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School of Pharmacy and Applied Science |
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Student feedbackSubject names link you to the latest student feedback. To view a description of the subject go to the Unit Database and use the subject code to search.
BIO1CO, Biology of Cell and Organism 2010In this unit we cover biological units from molecules to organisms. Topics include simple biomolecules, cells and fundamental cellular processes like respiration and photosynthesis, as well as organ systems and how they are organised in plants and animals. Mendelian genetics are also covered and all the material is presented in an evolutionary context. Practicals introduce skills in laboratory technique and introduce core activities of a number of biological disciplines. BIO1CO, Biology of Cell and Organism 2009In this unit we cover biological units from molecules to organisms. Topics include simple biomolecules, cells and some cellular processes like respiration and photosynthesis, as well as organ systems and how they are organised in plants and animals. Mendelian genetics are also covered and all the material is presented in an evolutionary context. Practicals introduce skills in laboratory technique and introduce a number of biological disciplines. In 2009, as in most years, students feel that one the best thing about this unit was the practical component, however, this year students were particularly positive about the diversity presented and the lectures and lecturing staff general as well as having access to all the notes on LMS. According to students’ responses, this unit can be improved by providing more ongoing feedback throughout the semester for example through practice or test questions after each section and by providing more tutorials. The next time the unit is offered, concept maps will be trialled as a way of giving students an idea how they are travelling throughout the semester and more instructions on biological drawing will be given. The curriculum reform, which specifies that a reorganised course be run by 2011, will be a major force to introduce further changes in 2010 and 2011. The changes will largely address assessment and its relation to learning objectives of the unit. BIO1OOS, Organs and Organ Systems 2010Organs and Organ Systems is an introductory physiology unit focussing on humans, but also referring to animal species. It builds on the syllabus from Biology of Cells and Organisms. To demonstrate how homeostasis is maintained, environmental stressors such as temperature and atmospheric pressure are explored. Students use a variety of learning tools in this unit. There are lectures, tutorials and practical exercises, which are integrated so that students can build on the theory from lectures and explore aspects of physiology in the practical setting. Some practicals involve human observations and experimentation, others use animal experimentation and finally there are some computer simulations for more complex experiments. According to student responses, the best things about this unit were that the content was interesting, staff were helpful and the physiology practicals were beneficial and fun. The overall satisfaction rating for this subject was 4.0 (out of 5.0). BIO1OOS, Organs and Organ Systems 2009Organs and Organ Systems is an introductory physiology unit focussing on humans, but also referring to animal species. It builds on the syllabus from Biology of Cells and Organisms. To demonstrate how homeostasis is maintained, environmental stressors such as temperature and atmospheric pressure are explored. Students use a variety of learning tools in this unit. There are lectures, tutorials and practical exercises, which are integrated so that students can build on the theory from lectures and explore aspects of physiology in the practical setting. Some practicals involve human observations and experimentation, others use animal experimentation and finally there are some computer simulations for more complex experiments. According to the student response, the best thing about this unit was that the content was interesting, staff were helpful and the assessments were appropriate. From student surveys the unit would b improved if there was a mid-semester test to provide feedback during the semester. This will be trialled in 2010, but there will be no formal grade attached to it. BIO2IMB, Introduction to Microbiology 2010In this unit, according to the student response, the best aspect of this subject was the high quality of the lectures. The majority of the students in both the Science and Pharmacy program found the subject both interesting and relevant to their course. According to the student response, the unit can be improved by providing better and timelier feedback on the laboratory assessments. The following changes will be made the next time the unit is offered in 2011:
BIO2IMB, Introduction to Microbiology 2009In this unit, according to the student response, the best thing about this subject was the high quality lecture notes provided. According to the student response, the unit can be improved by reducing the laboratory report workload. The following changes will be made the next time the unit is offered in 2010:
