Reaccreditation 2011/12 - General Pharmaceutical Council

Reaccreditation of an Overseas Pharmacists’ Assessment Programme 

(OSPAP) 

University of Brighton 

Report of a reaccreditation event, 26‐28 June 2012 

Introduction 

The General Pharmaceutical Council (GPhC) is the statutory regulator for pharmacists and pharmacy technicians and is the accrediting body for pharmacy education in 

Great Britain. The GPhC is responsible for setting standards and approving education and training courses which form part of the pathway towards registration for 

pharmacists. The UK qualification required as part of the pathway to registration for pharmacists who have qualified overseas (non‐EEA) is a GPhC‐accredited Overseas 

Pharmacists’ Assessment Programme (OSPAP), which is a one‐year post graduate diploma. The GPhC’s right to check the standards of pharmacy qualifications leading to 

annotation and registration as a pharmacist is the Pharmacy Order 2010. It requires the GPhC to ‘approve’ courses by appointing ‘visitors’ (accreditors) to report to the 

GPhC’s Council on the ‘nature, content and quality’ of education as well as ‘any other matters’ the Council may require. 

This accreditation event was carried out in accordance with the GPhC’s 2011 OSPAP Accreditation Methodology and the course was reviewed against the GPhC’s 2011 

education standards ‘Standards for the education and training of non‐EEA Pharmacists wanting to register in Great Britain.’ 

Background 

The University of Brighton OSPAP course was initially accredited by the then regulator, the Royal pharmaceutical Society of Great Britain (RPSGB) in 2005, with 

subsequent re‐accreditations in 2006 and 2009. As a result of the 2009 visit the then accreditation team agreed to recommend to the Education Committee of the 

RPSGB that the University’s OSPAP course be reaccredited for a full period of 3 years. There was one recommendation, namely that the course team consider whether or 

not the assessment for Advanced Drug Delivery was optimal. 

General Pharmaceutical Council, OSPAP reaccreditation report 

University of Brighton, 26-28 June 2012 

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Documentation 

The provider submitted submission documentation to the GPhC in line with agreed timescales and a pre‐visit took place at the University on 14 May 2012. During the 

pre‐visit the schedule of meetings and timings for the reaccreditation event were confirmed. 

The following documents were submitted by the university in advance of the event: 

• Completed GPhC submission template ‘Reaccreditation of an OSPAP’ inc. module descriptors and staff CVs 

• Course monitoring and evaluation report 2008‐09 

• Compact disk of evidence. 

The following documents were submitted during the event: 

- Reflective diaries for health promotion exercise 

- Medicines Use Reviews – did they meet their expectations? 

- Sample examination scripts 

- 2 x publications on pharmacy teaching 

- Module Handbook – Applied Therapeutics 

- Coursework on patient interviews 

The event 

The event began with a private meeting of the accreditation team and GPhC representatives on 26 June 2012. The remainder of the event took place on site at the 

University of Brighton on 26 June 2012, and comprised a series of meetings with staff and OSPAP students of the University and included a tour of the University 

facilities. 



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Accreditation team 

The GPhC’s accreditation team (‘the team’) comprised: 

Name Designation at the time of accreditation event 

Mrs Linda Stone* Accreditation team leader, Pharmacy consultant, community pharmacy background 

Prof Brenda Costall Accreditation team member (Academic), Professor of Neuropharmacology, former Head of School, University of Bradford 

Prof Larry Gifford Accreditation team member (Academic), Professor of Pharmacy Education, Keele University 

Mr Surinder Bassan Accreditation team member (Pharmacist),Chief Pharmacist, Southampton University Hospitals 

Mr Alan Kershaw Accreditation team member (Lay), Chair of ILEX Professional Standards Ltd 

along with: 

Name Designation at the time of visit 

Ms Joanne Martin Quality Assurance Manager (Education), General Pharmaceutical Council 

Mr Hugh Simpson Director of Policy and Communications, General Pharmaceutical Council (28 June only ‐ observer) 

Dr Ian Marshall Rapporteur, Emeritus professor of pharmacology, University of Strathclyde 

*attended pre‐visit meeting on 14 May 2012. 

Declaration of potential conflicts of interest 

No potential conflicts of interest were declared. 



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Meeting the accreditation standards 

Standard 1 – Patient and public 

safety 

There must be clear procedures to 

address concerns about patient safety 

arising from initial pharmacy education 

and training. Concerns must be 

addressed immediately. 

Standard 2 – Monitoring, review 

and evaluation of an OSPAP 

The quality of pharmacy education and 

training must be monitored, reviewed 

and evaluated in a systematic and 

developmental way. 



Accreditation team’s commentary 

The team was confident that the one criterion to meet this standard will be met. 

