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| Patient as teacher sessions contextualize learning, enhancing knowledge, communication, and participation of pharmacy students in the United Kingdom |
| Andrew Martin Lunn, Ann Urmston, Steven Seymour, Andrea Manfrin |
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J Educ Eval Health Prof. 2020;17:15 Published online May 20, 2020 DOI: https://doi.org/10.3352/jeehp.2020.17.15 |
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Patient as teacher sessions contextualize learning, enhancing knowledge, communication, and participation of pharmacy students in the United Kingdom Journal of Educational Evaluation for Health Professions. 2020;17:15  Technology-enhanced learning in physiotherapy education: Student satisfaction and knowledge acquisition of entry-level students in the United Kingdom Research in Learning Technology. 2019;27: A Shared Focus: Comparing the Australian, Canadian, United Kingdom and United States Pharmacy Learning Outcome Frameworks and the Global Competency Framework Pharmacy. 2016;4(3):26 Student-led review sessions to reinforce pharmacotherapy knowledge prior to APPEs Currents in Pharmacy Teaching and Learning. 2014;6(5):612-616 Interdisciplinary communication to efficiently develop integrated pharmacotherapeutic sessions Currents in Pharmacy Teaching and Learning. 2020; The use of social media as a tool to educate United Kingdom undergraduate pharmacy students about public health Currents in Pharmacy Teaching and Learning. 2020;12(2):181-188 Review of undergraduate research education for pharmacy students in New Zealand, Australia and the United Kingdom Currents in Pharmacy Teaching and Learning. 2013;5(3):180-190 Learning through self-reflection: understanding communication barriers faced by a cross-cultural cohort of pharmacy students Currents in Pharmacy Teaching and Learning. 2010;2(1):12-19 Research Session 3: Enhancing Patient Care through Community Pharmacy International Journal of Pharmacy Practice. 2013;21:16-22 Evaluation of an individualized vs non-specific standardized patient activity in improving communication skills amongst pharmacy students Currents in Pharmacy Teaching and Learning. 2019;11(6):603-608 |
