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SERVICE-LEARNING IN PHARMACY AT THE UNIVERSITIES OF LIMPOPO AND ZIMBABWE

SERVICE-LEARNING IN PHARMACY AT THE UNIVERSITIES OF LIMPOPO AND ZIMBABWE. Star Khoza and Norman Z. Nyazema Department of Clinical Pharmacology, University of Zimbabwe and Department of Pharmacy, University of Limpopo , South Africa. THE PHILOSOPHY.

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SERVICE-LEARNING IN PHARMACY AT THE UNIVERSITIES OF LIMPOPO AND ZIMBABWE

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  1. SERVICE-LEARNING IN PHARMACY AT THE UNIVERSITIES OF LIMPOPO AND ZIMBABWE Star Khoza and Norman Z. Nyazema Department of Clinical Pharmacology, University of Zimbabwe and Department of Pharmacy, University of Limpopo, South Africa

  2. THE PHILOSOPHY The learning process involves two parties – the learner and the instructor. • Objective To appropriate and assimilate knowledge on the Quality Use of Medicines • Relations to the work to be done Differ • The duty bearer The student is his/her own teacher because learning is self directed • The role of the instructor To guide, direct or superintend the operations in different environments of the drug/medicines supply chain – from medicine production to consumption

  3. THE ENVIROMENT In which the student involves himself or herself in community activities for personal and academic development consists of: • The health system – based on the PHC (public) • The University – community oriented policy (UZ) • The classroom – didactic, group discussions and simulation lab (UL) • The community – which by and large has its own knowledge, attitude, beliefs and practices as far as health is concerned – COMMUNITY PARTICIPATION is important

  4. THE APPROACH Pharmacy has four distinct disciplines. • Pharmaceutical chemistry • Pharmaceutics • Pharmacy practice • Pharmacology In class, concepts, theories and ideas are introduced in REAL LIFE (industry, hospital, community pharmacy etc) case studies; - at UZ this still largely fragmented but not completely disconnected - At UL curriculum now integrated as much as possible

  5. THE APPROACH Cont’d Exposure • Voluntary – mainly in the private sector • Organized at UZ – as rural attachment for 2 weeks (Final yr 40 hrs comm pharmacy) - objective is community diagnosis • Organized at UL – as experiential learning (2 days/wk each semester) - objective to appreciate the drug supply chain Part of student’s contineous (formative) assessment

  6. THE VERDICT • Availability of resources (HR, infrastructure, financial etc) determine the approach/best practice followed at the two institutions. • Relevance judged in hind sight after graduation by many when doing community service (a requirement in both countries) • Human learning is complex phenomenon – it is all about trial and error and important o review from time to time

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