RESEARCH ABSTRACTS
(RS1)Defining an Effective Learning Environment: The Community of Inquiry Framework
Diane Beck, Sven Normann College of Pharmacy, University of Florida, Gainesville, USA
Aim: To review research supporting the Community of Inquiry Framework and discuss how it is now being applied in the Working Professional Pharm.D. program to enhance the learning environment.
Content: The Community of Inquiry Framework has established that an effective online learning environment requires: 1) teaching presence, 2) social presence, and 3) cognitive presence. After an overview of the research related to this framework, the presenters will describe a project which assessed the generalizability of this framework to a blended learning program in pharmacy. Specifically, the authors will describe construct validation of an instrument that measures these three presences within the Working Professional Pharm.D. Program and then share initiatives that have been implemented to enhance social, cognitive and teaching presence within the program's courses.
References: References supporting the project idea are:
1. Beck DE, Normann SA. Designing and learning successful online learning communities. Encyclopedia of Distance Learning, Information Science Reference:Hershey, PA (2008).
2. Garrison DR, Vaughan ND. Blended Learning in Higher Education: Framework, Principles, and Guidelines. Jossey-Bass:San Francisco, CA (2008).
3. Garrison, D.R., & Arbaugh, J.B. (2007). Researching the community of inquiry framework: Review, issues, and future directions. The Internet and Higher Education, 10(3),157-172.
(RS2)Engendering and assessment of professionalism during the pre-registration training year: Tutors’ perceptions
Maria Christou NHS Pharmacy Practice Unit, Norwich, England
Daniel Grant John Radcliffe Hospital, Oxford, England
Aim:To present findings of a study that explored the perceptions of Pre-registration Tutors in terms of application of key principles of professionalism by trainees during their training. The study identified specific principles of professionalism that require significant effort by tutors to embed and highlights challenges in terms of assessment.
Content:Define underlying steps and key principles of professionalism in the context of pharmacy education.
Outline key objectives of the study and methodology used.Present collated data on perceptions/experiences of pre-registration tutors (n=16) relating to: the importance of engendering and assessing professionalism ; principles of professionalism already embedded at the start of the training; principles which require significant effort by tutors to embed/assess; limitations of a structured assessment tool currently in use.
Discussion on the importance of the findings in the context of undergraduate courses and pre-registration training and suggested future work.
References:
1. David Thomas Stern, Measuring Medical professionalism, Oxford University Press 2006 2. White Paper on Pharmacy Student Professionalism, Taskforce on Professionalism, Journal of the Americal Pharmaceutical Association. January/February 2000, 40, 96-102
3. Aamer Safdar and David Wright: Professionalism within the undergraduate syllabus: Can it be taught? Oral Presentation at the RPSGB November 2008
(RS3)Self-Assessment in Pharmacy Education
Nancy Fjortoft Ph.D.,Downers Grove, IL, USA
Aim: The goal of this presentation is to review current literature on self-assessment, discuss limitations of self-assessment, and explore how it can be re-defined and utilized in pharmacy education to enhance students' learning and development and to prepare pharmacists to use self-assessment to guide life long learning.
Content: Professions have embraced the concept of self-assessment as integral to self-regulation. Professionals are trusted to have the ability to accurately self-assess their abilities and plan for continuing education accordingly. The Accreditation Council for Pharmacy Education has noted that student self-assessment is an important component in the Doctor of Pharmacy program. The research on self-assessment is not conclusive, nor is it convincing that self-assessment is accurate, improves over time or influences learning decisions. Examples will be provided on how self-assessment can be re-defined and utilized in students' and residents' portfolios. Providing evidence is a critical component of this process.
References:
1. Gruppen LD et al. Medical students' self assessment accuracy in communication skills. Acad Med 1997:72:S57-S59
2. Wolliscroft JO et al. Medical students clinical self-assessments: comparisons with external measures of performance etc. Acad Med. 1993;68:285-294.
3. Parker RW et al. Can family medicine residents predict their performance on the in-training examination? Fam Med 2004;36:705-709.
(RS4)Validation of a Professional Development Framework for Pharmacy Education, Training and Workforce Development
Helen Middleton Training and Development of Adults, London Pharmacy Education & Training, London, England
Aim: To describe research undertaken to validate the professional development framework prior to its launch. The validation utilised case study methodology to determine usability and usefulness of the framework and its ability to distinguish between different levels of practice in the context of education, training and workforce development.
Content: Participants (n=16) with a wide spectrum of pharmacy educational roles were pre-assigned to one of 5 groups based on their roles. Participants were interviewed and provided views on the usability of the framework in the context of their current role and career aspirations and the usefulness of the framework as a tool to identify learning needs. Participants also self-assessed their competence against the framework. A scoring system was applied to each of the self-assessments. Scores were highest in the group pre-assigned as 'leading edge educators' and lowest in the group involved in educational activities as part of other specialised roles.
