across the curricular divide: three assessment approaches ... · co-curriculum advising advocacy...
TRANSCRIPT
Across the Curricular Divide: Three Assessment Approaches
to Students’ Personal and Professional Development
Justine Gortney, Pharm.D, BCPS
Jill Augustine, Pharm.D., Ph.D., MPH
Jason Brunner, Ph.D.
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Objectives for Today’s Session
• 1. To describe the assessment of personal and professional development topics at three schools/colleges of pharmacy.
• 2. To compare the benefits of different types of assessments across different areas of the curriculum.
• 3. To provide example assessment tools for the skills related to personal and professional development.
2
What are some skills that are aligned with concept of “Personal and Professional Development”
• https://www.polleverywhere.com/
• (Log-in at WSU account)
3
Changing Need for Skills in Workplace
• Transitioning from needing technical “Hard skills” to “Soft Skills”
• Forbesa 2017 noted the top 3 skills in “Fortune 500” companies• Problem Solving – Explanatory Style
• Emotion Control
• Purpose
• American Management Associationb (citing Klaus 2008) noted• Strategic thinking, written and oral communication, leadership, and
adaptability.
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A https://www.forbes.com/sites/janbruce/2017/03/10/why-soft-skills-matter-and-the-top-3-you-need/#20a83c76f3bf
B https://www.amanet.org/articles/the-hard-truth-about-soft-skills/
What are some methods your profession or program teaches these “soft skills”?• https://www.polleverywhere.com/
• (Login at WSU account)
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Demand for Teaching “Soft Skills” within our Pharmacy Profession
• Accreditation Council for Pharmacy Education requires it
• Standard 4 – Personal and Professional Development• 4.1 Self-awareness• 4.2 Leadership• 4.3 Innovation and entrepreneurship• 4.4 Professionalism
• Required documentation • Provide examples of developing competence in affective, co-curricular
experiences domains
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3 Different Methods of Incorporating Assessment of Personal and Professional Development
Faculty-Student Advising
Co-CurriculumExperiential Education
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Self-awareness, Leadership, Professionalism
Section 1: Using a Faculty-Student Advising Process to develop and assess self-awareness, leadership and professionalism
Justine S. Gortney
Wayne State University
Eugene Applebaum College of Pharmacy and Health Sciences
8
Pharm.D. Program at Wayne State• ACPE accredited since 1939
• Part of urban, public, research intense university
• Traditional 4 year pharmacy program• 3 years didactic (with introductory
pharmacy practice experiences)• 1 year advanced pharmacy practice
experiences
• 400 students
• 47 faculty
**Get picture of EACPHS
Mechanisms to Promote Personal and Professional Development in the Curriculum
Student Organizational Involvement
Faculty Advising
Peer Assessment in TBL and PBL
Introductory and Advanced Experiential Education
RPh
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Longitudinal Mechanism to AssessPersonal and Professional Development: Faculty Advising
• Faculty advising is:• Required of all faculty and students
• Students required to meet every semester with assigned faculty advisor
• Completion of advising activity is tied to Social and Administrative Sciences courses (P1 through P3) and is listed in our Professionalism Curriculum (p.10 and 13)
• Tracked in E*Value (health education data management platform)
https://cphs.wayne.edu/pharmd/duplicate/pharmacyprofessionalismcurriculum_august_2017.pdf
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3 Assessment Elements tied to Faculty Advising
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Fall P1 Winter P1 Fall P2 Winter P2 Fall P3 Winter P3 APPE P4
IPPE
Pathophy 1
P’Ceutics 1
Intro to PSC: Med
Chem/P’col
Drug Lit Found of Research
Prof Develop/
SAS 1
Autonom Pharmacol
Pathophy 2
P’Ceutics 2
Respir/GI/ Basic Self-
care
PPS 1
Patient Care Lab 1
Prof Develop/
SAS 2
Prof Develop/
SAS 3
Prof Develop/
SAS 4
Prof Develop/
SAS 5
Prof Develop/
SAS 6
P’Kinetics
Cardio/ Renal
Endo/GYN/Urol
Neuro/ Psych
ID
Oncol/ Immunol
Advanced self-care
PPS 2 PPS 3
IPPE
PPS 5
Capstone
Applied Kinetics/ Genomic
IPPE
Patient Care Lab 2
Patient Care Lab 3
Patient Care Lab 4 Ethics
Seminar
IPPE IPPE
Law
Research Scholars
APPE 1
Elective 1Elective
1-2
Elective 1
Research Scholars: 4 hr totalResearch Scholars
APPE
APPE 2
APPE 3
APPE 4
APPE 5
APPE 6
APPE 7
PPS 4
Co-Curriculum
Advising
Advocacy
Research Scholars
Entry into modules
Prof. organiza-
tions
Consider leadership
Elective planning
CV Review
Career planning
APPE Selection
Post-graduate training
Interview Skills
APPE Readiness
Career planning
Board prep
Grad prep
Gathering reference
Development of FAD Form
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Development of Faculty Advisor’s Assessment of Advisee Form (FAAA) form
Identified and Reviewed:
(1) Curricular stakeholders
(2) ACPE documentation
(3) Existing assessments of self-awareness (other curricula)
Developed with Input:
(1) Individual faculty& students
(2) Curriculum Committee
(3) Assessment Committee
(4) Pharmacy Executive Committee
Winter 2017: Piloted P1 to P3
(mandatory P1 and P2)
Winter 2018: P1 to P3
(mandatory for P1-P3)
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Description of the Faculty Advisor Assessment of the Advisee (FAAA)
Topic Description / Question Association
• Engagement: Is the student actively engaged and contributing to profession?