BIO2IMB, Introduction to Microbiology 2008Introduction to Microbiology provided a good foundation to understanding the core concepts required for future studies in microbiology and virology. Students once again found this subject challenging, yet rewarding. The high workload issue is to be addressed in 2009 by reducing the number of written assignments in the subject (which are quite time consuming) to be replaced with an in-class skills test. BIO2MBC, Metabolic Biochemistry 2010This subject is studied by Pharmacy and Science students and serves as a significant precursor for subjects in later years. Students were impressed with the amount of time devoted to revision and pre-and post-laboratory discussion. Concerns were expressed about the format of the mid-semester test, a feature introduced for the first time in 2010. This will be improved in 2011, as will the practical program. BIO2MBC, Metabolic Biochemistry 2009In this unit, students studied the molecular processes whereby cells and organisms extract energy from absorbed foodstuffs and utilise it for synthesis of biological molecules. According to the response given by students, the best features of this unit were that material was well organised and presented; that material was available on the LMS system in a timely manner, and that sufficient time was available for revision lectures. Student respondents indicated that a mid-semester test would be a useful means of assessing progress in the unit, and the introduction of such a test is being considered for this unit in 2010. PHA2PGA, Pharmacology A 2009In this unit students learn about different areas of pharmacy and information technology. The students found that the pharmacy practice workshops and guest lecturers together with the IT tutorials contributed to their learning. They thought the unit could be improved by changing the IT component and having clearer objectives. The following changes will be made for 2010 in that the objectives will be more clearly related to the content and the IT component will explicitly show how it relates to the pharmacy profession. PHA2PGA, Pharmacology A 2007In this unit students are to challenge their preconceptions about how the brain works and are given the opportunity to develop ideas how cellular signalling ultimately drives the behaviour of the organism. Many students thus found the unit very interesting. According to the student response, the best thing about this unit was the lecturers, all being committed and inspiring. Students also expressed that this unit can be improved by providing more feedback on their learning, in particular in regards to the practical component The next time the unit is offered, more feedback on the 1st assignment will be provided. BIO2ECO, Ecology 2007In this unit, students are exposed to the principles of ecology. Current ecological research is Australia is incorporated into the lecture material whenever possible. BIO2ECO Ecology 2008 was not surveyed due to enrolment below 15. BIO2PE, Plant Ecology 2009In this unit, students learn how plants work. Many examples are drawn from the Australian flora and some pracs are conducted in the local bushland. Assessment is by means of prac reports, an assignment (which students can chose from a list), and a final exam. Student feedback on the teaching in this subject was singularly positive. Students mainly commented about the enthusiasm, helpfulness and knowledge of the lecturer, but they also liked the varied approaches taken in helping them learn different concepts. Some students expressed that the teaching in this unit could be improved by giving more structure and clarity to the lecture notes. For next year, the lecture notes will be scrutinised further for clarity. BIO2PE, Plant Ecology 2008In this unit, students learn how plants work. Many examples are drawn from the Australian flora and some practicals are conducted in the local bushland. Assessment is by means of prac reports, an assignment (which students can chose from a list), and a final exam. According to the survey responses, students were very positive about this unit. Many students felt the prac was the best part of the subject and that the prac was relevant and well integrated with the lecture material (although some students disagreed on this point). Students also said that the material presented was interesting and that the staff was very helpful and enthusiastic. Some students expressed that this unit could be improved by giving more structure to the lectures and making the connection between prac and theory more obvious. A few students also felt that the workload was very high. For next year, the lecture component will be re-vamped. It has been getting a little worn and tired. BIO3ABT, Applications of Biotechnology 2010Application in Biotechnology is a subject designed to provide science students with a broad exposure to biotechnology and molecular biology. The students enjoyed learning how basic molecular biology can be applied in biotechnology. They found the laboratory class that allowed them to acquire “real-world” molecular biology and biotechnology skills both relevant and interesting. Many students found this an intellectually challenging subject, but all students were able to demonstrate a high level of understanding in all areas covered. For 2012 when this subject will next be offered, the lecture material will be streamlined and the laboratory class re-structure to provide greater feedback and support. BIO3BMB, Brain, Mind and Behaviour 2010The brain is intrinsically interesting and students were not disappointed in their choice of this subject as elective. They enjoyed the lectures, the pracs and also their self-directed study and presentations. Apart from the generic suggestion for improvement (“more detailed material”), no specific improvements were suggested by students. Since 2008, we started introducing a more modular approach, where basic neuroscience is supplemented with a range of in-depth topics – we plan to continue with this format. BIO3BMB, Brain, Mind and Behaviour 2007In this unit students explore various topics in neurophysiology. While based on a foundation in neurophysiology, at