Lisa J. Woodard

Call to action: Integrating student pharmacists, faculty, and pharmacy practitioners into emergency preparedness and response

OBJECTIVES To describe the pharmacist experience in emergency preparedness and response and to provide information and resources to help practitioners engage in this public health effort in their local communities. SETTING Spokane, WA, health care community, 1998 through 2009. PRACTICE DESCRIPTION The College of Pharmacy at Washington State University, Spokane, has developed partnerships with local public health and community providers to address emergency preparedness and response needs. Working through the Metropolitan Medical Response System has created opportunities to participate in emergency preparedness planning and exercises. Collaboration with local agencies has provided opportunities for faculty and student pharmacists to respond to meet emergency needs in the community. PRACTICE INNOVATION Emergency preparedness and response education, training, and service implemented in partnership with public health and community providers prepared student pharmacists and experienced pharmacy practitioners to respond to emergency needs in our community. MAIN OUTCOME MEASURES Not applicable. RESULTS Not applicable. CONCLUSION Colleges and schools of pharmacy can take a lead in preparing student pharmacists for this role by incorporating emergency preparedness training into curricula. Community pharmacists can develop their knowledge and skills in emergency preparedness through individualized continuing education plans and integration into community teams through volunteerism. Partnerships developed with local public health and emergency response agencies provide opportunities for pharmacists to become integral members of planning and response teams. Training exercises provide opportunities to test preparedness plans and provide professional education and experience. Actual emergency response activities demonstrate the value of the pharmacist as an important member of the emergency response team.

Impact of Participation on a Solid Organ Transplant Team on Student Pharmacists’ Perceptions of Interprofessional Roles

Objective. To examine student pharmacists’ perceptions of interprofessional roles before and after completing an advanced pharmacy practice experience on solid organ transplantation. Methods. Student pharmacists across the United States participating in an APPE on a solid organ transplant team completed an online pre- and post-APPE survey instrument examining perceptions of interprofessional roles, communication, and teamwork. Results. Student pharmacists’ scores on interprofessionalism increased significantly on 17 of 22 items. Positive changes were seen in the interprofessional education core competency areas of roles and responsibilities, interprofessional communication, and teams and teamwork. Conclusion. Student pharmacist participation in interprofessional clinical APPEs can positively influence their professional development as they prepare to become members of multi-disciplinary teams in the healthcare workforce.

The Prevalence and Characteristics of Dual PharmD/MPH Programs Offered at US Colleges and Schools of Pharmacy

Objective. To assess the prevalence and characteristics of curriculum in dual doctor of pharmacy (PharmD)/master of public health (MPH) degree programs offered by US pharmacy programs. Methods. An 18-item survey instrument was developed and distributed online to faculty members at US colleges and schools of pharmacy. Results. Of the 110 colleges and schools that responded, 23 (21%) offered a PharmD/MPH degree. Common characteristics of these 23 programs included current PharmD program structure (3 + 1 year), early curricular recruitment, small enrollment, and interdisciplinary coursework occurring online and in the classroom. The impact of the dual degree on the curriculum and longevity of the dual-degree programs varied. About 55% of responding programs without a formal dual-degree program reported that additional public health training was available. Conclusion. Twenty-one percent of colleges and schools of pharmacy offer a combined PharmD/MPH dual degree. Most programs required an additional 1 or 2 semesters to complete both degrees.

An Elective Course to Engage Student Pharmacists in Elementary School Science Education

Objective. To develop and assess the impact of an elective course (HealthWISE) on student pharmacists’ skills in communication and health promotion and elementary school students’ knowledge of and attitudes toward science. Design. Three colleges and schools of pharmacy collaborated to develop a 1-credit elective course that used online and classroom teaching and learning techniques to prepare student pharmacists to teach science in elementary school classrooms. Student pharmacists delivered 6 science lessons to elementary students over the course of 2 months. Assessment. In weekly journal reflections and a final paper, student pharmacists reported improved communication and health promotion skills. Elementary teachers reported they were satisfied with student pharmacists’ performance in the classroom. On pretest and posttest evaluations, elementary students demonstrated increased science knowledge and enhanced enthusiasm for science following the lessons taught by student pharmacists. Conclusions. The HealthWISE elective course provided positive benefit for student pharmacists, elementary school teachers, and elementary students.

Carter, S. Facilitating Learning in Healthcare. Pharmaceutical Press; 2011, 142pp,

I wish I had a copy of Facilitating Learning in Healthcare sitting on my desk the day I started my academic career. Although written primarily by authors with experience in pharmacy education, this quick and easy guide would serve as a valuable resource for teachers in all healthcare disciplines. It is a must read for those beginning their teaching careers as new faculty members, as well as residents and students contemplating teaching careers. The contributors share a global perspective on education, representing the United States, South Africa, United Kingdom, and Namibia. This adds a unique strength to the text, which lists examples and resources from around the world. The text is well organized, starting with a table of contents providing page references for each chapter and major heading within the chapter. Each chapter contains tips and activities providing techniques for the reader to implement suggestions presented in the chapter. In addition, each chapter offers an extensive list of references and additional resources to guide the reader who would like to delve deeper into a particular topic area. Eight appendices deliver further guidance and sample tools for implementing recommendations made in the text. A complete glossary provides a reference for readers new to the vocabulary of teaching and learning. The well-developed index is valuable for the reader looking for quick access to a specific topic. The first chapter, “Introducing Teaching and Learning,” sets the groundwork for the rest of the guide. It covers such major areas as what is a teacher, education as a discipline, and teaching and learning theories. Although the text is primarily focused on teaching with a didactic focus, it also discusses experiential learning – an area integral to the preparation of the health care practitioner. Chapter 2, “Developing Course Material,” is a step-by-step guide for developing a new lecture, a new teaching module, or an entire course. Topics include learning aims, objectives and outcomes, audience assessment, and teaching and learning resources. While the focus of this chapter is development of a new product, the information provided would also be useful for the teacher redesigning a lecture or course. Brief discussion is given to course delivery and assessment, but these topics are reserved for future chapters. “Teaching Strategies and Approaches to Learning” are addressed in chapter 3. Much discussion is given to the traditional lecture technique including advantages, challenges, and tips for overcoming those challenges. Additionally, more active-learning strategies are presented including case-based learning, brain storming, tutorials, mentoring, projects, workshops, and laboratory settings. E-learning is also discussed along with suggestions for how to incorporate e-learning into the course instruction. “Assessing learning” is the topic of chapter 4. As learners and teachers, each of us is constantly assessing the work of ourselves and others. This chapter provides a strong foundation on how, why, and what educators assess. It presents major assessment processes and tools. Included in the discussion are approaches for self-assessment by the learner. As educators work to develop students into life-long learners, teaching students this approach of reflection and self-assessment will serve them well. Chapter 5 addresses assessment from a different perspective: “Evaluating Teaching.” Educators must not only evaluate learners’ performance, but their own performance as well. This chapter identifies some of the barriers to assessment of teaching and provides useful tools and resources to overcome those barriers. Importantly, it addresses the question of how to use teaching evaluation data to drive performance improvement and enhanced student learning. Chapter 6 rounds out the text on a discussion of “Reflecting on Teaching and Learning.” Interestingly enough, educators often ask students to be reflective learners, but then spend little time themselves reflecting on teaching and learning. This final chapter provides perspective on reflection. Reflection done well at this stage will circle the reader back around to the beginning of the text in continuous quality improvement. As I sit at my desk finishing up the current academic year, I look forward to next year with the opportunity to implement some of the new ideas I gathered while reading this book.