The team was told that the avoidance and reporting of unsafe practice will be dealt with in the simulated pharmacy sessions 

in which students will be required to maintain a log book and reflect on any unsafe practices. Students maintain a portfolio 

which, if problems do arise, allows the student to express themselves in the portfolio and discuss issues with tutors. OSPAP 

students were said to find the ethics teaching challenging due to cultural differences although students interviewed 

appeared comfortable with the UK interpretation of ethics. The team was told that OSPAP students receive lectures on 

whistleblowing. The team was told that there was a very variable response from students to the concept of fitness to 

practise, a fact that the accreditation team confirmed during the meeting with students. The team was told that a solicitor 

gives examples of real‐life scenarios in which pharmacists have run foul of disciplinary issues. It was also stated that the 

sequelae of dispensing errors are discussed in the dispensing classes. 

The team was told that the hospital placement is supervised by the School’s hospital teacher‐practitioners who are academic 

team members. For community pharmacy placements the team was told that 2 staff members are members of the LPF and 

therefore have contact with local community pharmacists. There is a placement officer who will visit pharmacies that the 

School selects; such pharmacies will receive all the learning materials that the students have to complete. However, 

pharmacies that are selected by students themselves do not receive information or support from the School. The 

accreditation team, although agreeing that the arrangement satisfied the relevant criterion, also agreed that the 

arrangement represented a weak element of the OSPAP provision. 


The accreditation team was told that the OSPAP course leader reports to the team leader for pharmacy practice who holds a 

budget for postgraduate taught provisions. Strategic issues would be discussed at the School Management Group and 

strategic funding could be applied for through this group or directly from the Faculty or University initiatives. The course 

leader was content with the resources available for the OSPAP course. 

The team was told that although there is stakeholder input to the School’s pharmacy provision overall, there is no specific 

stakeholder input into the OSPAP course. The School confirmed that it has a large complement of patients available for 

student contact and that these patients do not differentiate between OSPAP and undergraduate students in terms of attitude 

and behaviour. 

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Standard 3 – Equality, diversity and 

fairness 

OSPAPs must be based on principles of 

equality, diversity and fairness. It must 

meet the requirements of all relevant 

legislation. 

Standard 4 – Selection of students 

Selection processes must be open, fair 

and comply with relevant legislation. 

Processes must ensure that students are 

fit to practice at the point of selection. 

Selection includes admissions. 

Standard 5 – Curriculum delivery 

and Student experience 



The team noted from the documentation that OSPAP students are expected to organise their own community pharmacy 

placements. As many of the students work in pharmacies, such pharmacies, although often not local or known to the School, 

are usually chosen for the placement experience. Although the School supplies the students with reflective forms to help 

them ask questions during the placement, the School representatives admitted that the placement experiences were likely to 

be very different. The School attempts to achieve some standardisation through preferring placements where the providers 

already have pre‐registration students. The accreditation team, although agreeing that the arrangement satisfied the 

relevant criterion, also agreed that the arrangement represented a weak element of the OSPAP provision. The School intends 

to use the simulated pharmacy process, an in‐house replication of a busy community pharmacy, to provide appropriate 

community pharmacy experience, an idea that emanated from the pre‐visit. 

The team was confident that the two criteria to meet this standard will be met. 

The team noted from the documentation that the University’s policy on equality and diversity dated from 2009 and therefore 

did not encompass the demands of the Equality Act (2010). The team was told that the University equality and diversity team 

is currently updating the documentation. It was confirmed to the team that equality and diversity training is mandatory for 

all staff. The team was told that the OSPAP students represent a very multicultural group with a range of different beliefs. 

This was described as a source of enrichment for the School. 

The team was confident that the three criteria to meet this standard will be met. 

Applicants have to pass an on‐line calculations test, not have any indicators of inappropriate behaviour as evidenced by a 

police report from their own country (or a CRB check if based in the UK) and sign a fitness to practise declaration. The 

difficulty for the School in guaranteeing the identity of applicants taking the on‐line calculations test was described. The team 

was told that the School compares the result of the on‐line test with that achieved in the diagnostic calculations test in the 

induction week. The team learned that applicants have been rejected on the basis of the on‐line calculations test and was 

assured that this would continue to be the policy even if applicant numbers fell. The team was told that the School did not 

anticipate receiving requests for recognition of prior learning, but it was said that theoretically it would be possible for a 

student wishing to transfer from another UK OSPAP course to be considered for the Brighton course. 

The team was confident that the twelve criteria to meet this standard will be met. 

The team was told that the OSPAP represents a part of an MSc Pharmacy (OSPAP) degree course. Students undertake the 

PGDip for the OSPAP qualification and then perform a research project over the summer months to achieve the MSc degree. 

This arrangement is designed to overcome the current visa restrictions experienced by overseas students. The arrangement 

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The curriculum for OSPAPs must deliver 

the outcomes in Standard 10. Most 

importantly, curricula must ensure that 

students practice safely and effectively. 

To ensure this, pass criteria must 

describe safe and effective practice. 



has the disadvantage of OSPAP students graduating later than MPharm students and hence having to commence pre‐ 

registration training late. The team emphasised to the School that the GPhC was concerned only with the OSPAP (PGDip) 

element of the programme and would require that students were awarded this qualification in addition to the MSc degree. 

The team was told that the University organises an international orientation week that OSPAP students are encouraged to 

attend. Students interviewed who had attended had found the programme very useful. Although the general orientation 

week is optional, the School OSPAP induction week is mandatory. 

