Melissa S. Medina

Center for the Advancement of Pharmacy Education 2013 Educational Outcomes

An initiative of the Center for the Advancement of Pharmacy Education (formerly the Center for the Advancement of Pharmaceutical Education) (CAPE), the CAPE Educational Outcomes are intended to be the target toward which the evolving pharmacy curriculum should be aimed. Their development was guided by an advisory panel composed of educators and practitioners nominated for participation by practitioner organizations. CAPE 2013 represents the fourth iteration of the Educational Outcomes, preceded by CAPE 1992, CAPE 1998 and CAPE 2004 respectively. The CAPE 2013 Educational Outcomes were released at the AACP July 2013 Annual meeting and have been revised to include 4 broad domains, 15 subdomains, and example learning objectives.

Recognition of Teaching Excellence

The 2008–2009 Task Force for the Recognition of Teaching Excellence was charged by the AACP Council of Faculties Leadership to examine teaching excellence by collecting best practices from colleges and schools of pharmacy, evaluating the literature to identify evidence-based criteria for excellent teaching, and recommending appropriate means to acknowledge and reward teaching excellence. This report defines teaching excellence and discusses a variety of ways to assess it, including student, alumni, peer, and self-assessment. The task force identifies important considerations that colleges and schools must address when establishing teaching recognition programs including the purpose, criteria, number and mix of awards, frequency, type of award, and method of nominating and determining awardees. The report concludes with recommendations for the academy to consider when establishing and revising teaching award programs.

Best Practices for Implementing Team-Based Learning in Pharmacy Education

Colleges and schools of pharmacy are incorporating more team-based learning (TBL) into their curriculum. Published resources are available to assist instructors with implementing TBL and describing it in the health professions literature. The 7 core elements include: team formation, readiness assurance, immediate feedback, sequencing of in-class problem solving, the 4 “S” structure for developing team application exercises (significant problem, same problem, specific answer choice, simultaneous reporting), incentive structure, and peer evaluation. This paper summarizes best practices related to implementation of TBL in pharmacy education, including courses taught using teaching teams.

An advanced teaching certificate program for postgraduate year 2 residents

PURPOSE The rationale, structure, and elements of a teaching certificate program for second-year pharmacy residents are described. SUMMARY Evidence suggests that postgraduate year 2 (PGY2) pharmacy residents generally have limited options for the continued development of their teaching skills after the completion of a postgraduate year 1 (PGY1) teaching certificate program. To expand those options, the University of Oklahoma College of Pharmacy developed a program (implemented during the 2005-06 residency year and formalized during the 2010-11 residency year) of advanced teaching-skills development that allows PGY2 residents to build on the foundational skills acquired in its PGY1 teaching certificate program; the new program also has been adapted to meet the needs of incoming PGY2 residents who earned PGY1-level teaching certificates at other institutions. The teaching certificate program comprises eight modules of instruction in advanced topic areas (e.g., course coordination, grading, active learning, teaching with technology) designed to prepare PGY2 residents for future faculty and preceptor positions. Among other required and optional activities, residents in the PGY2 certificate program receive hands-on instruction in course-coordination duties through a shadowing experience, serve as preceptors to fourth-year pharmacy students under the guidance of the residency director, and redeliver refined versions of lectures originally presented as PGY1 residents. CONCLUSION A teaching certificate program specifically designed for PGY2 residents has allowed participants to continue to develop and refine their teaching skills through learning activities beyond those provided in the PGY1 program.

