title: Science or practice? UK undergraduate experiences and attitudes to the MPharm degree.
abstract: OBJECTIVE
  The debate surrounding the science/practice balance in the teaching of undergraduate pharmacy has been played out in the professional literature for years. The objective of this work was to explore the attitudes of pharmacy undergraduates on the practice-science debate.
  
  
  METHODS
  The study was undertaken as part of a national study of teaching, learning and assessment methods in United Kingdom (UK) schools of pharmacy.
  
  
  METHODS
  Six focus groups were carried out. The sample was 44 volunteer students from nine UK schools of pharmacy, representing all 4 years of the MPharm programme. Groups were tape recorded and transcribed. Analysis of the transcripts was theme based by topic.
  
  
  METHODS
  Qualitative data on student attitudes and experiences.
  
  
  RESULTS
  Most students thought that there was too strong an emphasis placed on the science components of the course in the early part of their studies. Later in the course they realised that the majority of the science was necessary; it just had not been apparent to them at the time. There were strongly held attitudes across all 4 years that it would be beneficial to include more practice-related material at the beginning of their studies. This would be beneficial for three reasons: to make the course more interesting, to aid in the contextualisation of the science component and to assist the students in any early placement or vacational work.
  
  
  CONCLUSIONS
  Internationally, changes to the role of the pharmacist from a traditional supply function to a more clinical role has resulted in differing educational needs for the pharmacist of the future. Pharmacy will remain a degree built on a strong scientific background, but students advise that the contextualisation and sequencing of material within the degree could make a considerable improvement to their learning. Consulting students helps us to understand the teaching, learning and assessment experience better by giving insights into ways of improving the delivery. In the case of the UK, there are legislative changes impending which may provide an opportunity to review the balance of practice-and science in the curriculum.
authors.affiliation: Aston Business School, Aston University, Aston Triangle, Birmingham, West Midlands, B4 7ET, UK. j.k.jesson@aston.ac.uk
authors.forename: Jill Karen
authors.initials: JK
authors.lastname: Jesson
authors.forename: Chris A
authors.initials: CA
authors.lastname: Langley
authors.forename: Keith A
authors.initials: KA
authors.lastname: Wilson
authors.forename: Katie
authors.initials: K
authors.lastname: Hatfield
mesh_terms: D001290:Attitude; D004512:Education, Pharmacy / Q000379:methods*; D006801:Humans; D012586:Science / Q000193:education*; D013334:Students / Q000523:psychology*; D006113:United Kingdom