The teaching and learning week is divided into independent learning (from Monday to Wednesday inclusive) and formal face‐ 

to‐face teaching, with lectures on Thursdays and workshops on Fridays. Students interviewed told the team that although 

they had been attracted by the 2‐day contact time structure of the course, hence reducing travel costs, they had found it 

extremely demanding. The independent learning period includes modules on the scientific basis of pharmacy practice with 5 

domains: chemistry, applied physiology and pharmacology, microbiology, nutrition and research methods and ethics, all with 

tutorial support. Placements (half days in both community and hospital) also take place in the independent learning segment 

of the provision. The Friday sessions will include first aid, physical examination, the use of the simulated pharmacy, and 

interprofessional learning consisting of problem‐based learning with physiotherapy, occupational therapy and podiatry 

students. The accreditation team explored the integration of the programme in two separate subgroup sessions, science to 

practice, and practice from science. Both subgroups agreed that science and practice were well‐integrated in the 

programme. 

The team was told that the teaching and learning strategy used a variety of delivery methods, including lectures, group work, 

independent learning, and interprofessional learning to match different learning styles. It was stated that the School was 

aware of the Standard 10 learning outcomes and attempts to develop more challenging material as the course progresses. 

This will involve the demonstration of appropriate relevance and level. There will be a strong emphasis on group work to 

encourage peer support and feedback. An innovation was a presentation on the place of psychology in pharmacy education 

in which the application of psychology to the achievement of several of the outcomes in Standard 10 was highlighted. 

The team was told that the hospital placement takes place in a podiatry clinic at Leaf Hospital in which OSPAP students get 

the opportunity to talk to and interview patients, upon which they are required to produce a pharmaceutical care plan which 

forms an assessed part of their portfolio. In the community placement OSPAP students write a reflective piece on their 

experience in the pharmacy, with emphasis on team work, attributes of the pharmacist and SOPs. The teaching team 

admitted that the community pharmacy placement was a variable experience for the students and in future will not be 

assessed, community pharmacy experience being dealt with in the simulated pharmacy environment in the University. 

The team was told that a range of assessment tools is used for the OSPAP course, their use depending on the learning 

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Standard 6 – Support and 

development for students 

Students must be supported to develop 

as learners and professionals during 

their OSPAP 

Standard 7 – Support and 

development for academic staff 

Anyone delivering an OSPAP should be 

supported to develop in their 

professional roles. 



outcome being tested. The team’s examination of the learning outcomes in Standard 10 gave it confidence that appropriate 

assessment methods were being used. The team was told that outcomes at the “know how” level are examined by MCQs and 

written questions, whereas “shows how” outcomes are tested by OSCEs, the reflective learning log and presentations. The 

teaching team stated that pass marks reflect safe practice and that there are “red flag” elements in the assessments. Causing 

potential harm to a patient will lead to failure of, for example, an individual OSCE station. The failure would be discussed by 

the module team and would lead to failure of the entire OSCE. The pass mark for each station is at the “minimal level for a 

pass” and students must “show how” in order to achieve a pass. Students may re‐sit the OSCE up to a maximum of 3 

attempts. Performance in dispensing is assessed by making judgements around patient safety. Students receive feedback on 

their performance in practice sessions. Questions from past papers of the registration examination are used in formative 

calculations tests. Students are required to achieve 90% and may take the tests repeatedly until the 90% is achieved. 

The team was told that the University’s recruitment strategy aims to recruit REF‐suitable staff but that it was paramount that 

staff with professional experience was appointed particularly with respect to pharmacy practice. It was stated that 90% of 

the practice staff is research‐active. Students interviewed confirmed that members of the teaching staff speak 

enthusiastically about their research during their teaching. 


Students interviewed told the team that staff members were easy to contact and provided timely responses to queries. All 

staff members were described as friendly, approachable and giving strong support to students. Students were content with 

the on‐line feedback from assignments plus timely back‐up feedback from tutors. Tutors were said to explain why answers 

were wrong rather than simply giving the correct answer. 

Students described an on‐line survey and feedback exercise that they had undertaken. It appeared that there was not a 

formal staff‐student liaison committee for OSPAP students but had attended one meeting to discuss the course; they opined 

that further meetings would have been useful. 

The team was confident that the three criteria to meet this standard will be met. 

The team was told that there is a short, fast‐track teaching course for new teachers as well as the University’s PGCertEd. The 

latter course was said to contain much material pertaining to cultural differences. The University also has an MA degree in 

education for experienced teachers; one of the staff is currently taking this course. There is also a staff development 

programme that includes tuition on Turnitin, MCQs, PowerPoint etc. There is a University generic workload model and the 

School’s average contact time for staff members is around 125‐130 hours per year. It was confirmed that part‐time staff are 

eligible to undertake the University’s PGCertEd teaching course and that there is also a shorter fast‐track teaching course 

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Standard 8 – Management of an 

OSPAP 

An OSPAP must be planned and 

maintained through transparent 

processes which must show who is 

responsible for what. 

