An Integrated Dyspepsia Module for First-year Pharmacy Students.

Area of Science:

• Pharmacy Education
• Clinical Sciences
• Fundamental Sciences

Background:

• Pharmacy curricula require integration of basic sciences with clinical and professional practice.
• Developing effective pedagogical approaches is crucial for foundational science learning.

Purpose of the Study:

• To design an integrated dyspepsia module for first-year pharmacy students.
• To combine clinical and professional practice with fundamental sciences across five subject areas.
• To evaluate student experiences and learning outcomes of the integrated module.

Main Methods:

• Module design focused on integrating science and practice through collaborative teamwork.
• Student feedback was gathered using questionnaires to assess their views and experiences.
• Student performance was evaluated to determine learning attainment.

Main Results:

• A significant majority of students reported positive experiences with the module and its integrated approach.
• Students perceived the module positively impacted their learning and practical application skills.
• Assessment results confirmed that student learning and attainment were appropriate for the first-year level.

Conclusions:

• The integrated dyspepsia module serves as an effective model for theme-based, integrated learning in pharmacy education.
• Students positively perceived the module's contribution to enhanced learning and understanding.
• Designing integrated modules necessitates new, collaborative working methods among educators.