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Sobieraj DM, Chen AMH, Kelsch MP, Lebovitz L, Spinler SA. A Description of Required NAPLEX Preparation Courses Among US Pharmacy Programs. AMERICAN JOURNAL OF PHARMACEUTICAL EDUCATION 2024; 88:100655. [PMID: 38237686 DOI: 10.1016/j.ajpe.2024.100655] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/01/2023] [Revised: 12/19/2023] [Accepted: 01/10/2024] [Indexed: 02/09/2024]
Abstract
OBJECTIVE One of the final tasks for pharmacy graduates to enter practice is passing the North American Pharmacist Licensure Examination (NAPLEX). Given the recent national declines in pass rates, programs are making significant investments of time and money in NAPLEX preparation. The objective is to characterize the structure and content of required NAPLEX preparation courses. METHODS A survey on NAPLEX preparation practices was developed and distributed to all Accreditation Council for Pharmacy Education-accredited pharmacy schools. NAPLEX preparation course syllabi were also collected as part of this survey. Syllabus information was summarized into 4 elements: course structure, content, resources, and assessment strategies. RESULTS Of 144 colleges/schools of pharmacy, 100 responded to the survey, 87 reported having a NAPLEX preparation program, and 47 reported having a NAPLEX preparation course. Twenty syllabi were collected. Most courses (14) were longitudinal through the Advanced Pharmacy Practice Experiences year, 16 were credit-bearing, and 19 included a vendor NAPLEX preparatory product. Fourteen courses were hybrid delivery, and 12 focused on licensure preparation and included test-taking strategies, calculations practice, case-based discussions, etc. All 20 courses reported using unproctored timed quizzes and practice examinations, half conducted proctored timed assessments, and 11 included written reflections and/or continuous professional development activities. Most courses were pass/fail (15), and high stakes (16) were defined by delayed or withheld graduation as a consequence for failure. Only 3 of 20 NAPLEX preparation courses were mapped to NAPLEX competencies. CONCLUSION Although required NAPLEX preparation courses focus on assessments, the content is infrequently mapped to NAPLEX competencies. This project provides some information on how schools might create their own NAPLEX preparatory courses.
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Affiliation(s)
- Diana M Sobieraj
- Department of Pharmacy Practice, University of Connecticut School of Pharmacy, Storrs, CT, USA
| | - Aleda M H Chen
- Department of Pharmacy Practice, Cedarville University School of Pharmacy, Cedarville, OH, USA
| | - Michael P Kelsch
- Department of Pharmacy Practice, North Dakota State University School of Pharmacy, Fargo, ND, USA
| | - Lisa Lebovitz
- Office of the Dean, University of Maryland School of Pharmacy, Baltimore, MD, USA
| | - Sarah A Spinler
- Department of Pharmacy Practice, Binghamton University School of Pharmacy and Pharmaceutical Sciences, Binghamton, NY, USA.
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Chen AMH, Brown S, Mark K, McBane S. An overview of Instructional approaches and decision-making strategies to curtail curricular overload. AMERICAN JOURNAL OF PHARMACEUTICAL EDUCATION 2023; 87:100013. [PMID: 37597910 DOI: 10.1016/j.ajpe.2022.12.001] [Citation(s) in RCA: 7] [Impact Index Per Article: 7.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/26/2022] [Revised: 11/18/2022] [Accepted: 12/20/2022] [Indexed: 08/21/2023]
Abstract
OBJECTIVES Curriculum overload often occurs when content is kept in the curriculum that may no longer be necessary to prepare students for professional practice. The overload becomes compounded by the addition of new content from the ever-changing professional practice needs and updates to accreditation standards. Challenges may occur when programs must first determine the "level" of proficiency a new graduate should attain and then determine the appropriate breadth and depth of educational outcomes in relation to proficiency, while examining what content should be retained from past curricula. Thus, the purpose of this manuscript is to summarize institutional approaches for making content delivery more effective and efficient with the goal of curtailing curriculum expansion. FINDINGS Four key elements were consistently identified in the literature as important considerations to address curriculum overload - 1) communication and coordination among faculty, 2) incorporation of active learning strategies, 3) effective utilization of technology, and 4) minimizing faculty and student workload and cognitive burden. SUMMARY Each pharmacy program will need to take an individualized approach in addressing curriculum overload; however, consideration of the aforementioned key elements can assist in making these decisions. With increased student engagement in the classroom, intentional design to reduce content and student workload, enhanced communication among faculty, and appropriate technology utilization, curriculum overload can be addressed at every level of pharmacy education.
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Affiliation(s)
- Aleda M H Chen
- Cedarville University, School of Pharmacy, Cedarville, OH 45314, USA.
| | - Stacy Brown
- Bill Gatton College of Pharmacy at East Tennessee State University, Johnson City, TN 37614, USA
| | - Karen Mark
- South College School of Pharmacy, Knoxville, TN 37922, USA
| | - Sarah McBane
- UC Irvine School of Pharmacy and Pharmaceutical Sciences, Irvine, CA 92697, USA
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Venugopal ML, Yong FR, Krzyzaniak N, La Caze A, Freeman C. Mapping Australian pharmacy school curricula for content related to pharmacogenomics. EXPLORATORY RESEARCH IN CLINICAL AND SOCIAL PHARMACY 2022; 8:100192. [PMID: 36299640 PMCID: PMC9589202 DOI: 10.1016/j.rcsop.2022.100192] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/28/2022] [Revised: 10/05/2022] [Accepted: 10/08/2022] [Indexed: 11/18/2022] Open
Abstract
Background Pharmacogenomics (PGx) is a rapidly growing field which promises to deliver personalized, more effective medications tailored to genetic information. Although the pharmacy profession is expected to lead the translation of pharmacogenomics into widespread clinical implementation, there is a reported lack of preparedness among its members. Assessing pharmacogenomic-related training in Australian pharmacy program curricula may highlight educational gaps and provide guidance for curricula revision. Objective To examine pharmacogenomic content in Australian tertiary pharmacy program curricula. Methods We reviewed the curriculum of 22 Australian registrable pharmacy degrees, including 16 Bachelors of Pharmacy programs (with or without honors) and six Masters of Pharmacy programs, for content related to pharmacogenomics and genetics. This was done by screening the publicly available electronic course profiles on each institution's website and searching for key terms such as "pharmacogenomics," "pharmacogenetics," "genes," and "genetics". Three mapping activities were completed to assess the breadth and depth of pharmacogenomic training according to; 1. Bloom's taxonomy, 2. Author-assigned domains comprising; Enabling science, Translational science and Clinical implementation, and 3. Pharmacogenomic competencies from the National Human Genome Research Institute (NHGRI). Results A total of 18 (82%) pharmacy registrable degree programs incorporated pharmacogenomics and/or genetics in their curricula. Four programs (18%) offered standalone PGx courses and 10 (45%) contained integrated PGx content in other science-related courses (i.e. pharmaceutical biology, biochemistry, microbiology etc.). Mapping activities showed that most learning objectives related to the "Understand" level of Bloom's taxonomy (61%), the "Basic Genetic Concepts" domain of NHGRI's competencies (64%) and "Enabling science" (84%). Conclusions Most Australian pharmacy registrable degrees have incorporated pharmacogenomic content in their curricula however, the scope of training is limited. Revisions to course curricula should be made to incorporate additional education with a focus on application-based training of clinical pharmacogenomics.