least half of the learning is based on critical discussion of articles and critical analysis of practical exercises. According to the student response, the best thing about this unit was the practical component and the teaching staff's effort and skill to make the topic interesting. According to the student response, this unit can be improved by providing more guidance on what to study (and what not) The next time the unit is offered, a block-mode offering will be organised with more formal time devoted to article discussion and prac analysis. BIO3CBH, Clinical Biochemistry and Haematology 2010In this unit, students are taught the basics of Clinical Haematology and Clinical Biochemistry, the two largest areas of Pathology testing. They become familiar with the terminology and gain abilities in problem solving with simple clinical case studies. There is also an emphasis on working as a group and being able to present a case study in a professional manner. These are all skills they would require as a hospital pharmacist or professional scientist. BIO3CBH, Clinical Biochemistry and Haematology 2009In this unit, students are taught the basics of clinical haematology and clinical biochemistry, the two largest areas of Pathology testing. They become familiar with the terminology and gain abilities in problem solving with simple clinical case studies. There is also an emphasis on working as a group and being able to present a case study in a professional manner. These are all skills they would require as a hospital pharmacist. According to the student response, the best thing about this unit was the availability of lecture materials, the case study approach and the relevance of the information and skills taught to their future profession. According to the student response, this unit can be improved by encouraging more of their colleagues to attend the oral presentations of their fellows and by ensuring a quicker turnaround on assessments of their presentations. There was also concern about certain students not pulling their weight in group presentations but sharing in the good marks. The next time the unit is offered I will endeavour to have the group comment on the relative contributions of each member in the group so that a more fair distribution of marks can be achieved. Continuing use of LMS for the delivery of marks and assessments should ensure a faster turnaround on marking and other staff members will be asked to contribute to the marking of oral presentations. BIO3CBH, Clinical Biochemistry and Haematology 2008In this unit students are taught the basic skills of reading and interpreting pathology reports in the two major Pathology subjects of Biochemistry and Haematology. There is also an emphasis on improving the students' presentation skills and problem solving skills. According to the student response, the best thing about this unit was the interesting and relevant material as well as the problem-based learning approach employing case studies. Other feedback indicated that this unit could be improved by a more sympathetic assessment of the presentation skills of the students and a more timely return of marks from assignments and presentations. It was also felt that there was too much material in this unit. The following changes will be made the next time the unit is offered. LMS will be more widely used to return detailed comments on each student's presentation rather than at the time of the presentation. A lecture dedicated to presentation skills will be introduced early in the semester, perhaps with an outside speaker. LMS will also be used to deliver assessments as they are available. CHE1C1A, Chemistry 1A 2010Chemistry 1A is a first semester, first year unit designed to give students an introduction to aspects of organic and physical chemistry. Students are taught to identify functional groups and name organic molecules, do calculations in equilibrium, thermodynamics and chemical kinetics. Students generally enjoyed lectures, with many commenting on how they thought the unit was relevant with a good lecturing and learning environment. Students found the unit challenging and the exam difficult. In general, most students did not take advantage of tutorial opportunities because they came unprepared. Students would certainly benefit from completing the problem sets from the text before tutorial classes. More complex problems were presented via LMS. Students who completed all of the LMS problems tended to perform better in the final exam. Students generally found prac useful to their learning as it supported the lecture program, though some changes will be introduced to give students better and more useful feedback on prac reports and improve the consistency of prac marking across the subject. CHE1C1A, Chemistry 1A 2009Chemistry 1A is a first semester, first year unit designed to give students an introduction to aspects of organic and physical chemistry. Students are taught to identify functional groups and name organic molecules, do calculations in equilibrium, thermodynamics and chemical kinetics. Students generally enjoyed lectures, with many commenting on how they thought the unit was relevant with a good lecturing and learning environment. Students found the unit challenging and the exam difficult. In general, most students did not take advantage of tutorial opportunities because they came unprepared. Students would certainly benefit from completing the problem sets from the text before tutorial classes. More complex problems were presented via LMS. Students who completed all of the LMS problems tended to perform better in the final exam. CHE1C1B, Chemistry 1B 2010Chemistry 1B introduces students to the wonderful world of organic