Standard 9‐ Resources and capacity 

Resources and capacity are sufficient to 

deliver outcomes. 



available. The teaching team emphasised that teaching the OSPAP course is very different from teaching an undergraduate 

course as much of the course involves team‐teaching and the OSPAP students are confident and ask many questions. 


The team noted that the course requires two days per week attendance by students on Thursdays and Fridays. Thursdays are 

devoted to lectures and it is University policy that attendance at lectures is not mandatory; as a result no record of 

attendance is maintained. Fridays consist of tutorial/workshop teaching at which attendance is monitored. It was stated that 

although the two days of intensive back‐to‐back teaching is difficult for the OSPAP students, all students have met the 

attendance requirements. 


The Dean told the accreditation team that the University operated a devolved resource allocation model such that resources 

are allocated directly to Schools rather than to the Faculty. It was also explained that the University can apply a strategic 

cross‐subsidy if required. The income allocated to the School on the basis of the OSPAP course is calculated on the basis of 36 

OSPAP students, down from 50 in the previous year, although the portents suggest that an intake of 50 will be achieved for 

the 2012 intake. The team was told that the minimal number of OSPAP students for continued viability of the course is 10‐15 

students. The accreditation team had the opportunity to observe facilities relevant to the OSPAP course. These included a 

dividable seminar room, a lecture theatre annex area for the display of poster presentations, a 300‐capacity lecture theatre, 

the School office area and the 60‐capacity dispensary. The dispensary contained 60 workstation positions all with internet 

access and labelling provisions. There was a wet preparation bench area, locked drug cupboards and an open OTC area, along 

with an information resource area. In terms of information resource, the team was told that the School provides OSPAP 

students with several core texts for the course. The team also saw a series of interview rooms suitable for OSCEs and had a 

brief demonstration of the manikin, SimMan. 

The team was told that there had been several meetings to discuss the new OSPAP course in parallel with meetings 

discussing the newly‐designed MPharm course. All staff members that teach on the OSPAP also teach on the MPharm and 

the meetings included both pharmacist and non‐pharmacist staff. It was stressed that all staff members, no matter of what 

professional background, work well together. Non‐pharmacist staff members told the team that contact with the teacher‐ 

practitioners was useful in orientating their teaching to pharmacy. Such staff members also have the opportunity to visit 

community and hospital pharmacies to observe real‐life scenarios. 

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Standard 10 ‐ Outcomes 

Outcomes for non‐EEA pharmacists 

wanting to register in Great Britain 

Indicative Syllabus 



The team attempted to scrutinise the learning outcomes by discussions with the teaching staff in two parallel sessions 

comprising a ‘science to practice’ session and a ‘practice from science’ session. In each session the team attempted to drill 

down into the course to understand how various themes are developed and how science and practice elements within the 

themes are linked across the year. The aim was to explore course themes in depth to establish how they are developed from 

simply ‘knowing’, through ‘knowing how’, ‘showing how’ and ‘doing’, while accepting that for an OSPAP graduate, there are 

relatively few outcomes that demand that the graduate ‘does’ (See Appendix 1, standard 10). Rather than checking every 

outcome in these discussions, several were sampled and discussed with teaching staff. For each of the eight outcomes 

scrutinised in detail, the evidence provided by the discussions with the staff, along with other evidence provided with the 

documentation, gave the team confidence that these outcomes would be met at the required level. As this selection 

represented approximately 14% of the total outcomes, the team was confident that all other outcomes would be similarly 

met. This view was supported by the documented material for each of the other outcomes, which had also been scrutinised 

by the team. Thus, the team is confident that standard 10 will be met. 

The team scrutinised the curriculum and, following discussions with teaching staff, agreed that the curriculum addressed all 

of the items covered by the Indicative Syllabus. 

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Summary and conclusions 

The team agreed to recommend to the Registrar of the General Pharmaceutical Council that University of Brighton OSPAP should be reaccredited for a full period of 

three years. There are no conditions or recommendations. 

As a result of this event, a private record and a public report will be prepared and sent to the University for comment on matters of factual accuracy. Once agreed by the 

Registrar, both documents will be sent to University for its records and the report, along with a formal response from the University, will be posted on the Council’s 

website for the duration of the accreditation period. 

There is a standing condition for all course providers, which is that documentary references to the pharmacy regulator must be to the General Pharmaceutical Council. If 

any other amendments are required to be made to documents for accuracy or completeness, they will be detailed in the record. The University must confirm that 

changes have been made but the GPhC does not require documents to be submitted for its approval. 

Please note all accredited providers are required to inform the General Pharmaceutical Council annually of changes to the curriculum and/or resources. 

Please note that the team’s recommendations are not binding on the Registrar, who may accept, modify or reject them. The accreditation team’s feedback is 

confidential until it has been ratified by the Registrar of the General Pharmaceutical Council but it may be shared with staff and students internally. 

The full record includes other comments from the team and the General Pharmaceutical Council regards the record in its entirety as its formal view on provision. 

Providers are required to take all comments into account as part of the accreditation process. 