• Values: How/why has the trainee chosen specific organizations? How does it align with their values and interests?
• Self Awareness: Does this student utilize personal, professional, or academic support to address their personal limitations?
• Professionalism: In your experience, has the student exhibited professional behavior?
• Leadership: How is the student focused in growing his/her personal leadership skills in the field?
Anchors to Questions • Not engaged
• Beginning
• Emerging
• Engaged
Instructions to Advisor The advisor considers the student pharmacist advisee is at the note engaged, beginning, emerging, or engaged level. With each statement description below, it would start with, “The student …” OR “The student can be described as…”
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Question and Ranking Example on Faculty Advisor Assessment of the Advisee (FAAA)
Engagement: Is the student actively engaged and contributing to profession?
To assess, advisor can ask the student: Are you involved in
student pharmacy organizations?
If not, are there any of interest to you?
Not Engaged Beginning Emerging Engaged
-Student
expresses no
interest in
joining pharmacy
organizations OR
is unwilling or
unable to do
such
-Is considering
engaging in
pharmacy
student
organizations;
-Has joined an
organization but
does not
regularly
participate
-Is actively
engaged in one
or more
organizations
-Contributes
regularly to
student activities
-Is a leader in
student
pharmacist
organizations and
regularly
participates or
has
lead/developed
novel programs.
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Pharm.D. Example of Advising
Student completes
Self-Inventory (Faculty Advisor
Discussion Form, FAD)
FAD Uploaded to E*Value
Faculty Advisor Receives
Notification via Email
Meeting Occurs
Assessment Occurs Post-
Meeting
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Analysis of how the FAAA’s Performing
• Utilized reliability analysis (Cronbach’s alpha) to look at reliability of questions’ performance each Winter semester (2017, 2018, 2019)
• Performed descriptive statistic analysis of Class of 2020 as P1s, P2s and P3s to look at trends
• Performed repeated measures ANOVA to determine if difference existed in overall FAAA score in cohort utilizing matched P1 and P3 data
• Performed repeated measures ANOVA to determine if difference existed within each of the 5 questions within instrument in cohort utilizing matched P1 and P3 data
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FAAA Instrument Assessment
Semester Tested Number of Students Assessed
Cronbach’s alpha
Winter 2017 258 0.875
Winter 2018 305 0.887
Winter 2019 300 0.874
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FAAA’s Instrument Assessment (n=93)
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Calculated sum of “anchors” for a total overall score per year
• Not engaged=1
• Beginning=2
• Emerging =3
• Engaged=4
P<0.001 when testing “within subjects”
13.66
16.8217.87
2.7 2.44 2.28
0
2
4
6
8
10
12
14
16
18
20
P1-Winter 2017 P2-Winter 2018 P3- Winter 2019
Mean FAAA Score Standard Deviation
FAAA’s Instrument AssessmentClass of 2020Individual Question Type
Engagement Values Self-Awareness Professionalism Leadership
Year of Program
P1-Winter 2017 2.4±0.65 2.44±0.81 3.1±0.57 3.33±0.74 2.39±0.72
P2-Winter 2018 3.2±0.58 3.25±0.65 3.56±0.52 3.65±0.5 3.16±0.77
P3-Winter 2019 3.39±0.62 3.51±0.64 3.75±0.43 3.81±0.42 3.42±0.681
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*All found to be significant difference between years 1-3 (p<0.01)
