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7. Problem Solving in community Practice

 7.1 Design and Structure of the Package

This package was developed at the University of Strathclyde and was first released in October 1994. As with the other packages under evaluation, this package was developed using the PCCAL prototyping model and the structure follows the conventional house style. The evaluation was conducted on version 2 of the package. The package is divided into three sections:

  1. Prescriptions
  2. Labels
  3. Patient Information Leaflets

The overall aims and objectives for the package are:
AIM To teach students the requirements for the different types of prescription, labelling requirements for dispensed items and guidelines available to help pharmacists design patient information leaflets.
OBJECTIVES

The student should be able to:

1. Identify errors on different prescriptions
2. State the correct course of action to be taken on discovering an error
3. Create labels for dispensed items
4. Identify errors on existing labels

5. Create patient information leaflets based on guidelines


The design of the package underwent some metamorphosis during its development and initial use at the development site at the University of Strathclyde. The original materials used to develop the package were student notes for those new to dispensing, with the aim of animating some rather dry information. However, once it was developed, the teaching staff decided to use it as a remedial support for the weaker students and since then it has been viewed more as a revision package than as an introduction to the subject.

Structure of the package

Prescriptions

  • National Health Service
  • Private
  • Controlled Drugs
  • Miscellaneous Testing
  • Labelling
  • Requirements
  • Creating and Checking
  • Testing


Patient Information Leaflets

  • Guidelines
  • Examples
  • Testing

Each section of the package consists of tutorial information, including legal requirements, interactive examples where errors are identified on sample prescriptions, labels and leaflets. Feedback is given at every stage and this constitutes the main teaching activity. At the end of each section is a randomised bank of test questions, with support and hints available as well as feedback on responses.