chemistry. The focus is on functional group chemistry of organic molecules, with particular reference to the nomenclature and reactivity of these groups. At the end of the unit students should be able to identify functional groups on organic molecules and make some simple predictions about the types of reactions compounds might undergo. This is the building-block for further studies in medicinal chemistry, biochemistry and the pharmaceutical and environmental sciences. In 2010 students found this unit challenging. In general students enjoyed the practical component of the course and commented that this assisted in their learning. For 2011 we will revise some of the unit schemes and course materials to improve the clarity. CHE1C1B, Chemistry 1B 2009Chemistry 1B introduces students to the wonderful world of organic chemistry. The focus is on functional group chemistry of organic molecules, with particular reference to the nomenclature and reactivity of these groups. At the end of the unit students should be able to identify functional groups on organic molecules and make some simple predictions about the types of reactions compounds might undergo. This is the building-block for further studies in medicinal chemistry, biochemistry and the pharmaceutical and environmental sciences. In 2009 students found this unit challenging and commented on a heavy workload. In general students enjoyed the practical component of the course and commented that this assisted in their learning. For 2010 we will revise some of the unit content and course materials to improve the clarity, ease of access, and relevance of the material presented in lectures. CHE2CAN, Chemical Analysis 2010This subject presents the chemical concepts required to understand, interpret and use techniques and methods in chemical analysis. The content covers areas such as molecular spectroscopy, classical analysis and chromatography and other separation methods. The subject revisits much of the material learnt in first year chemistry, mainly acid/base equilibrium, partitioning, complexation, colloid stability and molecular structure. In 2010 students seemed to enjoy the subject, and they were able to link much of the learning with other subjects in their course. Some students felt that the two distinct sections taught by different people were not as well integrated as they could be. In 2011 we will be adjusting the teaching and assessments to more strongly demonstrate the links between the various topics in the subject. At the completion of this unit, students should feel that they have gained increased understanding of the chemistry that is important in many areas of the pharmaceutical, medicinal and environmental sciences. CHE2CAN, Chemical Analysis 2009This unit presents the chemical concepts required to understand, interpret and use techniques and methods in chemical analysis. The content covers areas such as molecular spectroscopy, classical analysis and chromatography and other separation methods. The unit revisits much of the material learnt in first year chemistry; acid/base equilibrium, electrochemistry, partitioning, complexation, colloid stability and molecular structure. In 2009, student response indicated that while they enjoyed and saw the relevance of the chromatography section, some other aspects of the course were disjointed and 'too dry'. In 2010 we will attempt to more clearly show the relevance of the theory by introducing more demonstrations and appropriate examples. At the completion of this unit, students should feel that they have gained increased understanding of the chemistry that is important in many areas of the pharmaceutical, medicinal and environmental sciences. CHE3CP, Colloids and Polymers 2007This unit investigates the world of macro molecules, plastics and colloids and their use in the modern world. The subject is split into two distinct sections—one pertains to the chemistry of polymers, the other colloids. The physical chemistry of these systems is discussed in detail, along with applications in the industrial setting, with particular attention on use in the pharmaceutical industry. Most students found the material presented to be useful and interesting. Some students complained that parts of the unit were difficult to follow, or that the theory was too 'abstract'. In 2008, a workshop class will replace a lecture so that applications and problems can be more fully discussed and explored. CHE3CP was not offered in 2008. PHA1IPP, Introduction to Pharmacy Practice 2009In this unit students learn about different areas of pharmacy and information technology. The students found that the pharmacy practice workshops and guest lecturers together with the IT tutorials contributed to their learning. They thought the unit could be improved by changing the IT component and having clearer objectives. The following changes will be made for 2010 in that the objectives will be more clearly related to the content and the IT component will explicitly show how it relates to the pharmacy profession. PHA1PFA, Pharmaceutical Formulation A 2010Pharmaceutical Formulation A is a subject designed to introduce pharmacy students to formulation science and the manufacture of dosage forms. Students tend to really enjoy making their own pharmaceutical products, and students generally enjoy lectures. Some students find this a demanding subject with a very high workload. For 2011 we will be looking to better interface the lecture and practical component of the course and provide better guidance on the important aspects of the lecture course. PHA1PPA, Pharmacy Practice A 2008In this unit students are taught pharmaceutics (the science of turning a drug into a medicine), extemporaneous dispensing