Individual Student’s Benefits Seen Due to New Advising Process• Increased awareness of educational links within the curriculum
• Increased encouragement of student organizational involvement
• Increased awareness of elective offerings and relationships with faculty
• Earlier identification of students at risk
• Referral of students to personal counseling
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Lessons Learned: Challenges Pharm.D. program has faced with process• Initial student and faculty enthusiasm for changes in advising
processes
• Increased need for both faculty and student education• All levels of students
• 2 departments of faculty
• Administrators and program support
• Systems management (E*Value)• Time to set-up evaluations
• Time to send reminders
• Time to run reports for compliance and quality assurance
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Section 2: Utilizing a structured co-curricular approach to develop and assess self-awareness, leadership and professionalism
Jill Augustine, Pharm.D., Ph.D., MPH
Mercer University
College of Pharmacy
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Mercer University College of Pharmacy
• ACPE accredited since 1941
• Located in Atlanta, GA (urban, private institution)
• Traditional 4-year pharmacy program
– 3 years didactic (with introductory pharmacy practice experiences)
– 1 year advanced pharmacy practice experiences
• 42 faculty members
• Approximately 540 students across all 4 years
Background
• Revised Professional Development Network (PDN) program
became known as the PDN Professional Engagement
Program (PDN-PEP)
– Required participation from all students and faculty
– Provided avenues for alumni participation
• Successful completion of PDN-PEP activities is required to
progress from one professional year to the next
• Office of Student Affairs solicits alumni interested in
participating as a mentor and is responsible for planning
weekly programming
Background
PDN-PEP Groups: 30 students (5-6 from each year) 2-3 MUCOP faculty members2-3 volunteer alumni members 2 graduate students
Methods: Assessment tools
• Tracking Form
– Required and elective activities in each area for fall and spring semesters
– Tailored to meet the professional needs of students as they progress from first- to fourth-year
– Populated by student self-report, card swipe attendance data, and/or electronic completion reports
• Professionalism Survey: Behavioral Professionalism Assessment Instrument (BPAI)
• Student, faculty, and alumni evaluation survey
• Co-curricular map
Overall performance of PDN-PEP
• Over 1,3000 students involved (Class of 2015-2023)
• 100% completion rate of program and/or remediation
• 2-3% of students need remediation each year
– Completion of required or elective component
– Modification of end-of-semester reflection
• Remediation includes:
– Additional sessions/activities
– Extra essays
– Meetings with alumni members and/or administrators on
campus
Tracking Form
Required Event
• Member of professional pharmacy organization (All)
• PDN Hours (P1-P3)
• Personal Creed (P1)
• CV review (P2)
• PCOA (P3)
• Hooding (P4)
Required or elective
• State legislative day
• Van Green lecture
• Career Fair
• Residency showcase
Elective events
• Event creator/planner for community service event
• Didactic course focus group member
• Leadership in student pharmacy organization (local, state, regional, national)
Feedback from Students, Faculty, & Alumni
Students