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Affiliation(s)
- Maija-Liisa Venugopal
- School of Pharmacy, Faculty of Health and Behavioural Sciences, The University of Queensland, Woolloongabba, QLD 4102, Australia
| | - Faith R. Yong
- School of Pharmacy, Faculty of Health and Behavioural Sciences, The University of Queensland, Woolloongabba, QLD 4102, Australia
| | - Natalia Krzyzaniak
- School of Pharmacy, Faculty of Health and Behavioural Sciences, The University of Queensland, Woolloongabba, QLD 4102, Australia
| | - Adam La Caze
- School of Pharmacy, Faculty of Health and Behavioural Sciences, The University of Queensland, Woolloongabba, QLD 4102, Australia
| | - Christopher Freeman
- School of Pharmacy, Faculty of Health and Behavioural Sciences, The University of Queensland, Woolloongabba, QLD 4102, Australia,Metro North Hospital and Health Service, Herston, Australia,Corresponding author.
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Using technology to automate syllabus construction for programmatic, curricular, faculty and experiential assessment activities. INTERNATIONAL JOURNAL OF EDUCATIONAL MANAGEMENT 2021. [DOI: 10.1108/ijem-10-2020-0494] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
Abstract
PurposeWith a growing need to assess multiple aspects of healthcare education, the goal of this study was to develop an innovative web-based application to streamline assessment processes and meet the increasingly complex role of the educational manager.Design/methodology/approachAARDVARC (Automated Approach to Reviewing and Developing Valuable Assessment Resources for your Curriculum) was created with the core function of standardizing course syllabi through the use of a web-based portal and the ability to query fields within the portal to collect multiple points of data. AARDVARC permits quick and efficient gathering of programmatic, curricular, faculty, teaching, preceptor and financial data to facilitate meaningful change and a shared responsibility of assessment. This software has allowed automatic completion of complex analytics each semester, including coverage of program outcomes, course learning objectives, teaching and assessment methods, course readings, topics covered in the curriculum, faculty teaching hours, experiential activities, coverage of disease states and scheduling of peer observation of teaching.FindingsThree years after its initial launch, AARDVARC is now used by 520 faculty, 60 staff, 44 preceptors and over 2,000 students across multiple health profession and science programs. Data analytics through AARDVARC have allowed the School to reimagine how assessment can be conducted and have provided a pathway for making evidence-based programmatic and curricular changes.Originality/valueThis original software has provided an innovative approach to conduct assessment that combines best practices in curriculum, assessment, data analytics and educational technology while improving the overall quality, speed, and efficiency of academic and business operations.
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Meny LM, Seiferlein MR, Chen AMH. Faculty perceptions of a town hall model for engagement in continuous quality improvement. CURRENTS IN PHARMACY TEACHING & LEARNING 2021; 13:968-974. [PMID: 34294262 DOI: 10.1016/j.cptl.2021.06.004] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/10/2020] [Revised: 01/29/2021] [Accepted: 06/08/2021] [Indexed: 06/13/2023]
Abstract
INTRODUCTION To determine faculty perceptions of participating in a town hall model on the American Association of Colleges of Pharmacy Faculty Curriculum Quality Surveys (CQS) focused on continuous quality improvement (CQI) at two institutions. METHODS To support a culture of assessment focused on CQI, Ferris State University College of Pharmacy (FSUCOP) developed and implemented a town hall model for use with the CQS in fall 2017. It was determined that involving faculty in the CQS analysis process may assist with interpretation and CQI. FSUCOP sought to determine if the CQI model utilized could also be implemented at another institution. Therefore, Cedarville University School of Pharmacy (CUSOP) replicated the FSUCOP town hall model for use in 2018-2019 academic year CQS data interpretation and dissemination. To determine the perceptions of efficacy, faculty at FSUCOP and CUSOP received a pre-survey prior to the fall 2018 town hall and a post-survey following completion of the town hall. The pre- and post-surveys utilized five-point, Likert-type agreement questions (strongly disagree to strongly agree). RESULTS A total of 47 and 26 faculty completed the pre- and post-surveys, respectively. Faculty agreement on the survey items increased after participating in the town hall. Nearly 81% of faculty strongly or somewhat agreed the town hall model was a good use of their time. CONCLUSION The town hall model was replicable at another institution. Faculty perceived the town hall model as a positive approach to CQI, and discussions provided assessment personnel with valuable information for data interpretation and usage.
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Affiliation(s)
- Lisa M Meny
- Ferris State University College of Pharmacy, 25 Michigan St NE Suite 7000, Grand Rapids, MI 49503, United States.
| | - Mandy R Seiferlein
- Ferris State University, 1201 S. State Street - CSS 310J, Big Rapids, MI 49307, United States.
| | - Aleda M H Chen
- Cedarville University School of Pharmacy, 251 N. Main St., Cedarville, OH 45314, United States.
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Chen AMH, DiVall MV, Gonyeau MJ, Kiersma ME, O'Sullivan TA, Conway JM, Zavod R. Inclusion of the Pharmacist Patient Care Process in Doctor of Pharmacy Curricula. AMERICAN JOURNAL OF PHARMACEUTICAL EDUCATION 2021; 85:8513. [PMID: 34544743 PMCID: PMC8499649 DOI: 10.5688/ajpe8513] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/15/2020] [Accepted: 04/18/2021] [Indexed: 06/13/2023]
Abstract
Objective. With the inclusion of the Pharmacists' Patient Care Process (PPCP) in the most recent Accreditation Council for Pharmacy Education standards, institutions must determine how best to vertically and horizontally integrate and assess the PPCP in the curriculum. The objective of this study was to identify the breadth and depth of PPCP implementation as well as faculty involvement in teaching the PPCP at ACPE-accredited institutions.Methods. A survey to address the study objectives was developed, piloted, and distributed electronically to all US pharmacy institutions in candidate or accredited status. Electronic reminders were implemented to improve response rates. The data were analyzed descriptively.Results. Approximately 70% of institutions responded to the survey. Integration of the PPCP was most often championed by an individual faculty member and/or a committee. Practice faculty taught PPCP at nearly all institutions, while only a third of survey respondents reported that foundational and social administrative faculty taught the PPCP. Development related to PPCP curricular integration mainly focused on preceptors. Most institutions integrated the PPCP through the didactic and experiential curriculum in an approach that allowed for reinforcement or mastery of concepts. There were limited integration efforts into interprofessional education. Institutions had a plan for assessing the effectiveness of the integration, but were varied in their approach.Conclusion. Institutions have embraced integrating the PPCP into their curricula, didactically and experientially. Progress still needs to be made regarding inclusion of all faculty in teaching the PPCP as well as integrating the PPCP into other key curricular areas, such as interprofessional learning. Faculty development efforts may be beneficial to address these aspects.
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Affiliation(s)
- Aleda M H Chen
- Cedarville University, School of Pharmacy, Cedarville, Ohio
| | | | | | - Mary E Kiersma
- Accreditation Council for Pharmacy Education (ACPE), Chicago, Illinois
| | | | - Jeannine M Conway
- University of Minnesota, College of Pharmacy, Minneapolis, Minnesota
| | - Robin Zavod
- Midwestern University, College of Pharmacy, Glendale, Illinois
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Komba EVG, Kipanyula MJ, Muhairwa AP, Kazwala RR, Nzalawahe J, Makungu MJ, Sebhatu TT, Mosier DA, Hamilton K, Mur L, Schmidt PL. Evaluation of the Bachelor of Veterinary Medicine (BVM) Curriculum at Sokoine University of Agriculture in Tanzania: Mapping to OIE Veterinary Graduate 'Day 1 Competencies'. JOURNAL OF VETERINARY MEDICAL EDUCATION 2020; 47:20-29. [PMID: 33074078 DOI: 10.3138/jvme-2019-0120] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/11/2023]
Abstract
The World Organisation for Animal Health (OIE) provides the requirements needed for graduating veterinary professionals to be competent in the delivery of animal health services. However, significant differences in veterinary curricula across countries-attributable to differing animal health priorities and predominant types of veterinary practice-provide a challenge for veterinary schools to address these competencies adequately. As part of the OIE's veterinary education establishment Twinning Project activities, the College of Veterinary Medicine and Biomedical Sciences (CVMBS) of Sokoine University of Agriculture (SUA) in Tanzania undertook a curriculum mapping and gap analysis to assess the extent to which the veterinary curriculum addresses OIE's 'Day 1 Competencies' for graduating veterinarians. Results of the analysis indicated that all the OIE's Day 1 Competencies (general, specific, and advanced) are addressed to some degree by the courses present in the curriculum. However, gaps in the depth and breadth of instruction were found for a number of competencies in all three categories. These findings indicate a need for addressing the gaps in the next curriculum review. This will allow the development of a stronger curriculum that will efficiently meet the national and international animal health requirements.
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Affiliation(s)
| | | | | | | | | | | | | | | | | | - Lina Mur
- World Animal Health Information and Analysis Department
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Vashe A, Devi V, Rao R, Abraham RR. Curriculum mapping of dental physiology curriculum: The path towards outcome-based education. EUROPEAN JOURNAL OF DENTAL EDUCATION : OFFICIAL JOURNAL OF THE ASSOCIATION FOR DENTAL EDUCATION IN EUROPE 2020; 24:518-525. [PMID: 32314484 DOI: 10.1111/eje.12531] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/23/2019] [Revised: 03/31/2020] [Accepted: 04/09/2020] [Indexed: 06/11/2023]
Abstract
INTRODUCTION Curriculum mapping provides a clear picture of curriculum content, learning opportunities and assessment methods employed to measure the achievement of learning outcomes with their interrelationships. It facilitates educators and teachers to examine the extent to which the curricular components are linked and hence to find out gaps in the curriculum. The objective of the study was, therefore, to evaluate the physiology curriculum of Bachelor of Dental Surgery (BDS) programme through curriculum mapping. MATERIALS AND METHODS In this study, mapping of the physiology curriculum of three batches of BDS programme was conducted retrospectively. The components of the curriculum used for mapping were expected learning outcomes, curriculum content, learning opportunities, assessments and learning resources. The data were gathered by reviewing office records. RESULTS Descriptive analysis of the data revealed reasonable alignment between the curriculum content and questions asked in examinations for all three batches. It was found that all the expected learning outcomes were addressed in the curriculum and assessed in different assessments. Moreover, the study revealed that the physiology curriculum was contributing to majority of the programme outcomes. Nevertheless, the study could identify some gaps in the curriculum, as well. CONCLUSION This study revealed that majority of the components of the curriculum were linked and contributed to attaining the expected learning outcomes. It also showed that curriculum mapping was feasible and could be used as a tool to evaluate the curriculum.
