AACP 2018 Annual Meeting

Objectives

• Examine the concept of personalized learning in relation to student-centered learning and competency-based education.
• Describe current applications of personalized learning in higher education.
• Analyze the advantages and challenges associated with personalized learning in contemporary pharmacy education.

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• Discuss the psychological construct of motivation and its relation to grit, resilience, mindset, etc.
• Explain ways to cultivate and develop motivation.
• Develop an implementation plan for applying concepts to personal experience.

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• Identify concepts of the strengths movement that are applicable to personalized learning.
• Outline learning activities in one’s learning environment(s) that have the flexibility to personalize learning with a strengths focus.
• Implement actions to personalize learning with a strengths focus based on the assessment of the teacher and learner baseline strengths.

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• Articulate three key measures of adaptivity in digital learning platforms.
• Summarize the benefits of adaptive courseware and adaptive learning teaching strategies to teaching and learning.
• Recall where to find tools for comparing and choosing adaptive courseware.

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• Discuss relevance of learning styles theory to curriculum design and teaching.
• Apply learning styles theory to the design and delivery of educational sessions.
• Reflect upon personal learning style as a facilitator to improve teaching.

Speaker(s)/Author(s)

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CE Hours

Objectives

• Discuss the psychological construct of motivation and its relation to grit, resilience, mindset, etc.
• Explain ways to cultivate and develop motivation.
• Develop an implementation plan for applying concepts to personal experience.

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• Explore the C.O.A.C.H. framework as a means to engage learners in their own personal and professional development.
• Determine one’s own coaching tendency based on the ask-tell spectrum.
• Apply coaching principles to a current professional situation.

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• Construct a time-sensitive plan that stimulates intentional career self-reflection and personal value assessment.
• Develop an accountability measure for at least one component of your personal development plan.
• Propose a group of colleagues to serve as a personal board of directors.

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• Define the concept of critical self-reflection and how it can benefit a student’s learning experience.
• Describe teaching strategies to effectively utilize critical self-reflection in both the classroom and experiential settings.
• Participate in a self-reflection exercise focused on examining your ability to teach others to critically self-reflect.

Speaker(s)/Author(s)

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CE Hours

Objectives

• Explore the C.O.A.C.H. framework as a means to engage learners in their own personal and professional development.
• Determine one’s own coaching tendency based on the ask-tell spectrum.
• Apply coaching principles to a current professional situation.

Speaker(s)/Author(s)

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Objectives

• Define mindfulness and identify areas which might benefit from integration.
• Provide tools to develop a personalized plan of mindfulness to manage stress and minimize anxiety.
• Incorporate aspects of mindfulness into the classroom for the benefit of both faculty and students.

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• Identify learning outcomes from team-based experiences and describe three measurable metrics for assessing if the team-based exercise learning objectives were met.
• Differentiate students based on one key characteristic (academic performance, Strengths Finders Talents, etc.), and identify how you would build a team based on that metric.
• Construct a team-based project or experience that has team-based and individual-based learning objectives and assessment metrics.

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• Describe the key principles of competency-based education.
• Evaluate the extent to which these principles are present in their own curricular domains.
• Consider the possibilities of individualized, time-variable education as an option to traditional curricular designs.

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• Describe the elements of a successfully submitted manuscript to AJPE.
• Familiarize themselves with the fundamentals of AJPE style.
• Review the elements of an outstanding peer review for AJPE.
• Discuss their manuscript with the AJPE editorial team.

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• Describe approaches taken to integrate student practice-based research experiences throughout a curriculum.
• Recognize methods that effectively transform faculty research efforts into learning experiences for students.
• Identify ways to incorporate student learning experiences into your research.

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• Discuss the importance of collaborative care between dentistry and pharmacy and how educational experiences in self-care can provide exposure to interprofessional oral health practices.
• Describe the development and implementation of interprofessional, community-based experiences involving pharmacy students, dental students, and dental hygiene students.
• Discuss didactic, active-learning, and small-group methods utilized in teaching oral healthcare within a self-care course.
• Utilize active learning teaching tools to teach self-care oral health principles to pharmacy students in both the didactic and experiential settings.
• Assess the impact of interprofessional education activities on students’ knowledge of oral health and over-the-counter oral health products.

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• Discuss the incorporation of public health centered pharmacy student-led presentations to teens into an elective APPE rotation in the context of Domain 3 of the CAPE outcomes.
• Describe benefits of presentations led by pharmacy students to a teen audience for both the pharmacy and high school students.
• Demonstrate the use of an interactive platform utilized to increase teen engagement.

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• Identify three potential approaches to integration that could be applied within a current course.
• Explain common hurdles that may need to be addressed in course integration, as well as approaches to managing those hurdles.
• Describe approaches to crafting integrated exam questions.
• Identify at least one “lesson learned” and one new strategy.

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• Recall the CPE Standards for CPE Providers.
• Discuss how to implement the Standards into CPE programing.
• Discuss and share examples of CPE programming.

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• Summarize the work of the ‘Mapping EPAs Task Force’—which mapped the EPAs to the essential elements for core APPEs, ACPE Standards, CAPE Outcomes, PPCP, and NAPLEX.
• Describe the development and implementation of EPA activities and evaluation tools, as well as the challenges faced and lessons learned during the process.
• Outline steps colleges may take to incorporate EPAs as an evaluation tool into IPPE & APPE, including preceptor training and development to properly use the tool.

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• Describe the advantages and limitations of quantitative research in pharmacy education.
• Describe the advantages and limitations of qualitative research in pharmacy education.
• Identify potential opportunities to utilize each approach independently or for mixed methods research.
• Design studies using quantitative, qualitative, and mixed methods designs.

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• Define mid-career malaise, the rank-specific issues for mid-career faculty that are fundamentally different than they are for pre-tenure faculty.
• Discuss how faculty vitality and institutional productivity are co-dependent and enrich each other exponentially.
• Identify exemplar models and promising practices of mid-career faculty development.

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• Discuss successful techniques for integrating multiple levels of learner (student and resident) into one’s practice site.
• Describe tools for successful incorporation of students into faculty research projects.
• Discuss challenges and opportunities to strengthen delivery of the Layered Learning Practice Model using a validated educational framework.
• Describe techniques for pharmacy faculty juggling multiple roles and responsibilities to prevent or minimize burnout and enhance well-being.

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• Discuss theories and study designs to assess practice-based innovations.
• Illustrate the use of academic and community partnerships to advance innovative practice research.
• Compare the impact of various innovative practice-based research projects.
• Explain the use of research to support (inter)professional practice.

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• Discuss funding, design, technology, development, and implementation pathways for faculty-created educational technology.
• Identify an area or activity in pharmacy education that is too inadequate, expensive, slow, or difficult (i.e., the problem) and has potential for technology-based solution.
• Explore whether your self-identified problem is relevant to other program participants.

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• Describe how to develop and implement a co-curricular program that addresses the affective domain.
• Categorize co-curricular activities that guide student personal and professional growth.
• Describe how technology can be used to document student participation and outcomes of co-curriculum experiences.
• Demonstrate the use of a mobile device based application to capture co-curricular activities.

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• Summarize the main steps of the ACPE Continuing Professional Development cycle.
• Provide examples of suitable professional development activities for a pharmacist.
• Analyze an assigned practice gap and outline desired learning outcomes for pharmacists.
• Generate an instructional design plan for overcoming an assigned practice gap.

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• Develop a strategic plan around an area of scholarship, teaching, or service for the approaching semester.
• Develop networking skills to form potential collaborative relationships and navigate academic culture.
• Define self-care and devise practices to intentionally integrate into their work life.
• Understand the significance of mentoring minority faculty.

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• List the area(s) of your scholarly focus.
• Reflect on your personal strategy for generating manuscript/research ideas.
• State the steps to consider when planning a writing/research project.
• Describe your personal plan for when, where, and how often to write.
• Identify key aspects of developing a teaching portfolio.

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• Compare and contrast value-based practice with fee-for-service reimbursement.
• Identify the implications of value-based practice transformation on the academy in terms of faculty activities, student learning, and administrative policies.
• Develop new models for the academy to respond to and lead in value-based practice transformation.
• Describe emerging scholarly opportunities related to bold national aims for improving quality of care and reducing total cost of care.

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• Delineate the potential areas in a Pharm.D. curriculum in which ethics can be integrated.
• Discuss methodologies for the implementation of ethics curricular integration.
• Share participant feedback regarding their views on integration feasibility and scalability.
• Identify common ethical dilemmas that students could face within co-curricular and experiential learning activities.

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• Describe current collaborative efforts among state and private pharmacy schools and organizations for legislative days.
• Demonstrate how a unified approach could potentially impact advocacy efforts.
• Compare and contrast your state’s experiences regarding legislative efforts.
• Identify specific strategies to collaborate with other pharmacy schools and organizations in your state.

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• Incorporate content relevant to the history of pharmacy into their current Pharm.D. courses.
• Explain the evolution of select therapeutic agents in the United States.
• Discuss historical practices in compounding that have shaped current pharmaceutics practices.
• Discuss historical milestones in pharmacy that have shaped the current practice of pharmacy, including pharmacy education and pharmacy laws.

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• Recognize the impact of regulatory and health research policy on the inclusion of women in clinical trials.
• State the requirements for the use of male and female animals in preclinical toxicity studies.
• Identify when and how sex is considered in the FDA drug review and approval process.
• Utilize available resources to expand Women’s Health Education through a sex and gender lens.

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• Identify key admissions variables to collect for their program.
• Discuss one or more analysis techniques they can use to produce usable admissions evidence.
• Identify two to three next steps in improving their School’s admissions process.

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• Define critical thinking and how it compares to other thinking skills.
• Contrast critical thinking assessment tools.
• Evaluate examples of critical thinking activities.

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• Describe the impact of co-curricular interprofessional collaboration on student learning and the student experience.
• Discuss the connection between the implementation of co-curricular interprofessional collaboration with improved student profession awareness and communication.
• Compare and contrast implementation and assessment strategies for co-curricular interprofessional collaboration at two Pharm.D. programs.
• Discuss barriers to establishing a co-curricular interprofessional activities in a professional degree program.

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• Describe a process for evaluating and selecting international partners as part of an alliance.
• Identify effective implementation strategies for establishing an alliance as well as overcoming implementation barriers.
• Compare different international education projects and their associated impact on partnership development.
• Develop a plan for determining how to create a global pharmacy alliance.

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• Demonstrate easy-to-use techniques, insights and perspectives to improve wellbeing.
• Summarize the rapidly emerging resiliency resources and references in the professional and consumer literature.
• Identify learning assessment resources.

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• Describe the process for identifying mentors and mentees both intra- and inter-institutionally.
• Analyze traits necessary to be an effective mentor or mentee.
• Apply the 10/20/60 rule to mentoring relationships to enhance the time spent together.
• Explain how to structure the mentoring relationship to be mutually beneficial to the mentor and mentee.

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• Articulate why social, behavioral, and professional competencies are important in developing practice-ready and team-ready pharmacy graduates.
• Strategize techniques in selecting and prioritizing what social, behavioral, and professional competencies to assess.
• Identify opportunities for meaningful evaluation of social, behavioral, and professional competencies.
• Describe various assessment strategies to measure student development in social, behavioral, and professional competencies.

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• Define the concept of prescription wrappers and identify how they can be adapted to various skills lab activities.
• Describe the process of creating a rubric to evaluate common pharmacist skills.
• Describe the process of and participate in establishing inter-rater reliability for laboratory course rubrics.
• Describe the process used to evaluate the effectiveness of a skills-based assessment in a laboratory-based course and strategies to improve the quality of the assessment.
• Identify performance-based activities where modifications are needed to meet expected student performance goals.

Speaker(s)/Author(s)

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• Articulate three unique models of Pre-APPE readiness assessment techniques.
• Evaluate at least one component from models presented that might be integrated into attendees’ Pre-APPE readiness plans.
• Envision how perspectives shared by presenters and attendees can refine existing Pre-APPE assessment plans.

Speaker(s)/Author(s)

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• Identify three social and behavioral science topics which require the development of the affective domain.
• Describe your current instructional methods used to teach cultural sensitivity, socioeconomic awareness, and teamwork.
• Explain how active learning and simulation can impact the pharmacist approach to care.
• Discuss one example of how you could incorporate active learning and simulation in the instruction of social and behavioral sciences.
• Identify other health professions which you could partner with for instruction of a social and behavioral science topic.

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• Identify how to leverage the major strength in their personal profile to enhance their communication style.
• Integrate lifelong learning into their team interactions and management style.
• Relate their leadership style to the environment it creates for their team and the team’s success.
• Develop a plan for adapting their behavior to improve their communications with team members.

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• Discuss the advantages of using interprofessional debates to enhance interprofessional education and literature evaluation skills.
• Describe the steps for the development of an interprofessional debate topic and case as well as the barriers to implementation.
• Identify specific clinical scenarios that would serve as robust interprofessional debate topics.

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• Describe a co-curricular teaching strategy for pharmacy students to develop and implement a health fair for elementary-school children in pediatric self-care related topics.
• Assess evaluation of teaching strategy through study objectives of CAPE outcomes of health and wellness, education, communication, professionalism and self-awareness.
• Assess and identify co-curricular opportunities in pediatric populations for medication-related information within pharmacy schools

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• Describe potential benefits of accurately quantifying faculty workload.
• Discuss advantages and disadvantages of different methods of data collection and input when quantifying faculty workload.
• Identify opportunities for implementation of faculty workload quantification within your institution.

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• Discuss how a school of pharmacy diversity and inclusion plan was developed.
• Discuss specific goals developed to create an inclusive pharmacy environment.
• Describe strategies being implemented to meet diversity plan goals.
• Develop a draft diversity plan for one’s own pharmacy institution.

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• Discuss how schools/colleges ensure student readiness to enter Advanced Pharmacy Practice Experiences (APPEs).
• Describe successful examples and lessons-learned for designing, implementing and assessing APPE -readiness.
• Identify challenges and brainstorm solutions to assessing APPE-readiness.

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• Identify relevant guidance documents related to global health and the Pharm.D. curriculum.
• Describe key resources and strategies for implementing global health into the Pharm.D. curriculum.
• