Williams, Kevin (2006) Using experiential learning to facilitate pharmacy students’ understanding of patients’ medication practice in chronic illness. PhD thesis, Rhodes University.
This study originates from experiences which led me to question the way pharmacists are equipped to advise and support the medicine-taking practice of patients using chronic medication. The study offers a critical theoretical consideration of underlying perspectives informing pharmacy education. I propose following a critical realist ontological perspective, a social realist understanding of social structure and human agency, and a sociocultural epistemology. Based on these perspectives, I consider a sociological critique of ‘health’, ‘disease’, ‘illness’ and ‘sickness’ perspectives on medicine-taking, and of pharmacy as a profession. I then propose an experiential learning approach, with an emphasis on developing reflexivity through affective learning. I follow this with an illustrative case study. Following a critical discourse analysis of student texts from the case study, I conclude that there is evidence that experiential learning may prove useful in developing pharmacy students’ reflexive competency to support the provision of pharmaceutical care to patients using chronic medications.
|Item Type:||Thesis (PhD)|
|Uncontrolled Keywords:||critical realism, social realism, Margaret Archer, chronic illness, pharmaceutical care, sociology of health and illness, critical discourse analysis, experiential learning, film in teaching|
|Subjects:||Y Unknown > Subjects to be assigned|
|Divisions:||Support Units > Centre for Higher Education Research, Teaching and Learning|
Faculty > Faculty of Education > Centre for Higher Education Research, Teaching and Learning
|Supervisors:||Boughey, C.M. (Prof) and Dowse, R. (Prof) Co-supervisor|
|Deposited By:||Rhodes Library Archive Administrator|
|Deposited On:||11 Apr 2006|
|Last Modified:||06 Jan 2012 16:17|
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