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Affiliation(s)
- Asha Vashe
- Department of Physiology, Melaka Manipal Medical College, Manipal, Manipal Academy of Higher Education, Manipal, India
| | - Vasudha Devi
- Department of Pharmacology, Melaka Manipal Medical College, Manipal, Manipal Academy of Higher Education, Manipal, India
| | - Raghavendra Rao
- Department of Physiology, Kasturba Medical College, Manipal, Manipal Academy of Higher Education, Manipal, India
| | - Reem R Abraham
- Department of Physiology, College of Applied Medical Sciences, Al Jubail, Imam Abdulrahman Bin Faisal University (formerly University of Dammam), Kingdom of Saudi Arabia
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Parson R, Danilovich N, Lochnan H, Kitto S, Delva D, Viner G, Wooltorton E, Hendry P. Twelve tips for bringing competencies into continuing professional development: Curriculum mapping. MEDEDPUBLISH 2019; 8:145. [PMID: 38440164 PMCID: PMC10911764 DOI: 10.15694/mep.2019.000145.1] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 03/06/2024] Open
Abstract
This article was migrated. The article was marked as recommended. There is a growing worldwide awareness in the field of health professions education and research that a successful implementation of competency-based medical education (CBME) requires embracing all stages of professional development (from undergraduate, through residency to continuing education). However, despite increased levels of cognizance and even enthusiasm about the importance of the entire continuum for the ultimate goal of improved healthcare, much work still remains as CBME principles are not widely adopted in continuing professional development (CPD). Much has been written about the process of competency-based curriculum development (e.g., the formation and development of meaningful and measurable outcomes) in undergraduate studies and postgraduate training, but not in CPD. If we expect a CPD curriculum to integrate CBME, competencies must be developed and clearly specified how they will fit into a coherent and implementable curriculum structure. In this article, we describe existing practices some educational institutions have, including our experiences in the Office of CPD at the University of Ottawa, Canada, in designing a competency-based curriculum and provide 12 tips for those who begin their journey of organizing, developing, and implementing such curricula. We conclude that in order to translate a competency-based approach into CPD, educational programs will have to refine curricula across health professionals' education using curriculum mapping as an important tool of curriculum development and evaluation.
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Michael M, Wilson C, Jester DJ, Andel R, D'Aoust R, Badana ANS, Hyer K. Application of Curriculum Mapping Concepts to Integrate Multidisciplinary Competencies in the Care of Older Adults in Graduate Nurse Practitioner Curricula. J Prof Nurs 2019; 35:228-239. [PMID: 31126401 DOI: 10.1016/j.profnurs.2019.01.007] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/02/2018] [Revised: 01/05/2019] [Accepted: 01/18/2019] [Indexed: 10/27/2022]
Abstract
The number of Americans ages 65 and older is projected to more than double over the next four decades and to equal nearly one-fourth of the entire population by 2060. Recognizing that the health care workforce in the United States is not sufficiently prepared to meet the care needs of this growing population, the National Academy of Medicine has recommended curricular enhancements for health professional educational programs. To meet this challenge, the University of South Florida College of Nursing applied curriculum mapping principles and concepts to examine and align Family Nurse Practitioner and Adult-Gerontology Primary Care Nurse Practitioner program curricula for congruence with Partnership for Health in Aging multidisciplinary geriatric competencies. Through this process, we developed a geriatric-specific curriculum map and threaded geriatric-specific content, learning experiences, and learning assessment strategies to promote attainment of all 23 competencies. Given the growing role that nurse practitioners are projected to play in the delivery of primary care for older adults in the future, it is imperative that colleges and schools of nursing provide students with learning experiences to support attainment of the knowledge and skills graduates will need to care for older adults in practice. The techniques and strategies described here represent our approach.
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Affiliation(s)
- Melanie Michael
- College of Nursing, University of South Florida, Tampa, FL, USA.
| | - Cheryl Wilson
- College of Nursing, University of South Florida, Tampa, FL, USA
| | - Dylan J Jester
- Florida Policy Exchange Center on Aging, School of Aging Studies, University of South Florida, Tampa, FL, USA
| | - Ross Andel
- Florida Policy Exchange Center on Aging, School of Aging Studies, University of South Florida, Tampa, FL, USA
| | - Rita D'Aoust
- Department of Acute and Chronic Care, School of Nursing, Johns Hopkins University, Baltimore, MD, USA
| | - Adrian N S Badana
- Florida Policy Exchange Center on Aging, School of Aging Studies, University of South Florida, Tampa, FL, USA
| | - Kathryn Hyer
- Florida Policy Exchange Center on Aging, School of Aging Studies, University of South Florida, Tampa, FL, USA
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Sterz J, Hoefer SH, Janko M, Bender B, Adili F, Schreckenbach T, Seifert LB, Ruesseler M. Do they teach what they need to? An analysis of the impact of curriculum mapping on the learning objectives taught in a lecture series in surgery. MEDICAL TEACHER 2019; 41:417-421. [PMID: 29969047 DOI: 10.1080/0142159x.2018.1481282] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/08/2023]
Abstract
Introduction: Curriculum mapping shows concordances and differences between the intended and the taught curriculum. To our knowledge, no previous studies describe the effects that this mapping has on the curriculum. The aim of the present study is to map the content of a lecture series in surgery to the National Catalogue of Learning Objectives in Surgery and analyze the effects this mapping has on the content of the following lecture series. Methods: All lecturers in the lecture series were directly observed by a minimum of two reviewers and learning objectives and the level of competence were documented. After the lecture series, the results were visualized within the catalog of learning objectives and were sent to the lecturers. In the following lecture series, learning objectives were documented correspondingly. Results: In the first lecture series, 47% of the learning objectives were taught. After the mapping, the number of learning objectives that were taught increased to 59% (p < 0.001). The increase was found in all surgical disciplines and in all levels of competences without any changes in the average duration of the lectures. Conclusions: The presented method for mapping a curriculum effectively increased the number of taught learning objectives without requiring longer lecture durations.