Report of the 2011-2012 Academic Affairs Standing Committee: the evolving role of scholarly teaching in teaching excellence for current and future faculty.

hAmerican Association of Colleges of Pharmacy Background and Charges According to the Bylaws of the American Association of Colleges of Pharmacy (AACP), the Academic Affairs Committee shall consider “…the intellectual, social, and personal aspects of pharmaceutical education. It is expected to identify practices, procedures, and guidelines that will aid faculties in developing students to their maximum potential. It will also be concerned with curriculum analysis, development, and evaluation beginning with the preprofessional level and extending through professional and graduate education. The Committee shall seek to identify issues and problems affecting the administrative and financial aspects of member institutions. The Academic Affairs Committee shall extend its attention beyond intra-institutional matters of colleges of pharmacy to include interdisciplinary concerns with the communities of higher education and especially with those elements concerned with health education.” Consistent with identifying practices, procedures and guidelines that will aid faculties in developing students to their maximum potential, President Brian L. Crabtree charged the Committee to: 1) examine and define scholarly teaching and contrast scholarly teaching with the scholarship of teaching and learning (SoTL), and 2) Evaluate and recommend methods for evidence-based assessment of scholarly teaching that schools and colleges can use when assessing faculty’s efforts in this element of the academic mission, and 3) recommend specific strategies to equip graduate students, post-docs, and post graduate residents for careers as scholarly teachers. This Committee Report provides an overview of the process undertaken by the 2011-2012 Academic Affairs Standing Committee and describes the results of the Committee’s examination of the evolving role of scholarly teaching in the culture and assessment of teaching excellence for current and future faculty.

The Impact of Problem-Solving Feedback on Team-Based Learning Case Responses

Objective. To determine the amount and type of feedback needed to improve pharmacy students’ problem-solving skills using team-based learning (TBL) and a problem-solving rubric. Methods. A problem-solving rubric was developed to assess the ability of pharmacy students’ to prioritize, organize, and defend the best and alternative options on TBL cases The study involved 3 groups of pharmacy students: second-year students in a cardiology class who received no feedback (control group), third-year students in an endocrinology class who received written feedback only, and third-year students in an endocrinology class who received written and verbal feedback. Students worked in groups on all TBL cases except the first and last one (beginning and end of course), which students completed independently as it served as a pretest and posttest. Results. Significant improvements were seen in the ability of the third-year students who received verbal and written feedback to prioritize the information presented in the case and in their total score on the problem-solving rubric. Conclusion. Providing pharmacy students with written and verbal explanations may help them improve their problem-solving skills overall. During verbal feedback, faculty members can provide more examples of how to improve and can field questions if needed.

Evaluating the impact of a pre-rotation workshop on student preparation for clinical advanced pharmacy practice experiences

Objectives This pilot study was designed to evaluate the impact of a pre-rotation workshop (PRW) on pharmacy students’ clinical skills and preparation for clinical Advanced Pharmacy Practice Experiences (APPE) involving direct patient care. Methods Randomized controlled trial of an educational intervention with Institutional Review Board approval. PRW activities designed to simulate rotation activities around five competencies, patient charts, medication histories, SOAP notes, patient presentations, and professionalism. Endpoints were evaluated using clinical rotation preceptors’ evaluation of performance and students’ performance on objective structured clinical exams (OSCE). Results Eight fourth-year students and eight GPA matched controls (20% of the total class) were selected to voluntarily participate. The PRW demonstrated a positive impact on students’ clinical skills and preparation for rotations by improving OSCE performance. However, no significant differences were found between groups when comparing preceptor evaluations of skills on rotations. These results are limited by the small sample size, potential OSCE “test-wiseness” effects, lack of OSCE evaluator blinding to study groups, potential case specificity effects due to the limited number of cases used on the OSCE and possible lack of sensitivity of the rotation evaluation tool to capture true differences among the experimental and control group participants. Conclusion The PRW was successful at advancing students’ clinical skills and preparation for rotations and may be considered as a tool to help bridge didactic to clinical experiences in the Pharm.D. curriculum.

Report of the 2016-17 Academic Affairs Standing Committee: Entrustable Professional Activities Implementation Roadmap

EXECUTIVE SUMMARY The purpose of this report is to: 1) Identify linkages across the EPA statements, Center for the Advancement of Pharmacy Education 2013 Educational Outcomes (CAPE 2013) and the Joint Commission of Pharmacy Practitioners’ Pharmacist Patient Care Process (PPCP); 2) Provide ways EPA statements can be used to communicate core skills that are part of the entry-level pharmacist identity; 3) Suggest a potential roadmap for AACP members on how to implement EPA statements.

