Margarita V. DiVall

Using Facebook to facilitate course-related discussion between students and faculty members

Objectives. To use Facebook to facilitate online discussion of the content of a Comprehensive Disease Management course and to evaluate student use and perceptions of this exercise. Design. A Facebook page was created and coordinators encouraged students to “like” the page and to post and view study tips, links, or questions. At the end of the course, students’ use and perceptions were evaluated using an anonymous survey tool. Assessment. At the end of week 1, there were 81 followers, 5 wall posts, and 474 visits to the course Facebook page. At peak use, the page had 117 followers, 18 wall posts, and 1,326 visits. One hundred nineteen students (97% of the class) completed the survey tool. Twenty-six percent of students contributed posts compared to 11% who posted on the course discussion board on Blackboard. Students were more likely to post and be exposed to posts on Facebook than on Blackboard. Students found Facebook helpful and 57% said they would miss Facebook if use was not continued in subsequent courses. Conclusions. Students in a Comprehensive Disease Management course found the addition of a Facebook page a valuable study tool and thought most posts added to their learning.

A Virtual Patient Software Program to Improve Pharmacy Student Learning in a Comprehensive Disease Management Course

Objective. To implement and assess the impact of a virtual patient pilot program on pharmacy students’ clinical competence skills. Design. Pharmacy students completed interactive software-based patient case scenarios embedded with drug-therapy problems as part of a course requirement at the end of their third year. Assessment. Assessments included drug-therapy problem competency achievement, performance on a pretest and posttest, and pilot evaluation survey instrument. Significant improvements in students’ posttest scores demonstrated advancement of clinical skills involving drug-therapy problem solving. Students agreed that completing the pilot program improved their chronic disease management skills and the program summarized the course series well. Conclusion. Using virtual patient technology allowed for assessment of student competencies and improved learning outcomes.

Perceptions of pharmacy students, faculty members, and administrators on the use of technology in the classroom.

Objectives. To gather and evaluate the perceptions of students, faculty members, and administrators regarding the frequency and appropriateness of classroom technology use. Methods. Third-year pharmacy students and faculty members at 6 colleges and schools of pharmacy were surveyed to assess their perceptions about the type, frequency, and appropriateness of using technology in the classroom. Upper-level administrators and information technology professionals were also interviewed to ascertain overall technology goals and identify criteria used to adopt new classroom technologies. Results. Four hundred sixty-six students, 124 faculty members, and 12 administrators participated in the survey. The most frequently used and valued types of classroom technology were course management systems, audience response systems, and lecture capture. Faculty members and students agreed that faculty members appropriately used course management systems and audience response systems. Compared with their counterparts, tech-savvy, and male students reported significantly greater preference for increased use of classroom technology. Eighty-six percent of faculty members reported having changed their teaching methodologies to meet student needs, and 91% of the students agreed that the use of technology met their needs. Conclusions. Pharmacy colleges and schools use a variety of technologies in their teaching methods, which have evolved to meet the needs of the current generation of students. Students are satisfied with the appropriateness of technology, but many exhibit preferences for even greater use of technology in the classroom.

Follow-up assessment of a faculty peer observation and evaluation program.

Objective. To assess a previously described peer observation and evaluation program 2 years after implementation. Methods. An pre-implementation survey assessed faculty needs and attitudes related to peer evaluation. Two years after implementation, the survey was repeated and additional questions asked regarding adherence to peer observation and evaluation policies and procedures, feedback received, and impact on teaching. Results. Faculty attitudes towards peer evaluation stayed the same or improved post-implementation. Adherence to the initial 3 steps of the process was high (100%, 100%, and 94%, respectively); however, step 4, which required a final discussion after student assessments were finished, was completed by only 47% of the respondents. All faculty members reported receiving a balance of positive and constructive feedback; 78% agreed that peer observation and evaluation gave them concrete suggestions for improving their teaching; and 89% felt that the benefits of peer observation and evaluation outweighed the effort of participating. Conclusions. Faculty members adhered to the policies and procedures of peer observation and evaluation and found peer feedback was beneficial.

A Faculty Toolkit for Formative Assessment in Pharmacy Education

This paper aims to increase understanding and appreciation of formative assessment and its role in improving student outcomes and the instructional process, while educating faculty on formative techniques readily adaptable to various educational settings. Included are a definition of formative assessment and the distinction between formative and summative assessment. Various formative assessment strategies to evaluate student learning in classroom, laboratory, experiential, and interprofessional education settings are discussed. The role of reflective writing and portfolios, as well as the role of technology in formative assessment, are described. The paper also offers advice for formative assessment of faculty teaching. In conclusion, the authors emphasize the importance of creating a culture of assessment that embraces the concept of 360-degree assessment in both the development of a student’s ability to demonstrate achievement of educational outcomes and a faculty member’s ability to become an effective educator.