and communication skills. Students expressed that the best things about this unit were the practical sessions and pharmaceutics lectures. According to the student response, this unit could be improved by changing the communication section and reducing the amount of assessment in the last few weeks of semester. The next time the unit is offered, communications will not be included and the calculation assessment will be before the semester break. PHA2PGB, Pharmacology B 2010Pharmacology B is a second year subject available for science and pharmacy students. It covers basic pharmacology focussing on intracellular signalling systems; immunology including inflammation and the chemical mediators involved in immune responses; and molecular genetics, including human genetic traits. The focus of the material in this unit is generally the molecular level of cell activity ranging from inside the cell membrane to modulation of DNA expression. Students explore theoretical concepts in tutorials and practical exercises. The materials in this subject provide the foundations for higher level subjects in pharmacology, physiology, biotechnology and clinical immunology. Students value the material in this unit and can relate it to the rest of their program. They were concerned about the relevance of genetics, but this can be attributed in part to their surveys being done before this component was completed. Overall, students enjoyed their experience in this subject with an overall satisfaction rating of 3.8 (out of 5.0). PHA2PGB, Pharmacology B 2009Pharmacology B is a second year subject available for science and pharmacy students. It covers basic pharmacology focussing on intracellular signalling systems; immunology including inflammation and the chemical mediators involved in immune responses; and molecular genetics, including human genetic traits. The focus of the material in this unit is generally the molecular level of cell activity ranging from inside the cell membrane to modulation of DNA expression. Students explore theoretical concepts in tutorials and practical exercises. The materials in this subject provide the foundations for higher level subjects in pharmacology, physiology, biotechnology and clinical immunology. Students value the material in this unit and can relate it to the rest of their program. They were concerned about some lack of organisation, but this can be put down to some teething problems in its first attempt. These should be easily sorted out for 2010. Overall, students enjoy their experience in this subject with an overall satisfaction rating of 4.0 (out of 5.0). PHA2PFB, Pharmaceutical Formulation B 2010In this unit students learn about the design and formulation of two-phase pharmaceutical products including suspensions and emulsions. According to the student response, the best thing about this unit was the practical classes and pre-lab tutorial. According to the student response, this unit can be improved if the lectures were more engaging and there were tutorials for calculations and theory. Next time the unit is offered there will be a tutorial for calculations and theory with more time devoted to integrating lectures and practical classes. PHA2PTA, Pharmaceutics A 2008In this unit students learn about and prepare two phase products such as suspensions and creams. According to the student response, the best things about this unit were the prac tutorials and prac sessions. Students also felt this unit can be improved by improving the organisation of the prac interviews, by making lectures more interactive and providing online lecture notes prior to lectures. The following changes will be made the next time the unit is offered: prac interviews will be scheduled over two days not one, lectures will include more interactive activities and lecture notes will be placed on the LMS prior to lectures whenever possible. PHA2THA, Pharmacy Practice and Therapeutics A 2010In this unit, the medicinal chemistry, pharmacology, and pharmacy practice issues regarding therapy for cardiovascular and respiratory disorders are presented in an integrated manner. According to the student response, the best thing about this unit was the quality of the material taught, its relevance, and the fact that students were interested in learning about the subject material. According to the student response, this unit can be improved by providing timely feedback on assessments and making workshops more interactive. The following changes will be made the next time the unit is offered: further refining the integration of the subject matter, feedback on assessments to be given earlier, and workshops to be made more interactive. PHA2THA, Pharmacy Practice and Therapeutics A 2009In this unit, the medicinal chemistry, pharmacology, and pharmacy practice issues regarding therapy for cardiovascular and respiratory disorders are presented in an integrated manner. According to the student response, the best thing about this unit was the quality of the material taught, its relevance, and the fact that students were interested in learning about the subject material. According to the student response, this unit can be improved by presenting clearer marking criteria, and providing timely feedback on assessments. The following changes will be made the next time the unit is offered: more seamless integration of the subject matter, marking criteria for assessments to be clarified early in the semester, and feedback on assessments to be given earlier. CHE2MCA, Medicinal Chemistry 2010In 2010, this unit was not as well received by the students as in 2009. Nevertheless, the students liked the two short mid semester tests which encouraged them to revise. Overall, students found the unit