Summary of the ACPE Consensus Conference on Advancing Quality in Pharmacy Education

Objective. To identify admissions variable prognostics for academic difficulty in the PharmD curriculum to use for admissions determinations and early identification of at-risk students. Methods. Retrospective multivariate analysis of 2008-2012 admission data were linked with academic records to identify students with academic difficulty (ie, those with Ds, Fs, delayed progression). The influence of prepharmacy grade point average (GPA), composite Pharmacy College Admission Test (PCAT) score, multiple-mini interview (MMI) score, age, credit hours, state residence, and prior degree on academic difficulty was estimated using multivariate logistic regression. Results. Students' (n5587) prepharmacy GPA, composite PCAT score, mean MMI score, and age were 3.6, 72.0, 5.5, 22.8 (SD54.14 years), respectively. Students having a GPA ,3.25, PCAT score ,60th percentile, or MMI score ,4.5, were approximately 12-, 7-, and 3-times more likely, respectively, to experience academic difficulty than those with a GPA $ 3.75, PCAT score .90, or MMI score of 5-6. Conclusion. Using GPA, PCAT, and MMI performance can predict academic difficulty and assist in the early identification of academically at-risk PharmD students.

Section: Discussionmentioning

confidence: 99%

Section: 19mentioning

confidence: 99%

Multiple Mini-Interview Performance Predicts Academic Difficulty in the PharmD Curriculum

Heldenbrand

Flowers

Bordelon

et al. 2016

“…It was noted at the ACPE Consensus Conference in 2013 that most faculty members in higher education are not trained as teachers. 2 This will require that educational institutions have professional development programs that assist faculty members in writing clear learning objectives, connecting learning outcomes to course assignments, and developing assessment tools that test higher-order intellectual skills. 2 The need for increased levels of teaching expertise is well-defined and not limited to pharmacy education.…”

Section: Introductionmentioning

confidence: 99%

“…2 This will require that educational institutions have professional development programs that assist faculty members in writing clear learning objectives, connecting learning outcomes to course assignments, and developing assessment tools that test higher-order intellectual skills. 2 The need for increased levels of teaching expertise is well-defined and not limited to pharmacy education. Numerous teaching and learning workshops and development programs have been created and offered in medical education, spanning over two decades.…”

Section: Introductionmentioning

confidence: 99%

An Investigation of Teaching and Learning Programs in Pharmacy Education

Strang

Baia

2016

Objective. To investigate published, peer-reviewed literature on pharmacy teaching and learning development programs and to synthesize existing data, examine reported efficacy and identify future areas for research. Methods. Medline and ERIC databases were searched for studies on teaching development programs published between 2001 and 2015.Results. Nineteen publications were included, representing 21 programs. Twenty programs were resident teaching programs, one program described faculty development. The majority of programs spanned one year and delivered instruction on teaching methodologies and assessment measures. All except one program included experiential components. Thirteen publications presented outcomes data; most measured satisfaction and self-perceived improvement. Conclusion. Published literature on teacher development in pharmacy is focused more on training residents than on developing faculty members. Although programs are considered important and highly valued by program directors and participants, little data substantiates that these programs improve teaching. Future research could focus on measurement of program outcomes and documentation of teaching development for existing faculty members.

“…[5][6][7] The invitational 2013 ACPE Consensus Conference of Advancing Quality in Pharmacy Education was designed to advise ACPE on how their accreditation standards and guidelines reflected current and future practice requirements of pharmacists. 8 Attendees at this conference ranked 44 different pharmacist competencies according to impact (alignment with current and future skills needed by pharmacists) and feasibility (ease of implementation). Of the recommendations rated "high impact-high feasibility," the top-ranked recommendation was that ACPE standards should not require a student research project but instead should place more emphasis on development of literature evaluation and interpretation skills.…”

Section: Introductionmentioning

confidence: 99%

Medical Literature Evaluation Education at US Schools of Pharmacy

O’Sullivan

Phillips

Demaris

2016

Objective. To determine how medical literature evaluation (MLE) is being taught across the United States and to summarize methods for teaching and assessing MLE.Methods. An 18-question survey was administered to faculty members whose primary responsibility was teaching MLE at schools and colleges of pharmacy. Results. Responses were received from 90 (71%) US schools of pharmacy. The most common method of integrating MLE into the curriculum was as a stand-alone course (49%). The most common placement was during the second professional year (43%) or integrated throughout the curriculum (25%). The majority (77%) of schools used a team-based approach. The use of active-learning strategies was common as was the use of multiple methods of evaluation. Responses varied regarding what role the course director played in incorporating MLE into advanced pharmacy practice experiences (APPEs). Conclusion. There is a trend toward incorporating MLE education components throughout the pre-APPE curriculum and placement of literature review/evaluation exercises into therapeutics practice skills laboratories to help students see how this skill integrates into other patient care skills. Several pre-APPE educational standards for MLE education exist, including journal club activities, a teambased approach to teaching and evaluation, and use of active-learning techniques.