MPharm Pharmacy

The unit is split into two 6-week blocks. Block 1 (Brain and neurotransmission 1) uses the brain, neurotransmission and mental health as the focus for integration of scientific, clinical and professional learning. Block 2 (Brain and neurotransmission 2) moves to focus on other central nervous system disorders (stroke, epilepsy, Parkinson’s disease and dementia) to integrate learning. 

Conceptual understanding is developed through a small number of “core concepts” lectures which provide learning in the threshold concepts mapped to year 3 of the programme. Core knowledge and understanding is then built using a flipped classroom approach, supported by EBL workshops in which learning is consolidated and independent learning skills developed. This learning is supplemented by a series of laboratory practicals, professional skills workshops and placements in which learning from EBL and lectures is applied to patient cases to develop practical, communication, leadership, research, decision-making and prescribing skills.

The unit aims to:
Further develop students’ understanding of medicines’ actions and the human body. This knowledge is applied in order to understand the structure, function and malfunction and the therapeutic management of diseases of the brain and nervous system. The unit also develops practical and professional skills important in becoming a pharmacist which are relevant to the medicines used and clinical management of mental health problems, stroke, dementia, epilepsy and Parkinson’s disease.

The unit initially focusses on mental health, where students learn about the structure of the brain, neurotransmission and receptors in the brain before studying the most common mental health problems. In the latter part of the unit, the central nervous system is further explored which includes learning about stroke, dementia, Parkinson’s disease and epilepsy. This learning is supplemented by laboratory classes to develop analytical skills and students further develop their learning about the legal and professional aspects of practising pharmacy. Students will also work in teams to develop their leadership skills and will continue to build their research and written communication skills. Placements increase in Year 3, to prepare students for their future roles, apply their learning to practice and to build competence in communication, physical examination, assessment and decision-making.

Explain principles of topical formulations & transdermal delivery

Compare local and systemic dermal delivery and suitable formulations/techniques for each

Discuss formulation principles for pessaries and suppositories

Demonstrate an understanding of, and be able to apply the characteristics of excipients for semi-solid formulations

Understand and apply the relevant testing as outlined in the BP

Describe appropriate packaging for semi-solid formulations

Discuss the formulation principles for specific biologics and biosimilars

Describe the basics of bioprocessing

Understand and apply the testing for biologics and biosimilars

Demonstrate an understanding of the drug development process

Describe the pharmacokinetics of a drug following single and multiple dose administration and apply such knowledge to the rational design of dosage regimens in different disease states

Describe the plasma concentration and urinary excretion rate-time profiles following intravenous and extravascular drug administration

Describe chemical properties of highly prescribed/top 100 drugs: bonding, shape, functional groups, stereochemistry, ionisation (pKa), lipophilicity (LogP/D)

Using relevant examples encountered in this unit, demonstrate how the drug interacts with its biological target(s)

Using examples encountered in this unit, predict and explain the chemical and/or biological stability of a drug

Using relevant highly prescribed or top 100 drugs, describe the discovery and design of a new therapeutic agent

Using relevant examples encountered in this unit, apply appropriate analytical techniques for the characterisation and purity assessment of medicinal compounds

Describe the (patho)physiology and anatomy of the endocrine system

Describe the (patho)physiology and anatomy of bones and joints with a focus on rheumatoid arthritis, osteoarthritis, and osteoporosis

Discuss neurotransmission and neurotransmitters relevant to pain pathways and pain management. Discuss the pathways involved in nausea and vomiting

Describe the key biological drug targets associated with the endocrine system and the mechanisms by which therapeutic drugs act

Discuss the evidence-based management of diabetes, thyroid disease, sexual health and sexually transmitted infections

Discuss the evidence-based management of rheumatoid arthritis, osteoarthritis, osteoporosis, pain and nausea and vomiting

Discuss pharmacist's role in cancer risk reduction and screening for breast, cervical, prostate, and brain tumors

Discuss the role of the pharmacist in promoting good sexual health and the screening and treatment of sexually transmitted infection

Describe pharmacy law regarding retail pharmacies, inspections, responsible pharmacists, and their relevance to pharmacist's role and pharmacy services (PL NHS contract)

Discuss how the Misuse of Drugs Act applies to the role of the pharmacist and pharmacy services, including possession and prescription supply of controlled drugs (CDs), safe custody, records and destruction of CDs and supplying CDs by instalment

Discuss the role and importance of research ethics and governance, including GCP, research ethics, data protection and the Human Tissue Act