• PDN Hours were helpful for professional development but not many students attended
• More interaction with students in other professional years
Faculty
• Need Annual Schedule of PDN-PEP events
• Additional program options and/or activities for PDN group meetings
• PDN-PEP training for faculty
Alumni
• Involved in CV review but wanted to do more
• Contacted by unassigned students for career advise, availability as preceptor for service learning events, or ongoing mentorship
Co-C
urr
icula
r M
ap
Activity First professional year* Second professional year* Third professional year*Final professional
year*
Creed 3.6, 4.1, 4.2, 4.4,
Obtain intern license 4.4,
Curriculum Vitae Review 3.6, 4.1, 4.4,
PCOA exam 1.1, 4.1, 4.4,
Capstone week1.1, 2.1, 2.3, 2.4, 3.1, 3.2,
3.5, 3.6, 4.1, 4.4,
Practice or Research-Focused Internship 1.1, 3.1, 3.6, 4.4, 1.1, 3.1, 3.6, 4.4, 1.1, 3.1, 3.6, 4.4, 1.1, 3.1, 3.6, 4.4,
Meet with Career Management 3.6, 4.1, 4.4, 3.6, 4.1, 4.4, 3.6, 4.1, 4.4, 3.6, 4.1, 4.4,
Meet with a PDN alumni member of your choice 3.6, 4.4, 3.6, 4.4, 3.6, 4.4, 3.6, 4.4,
White Coat Ceremony 4.4,
Career Fair 3.6, 4.1, 4.4, 3.6, 4.1, 4.4, 3.6, 4.1, 4.4, 3.6, 4.1, 4.4,
State Legislative Day 3.3, 3.6, 4.2, 4.4, 3.3, 3.6, 4.2, 4.4, 3.3, 3.6, 4.2, 4.4, 3.3, 3.6, 4.2, 4.4,
PDN hour presentations 4.4, 4.4, 4.4, 4.4,
PDN group/faculty meetings 3.6, 4.1, 4.4, 3.6, 4.1, 4.4, 3.6, 4.1, 4.4, 3.6, 4.1, 4.4,
VanGreene Lecture 4.4, 4.4,
Residency Showcase 3.6, 4.1, 4.4, 3.6, 4.1, 4.4, 3.6, 4.1, 4.4, 3.6, 4.1, 4.4,
Pinning Ceremony 4.4,
Member of 1 professional organization 4.4, 4.4, 4.4, 4.4
Member of Mercer student professional organization 4.4, 4.4, 4.4, 4.4,
Mercer student professional organization chapter
meeting/program on leadership/entrepreneurship/advocacy
development
4.4, 4.4, 4.4, 4.4,
Service on Mercer professional committee (ad-hoc or standing) 3.1, 3.6, 4.2, 4.4, 3.1, 3.6, 4.2, 4.4, 3.1, 3.6, 4.2, 4.4, 3.1, 3.6, 4.2, 4.4,
Member of state/regional/national professional organization 4.4, 4.4, 4.4, 4.4,
State/regional/national professional organization
convention/program on leadership/entrepreneurship/advocacy
development
4.4, 4.4, 4.4, 4.4,
Member of state/regional/national professional committee 3.1, 3.6, 4.2, 4.4, 3.1, 3.6, 4.2, 4.4, 3.1, 3.6, 4.2, 4.4, 3.1, 3.6, 4.2, 4.4,
Event creator/planner for community service project/event 1.1, 2.1, 2.3, 2.4, 3.1, 3.3,
3.6, 4.1, 4.2, 4.3, 4.4,
1.1, 2.1, 2.3, 2.4, 3.1, 3.3,
3.6, 4.1, 4.2, 4.3, 4.4,
1.1, 2.1, 2.3, 2.4, 3.1, 3.3,
3.6, 4.1, 4.2, 4.3, 4.4,
1.1, 2.1, 2.3, 2.4, 3.1, 3.3,
3.6, 4.1, 4.2, 4.3, 4.4,
Non-healthcare related community service project/event
participant 3.1, 3.6, 4.4, 3.1, 3.6, 4.4, 3.1, 3.6, 4.4, 3.1, 3.6, 4.4,
Public health and wellness promotion 1.1, 2.1, 2.3, 2.4, 3.2, 3.3,
3.6, 4.4,
1.1, 2.1, 2.3, 2.4, 3.2, 3.3,
3.6, 4.4,
1.1, 2.1, 2.3, 2.4, 3.2, 3.3,
3.6, 4.4,
1.1, 2.1, 2.3, 2.4, 3.2, 3.3,
3.6, 4.4,
Mercer Focus Group member 3.1, 3.6, 4.2, 4.4, 3.1, 3.6, 4.2, 4.4, 3.1, 3.6, 4.2, 4.4,
Mercer Rho Chi tutoring/help sessions 1.1, 3.1, 3.2, 3.6, 4.4, 1.1, 3.1, 3.2, 3.6, 4.4, 1.1, 3.1, 3.2, 3.6, 4.4,
Mercer Pharmacy Ambassador 3.2, 3.6, 4.2, 4.4, 3.2, 3.6, 4.2, 4.4, 3.2, 3.6, 4.2, 4.4,
Mercer Student Government 3.1, 3.6, 4.2, 4.4, 3.1, 3.6, 4.2, 4.4, 3.1, 3.6, 4.2, 4.4,
Chair of Mercer professional committee (ad-hoc or standing) 3.1, 3.6, 4.2, 4.4, 3.1, 3.6, 4.2, 4.4, 3.1, 3.6, 4.2, 4.4, 3.1, 3.6, 4.2, 4.4,
Officer of Mercer professional organization chapter 3.1, 3.6, 4.2, 4.4, 3.1, 3.6, 4.2, 4.4, 3.1, 3.6, 4.2, 4.4, 3.1, 3.6, 4.2, 4.4,