is challenging and relevant to their study. They acknowledged that the unit textbook was very useful, as was the online experiment of unknown determination. They liked the problem solving in lectures at the end of each section, as well as the well organised semi-notes, which helped them learn. Some of the students would have liked more guidance with what to study and what not for the final exam, some suggested that more tutorials would be useful and that the semi-notes could do with some improvements. Most did not like the scheduled two hour lecture. The following changes will be made in this unit in 2011: There will be a 1 hour tutorial for 2 groups\as small groups rather than the whole class tutorial, the two hour lecture is going to change, so there will be three 1 hour lectures and one 1hour tutorial. The notes will be revised to have very defined and obvious headings and an introduction of the objectives at the beginning of each section. The link between the computer practicals and the lecture program will also made clearer and more stress will be placed on the important concepts of the subject with the relevance of these made clearer to students' future studies. CHE2MCA, Medicinal Chemistry 2009This subject, now in its revised form, was well-received by the students. It consist of two parts; the first part deals with biological molecules, carbohydrate, lipids and heterocyclics and the second part is about drug development, i.e. the qualitative and quantitative structure activity relationship and metabolism. PHA3PTB, Pharmaceutics B 2008In this unit students learn about solid dosage forms, complex pharmacokinetics and are required to show competency in extemporaneous dispensing and pharmaceutical calculations. - According to the student response, the best thing about this unit was online calculation quizzes, label assessments and pharmaceutics lectures. Feedback also indicated that this unit can be improved by providing more structure to the tutorials and more explanation of what is required in prac classes. Next time the unit is offered the structure of the tutorials will focus more on prac and prac assessments, the calc test will be earlier in semester to reduce the workload toward the end of semester and documentation for one product made in each practical session will be placed on the LMS. PHA3PGC, Pharmacology C 2008Pharmacology C is a comprehensive unit in the pharmacy program that focuses on endocrine and metabolism disorders. It has a clinical focus, which students enjoy. Guest speakers from a variety of professions add considerable depth to the materials students can explore in their case history presentations. According to the student responses, the best thing about this unit in 2008 was the oral workshops conducted with the assistance of external staff (a GP and a Hospital Pharmacist). Many students commented that they enjoyed the overlap of clinical issues with their concurrent pharmacy practice unit. Students did suggest that this unit would be improved however, if the time management for oral presentations of the workshops was better managed. Considering this was the first time the workshops had run in this way, the teething problems should be sorted out in 2009. PHA3PGD, Pharmacology D 2009In this unit students explored the cellular and molecular processes within the brain, and how subtle changes in the brain-physiology will result in spectacular and often debilitating behavioural pathologies. While this provides some framework for rationale psychopharmacology, it doesn’t give us the level of understanding as compared to other areas in pharmacology. Students find this fascinating, yet challenging. PHA3PGD, Pharmacology D 2008In this unit students explored the cellular and molecular processes within the brain, and how subtle changes in the brain-physiology will result in spectacular and often debilitating behavioural pathologies. While this provides some framework for rationale psychopharmacology, it doesn't give us the level of understanding as compared to other areas in pharmacology. Students find this fascinating, yet challenging. According to the student response, the best thing about this unit was the topic and the efforts and enthusiasm of the teaching staff. Other feedback indicates that this unit can be improved by providing more guidance and feedback with the assessment task. The next time the unit is offered, we aim to provide more ongoing feedback on the assessment tasks. PHA3PLP, Pharmacy Legislation and Practice 2010This subject covers aspects of legislation that apply to the profession of pharmacy including drugs and poisons, OTC medicines and women’s health. Students enjoyed the guest lecturers, and oral presentations about OTC medicines. They would like to see more organisation and greater linking of all aspects of the subject. In 2011 women’s health will be replaced by professional ethics which is more relevant to legislation. PHA3THD, Pharmacy Practice and Therapeutics D 2010In this unit, the medicinal chemistry, pharmacology, and pharmacy practice issues regarding therapy for infectious diseases are presented in an integrated manner. According to the student response, the best thing about this unit was the quality of the material taught, its relevance, and the fact that students were interested in learning about the subject material. According to the student response, this unit can be improved by presenting workshops that are more interesting, and providing timely feedback on assessments. The following changes will be made the next time the unit is offered: feedback on assessments to be given earlier, and presentation of workshops that are more engaging for the students. PHA4PM, Pharmaceutical Microbiology 