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Affiliation(s)
- Jasmina Sterz
- a Department of Trauma Hand and Reconstructive Surgery , University Hospital Frankfurt , Frankfurt , Germany
| | - Sebastian H Hoefer
- b Department of Oral, Cranio-Maxillofacial, and Facial Plastic Surgery , University Hospital Frankfurt , Frankfurt , Germany
| | - Maren Janko
- a Department of Trauma Hand and Reconstructive Surgery , University Hospital Frankfurt , Frankfurt , Germany
| | - Bernd Bender
- a Department of Trauma Hand and Reconstructive Surgery , University Hospital Frankfurt , Frankfurt , Germany
| | - Farzin Adili
- c Department of Vascular Surgery , Klinikum Darmstadt , Darmstadt , Germany
| | - Teresa Schreckenbach
- d Department of General and Visceral Surgery , University Hospital Frankfurt , Frankfurt , Germany
| | - Lukas Benedikt Seifert
- b Department of Oral, Cranio-Maxillofacial, and Facial Plastic Surgery , University Hospital Frankfurt , Frankfurt , Germany
| | - Miriam Ruesseler
- a Department of Trauma Hand and Reconstructive Surgery , University Hospital Frankfurt , Frankfurt , Germany
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Kim B, McCullough MB, Simmons MM, Bolton RE, Hyde J, Drainoni ML, Fincke BG, McInnes DK. A novel application of process mapping in a criminal justice setting to examine implementation of peer support for veterans leaving incarceration. HEALTH & JUSTICE 2019; 7:3. [PMID: 30915620 PMCID: PMC6718000 DOI: 10.1186/s40352-019-0085-x] [Citation(s) in RCA: 13] [Impact Index Per Article: 2.6] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/21/2018] [Accepted: 03/12/2019] [Indexed: 05/22/2023]
Abstract
BACKGROUND Between 12,000 and 16,000 veterans leave incarceration every year, yet resources are limited for reentry support that helps veterans remain connected to VA and community health care and services after leaving incarceration. Homelessness and criminal justice recidivism may result when such follow-up and support are lacking. In order to determine where gaps exist in current reentry support efforts, we developed a novel methodological adaptation of process mapping (a visualization technique being increasingly used in health care to identify gaps in services and linkages) in the context of a larger implementation study of a peer-support intervention to link veterans to health-related services after incarceration ( https://clinicaltrials.gov/ , NCT02964897, registered November 4, 2016) to support their reentry into the community. METHODS We employed process mapping to analyze qualitative interviews with staff from organizations providing reentry support. Interview data were used to generate process maps specifying the sequence of events and the multiple parties that connect veterans to post-incarceration services. Process maps were then analyzed for uncertainties, gaps, and bottlenecks. RESULTS We found that reentry programs lack systematic means of identifying soon-to-be released veterans who may become their clients; veterans in prisons/jails, and recently released, lack information about reentry supports and how to access them; and veterans' whereabouts between their release and their health care appointments are often unknown to reentry and health care teams. These system-level shortcomings informed our intervention development and implementation planning of peer-support services for veterans' reentry. CONCLUSIONS Systematic information sharing that is inherent to process mapping makes more transparent the research needed, helping to engage participants and operational partners who are critical for successful implementation of interventions to improve reentry support for veterans leaving incarceration. Even beyond our immediate study, process mapping based on qualitative interview data enables visualization of data that is useful for 1) verifying the research team's interpretation of interviewee's accounts, 2) specifying the events that occur within processes that the implementation is targeting (identifying knowledge gaps and inefficiencies), and 3) articulating and tracking the pre- to post-implementation changes clearly to support dissemination of evidence-based health care practices for justice-involved populations.
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Affiliation(s)
- Bo Kim
- VA Center for Healthcare Organization and Implementation Research, Bedford/Boston, MA USA
- Harvard Medical School, Boston, MA USA
| | - Megan B. McCullough
- VA Center for Healthcare Organization and Implementation Research, Bedford/Boston, MA USA
- Boston University School of Public Health, Boston, MA USA
| | | | - Rendelle E. Bolton
- VA Center for Healthcare Organization and Implementation Research, Bedford/Boston, MA USA
- Brandeis University Heller School for Social Policy and Management, Waltham, MA USA
| | - Justeen Hyde
- VA Center for Healthcare Organization and Implementation Research, Bedford/Boston, MA USA
- Boston University School of Medicine, Boston, MA USA
| | - Mari-Lynn Drainoni
- VA Center for Healthcare Organization and Implementation Research, Bedford/Boston, MA USA
- Boston University School of Public Health, Boston, MA USA
- Boston University School of Medicine, Boston, MA USA
| | - B. Graeme Fincke
- VA Center for Healthcare Organization and Implementation Research, Bedford/Boston, MA USA
- Boston University School of Public Health, Boston, MA USA
| | - D. Keith McInnes
- VA Center for Healthcare Organization and Implementation Research, Bedford/Boston, MA USA
- Boston University School of Public Health, Boston, MA USA
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Tucci M, Tong K, Chia K, DiVall M. Curricular and Co-curricular Coverage of Leadership Competencies and the Influence of Extracurricular Engagement on Leadership Development. AMERICAN JOURNAL OF PHARMACEUTICAL EDUCATION 2019; 83:6535. [PMID: 30962641 PMCID: PMC6448516 DOI: 10.5688/ajpe6535] [Citation(s) in RCA: 17] [Impact Index Per Article: 3.4] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/22/2017] [Accepted: 08/23/2017] [Indexed: 05/13/2023]
Abstract
Objective. To evaluate coverage of leadership-related competencies in a Doctor of Pharmacy (PharmD) curriculum and the impact of co-curricular and extracurricular experiences on students' leadership perceptions and self-efficacy. Methods. Course syllabi were used to comprehensively map the PharmD curriculum to 11 competencies related to the Leadership CAPE outcome. A survey was developed and administered to all first year through fourth year pharmacy (P1-P4) students to evaluate their leadership experience and engagement, and to assess their attitudes and self-efficacy in 11 leadership competencies. Descriptive statistics were used to evaluate student level of engagement in leadership activities and the Mann-Whitney U test was used to compare students' attitudes and self-efficacy based on the extent of leadership engagement. Results. Curriculum mapping revealed that all competencies were covered in at least one course at the introductory or reinforce levels. There were 362 students (68% of all PharmD students) who completed the survey. When responses from students who reported active engagement in pharmacy student organizations (defined as e-board member or chair of committee, N=142 or 39% of respondents) were compared to the rest of the cohort, statistically significantly better attitudes and self-efficacy were seen in 7 of 11 competencies. Perceptions and self-efficacy of the 72 students (19.9%) who reported active engagement in non-pharmacy organizations did not significantly differ from those not actively involved in any organizations. Conclusion. The leadership competencies curriculum mapping exercise was useful in identifying gaps in coverage and depth of coverage, inconsistencies in course objectives accurately reflecting coverage of leadership topics and competencies, and considerations that should be given to co-curricular leadership development. Active leadership engagement in pharmacy student organizations should be encouraged because of associated improved leadership perceptions and self-efficacy.