Discuss the impact of prescribing on sustainability, as well as methods of reducing the carbon footprint and environmental impact of any medicine

Discuss the meaning and significance of clinical negligence (commonalities and distinction between dispensing and prescribing roles)

Understand external factors impacting decision-making and patient safety, including relationships, teamwork, and environmental influences

Discuss how personal ethics may affect decision-making and patient care

Discuss the relationship between leadership, staff wellbeing and patient safety

The teaching and learning philosophy for the MPharm places an emphasis on learner-centred rather than teacher-centred approaches. Learning is therefore structured to maximise guided self-directed learning, with enquiry driven project work and EBL workshops provided to support greater conceptual understanding of the material and deep, rather than superficial learning. This helps students prepare for their future careers by helping them to develop independence, confidence and resilience. A wide range of teaching and learning activity is included to meet the learning needs of a diverse range of students:

Core concepts lectures: A very small number of didactic lectures are included to provide a step-by-step guide to the threshold concepts in pharmacy 
Online learning: All guided self-directed learning in year 3 is provided via the VLE Blackboard. This consists of videos, bespoke elearning packages, NHS elearning (e.g. Skills for health), factsheets and directed reading (which can be downloaded). In year 3, students are expected to supplement guided self-directed learning with appropriate use of high-quality resources that they have identified themselves
EBL workshops: All learning is brought together and consolidated in a series of multidisciplinary integrated sessions. Workshops are led by a team of staff who act as specialist facilitators, directing student learning via discussion of case studies and project work.
Practical classes: A series of practical classes spans the first three years of the MPharm. In year 3, students are expected to develop independence in the laboratory with less direction on experimental design, data collection and interpretation. Practical classes are mapped to core concepts lectures and EBL workshops to ensure learning is applied to practice as a pharmacist
Professional skills classes: These span the full 4 years of the MPharm to ensure students are prepared to become prescribers after their foundation year. Classes focus on further developing advanced consultation skills, assessment and examination skills and clinical decision-making. Regular role play and interaction with medical actors is used to increase confidence and to ensure students receive tailored feedback.
MyDispense: This is an online platform utilising real-world cases to recreate prescription processing and to apply pharmacy law. It is used with increasing complexity in all four years of the MPharm course to develop skills in clinical checking, dispensing and accuracy checking.
Placements: Compulsory workplace placements are provided in hospital and community pharmacy and GP practice settings in year 3, to gain practical experience in providing pharmacy services and to apply learning on infection, inflammation and respiratory disease to pharmacy practice. All students undertake a specialist placement in a setting such as a mental health NHS trust, care home or the Christie oncology centre.
Academic adviser meetings: Students meet with their named academic adviser twice per semester in formal timetabled meetings. Academic advisers support students with their personal and professional development throughout the MPharm course. 
 

• Discuss novel approaches of formulation and drug targeting, such as implants, responsive pump systems, repurposing of drugs, novel formulations changing PK, PEGylation of colloids, nano-formulation
• Describe the process of drug development from discovery of an active substance to launch and understand concepts of various activities around product safety, formulation, strategy, clinical trials, toxicology, licensing, registration and marketing.
• Discuss the business and legal framework for the drug discovery process and be able to reflect on its impact on the medicines that are approved. Use examples of flawed processes (such as those surrounding Vioxx and sertraline) to illustrate some of these issues.
• Consolidate various components of undergraduate learning to be able to apply in the context of industrial pharmacy and drug development
• Using relevant highly prescribed or top 100 drugs, describe the chemical properties of CNS active drugs, which may include its bonding, shape, functional groups, stereochemistry, ionisation (pKa) and lipophilicity (LogP/D)
• Using relevant examples encountered in this unit, demonstrate how the drug interacts with its biological target(s)
• Using relevant examples encountered in this unit, predict and explain the chemical (e.g. hydrolysis or free radical oxidation) and/or biological (metabolism) stability of a drug
• Using relevant highly prescribed or top 100 drugs, describe the discovery and design of a new therapeutic agent (small molecules and biologics)
• Using relevant examples encountered in this unit, apply appropriate analytical techniques for the characterisation and purity assessment of medicinal compounds
• Describe the (patho)physiology and anatomy of the brain, relevant for pharmacists.
• Discuss neurotransmission and neurotransmitters relevant to mental health illness, dementia, Parkinson’s disease and epilepsy
• Describe the key biological drug targets associated with the central nervous system and the mechanisms by which therapeutic drugs act 
• Discuss the evidence-based management of stroke (including dysphagia), dementia, epilepsy, Parkinson’s disease and meningitis 
• Discuss the evidence-based management of mental illness (including unipolar depression, anxiety disorders, insomnia, bipolar affective disorder and schizophrenia) 
• Discuss the principles of mental capacity and covert administration of medication and how these apply to patient care and clinical decision-making. 
• Describe pharmacy law relating to retail pharmacy businesses, pharmacy inspections, the responsible pharmacist and how it applies to the role of the pharmacist and pharmacy services (PL NHS contract)
• Discuss how the Misuse of Drugs Act applies to the role of the pharmacist and pharmacy services, including possession and prescription supply of controlled drugs (CDs), safe custody, records and destruction of CDs and supplying CDs by instalment 
• Discuss the role and importance of research ethics and governance, including GCP, research ethics, data protection and the human tissue act 
• Discuss the impact of prescribing on sustainability, as well as methods of reducing the carbon footprint and environmental impact of any medicine 
• Understand and reflect upon external influences on decision making (including relationships, teamwork, environmental factors) and these may impact on decision making and patient safety
• Discuss the relationship between leadership, staff wellbeing and patient safety