2010In this unit, students enjoyed the fact that the material presented was challenging, had specific clinical application, and its relevance was apparent during the students’ clinical placements. According to the student response, this unit can be improved by streamlining some of the material presented. The following changes will be made the next time the unit is offered: segregation of the material presented into two new distinct subjects, which cover specific areas in a more cohesive manner. PHA4PM, Pharmaceutical Microbiology 2009In this unit, students enjoyed the fact that much of the material had specific clinical application. According to the student response, this unit can be improved by incorporating some more detailed laboratory practicals. The following changes will be made the next time the unit is offered: improvements to the practicals, detailed exam revision questions to allow for optimal exam preparation. PHA4PM, Pharmaceutical Microbiology 2008In this unit, students are informed about various antimicrobial and anti tumour therapies, as well as the mechanism of action of antibiotics, and the manner in which micro organisms are adapting to survive such treatment. The process of pharmaceutical manufacturing is introduced, with specific reference to the maintenance of sterility and standards to limit contamination during manufacturing procedures. According to the student response, the best thing about this unit was its organisation and the fact that a registered pharmacist was teaching most of it. According to the student response, this unit can be improved by streamlining the assessment. The following changes will be made the next time the unit is offered: further updating of subject material as necessary and assessments will be rationalised and streamlined. PHA4PPM, Pharmacy Practice and Management 2008This unit is designed to prepare students for the legal and management aspects of professional practice. According to the student responses the knowledge imparted to them was very beneficial. Concerns were expressed about the availability of references in the Library and this will be addressed in 2009. PHA4GP, Group Project 2010In this unit, students choose a research project from a list provided, and work in groups of 4 to 7 students for the semester, under the guidance of a supervisor. Students are assessed by oral presentations, individual and collective written assessments, as well as their participation in the group work. According to the survey responses, some students loved their project and were highly appreciative of the help provided by their supervisor and being able to work in a group (sometimes with their friends). On the other hand, some felt let down by their supervisor, or disliked the topics and felt that this unit was altogether a waste of time. In 2010, there was some improvement in these latter aspects compared to previous years, so we are moving in the right direction. It is good to see that most students recognised that they gained valuable graduate skills in this subject, like teamwork, writing, speaking, research/inquiry, critical thinking and creative problem-solving skills In 2011, we will continue to stress the benefits of these graduate skills in this subject. In addition, we will as much as possible, design projects that are known to appeal to final year pharmacy and science students, so that they can get better at topics and skills needed for their respective employment. PHA4GP, Group Project 2009In this unit, students choose a research project from a list provided, and work in groups of 4 to 7 students for the semester, under the guidance of a supervisor. Students are assessed by oral presentations and a written report, as well as their participation in the group work. According to the survey responses, some students highly appreciated the help provided by their supervisor and being able to work in a group (sometimes with their friends). On the other hand, some clearly felt insufficiently supported by their supervisor, disliked their project and felt that this unit was altogether a waste of time. It was suggested that improvement would come about by offering more interesting and relevant projects and by supervisors being more committed to their project students. In 2010, there are more Pharmacy staff in the Department and thus there will be more pharmacy practice type projects on offer. Hopefully more Pharmacy students will see thus the relevance of their topic, while still giving those interested in science-based project opportunities to increase their instrumental and general laboratory skills. On the other hand, it needs to be more clearly spelt out that the main gains in this subject are the transferrable skills like team work and problem-solving, so that the topic itself becomes mainly a vehicle by which to attain those skills before graduating. PHA4BT, Biotechnology 2010This subject introduced final-year pharmacy and science students to the means by which recombinant DNA technology could be applied to medical and clinical practise. The subject was very well received by students, who commented on the relevance of the subject matter to their professional careers, as well as the intrinsic interest of the material. Students appreciated the concept of using debates as a means of assessment, because the topics chosen for debate were relevant and enabled them to take ownership of their learning. Improvements were suggested in regards to providing the criteria for debate assessment at the start of semester. PHA4BT, Biotechnology 2009This unit introduces students to the principles and techniques of molecular biology and how they may be applied to modern clinical and pharmacy practice. It was well received