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Affiliation(s)
- Mitchell Tucci
- Northeastern University School of Pharmacy, Boston, Massachusetts
| | | | - Kelly Chia
- VA Health Care System, Boston, Massachusetts
| | - Margarita DiVall
- Northeastern University School of Pharmacy, Boston, Massachusetts
- Editorial Board Member, American Journal of Pharmaceutical Education, Arlington, Virginia
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Rackard S, Cashman D. Curriculum Mapping as a Tool for Review of the Professional Veterinary Medicine Curriculum at University College Dublin-Strategic and Organizational Considerations. JOURNAL OF VETERINARY MEDICAL EDUCATION 2019; 46:278-288. [PMID: 31460845 DOI: 10.3138/jvme.0617-084r1] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/10/2023]
Abstract
Curriculum review and enhancement is a requirement of accredited veterinary medicine degree programs to ensure they are fit for purpose. This article presents a curriculum review process undertaken by the School of Veterinary Medicine, University College Dublin, Ireland. A four-dimensional curriculum review conceptual framework was adopted to analyze the undergraduate and graduate entry veterinary medicine programs. Curriculum mapping was chosen as the methodology to gather data and structure curriculum review activities. Curriculum mapping was considered a useful methodology to review the program for three of the four dimensions of the curriculum framework.
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Lammerding-Koeppel M, Fritze O, Giesler M, Narciss E, Steffens S, Wosnik A, Griewatz J. Benchmarking for research-related competencies - a curricular mapping approach at medical faculties in Germany. MEDICAL TEACHER 2018; 40:164-173. [PMID: 29141480 DOI: 10.1080/0142159x.2017.1395403] [Citation(s) in RCA: 10] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/07/2023]
Abstract
OBJECTIVES Internationally, scientific and research-related competencies need to be sufficiently targeted as core outcomes in many undergraduate medical curricula. Since 2015, standards have been recommended for Germany in the National Competency-based Learning Objective Catalogue in Medicine (NKLM). The aim of this study is to develop a multi-center mapping approach for curricular benchmarking against national standards and against other medical faculties. METHOD A total of 277 faculty members from four German medical faculties have mapped the local curriculum against the scientific and research-related NKLM objectives, using consented procedures, metrics, and tools. The amount of mapping citations of each objective is used as indicator for its weighting in the local curriculum. Achieved competency levels after five-year education are compared. RESULTS All four programs fulfill the NKLM standards, with each emphasizing different sub-competencies explicitly in writing (Scholar: 17-41% of all courses; Medical Scientific Skills: 14-37% of all courses). Faculties show major or full agreement in objective weighting: Scholar 44%, scientific skills 79%. The given NKLM competency level is met or even outperformed in 78-100% of the courses. CONCLUSIONS The multi-center mapping approach provides an informative dataset allowing curricular diagnosis by external benchmarking and guidance for optimization of local curricula.
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Affiliation(s)
- Maria Lammerding-Koeppel
- a Competence Centre for University Teaching in Medicine Baden-Wuerttemberg, Faculty of Medicine , University of Tuebingen , Tuebingen , Germany
| | - Olaf Fritze
- a Competence Centre for University Teaching in Medicine Baden-Wuerttemberg, Faculty of Medicine , University of Tuebingen , Tuebingen , Germany
| | - Marianne Giesler
- b Competence Centre for Evaluation in Medicine Baden-Wuerttemberg, Medical Faculty , University of Freiburg , Freiburg , Germany
| | - Elisabeth Narciss
- c Competence Centre of Final Year, Medical Faculty Mannheim , University of Heidelberg , Mannheim , Germany
| | - Sandra Steffens
- d Dean's Office for Medical Education , Hannover Medical School , Hannover , Germany
| | - Annette Wosnik
- e Dean's Office of Student Affairs, Faculty of Medicine , University of Tuebingen , Tuebingen , Germany
| | - Jan Griewatz
- a Competence Centre for University Teaching in Medicine Baden-Wuerttemberg, Faculty of Medicine , University of Tuebingen , Tuebingen , Germany
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Implementation of Competency-Based Pharmacy Education (CBPE). PHARMACY 2017; 5:pharmacy5010010. [PMID: 28970422 PMCID: PMC5419394 DOI: 10.3390/pharmacy5010010] [Citation(s) in RCA: 41] [Impact Index Per Article: 5.9] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/04/2017] [Revised: 02/08/2017] [Accepted: 02/16/2017] [Indexed: 11/17/2022] Open
Abstract
Implementation of competency-based pharmacy education (CBPE) is a time-consuming, complicated process, which requires agreement on the tasks of a pharmacist, commitment, institutional stability, and a goal-directed developmental perspective of all stakeholders involved. In this article the main steps in the development of a fully-developed competency-based pharmacy curriculum (bachelor, master) are described and tips are given for a successful implementation. After the choice for entering into CBPE is made and a competency framework is adopted (step 1), intended learning outcomes are defined (step 2), followed by analyzing the required developmental trajectory (step 3) and the selection of appropriate assessment methods (step 4). Designing the teaching-learning environment involves the selection of learning activities, student experiences, and instructional methods (step 5). Finally, an iterative process of evaluation and adjustment of individual courses, and the curriculum as a whole, is entered (step 6). Successful implementation of CBPE requires a system of effective quality management and continuous professional development as a teacher. In this article suggestions for the organization of CBPE and references to more detailed literature are given, hoping to facilitate the implementation of CBPE.