Standing conditions of accreditation: 

These are the conditions which will apply in all circumstances of OSPAP accreditation: 

1. The school or department of pharmacy always seeks approval from the General Pharmaceutical Council for curriculum amendments and always at least informs 

the General Pharmaceutical Council of significant changes to pharmacy undergraduate student numbers or resources for their teaching, learning support and 

assessment, including any change from internal to teaching, learning and assessment from outside the school or department; 

2. The school or department of pharmacy produces and submits to the General Pharmaceutical Council annually requested data on student numbers and 

progression and OSPAP awards; 

3. The school or department of pharmacy produces and submits to the General Pharmaceutical Council annually requested information about the extent of human 

and physical resources it enjoys for the delivery and support of the OSPAP; 

4. The school or department of pharmacy or the university makes students and potential students aware of the existence and Internet address where they can 

view the General Pharmaceutical Council’s summary reports of OSPAP accreditation exercises, main after‐actions therefrom and of the timetable for future 

accreditation exercises. 



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The Pharmacy Order 2010 states: 

Part 5 Education, training and acquisition of experience and continuing professional development, Information to be given by institutions or other providers, 46. ... 

(3) Whenever required to do so by the Council, any institution or other provider to which this article applies must give to the Council such information and assistance as 

the Council may reasonably require in connection with the exercise of its functions under this Order. 

(4) Where an institution or other provider refuses any reasonable request for information made by the Council under this article, the Council may, in accordance with 

article 47 (‘Refusal or withdrawal of approval of courses, qualifications and institutions’), refuse to approve or withdraw approval from, any course of education or 

training, qualification, test or institution or other provider to which the information relates. 

It is a requirement of accreditation that institutions or other providers provide the GPhC proactively and in a timely manner with any information which is, or has the 

potential to be, material to the delivery of an accredited course. This includes, but is not limited to: changes in staffing, changes in funding, and/or substantial changes 

in curriculum or delivery. 

Reference: http://www.legislation.gov.uk/uksi/2010/231/contents/made 

Caution: Preregistration and employment as a pharmacist: 

• In respect of all students, successful completion of an accredited course in not a guarantee of a placement for a pre‐registration year or of future employment 

as a pharmacist. 

Following the above reaccreditation event, the Registrar of the General Pharmaceutical Council agreed with the accreditation team’s 

recommendation and approved the reaccreditation of the University of Brighton’s Overseas Pharmacists’ Assessment Programme (OSPAP) for a 

further period of three years. Reaccreditation will be due in the 2014/2015 academic year. 



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Appendix 1 ‐ Standards for the education and training of non‐EEA pharmacists wanting to register in Great Britain 

Standard 1 – Patient and public safety 

1. There must be clear procedures to address concerns about patient safety arising from pharmacy education and training. Concerns must be 

addressed immediately. 

1.1. There must be effective systems in place to ensure that students: 

1.1.a do not jeopardise patient safety; 

1.1.b only do tasks for which they are competent, sometimes under supervision; 

1.1.c are monitored and assessed to ensure they always practice safely. Causes for concern should be addressed immediately; 

1.1.d have access to support for health, conduct and academic issues; 

1.1.e must not be awarded an OSPAP if they might pose a risk to patients or the public; 

1.1.f understand what is and what is not professional behaviour and are familiar with the GPhC’s Code of Conduct for Pharmacy Students (2010)Standards of 

conduct, ethics and performance (2010); 

1.1.g understand what fitness to practise mechanisms apply to them. All schools of pharmacy must have fitness to practise procedures to deal with student 

causes for concern; 

1.1.h undergo required health and good character checks; 

1.1.i understand that it is an offence to impersonate a pharmacist. Pharmacists are registrants of the GPhC. 



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Standard 2 – Monitoring, review and evaluation of an OSPAP 

2. The quality of an OSPAP must be monitored, reviewed and evaluated in a systematic and developmental way. 

2.1 There must be systems and policies in place covering the following: 

2.1.a information about roles & responsibilities and lines of accountability; 

2.1.b university information on: 

i. entry requirements; 

ii. the quality of teaching, learning and assessment; 

iii. the quality of placements and other practice learning opportunities; 

iv. appraisal and feedback systems for students; 

v. supervision requirements; 

vi. educational resources and capacity; 

These must be monitored, reviewed and evaluated systematically. When an issue is identified it must be documented and dealt with promptly; 

Standard 3 – Equality, diversity and fairness 

3. OSPAPs must be based on principles of equality, diversity and fairness. It must meet the requirements of all relevant legislation. 

3.1 systems and policies for capturing equality and diversity data. Concerns should be documented, addressed and disseminated; 

3.2 strategies for staff training in equality and diversity 



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Standard 4 – Selection of students 

4. Selection processes must be open, fair and comply with relevant legislation. Processes must ensure students are fit to practise as students at the 

point of selection. Selection includes admissions. 

4.1 Selection processes must give applicants the information they need to make an informed application. 

4.2 Selection criteria must be explicit. They should include: 

4.2.a meeting the GPhC’s adjudication requirements; 

4.2.b meeting academic and professional entry requirements; 

4.2.c meeting numeracy requirements; 

4.2.d recognising prior learning, where that is appropriate. 