Teaching during residency: Five steps to better lecturing skills

Continued growth in the number of pharmacy schools across the United States and increasing requirements for Introductory and Advanced Pharmacy Practice Experiences are just two factors driving an increased need for pharmacy faculty to serve as instructors in the classroom and experiential settings.[

Finding Time for Faculty Development

Faculty members are responsible for demonstrating excellence in the tripartite mission of teaching, scholarship, and service, yet few faculty members have formal training in these areas.1-5 Faculty development programs can help close this educational gap by promoting desirable teaching, leadership, and scholarly behaviors, but they are often plagued by low attendance and participation by faculty members.1,6 This may be attributable largely to the limited “free time” available for professional development, a reason commonly cited by faculty members at academic health centers or health-related universities.7 Many colleges and schools of pharmacy have explored ways of increasing attendance and participation in faculty development by using online or on-demand programs such as Education Scholar (Western University of Health Sciences, Pomona, CA, and American Association of Colleges of Pharmacy, Alexandria, VA), Mediasite Education Grand Rounds (Sonic Foundry, Inc, Madison, WI) presentations, and Webinars.8 The popularity of social networking sites also presents a new, innovative opportunity for “virtual” faculty development. The impact of using online book clubs to increase participation in faculty development is largely undocumented in the literature. The American Association of Colleges of Pharmacy (AACP) Women Faculty Special Interest Group (SIG) has begun offering an online book club focused on academic and leadership skills to engage its members in faculty development. Since spring 2009, the SIG Networking Committee has sponsored a series of 4 online book discussions using a social networking site (www.ning.com). Book titles relevant to faculty members were selected to promote self-development in the areas of teaching, communication, and leadership, while stimulating opportunities for networking among members. While reading and reflecting on new knowledge are important first steps in professional development, active learning and peer collaboration were structured in this forum to improve learning and accountability. Assessment of the outreach achieved by the book club series was evaluated informally. Reading and discussing professional literature about academic and leadership skills appeared to be an attractive self-development and networking opportunity for SIG members, with over 100 members registering on the book club Website. The level of interest in this innovative form of faculty development was evident and promising, so it was surprising to see an inverse relationship between member interest and level of participation in the online book club discussion. The conundrum and concern is that while SIG members want the book club to continue, and they remain interested in participating in future book club offerings, few have taken the opportunity to actively engage in the book club discussions. Data from an informal survey of SIG members suggest 2 main reasons for the low level of participation in the online book club. First, members indicated that they did not know how to register for or access the online book club to participate. This feedback suggests that the level of e-mail communication about registering and accessing the book club was insufficient and requires modification. Second, members reported lack of time to read books. The SIG appreciated such time constraints after the first year of the book club, and limited the 2010 selections to “quick read” books with a length of approximately 100 pages. Despite this change, few faculty members acquired the books and even fewer commented on the postings. Various attempts to increase discussion, via e-mail reminders and the development of a readers guide, also had little impact on participation. The Women Faculty SIG online book club will continue to offer an intentional way of growing academic and leadership skills while inviting a virtual dialogue among faculty members with varying experience and expertise. The challenge faced by any group using this format is to optimally stimulate and continually engage participation, thereby fostering a more meaningful form of professional development. We continue to review and test methods for improving member engagement in meaningful use of the professional development and networking opportunities offered in a virtual book club environment. Individual faculty development takes time and deliberate attention. Time always will be a limited commodity, so the question becomes what form of professional development faculty members prefer. Furthermore, this begs the question in the academy why we struggle to make time for faculty development and networking opportunities. Many educators and clinicians are challenged to find time in our busy schedules to read, reflect, discuss, and network, yet we encourage and expect students, residents, and fellows to engage in these very activities. Should we not step back and secure “protected time” to advance our personal and professional development to complement that being developed in those we teach and mentor? Have we become too busy for our own good?