References:
1. A Professional Development Framework for Pharmacy Staff involved in Education, Training & Workforce Development
2. Middleton, H., Sanders, S., Christou, M., Lau, S., Sowter, J. (2008) Education and training - a professional development framework. Hospital Pharmacist, Hospital Pharmacist 2008;15:175-177
3. The Advanced and Consultant Level Framework -Guidance for the development of consultant pharmacists posts, Dept.Health 2005
(RS5)Continuing professional development: Outcomes from a United States prospective, controlled pilot study
Anna Legreid Dopp Madison, Wisconsin, USA
Michael Rouse Chicago, Illinois, USA
Aim: This research summary will provide details on the design and outcomes of a United States five-state CPD pilot that marked the countries' first attempt to implement a new model for supporting the lifelong learning and maintaining professional competency of healthcare practitioners.
Content: The research summary presentation will include details on a prospective, controlled, five-state CPD pilot in the United States. The presentation will explain the development of the year-long pilot, implementation strategies, and outcomes data which measures pharmacists' changes in lifelong learning and professional development behavior. Quantitative data will be presented on the comparisons between study subjects' pre- and post-pilot behavior and comparisons between study and control subjects post-pilot behavior. Qualitative data will be discussed to explain the successes and challenges of the pilot.
References:
1. Rouse M. Continuing professional development in pharmacy. Am J Health-Syst Pharm. 2004; 61:2069-76. 2. Austin Z. et al. Continuous professional development: a qualitative study of pharmacists’ attitudes, behaviors, and preferences in Ontario, Canada. AJPE. 2005; 69 (1) Article 4.
3. Mottram DR et al. Pharmacists’ engagement in continuing education and attitudes towards CPD. PJ. 2002; 269:618-22.
(RS6)Utility of an Education & Training Framework in hospital pharmacy and academic settings
Maria Christou NHS Pharmacy Practice Unit, Norwich, England
Jill McDonald John Radcliffe Hospital, Oxford, England
Aim: To present evidence on the utility (usability and usefulness) of a newly developed framework for Education, Training and Workforce Development across different sectors of pharmacy practice. The study explores differences in application of the framework by practitioners working in a range of educational roles within hospital pharmacy and academia.
Content: Background: Briefly describe the framework.
Objectives: Demonstrate the utility of the framework within hospital pharmacy and academia; Identify resources needed to maximise utility.
Methods: Questionnaires and self-assessment against the framework (zero and 3 months); Independent valuation of self-assessments.
Results: Participants reported various applications, benefits and shortcomings of the framework within their setting and suggested ways to improve utility. Independent valuation of self assessments demonstrated a degree of subjectivity.
Discussion: Utility of the framework in the context of organisation specific professional development processes was demonstrated in both settings. A multi-centre study will determine generalisability of these findings.
References:
1. The Advanced and Consultant Level Framework -Guidance for the development of consultant pharmacists posts, Dept.Health 2005
2. A Professional Development Framework for Pharmacy staff involved in Education, Training and Workforce Development June 2008
(RS7)Curriculum Reform in Finnish Pharmacy Education
Yvonne HolmFaculty of Pharmacy, University of Helsinki, Finland
Aim: To present tools usable for curriculum reform work, the actual reform as well as a short evaluation of how the reform has been received by students.
Content: A two-tier structure of pharmacy education in Finland has been in place since the previous curriculum reform in 1994, but the Bologna process offered the possibility to check to contents of the curriculum for overlaps and overloading and develop it towards a more integrated entirety. The tools used for this reform work were: a) setting national goals for the Bachelor and Master degrees; b) checking of the student workload both by asking them and calculating; c) core content analysis and d) interview of stakeholders. The reform working group decided on a so called strand model as the new curriculum design. The strand model will be presented.
References:
1. Karjalainen A, Alha K, Jutila S: Anna aikaa ajatella. Oulun yliopisto, Opetuksen kehittämisyksikkö 2003.
(RS8)Sustaining a Mature Program: The Role of a Needs Assessment
Sven Normann, Diane BeckCollege of Pharmacy, University of Florida, Gainesville, FL, USA
Aim: Describe a systematic process used with the Working Professional Pharm.D. program to identify strengths and weaknesses of the current program and identify strategies to better meet the changing needs of both the practitioners and the profession.
Content: The Working Professional Pharm.D. program provides a bridge for pharmacists with a B.S. degree to attain the Pharm.D. degree. The program has had successful growth since 1996; however, the program administrators have observed the entering students have more diverse backgrounds. To address these changes, a combination of focus groups, individual interviews, and phone interviews were used to explore challenges new students face in meeting the program demands. Results from the needs assessment have led to implementation of changes in the first course and also resources for the clinical component of the curriculum; other changes are in discussion and planning.
References: Personal experience - this was a project that was completed to address the changing demographics and diverse backgrounds of the current applicant pool.
LLLP 2009 Helsinki Research Summary Abstracts1