Chair of state/regional/national professional committee 3.1, 3.6, 4.2, 4.4, 3.1, 3.6, 4.2, 4.4, 3.1, 3.6, 4.2, 4.4, 3.1, 3.6, 4.2, 4.4,
Officer of state/regional/national professional organization 3.1, 3.6, 4.2, 4.4, 3.1, 3.6, 4.2, 4.4, 3.1, 3.6, 4.2, 4.4, 3.1, 3.6, 4.2, 4.4,
Discussion
• PDN-PEP is outlined to all stakeholders each year which has led to increased engagement from all stakeholders over time– Students have adopted a culture of professionalism with an
emphasis on their own development
– Faculty have embraced promoting and advancing professional attitudes and behaviors
– More responsive alumni have been incorporated
• Guidance documents undergo continuous revision to improve communication and enhance expectations of all stakeholders
Discussion
• PDN-PEP Tracking Form
– Has generally remained stable over time
• New experiences have been added as needs arose (i.e., licensure
preparedness program)
• New specific elective opportunities
• Allows for tracking of student involvement by faculty and administration
– Awareness of need to devote resources to support professional endeavors of
students
• Valuable feedback via surveys from stakeholders
– Changes have been implemented in response to feedback
– Other changes include:
• Resources available to alumni and faculty members through LMS PDN
course page
• Professionalism Committee reviews feedback and provides support for
program
Lessons Learned
• Enhanced communication with stakeholders leads to
increased engagement
• New professional experiences added
• Distribution of an Excel summary sheet to faculty for
tracking form evaluation
• Faculty training program and annual “refresher” meeting
• Development of faculty resources to support advising and
group meetings
• Promotion of expanded alumni involvement
• More resources for alumni members
Section 3: Using experiential education assessment processes to promote and develop student self-awareness, leadership and professionalism
Jason Brunner, Ph.D.
University of Colorado
Skaggs School of Pharmacy and Pharmaceutical Sciences
25
Section 3: Using experiential education assessment processes
to promote and develop student self-awareness, leadership and
professionalism
Jason M. Brunner, PhD
Skaggs School of Pharmacy & Pharmaceutical Sciences
University of Colorado
Anschutz Medical Campus
University of Colorado School of Pharmacy
Large, research intensive, public university
100-160 students per class in traditional 4-year program
200 online learners in professional programs
Backward design
Start with the end
3
Desired outcomes
Measures Curriculum
Wiggins, G. P., & McTighe, J. (2005). Understanding by
design. Alexandria, VA: Association for Supervision and
Curriculum Development.
Colorado PharmD Curriculum
1st Year
• Didactic
• Sciences > Pharmacotherapy
• IPE
• Intro. Experiential *Community
2nd Year
• Didactic
• Health Sciences = Pharmacotherapy
• IPE
• Intro. Experiential *Health System
3rd Year
• Didactic
• Health Sciences < Pharmacotherapy
• Intro. Experiential *Health System
• Advanced Intro. Experiential
4th Year
• Clinical Rotations (APPE)
• Summative Assessment
Backward design - Outcomes
What should students be able to demonstrate upon completion of APPE
rotations?
5
Clinical (KSAOs)
• Collect data
• Assessment
• Care plan
Professionalism
• Ethical behavior
• Self-awareness
• Leadership
Communication
• Verbal/nonverbal
• Written
• Diverse groups
Professionalism, Leadership & Self-Awareness
Make and defend rational, ethical decisions within the context of professional and personal values.
Demonstrate caring, ethical, and professional behavior when interacting with peers, professionals, patients, and/or caregivers
Respect and protect private, proprietary, and/or sensitive information
Develop and maintain professional relationships with peers, professionals, patients, and/or caregivers
Recognize emerging issues, products, and services to improve pharmacy practice and/or public health
Self-identify opportunities for growth in one's own performance
Demonstrates self-motivation to improve performance Incorporates provided feedback into work
Integration between didactic and experiential
Linkages from experiential-to-didactic-to-APPEs
Formative and summative assessments
» Clinical experiences
» Objective Structured Clinical Examination (OSCE)
» Case studies
» Written and verbal exams
7
Backward design - Curriculum
8
Developmental APPE-Readiness Practice Ready
P3 Spring Adv. IPPE
Clinical Skills
Professionalism
Communication
IPPE
Self-Awareness
P4 Intersession
Affective Domain
Clinical Knowledge
P3 SpringCapstone
Communication
Professionalism
Practice Skills(EPAs)
Clinical Skills(OSCE, Exams)
Knowledge(Exams)
Drug Information
Performance Evaluation
Letter Graded
Multiple APPE Tools with setting-specific Practitioner Skill outcomes
Outcomes independently assessed by domains
» Students must pass all domains
Remediation based on domain scores rather than final rotation grade
9
Grade
Earned
Skills
Domain
Professionalism
Domain
Communication
Domain
A A in Every Domain
B B Pass Pass
C C Pass Pass
F Fail in Any 1 Domain
Advanced IPPE (aIPPE) A six-week (240 hour) clinical rotation that
mimics a fourth year rotation.
Students engage directly with patients and members of the care team to perform specified rotation duties based on the practice site.
Graded on similar A-F scale as APPEs.
Same outcomes as APPE rotations with adjusted performance standards.
Complete assignments in preparation for capstone course.
Engaging in patient education
Responding to patient-specific drug information questions
Preparing patient cases
10
A A- B+ B B- C+ C C- D+ D D- F
Grades 148 1
0
20
40
60
80
100
120
140
160
Dis
trib
uti
on
of
Gra
de
sb
y c
ou
nt
of
stu
de
nts
aIPPE 2016(149 students)
A A- B+ B B- C+ C C- D+ D D- F
Series1 142 5 9 1
0
20
40
60
80
100
120
140
160
Dis
trib
uti
on
of
Gra
de
sb
y c
ou
nt
of
stu
de
nts
aIPPE 2017(157 students)
Capstone
9-week course
Students practice and refine skills through individual and collaborative activities using clinical patient cases and activities relevant to clinical pharmacy practice.
Builds upon aIPPE experiences.
Prepares students for P4 APPEs by simulating real patient care environments and activities.
Written and verbal exams
OSCEs
Patient cases
11
A A- B+ B B- C+ C C- D+ D D- F
Grade 43 39 25 23 8 6 3 1 1
0
5
10
15
20
25
30
35
40
45
50
Dis
trib
uti
on
of
Gra
de
sb
y c
ou
nt
of
stu
de
nts
Clinical Capstone 2016(149 students)
A A- B+ B B- C+ C C- D+ D D- F
Grade 26 34 27 30 24 12 2 2
0
5
10
15
20
25
30
35
40
Dis
trib
uti
on
of
Gra
de
sb
y c
ou
nt
of
stu
de
nts
Clinical Capstone 2017(157 students)
Intersession
Required <1 week course for P4 students during the spring.
Integrates APPE experiences for faculty feedback and assessment to provide a near final assessment of competence related to specific curricular Ability Based Outcomes (ABOs).
Occurs before APPE 6 & 7 to provide opportunities for improvement.
Practical application of
Patient cases
Evidence-based medicine (EBM)/drug information (DI)
Reflective writing
Communication, Self-awareness, and Professionalism
12
A A- B+ B B- C+ C C- D+ D D- F
Grades 46 32 35 20 9 3 3 1
0
10
20
30
40
50
Dis
trib
uti
on
of
Gra
de
sb
y c
ou
nt
of
stu
de
nts
Intersession 2016(149 students)
A A- B+ B B- C+ C C- D+ D D- F
Grades 43 36 31 22 11 6 4 1
0
5
10
15
20
25
30
35
40
45
50
Dis
trib
uti
on
of
Gra
de
sb
y c
ou
nt
of
stu
de
nts
Intersession 2017(157 students)
Lessons Learned and Conclusions
Consistent performance domains from IPPEs → APPEs
reinforce content, expectations, and promote growth
» Professionalism & Communication domains need equal weight in
assessment to reinforce importance
Experiential must be reinforced in Didactic
» Formative and summative assessments increased to provide additional
development opportunities (OSCEs, Case studies, Written and verbal
exams)
13
Section 4: Discussion of attendees’ programs’ promotion and assessment practices of student self-awareness, leadership and professionalism
26
Have Additional Questions?
[email protected] [email protected] [email protected]
27
Have a great remainder of the meeting!