4.3 Selectors should apply selection criteria fairly. They should be trained to do this. Training should include equality and diversity awareness. 

Standard 5 – Curriculum delivery and the student experience 

5. The curriculum for OSPAPs must deliver the outcomes in Standard 10. Most importantly, curricula must ensure students practise safely and 

effectively. To ensure this, pass criteria must describe safe and effective practice. 

5.1 Curricula must be integrated. By this the GPhC does not mean that an OSPAP and pre‐registration training must be delivered as single two tear course, but that the 

component parts of an OSPAP must be linked in a coherent way. 

5.2 Curricula must be progressive, dealing with issues in increasing more complex ways until the right level of understanding is reached. 

5.3 An OSPAP must be delivered in an environment which places study in a professional and academic context and requires students to conduct themselves 

professionally. 

5.4 An OSPAP must be delivered in an environment informed by research. This means that whether or not all staff are engaged in research, their teaching must be 

informed by current research. 



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5.5 An OSPAP teaching and learning strategy must set out how students will achieve the outcomes in Standard 10. Learning opportunities must be structured to 

provide: 

5.5.a an integrated experience of relevant science and pharmacy practice; 

5.5.b a balance of theory and practice 

5.5.c independent learning skills 

5.6 The OSPAP curriculum must include practical experience of working with patients, carers and other healthcare professionals. We are not suggesting that off‐site 

placement visits are the only way to achieve this. Schools should articulate their strategy for meeting this criterion, which may include off‐site placement visits, 

using patients, carers and other healthcare professions in‐class and simulations. 

5.7 There must be a clear assessment strategy for the OSPAP. Assessment methods must measure the outcomes in Standard 10. 

5.8 The OSPAP assessment strategy should include: 

5.8.a diagnostic assessments; 

5.8.b formative assessments; 

5.8.c summative assessments; 

5.8.d timely feedback. 

5.9 Academic regulations must be appropriate for a postgraduate qualification that is both academic and professional and may lead to further professional training. 

As a general principle, all assessments must be passed. This means that condonation, compensation, trailing, extended re‐sit opportunities and other remedial 

measures should be extremely limited, if they are permitted at all. Course academic regulations may be more stringent than university norms. This may include 

higher than usual pass marks for assessments demonstrating knowledge and skills essential to safe and effective pharmacy practice. 

5.10 Marking criteria must be used for all assessments and all pass criteria must reflect safe and effective practice. 

5.11 Patient safety must be paramount in assessments: any evidence of an assessment demonstrating unsafe practise must result in failure. 

5.12 OSPAPs must include an induction programme orientating students to study in the UK. The programme should include diagnostic testing. 



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Standard 6 – Support and development for students 

6. Students must be supported to develop as learners and professionals during their OSPAPs. 

6.1. A range of mechanisms must be in place to support students to develop as learners and professionals. 

Standard 7 – Support and development for academic staff 

7. Anyone delivering an OSPAP should be supported to develop in their professional roles. 

7.1. There must be a range of mechanisms in place to support anyone delivering an OSPAP to develop in their professional role. 

7.2. Induction programmes are provided for tutors and university staff as appropriate. This should include induction programmes for non‐pharmacists working on an 

OSPAP. 

7.3. Everyone involved in delivering the curriculum should have: 

7.3.a effective supervision; 

7.3.b an appropriate and realistic workload; 

7.3.c effective personal support; 

7.3.d mentoring; 

7.3.e time to learn; 

7.3.f continuing professional development opportunities. 

Standard 8 – Management of an OSPAP 

8. An OSPAP must be planned and maintained through transparent processes which must show who is responsible for what. 

8.1. All OSPAPs must be supported by a defined management plan with: 

8.1.a a schedule of responsibilities; 

8.1.b defined structures and processes to manage the delivery of an OSPAP. 



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Standard 9 – Resources and capacity 

9. Resources and capacity are sufficient to deliver outcomes. 

9.1 There must be: 

9.1.a robust and transparent mechanisms for securing an appropriate level of resource for delivering an OSPAP; 

9.1.b sufficient staff from relevant disciplines to deliver the curriculum to students. Staff must be appropriately qualified and experienced. The staffing profile 

must include: 

9.1.b.i sufficient numbers of pharmacists – registrants of the GPhC – with experience of teaching in higher education to ensure that an OSPAP can 

produce students equipped to enter pharmacist pre‐registration training in Great Britain. 

9.1.b.ii sufficient numbers of pharmacists to act as tutors and professional mentors at university and in pre‐registration. Not all personal tutors must 

be pharmacists. 