by students, who indicated that the content was pharmacy-related, and that it was presented in a clear and well organised manner. Some students suggested that the topics for the debates should be more closely related to pharmacy and that the assessment protocols should be revised. These debates were seen as a suitable form of assessment, and will be modified in light of student comments for 2010. PHA4PAC, Pharmacy Practice and Advanced Counselling 2010This subject is called pharmacy practice and advanced counselling and that is exactly what it attempts to do – integrate all of the pharmacy practice skills and knowledge learnt throughout the previous years of the subject into difficult situations that a pharmacist might encounter out in the workplace and arm the students with the skills to be able to handle this situation effectively when it arises. Previously the students have enjoyed the variety of guest speakers that have visited to give valuable advice about their particular area of expertise but on occasions have not seen the relevance to pharmacy. This coming year we hope to make this a lot clearer to the students. Further expected changes for this subject include a change in the format of classes replacing the 3 hour lecture block and workshop with 2 x two hour workshops which allow for more interactive learning. These workshops will include guest speakers, role playing, case scenarios and panel discussion. Each week will be themed to a pharmacy orientated situation and the various activities conducted in the workshops will be based around these themes. Assessment will be based around a restructure of the reflective journal (possibly on-line), oral case scenarios and participation in a panel discussion. PHA4PAC, Pharmacy Practice and Advanced Counselling 2008In this unit students learn about different issues that people may confront during their lives. According to the student response, the best thing about this unit was the guest speakers, especially the trip to the council offices to meet with people with disabilities and the workshops. According to the student response, this unit can be improved by making lecture notes available before or soon after the lectures. The following changes will be made the next time the unit is offered: Wherever practicable lecture notes will be made available prior to or soon after a class. PHA4PCA, Pharmaceutical Care - Quality Use of Medicines A 2010In this subject, students are presented with tasks and assessments designed to develop skills in applying their drug knowledge in a practical setting. They are required to learn the top 30 drugs and have the ability to apply such knowledge in a way to problem solve particular case scenarios. This has been favourably received by students in the past. They are also given exposure to extensive community pharmacy placements with challenges to engage in over the counter patient counselling exercises and review pharmacy interventions. This aims to improve the therapeutic management of patients. In addition to this, their local clinical placement and case presentation will serve as a platform to further develop their problem solving skills. This also assists with patient communication and working through related medication management issues to improve therapeutic outcomes and patient care. More attention to the organisational structure of this subject shall improve the delivery of its content and the presentation of the assigned tasks. PHA4PCA, Pharmaceutical Care - Quality Use of Medicines B 2010In this subject, students are presented with tasks and assessments designed to develop skills in applying their drug knowledge in a practical setting. With an understanding of specific disease states and drug knowledge they are taught how to problem solve case scenarios and develop therapeutic strategies to improve patient outcomes. From the survey responses the students particularly enjoyed the case scenarios and the opportunity to learn about other professional roles in the healthcare team and appropriate processes for referral. Expanding on this feature to collaboratively work through cases with other healthcare providers aims to provide the student with a contextual understanding and affiliation with their own role within the healthcare team. Improvements to developing clinical resources such as the counselling packs will also be beneficial. Home Medicine Reviews formed an important aspect of this subject and will continue to demonstrate the important clinical contribution that pharmacy practice has in the provision of pharmaceutical care. SCI3PRJ, Project 2007In this unit, students work on answering a research question, with the guidance of an academic supervisor. Students will get a taste of the highs and (occasional) lows of scientific research and are expected to develop independent work habits and problem solving skills. According to the student response, the best thing about this unit were the skills they acquired and the support given by their supervisor. On the other hand, some students were unsure about the aims of their project and found the workload unmanageable. There were very few suggestions as to how this unit may be improved, but the time students are expected to work must be made clear for staff and students alike, at the beginning of each semester. Overall this unit received a very positive response. Most students in this cohort have enjoyed the 'taste of research' and have gone on to apply for Honours. SCI3PRJ was not surveyed in 2008 - 2010, due to enrolment of less than 15 students. However, the sentiment that students expressed informally mirrored that from 2007. Content Approved by: Head of School
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