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Lammerding-Koeppel M, Giesler M, Gornostayeva M, Narciss E, Wosnik A, Zipfel S, Griewatz J, Fritze O. Monitoring and analysis of the change process in curriculum mapping compared to the National Competency-based Learning Objective Catalogue for Undergraduate Medical Education (NKLM) at four medical faculties. Part I: Conducive resources and structures. GMS JOURNAL FOR MEDICAL EDUCATION 2017; 34:Doc7. [PMID: 28293674 PMCID: PMC5327658 DOI: 10.3205/zma001084] [Citation(s) in RCA: 8] [Impact Index Per Article: 1.1] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Subscribe] [Scholar Register] [Received: 05/16/2016] [Revised: 08/10/2016] [Accepted: 11/09/2016] [Indexed: 05/31/2023]
Abstract
Objective: After passing of the National Competency-based Learning Objectives Catalogue in Medicine (Nationaler Kompetenzbasierter Lernzielkatalog Medizin, [NKLM, retrieved on 22.03.2016]), the German medical faculties must take inventory and develop their curricula. NKLM contents are expected to be present, but not linked well or sensibly enough in locally grown curricula. Learning and examination formats must be reviewed for appropriateness and coverage of the competences. The necessary curricular transparency is best achieved by systematic curriculum mapping, combined with effective change management. Mapping a complex existing curriculum and convincing a faculty that this will have benefits is not easy. Headed by Tübingen, the faculties of Freiburg, Heidelberg, Mannheim and Tübingen take inventory by mapping their curricula in comparison to the NKLM, using the dedicated web-based MERLIN-database. This two-part article analyses and summarises how NKLM curriculum mapping could be successful in spite of resistance at the faculties. The target is conveying the widest possible overview of beneficial framework conditions, strategies and results. Part I of the article shows the beneficial resources and structures required for implementation of curriculum mapping at the faculties. Part II describes key factors relevant for motivating faculties and teachers during the mapping process. Method: The network project was systematically planned in advance according to steps of project and change management, regularly reflected on and adjusted together in workshops and semi-annual project meetings. From the beginning of the project, a grounded-theory approach was used to systematically collect detailed information on structures, measures and developments at the faculties using various sources and methods, to continually analyse them and to draw a final conclusion (sources: surveys among the project participants with questionnaires, semi-structured group interviews and discussions, guideline-supported individual interviews, informal surveys, evaluation of target agreements and protocols, openly discernible local, regional or over-regional structure-relevant events). Results: The following resources and structures support implementation of curriculum mapping at a faculty: Setting up a coordination agency (≥50% of a full position; support by student assistants), systematic project management, and development of organisation and communication structures with integration of the dean of study and teaching and pilot departments, as well as development of a user-friendly web-based mapping instrument. Acceptance of the mapping was increased particularly by visualisation of the results and early insight into indicative results relevant for the department. Conclusion: Successful NKLM curriculum mapping requires trained staff for coordination, resilient communication structures and a user-oriented mapping database. In alignment with literature, recommendations can be derived to support other faculties that want to map their curriculum.
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Affiliation(s)
- Maria Lammerding-Koeppel
- University of Tuebingen, Faculty of Medicine, Competence Centre for University Teaching in Medicine Baden-Wuerttemberg, Tuebingen, Germany
| | - Marianne Giesler
- University of Freiburg, Medical Faculty, Competency Centre for Evaluation in Medicine Baden-Wuerttemberg, Freiburg, Germany
| | - Maryna Gornostayeva
- University of Heidelberg, Medical Faculty, Center of Excellence for Assessment in Medicine - Baden-Wuerttemberg, Heidelberg, Germany
| | - Elisabeth Narciss
- University of Heidelberg, Medical Faculty Mannheim, Competence Centre of Final Year, Mannheim, Germany
| | - Annette Wosnik
- University of Tuebingen, Faculty of Medicine, Dean's Office of Student Affairs, Tuebingen, Germany
| | - Stephan Zipfel
- University of Tuebingen, Faculty of Medicine, Dean's Office of Student Affairs, Tuebingen, Germany
| | - Jan Griewatz
- University of Tuebingen, Faculty of Medicine, Competence Centre for University Teaching in Medicine Baden-Wuerttemberg, Tuebingen, Germany
| | - Olaf Fritze
- University of Tuebingen, Faculty of Medicine, Competence Centre for University Teaching in Medicine Baden-Wuerttemberg, Tuebingen, Germany
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18
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Lammerding-Koeppel M, Giesler M, Gornostayeva M, Narciss E, Wosnik A, Zipfel S, Griewatz J, Fritze O. Monitoring and analysis of the change process in curriculum mapping compared to the National Competency-based Learning Objective Catalogue for Undergraduate Medical Education (NKLM) at four medical faculties. Part II: Key factors for motivating the faculty during the process. GMS JOURNAL FOR MEDICAL EDUCATION 2017; 34:Doc6. [PMID: 28293673 PMCID: PMC5327657 DOI: 10.3205/zma001083] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Subscribe] [Scholar Register] [Received: 05/16/2016] [Revised: 10/12/2016] [Accepted: 11/09/2016] [Indexed: 05/31/2023]
Abstract
Objective: After adoption of the National Competency-based Learning Objectives Catalogue in Medicine [Nationaler Kompetenzbasierter Lernzielkatalog Medizin, NKLM], the German medical faculties are asked to test the learning obejctives recorded in it and evaluate them critically. The faculties require curricular transparency for competence-oriented transition of present curricula, which is best achieved by systematic curriculum mapping in comparison to the NKLM. Based on this inventory, curricula can be further developed target-oriented. Considerable resistance has to be expected when a complex existing curriculum is to be mapped for the first time and a faculty must be convinced of its usefulness. Headed by Tübingen, the faculties of Freiburg, Heidelberg, Mannheim and Tübingen rose to this task. This two-part article analyses and summarises how NKLM curriculum mapping was successful at the locations despite resistance. Part I presented the resources and structures that supported implementation. Part II focuses on factors that motivate individuals and groups of persons to cooperate in the faculties. Method: Both parts used the same method. In short, the joint project was systematically planned following the steps of project and change management and adjusted in the course of the process. From the beginning of the project, a Grounded-Theory approach was used to systematically collect detailed information on measures and developments at the faculties, to continually analyse them and to draw final conclusions. Results: At all sites, faculties, teachers, students and administrative staff were not per se willing to deal with the NKLM and its contents, and even less to map their present curricula. Analysis of the development reflected a number of factors that had either a negative effect on the willingness to cooperate when missing, or a positive one when present. These were: clear top-down and bottom-up management; continuous information of the faculty; user-oriented support in the mapping process by reduction of the mapping categories, portioning and condensation of the NKLM via student pre-mapping (blueprint) and visibility of growing consent. Apart from that, there were a series of frequent questions, objections and concerns that could be countered strategically and by argumentation. They particularly referred to relevance, benefit, feasibility and effort of curriculum mapping. Conclusion: An overview of beneficial framework conditions, strategies and results from different points of view is achieved and interrelations are made visible. Based on literature results, the motivating factors as well as their implementation and effects in the faculties involved are critically reflected on. Recommendations can be derived that can support other faculties in practice.
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Affiliation(s)
- Maria Lammerding-Koeppel
- University of Tuebingen, Faculty of Medicine, Competence Centre for University Teaching in Medicine Baden-Wuerttemberg, Tuebingen, Germany
| | - Marianne Giesler
- University of Freiburg, Medical Faculty, Competency Centre for Evaluation in Medicine Baden-Wuerttemberg, Freiburg, Germany
| | - Maryna Gornostayeva
- University of Heidelberg, Medical Faculty, Center of Excellence for Assessment in Medicine - Baden-Wuerttemberg, Heidelberg, Germany
| | - Elisabeth Narciss
- University of Heidelberg, Medical Faculty Mannheim, Competence Centre of Final Year, Mannheim, Germany
| | - Annette Wosnik
- University of Tuebingen, Faculty of Medicine, Dean's Office of Student Affairs, Tuebingen, Germany
| | - Stephan Zipfel
- University of Tuebingen, Faculty of Medicine, Dean's Office of Student Affairs, Tuebingen, Germany
| | - Jan Griewatz
- University of Tuebingen, Faculty of Medicine, Competence Centre for University Teaching in Medicine Baden-Wuerttemberg, Tuebingen, Germany
| | - Olaf Fritze
- University of Tuebingen, Faculty of Medicine, Competence Centre for University Teaching in Medicine Baden-Wuerttemberg, Tuebingen, Germany
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Dorval E, Thornby KA, Ottman A, Hubbard M. Useful resources for members serving on a curriculum committee in schools and colleges of pharmacy. CURRENTS IN PHARMACY TEACHING & LEARNING 2017; 9:145-154. [PMID: 29180147 DOI: 10.1016/j.cptl.2016.08.050] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.1] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/23/2015] [Accepted: 08/27/2016] [Indexed: 06/07/2023]
Abstract
The curriculum committee has an important role in the design and delivery of a Doctor of Pharmacy program. The primary purpose of this article is to identify relevant resources for members to utilize to be active participants in a school or college of pharmacy curriculum committee. The resources presented are focused around the following seven key curricular management concepts: orientation to curriculum, syllabus review, teaching methods, curriculum review, interprofessional education, student workload, and policy development, as these are common agenda items for a committee meeting. Several curricular resources used by other health care disciplines were included to promote collaboration with interprofessional education activities. Awareness of such resources may benefit members to achieve optimal educational outcomes for the program.
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Affiliation(s)
- Erin Dorval
- Department of Pharmacy Practice, Lloyd L. Gregory School of Pharmacy, Palm Beach Atlantic University, West Palm Beach, FL.
| | - Krisy-Ann Thornby
- Department of Pharmacy Practice, Lloyd L. Gregory School of Pharmacy, Palm Beach Atlantic University, West Palm Beach, FL
| | | | - Melissa Hubbard
- Department of Pharmacy Practice, Lloyd L. Gregory School of Pharmacy, Palm Beach Atlantic University, West Palm Beach, FL
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Gallimore CE, Porter AL, Barnett SG. Development and Application of a Stepwise Assessment Process for Rational Redesign of Sequential Skills-Based Courses. AMERICAN JOURNAL OF PHARMACEUTICAL EDUCATION 2016; 80:136. [PMID: 27899832 PMCID: PMC5116788 DOI: 10.5688/ajpe808136] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/29/2015] [Accepted: 09/23/2015] [Indexed: 05/22/2023]
Abstract
Objective. To develop and apply a stepwise process to assess achievement of course learning objectives related to advanced pharmacy practice experiences (APPEs) preparedness and inform redesign of sequential skills-based courses. Design. Four steps comprised the assessment and redesign process: (1) identify skills critical for APPE preparedness; (2) utilize focus groups and course evaluations to determine student competence in skill performance; (3) apply course mapping to identify course deficits contributing to suboptimal skill performance; and (4) initiate course redesign to target exposed deficits. Assessment. Focus group participants perceived students were least prepared for skills within the Accreditation Council for Pharmacy Education's pre-APPE core domains of Identification and Assessment of Drug-related Problems and General Communication Abilities. Course mapping identified gaps in instruction, performance, and assessment of skills within aforementioned domains. Conclusions. A stepwise process that identified strengths and weaknesses of a course, was used to facilitate structured course redesign. Strengths of the process included input and corroboration from both preceptors and students. Limitations included feedback from a small number of pharmacy preceptors and increased workload on course coordinators.
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Affiliation(s)
- Casey E Gallimore
- University of Wisconsin-Madison School of Pharmacy, Madison, Wisconsin
| | - Andrea L Porter
- University of Wisconsin-Madison School of Pharmacy, Madison, Wisconsin
| | - Susanne G Barnett
- University of Wisconsin-Madison School of Pharmacy, Madison, Wisconsin
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