9.1.b.iii pharmacists who are leaders in the profession and in their university, who can influence university policy relevant to pharmacy 

9.1.b.iv non‐pharmacist academics who can influence school and university policy relevant to pharmacy 

9.1.b.v staff who are sufficiently experienced to supervise research. It would be unusual for anyone to supervise research at a particular level unless 

they had researched to that level or beyond. New research supervisors must be mentored and signed off as being fit to supervise after a 

period of mentoring 

9.1.b.vi science academics who understand the relevance of their discipline to pharmacy and deliver their area of expertise in a pharmaceutical 

context 

9.1.b.vii academic pharmacists and other experienced pharmacy staff who are able to act as mentors to non‐pharmacist colleagues 

9.1.c career pathways in universities for all staff teaching on OSPAPs, including pathways for practice staff; 

9.1.d clear lines of authority and responsibility for the strategic organisation and day‐to‐day management of placements; 

9.1.e training and ongoing support for all non‐pharmacists involved in the delivery of OSPAPs, which must help them understand: 

9.1.f.i help and understand the relevance of their work to pharmacy 

9.1.f.ii how to deliver their area of expertise in a pharmaceutical context 

9.1.f appropriate learning resources 

9.1.g accommodation and facilities that are fit for purpose 



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Outcomes for non‐EEA pharmacists wanting to register in Great Britain 

10.1 Expectations of a pharmacy professional 

Note: Not all outcomes will be met on an OSPAP. In designing the course, providers make a judgement about which outcomes will have been met 

previously by their students, who will have trained to be pharmacists outside the EEA. 

Learning outcome 

OSPAP Pre‐reg 

(for reference 

only) 

a. Recognise ethical dilemmas & respond in accordance with relevant codes of conduct and behaviour Shows how Does 

b. Recognise the duty to take action if a colleague’s health, performance or conduct is putting patients or public at risk Knows how Knows how 

c. Recognise personal health needs, consult and follow the advice of a suitably qualified professional, and protect patients or public Does Does 

from any risk posed by personal health 

d. Apply the principles of clinical governance in practice Knows how Does 

e. Demonstrate how the science of pharmacy is applied in the design and development of medicines and devices Shows how Knows how 

f. Contribute to the education and training of other members of the team, including peer review and assessment Shows how Does 

g. Contribute to the development of other members of the team through coaching and feedback Knows how Shows how 

h. Engage in multidisciplinary team working Knows how Does 

10.2 The skills required in practice 

10.2.1 Implementing health policy 





a. Promote healthy lifestyles by facilitating access to and understanding of health promotion information Shows how Does 

b. Access & critically evaluate evidence to support safe, rational & cost effective use of medicines Shows how Does 

c. Use the evidence base to review current practice Shows how Shows how 

d. Apply knowledge of current pharmacy‐related policy to improve health outcomes Shows how Shows how 

e. Collaborate with patients, the public and other healthcare professionals to improve patient outcomes Knows how Does 

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f. Play an active role with public and professional groups to promote improved health outcomes Knows how Knows how 

g. Contribute to research & development activities to improve health outcomes Knows how Knows how 

h. Provide evidence‐ based medicines information Shows how Does 

i. Respond appropriately to medical emergencies, including provision of first aid Knows how Shows how 

10.2.2 Validating therapeutic approaches and supplies prescribed and over‐the‐counter medicines 





a. Identify and employ the appropriate diagnostic or physiological testing techniques in order to promote health Knows how Shows how 

b. Identify inappropriate health behaviours and recommend suitable approaches to interventions Shows how Does 

c. Instruct patients in the safe and effective use of their medicines and devices Shows how Does 

d. Analyse prescriptions for validity and clarity Shows how Does 

e. Clinically evaluate the appropriateness of prescribed medicines Shows how Does 

f. Provide, monitor and modify prescribed treatment to maximise health outcomes Shows how Does 

g. Communicate with patients about their prescribed treatment Shows how Does 

h. Optimise treatment for individual patient needs in collaboration with the prescriber Shows how Does 

i. Record, maintain and store patient data Shows how Does 

j. Supply medicines safely and efficiently, consistently within legal requirements and best professional practice. 

NB This should be demonstrated in relation to both human and veterinary medicines. 

Shows how Does 

10.2.3 Ensuring safe and effective systems are in place to manage risk inherent in the practice of pharmacy and the delivery of pharmaceutical services 



a. Ensure quality of ingredients to produce medicines and products ‐ Shows how 

b. Apply pharmaceutical principles to the formulation, preparation and packaging of products Shows how Shows how 

c. Use pharmaceutical calculations to verify the safety of doses and administration rates Does Does 

d. Develop quality management systems including maintaining appropriate records Shows how Shows how 

e. Manage and maintain quality management systems including maintaining appropriate records 

Shows how Does 

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f. Procure and store medicines and other pharmaceutical products working within a quality assurance framework Knows how Does 

g. Distribute medicines safely, legally and effectively Knows how Does 

h. Dispose of medicines safely, legally and effectively Knows how Does 

i. Manage resources in order to ensure work flow and minimise risk in the workplace Knows how Shows how 

j. Take personal responsibility for health and safety Knows how Does 

k. Work effectively within teams to ensure safe and effective systems are being followed Knows how Does 

l. Ensure the application of appropriate infection control measures Shows how Does 

m. Supervise others involved in service delivery Knows how Does 

n. Identify, report and prevent errors and unsafe practice Shows how Does 

o. Procure, store and dispense and supply veterinary medicines safely and legally Knows how Knows how 

