steady-state position of the course’s long-term subsidy by the institution, in either case being for at least the first six years of the school’s existence, from the year before it first admits pharmacy undergraduate students. This forecast to be modelled on Table 1 within Annex D of HEFCE’s requests for annual operating statements and financial forecasts – most recently published (at time of printing of this document) as 03/19 – including, at pharmacy school level, Rows 1 to 13. This should be modified as appropriate by annual reference to HEFCE (and SHEFC/HEFCW) requirements. To include forecast intake and total target student numbers for each of at least the first five years of the school admitting students (including, but showing separately, any postgraduate students, with taught and research students shown separately). To include forecast staff numbers for at least the first six years of the school’s existence, from the year before it first admits pharmacy undergraduate students, showing separately professorial, lecturing, technical/manual, and administrative/clerical staff. Broad description of the expertise of the academic staff to form the faculty of the pharmacy school.

5

Risk analysis A self-assessment of the risks to the successful execution of the business plan.

48

Appendix 8 DOCUMENTATION REQUIREMENTS FOR STAGE THREE OF PROCESS TOWARDS ACCREDITATION OF NEW PHARMACY DEGREE COURSE The higher education institution concerned must submit to the RPSGB education division 10 hard copies and a text file in Microsoft Word of a document set out in sections and subsections strictly as follows. Members of the RPSGB visiting or review team will receive copies of the full document and any appendices submitted. The whole, or sections or appendices to the document may be abstracted and circulated to the RPSGB Education Committee. 1. Organisational Arrangements 1.1 Background information about the intended school of pharmacy 1.2 Academic and management structure of the higher education institution (HEI) 1.3 Intended academic and management structures of the school, including details of any course panel or equivalent group responsible for monitoring, review, and making recommendations on the development of the pharmacy degree course 2. Resources 2.1 Funding 2.1.1 Source, basis and method of allocation of resources to the school for provision of the pharmacy degree course 2.1.2 Projected financial allocations to the school for provision of the pharmacy degree course and relevant central costs; overall, and expressed as expenditure per full-time equivalent (FTE) student 2.1.3 Arrangements to secure practitioner input to the (new) degree course 2.2 Human Resources 2.2.1 Projected, year by year, growth of academic staff with teaching duties 2.2.1.1 Numbers by grade, with externally funded teacher-practitioners and visiting lecturers shown separately from HEI-funded core establishment 2.2.1.2 For any existing or recruited staff, names and qualifications by discipline or organisational section with, for each person, a statement of contractual status and source of funding plus an outline of teaching, research, other scholarly and administrative duties 2.2.1.3

Service teachers, names and location in HEI

2.2.1.4

Academic staff appraisal and development policies and practices

2.2.2 Projected growth, year by year, of anciliary staff supporting pharmacy teaching or research, numbers by grade of 2.2.2.1

Technical staff

2.2.2.2

Administrative, secretarial and clerical staff

2.2.2.3

Support staff appraisal and development policies and practices

2.3 Projected equipment and support, budgets and services 2.3.1 Recent and projected major purchases of equipment for, or of, use in pharmacy teaching (expensive single items or bulk quantities of less expensive items) 2.3.2 Projected consumables budget

49

2.3.3 Library stock and services; any existing stock, funds to be made available and how to be applied to the purchase of pharmacy textbooks and periodicals, and other relevant information sources 2.3.4 Planned information technology access 2.4 Premises 2.4.1 Description of accommodation for teaching pharmacy 2.4.2 Any longer term plans 3. Students 3.1 Projected numbers of pharmacy undergraduate and postgraduate students, year by year, at least up to and including ‘steady state’ situation 3.1.1 Projected student load within school of pharmacy, expressed as FTE student load for pharmacy and other courses, showing separately undergraduate, postgraduate taught, and postgraduate research students 3.1.2 Projected service teaching to and by the school, expressed as FTE student load 3.2 Annual applications for entry to cognate disciplines of the institution for the past five years 3.3 Separately for Home and EC, and Overseas, undergraduate entry profile for cognate disciplines of the institution, showing the numbers entering with A-level qualifications (and the average A-level points score for those entrants) and the numbers entering with other qualifications, e.g. BTEC, NVQ, access courses, overseas qualifications 3.4 Student personal tutor system which will apply to pharmacy students 3.5 Student feedback mechanisms and examples of operation – including actions in response to such feedback – for cognate disciplines of the institution 3.6 Average success rate for sessional and final degree assessments for all cognate disciplines of the institution 3.7 Commentary on success rates; any particular type of student failing and why, plus strategies to improve performance 4. The Degree Course 4.1 Undergraduate prospectus and UCAS Handbook entries for pharmacy 4.2 Policy and practice for pharmacy degree course admission, including proposed entry qualifications with offer grades 4.3 Aims and objectives of the degree course, for the course as a whole (not exceeding one side of A4) 4.4 Teaching philosophy, and curricular structure and approach, including, if it applies, description of modular format 4.5 Commentary on how the degree course meets the Society-specified Outcomes criteria 4.6 Expected total student workload in hours, by year of degree course, with subdivision into taught, directed private study, and further study (student’s own reading around the subject) 4.7 Curriculum summary, student contact hours by class type (lectures, manipulative practicals, tutorials, or other staff-led or supervised coursework) for each major subject area; hours of directed private study; and hours of further study for each of these areas. Also, a statement of hours of contact with patients during clinical visits or within workshop situations 4.8 Allocation of main projects, method 4.9 Allocation of electives/options, method

50

4.10 Summary of assessment schedule determining progression through the pharmacy degree course and final degree classification 4.11 Aims and objectives for each part (module, unit or course) of the pharmacy degree course 4.12 Topics with numbers of curriculum hours for each part of the degree course, with a breakdown into lectures, tutorials, manipulative practicals, other staff-led or supervised coursework, directed private study, and, separately, further study time; with identification of main teachers 4.13 Assessment (examination) regulations 4.14 Structures and processes for pharmacy degree course review (cross reference to relevant other sections or sub-sections of the documentation) 4.15 External examiners' reports for cognate disciplines of the institution for the past two years and steps taken to address any deficiencies identified therein 5. Postgraduate studies and research 5.1 Existing or planned pharmacy postgraduate courses and involvement in the provision of pharmacy continuing professional development, a brief description 5.2 Overview of plans for pharmacy research, including a description of the relationship to pharmacy and other undergraduate programme(s) and latest research assessment ratings for cognate disciplines of the institution 5.3 Summary of research grants and contracts for cognate disciplines for the last five years 6. Appendices 6.1 Any printed information about the pharmacy degree course intended for students, perhaps as a student handbook

51

52

53