A Checklist for the Development of Faculty Mentorship Programs

Mentoring of junior faculty members continues to be a widespread need in academic pharmacy in both new programs and established schools. The American Association of Colleges of Pharmacy (AACP) Joint Council Task Force on Mentoring was charged with gathering information from member colleges and schools and from the literature to determine best practices that could be shared with the academy. The task force summarized their findings regarding the needs and responsibilities for mentors and protégés at all faculty levels; what mentoring pieces are in existence, which need improvement, and which need to be created; and how effective mentoring is defined and could be measured. Based on these findings, the task force developed several recommendations as well as the PAIRS Faculty Mentorship Checklist. Academic institutions can benefit from the checklist whether they are planning to implement a faculty mentorship program or are interested in modifying existing programs.

Perceptions and use of iPad technology by pharmacy practice faculty members.

Objectives. To explore the potential of tablet technology to address the specific workload challenges of pharmacy practice faculty members and to evaluate tablet usage after a department-wide iPad initiative. Methods. After conducting a needs assessment to determine pharmacy faculty attitudes towards tablet technology and to identify potential usage scenarios, all faculty members in a department of pharmacy practice received an iPad. After iPad distribution, training sessions and virtual tutorials were provided. An anonymous survey was administered to evaluate the pilot. Results. The needs assessment survey revealed positive attitudes towards iPad technology, identified use scenarios, and led to a department-wide iPad pilot program. Most faculty members used iPads for connectivity with students (86%), paper/project annotation (68%), assessment (57%), and demonstration of tools used in practice (36%). For teaching, 61% of faculty members used iPads in seminars/laboratories, 57% used iPads in the experiential setting, and 43% used iPads in the classroom. Use of iPads for patient-care activities varied and depended on site support for mobile technology. The 23 faculty members with external practice sites used iPads to a greater extent and had more positive attitudes towards this technology compared with campus-based faculty members. Conclusion. Integration of tablet technology into the pharmacy education setting resulted in faculty-reported increased productivity and decreased paper waste. It also allowed faculty members to experiment with new teaching strategies in the classroom and experiential setting. Administrators at institutions exploring the use of tablet technology should allocate resources based on faculty needs and usage patterns.

Potential Cost Avoidance of Pharmacy Students’ Patient Care Activities During Advanced Pharmacy Practice Experiences

Objectives. To evaluate the potential cost avoidance of student interventions documented by fourth-year (P4) student pharmacists during advanced pharmacy practice experiences (APPEs) in outpatient and inpatient settings. Methods. The school-wide Web-based intervention database was retrospectively analyzed to review characteristics of interventions documented during the 2011-2012 APPE cycle. Potential cost avoidance for interventions was derived from a comprehensive literature review and adjusted to 2011 dollars based on the consumer price index for medical care. Results. Eighty-seven students (71% of the graduating class) documented 5,775 interventions over 36 weeks, with an estimated potential total cost avoidance of

A Simulated Hospital Pharmacy Module Using an Electronic Medical Record in a Pharmaceutical Care Skills Laboratory Course

908,800. The intervention categories associated with the greatest cost avoidance were prevention of adverse drug events, provider education, and patient education. Conclusions. Fourth-year student pharmacists and their preceptors had a positive impact, contributing to potential cost avoidance in both the inpatient and outpatient pharmacy settings.

Providers' perceptions of student pharmacists on inpatient general medicine practice experiences.

Objectives. To implement and evaluate the effects of a simulated hospital pharmacy module using an electronic medical record on student confidence and abilities to perform hospital pharmacist duties. Design. A module was developed that simulated typical hospital pharmacist tasks. Learning activities were modified based upon student feedback and instructor assessment. Assessments. Ninety-seven percent of respondents reported full-time hospital internship experience and 72% had electronic medical record experience prior to completing the module. Mean scores on confidence with performing typical hospital pharmacist tasks significantly increased from the pre-module survey to the post-module survey from 1.5-2.9 (low comfort/confidence) to 2.0-3.4 (moderate comfort/confidence). Course assessments confirmed student achievement of covered competencies. Conclusions. A simulated hospital pharmacy module improved pharmacy students’ hospital practice skills and their perceived comfort and confidence in completing the typical duties of a hospital pharmacist.