10.2.4 Working with patients and the public 





a. Establish and maintain patient relationships while identifying patients’ desired health outcomes and priorities Shows how Does 

b. Obtain and record relevant patient medical, social and family history Shows how Does 

c. Identify and employ the appropriate diagnostic or physiological testing techniques to inform clinical decision making Knows how Shows how 

d. Communicate information about available options in a way which promotes understanding Shows how Does 

e. Support the patient in choosing an option by listening and responding to their concerns and respecting their decisions Shows how Does 

f. Conclude consultation to ensure a satisfactory outcome Shows how Does 

g. Maintain accurate and comprehensive consultation records Shows how Does 

h. Provide accurate written or oral information appropriate to the needs of patients, the public or other healthcare professionals Shows how Does 

10.2.5 Maintaining and improving professional performance 



a. Demonstrate the characteristics of a prospective professional pharmacist as set out in relevant codes of conduct and behaviour Does Does 

b. Reflect on personal and professional approaches to practice Does Does 

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c. Create and implement a personal development plan Does Does 

d. Review and reflect on evidence to monitor performance and revise professional development plan Does Does 

e. Participate in audit and in implementing recommendations Knows how Shows how 

f. Contribute to identifying learning and development needs of team members Knows how Does 

g. Contribute to the development and support of individuals and teams Knows how Does 

h. Anticipate and lead change Knows how Shows how 



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Indicative syllabus 

A1.1 How medicines work 

Therapeutics 

• Routes of administration 

• New therapeutic advances 

• Infection control 

• Complementary therapies 

• Clinical therapeutic uses of drugs 

Applied Physical, Chemical and Biological sciences 

• Sources and purification of medicinal substances 

• Physicochemical characteristics of drugs and biological systems 

• Thermodynamics and chemical kinetics 

• (Bio)Analytical principles and methods 

• Drug design and discovery 

• Cell and molecular biology 

• Biochemistry 

• Genetics 

• Microbiology 

• Immunology 

• Pharmaceutical chemistry 

• Drug identification 

• Drug synthesis 



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Pharmacology, pharmacokinetics & pharmacodynamics 

• Contraindications, adverse reactions and drug interactions 

• ADME 

• Prediction of drug properties 

• Pharmacogenetics and pharmacogenomics 

• Drug and substance misuse 

• Clinical toxicology and drug‐over‐exposure 

• Molecular basis of drug action 

• Metabolism 

Pharmaceutical technology including manufacturing & engineering science 

• Biotechnology 

• Manufacturing methods 

• Quality assurance processes 

• Sterilisation and asepsis 

• Environmental control in manufacturing 

Formulation and material science 

• Materials used in formulations and devices 

• Biopharmaceutics, developmental pharmaceutics, pre‐formulation and formulation studies 

• Design and standardization of medicines 

• Microbiological contamination 

• Contamination control 

• Product stability 

• Medical devices 



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A1.2 How people work 

Normal & abnormal structure & function 

• Nutrition 

• Physiology 

• Pathology 

• Infective processes 

Sociology 

• Social and behavioural science 

Health psychology 

• Health promotion 

• Disease prevention 

• Behavioural medicine 

Objective diagnosis 

• Differential diagnosis 

• Symptom recognition 

• Diagnostic tests 

Epidemiology 

• Aetiology and epidemiology of (major) diseases 

A1.3 How systems work 

Healthcare management 

• Public health 

• Organisations: NHS,DH, govt priorities 



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• Other professionals 

• Health care systems 

Evidence‐based practice 

• Health information systems/ resources 

• Health policy and (pharmaco)economics 

Professional regulation 

• Legislation 

• Professional ethics and fitness to practise 

• Sale and supply of medicines 

• CPD 

• Political and legal framework 

Medicines regulation 

• Evaluation and regulation of new drugs and medicines 

• Pharmacopoeial specifications and biological standards 

• Medicines licensing 

• Product quality, safety and efficacy 

• The supply chain 

• Packaging, labelling and patient information 

Clinical governance 

• SOPs 

• Research methodology / research ethics 

• Risk & quality management 

• Good manufacturing/dispensing practice 

• Good clinical practice 

• Health policy, clinical and science research methods 



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Clinical management 

• Disease management 

• Chronic medicines management 

• Medicines use review 

• Care planning 

Workplace Regulation 

• Health & Safety 

• Sexual boundaries 

• Independent Safeguarding Authority 

• Data protection 

• FOIA 

• Consumer protection incl. complaints procedures 



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A1.4 Core and transferable skills 

Professionalism 

Research and research methods 

Critical appraisal 

• Audit and learning from errors 

Problem solving 

• Study skills 

• Team‐working skills 

Clinical decision making 

• Leadership skills 

Accurate record keeping 

Reflective practice (incl. continuing professional development) 

Effective communication 

• Interpersonal skills 

• Medical terminology 

Interpret & interrogate clinical data 

Analyse & use numerical data 

Pharmaceutical numeracy 

Technological literacy 

A1.5 Attitudes and values 

See the GPhC Code of Conduct for pharmacy students (2010) and Standards of conduct, ethics and performance (2010) 



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Reaccreditation 2011/12 - General Pharmaceutical Council

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