• Apply and integrate learning from previous MPharm units to deepen understanding of new materials encountered in this unit
• Through a simulation exercise, conduct relevant activities to take a compound from discovery to launch  
• Conduct a basic examination (on a normal, healthy individual) and verbally describe findings of the following: 
• Ear, nose, throat and basic eye examination 
• Respiratory system - including inspection, palpation, percussion and auscultation of breath sounds 
• Use basic observation findings to calculate and interpret the relevance of the NEWS2 score
• Optimise medication for a single condition using relevant evidence-based resources (e.g. depression, stroke) drawing on relevance of personalised medicine 
• Integrate knowledge of (patho)physiology and pharmacology, high quality research evidence, clinical expertise, mental capacity and patient values as part of clinical decision-making
• Discuss the process of prescription processing incident management (insulin and opioids exemplars)
• Understand and apply quality improvement methodologies 
• Collect both qualitative (semi-structured interviews) and quantitative (questionnaire survey) data from pharmacy practice settings and appropriately analyse it, using statistics as necessary
• Access and use digital prescribing data in order to optimise medicines or understand the economic implications of prescribing
• Use reasoning skills to discuss alternative perspectives on an ethical dilemma and come to a well-justified conclusion

• Demonstrate the ability to make transdermal patches
• Demonstrate the ability to use relevant methods to gauge drug delivery through the skin and demonstrate competence in the related calculations
• Use microbiological techniques to differentiate and identify meningitis pathogens
• Demonstrate an understanding of how we can determine the molecular genetics of cancer using lab techniques
• Interpret results from a microarray and use them to suggest personalised medicine approaches for cancer
• Use light microscopy to understand the pathophysiology of cancer
• Conduct a person-centred consultation on minor ailments and discuss an appropriate management plan 
• Dispense prescriptions at the level of simple patient with complex drug(s) OR complex patient with simple drug(s), relevant to the endocrine or musculoskeletal system
• Process multi item prescription for up to two disease states with more complex errors (e.g. PD and stroke) 
• Undertake a 2 step mental capacity test for a simulated patient
   

• Demonstrate the ability to lead a team and resolve conflict should it arise
• Demonstrate key skills and attributes associated with leadership (communicating with influence; negotiation skills; using integrity, networking and advocacy; coaching; situational judgement)
   

*Pass / Fail components do not attract a grade, but are worth 12 credits in total over the course of the year. Students may take the full academic year to collect sufficient eportfolio evidence to pass.

The MPharm uses an EBL approach to teaching and learning. As such, learners are required to engage with a number of self-directed learning activities each week, including reading.

In year 3, suggested core reading material is provided for students by staff but they are required to search for their own additional resources to supplement learning. Directed reading consists of up to 8 hours per week from pharmacy journals, ebooks, clinical resources (e.g. BNF, Stockleys Drug Interactions) and NHS elearning (e.g. CPPE, eLfH, Skills for Health). As clinical practice is constantly changing, this material will be reviewed each academic year, and then again before each session is delivered, to ensure it remains relevant.

Other scheduled teaching and learning activities include:

• MyDispense online learning: 10 hours
• Online drop-ins (CPD, calculations, EBL support):1 hour per week
• Academic adviser meetings: 2 hours