Useful resources for members serving on a curriculum committee in schools and colleges of pharmacy

Dorval, Erin; Thornby, Krisy-Ann; Ottman, Andreina; Hubbard, Melissa

doi:10.1016/j.cptl.2016.08.050

Cited by 3 publications

(2 citation statements)

References 32 publications

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“…To begin the learning process, Dorval et al have described useful resources for curriculum committee members as it relates to curricular terminology, syllabus review, teaching methods, course review, student workload, and interprofessional education (IPE). 6 When planning professional development, consider the major work that is needed during the appointment term. There might be a new design or development project (eg, updating quality assurance measures), a college-wide implementation initiative (eg, mapping, new technology), a major evaluative cycle (eg, course review, accreditation selfstudy) or a challenge (eg, addressing student workload).…”

Section: Commit To Professional Developmentmentioning

confidence: 99%

Embarking as “Captain of the Ship” for the Curriculum Committee

Janke

Thornby

Brittain

et al. 2022

American Journal of Pharmaceutical Education

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This commentary examines the curriculum chair's responsibilities and discusses considerations when assuming this role, using a captain of the ship metaphor. From knowing the crew to managing a diverse set of responsibilities, the path to becoming an effective chair is challenging and each captain's stripe must be earned. Advice is provided to assist with understanding the curriculum and governance processes, as well as the chair's various roles and professional development. The need for both leadership and management is also emphasized.

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Section: Commit To Professional Developmentmentioning

confidence: 99%

Embarking as “Captain of the Ship” for the Curriculum Committee

Janke

Thornby

Brittain

et al. 2022

American Journal of Pharmaceutical Education

Self Cite

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“…team training workshops, webinars, online modules, student led clubs, orientation days, standardize patient group histories, case studies, virtual patients etc.) [18]. However, many of these educational activities have focused primarily on healthcare professional students and not practicing health professionals and frontline clinical teams [8,19].…”

Section: The Current State Of Ipe/ipc Educationmentioning

confidence: 99%

Collaborative practice in action: Building interprofessional competencies through simulation based education and novel approaches to team training

Kaba¹,

Dubé²,

Charania³

et al. 2018

Health Edu Care

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Background: Interprofessional collaboration (IPC) is integral to patient safety and quality of care. The demand for research evidence for IPC competency based education continues to grow globally for practicing healthcare professionals.Purpose: To design, deliver and evaluate an IPC competency based simulation curriculum for frontline interprofessional healthcare teams using the CIHC (Canadian Interprofessional Health Collaborative) competency framework.Methods: Intervention included a flip classroom approach of 4.5 hours of asynchronous eLearning on IPC, and two 4.5 hour facilitated workshops inclusive of four contextual simulations and 2 team based experiential learning activities, each followed by targeted debriefing on the IPC competencies.Discussion: This novel approach of using simulation based education (SBE) and debriefing coupled with team based experiential activities resulted in a statistically significantly changed in individual cognitive awareness, interprofessional attitudes and team behaviors (p < 0.05). Conclusion:There are very few reported opportunities for frontline healthcare teams to practice and gain proficiency in knowledge, skills and attitudes related to IPC. To demonstrate behavioral change in IPC competencies, frontline practitioners require a combined approach of foundational learning, non-medical experiential team based activities and simulation based learning.

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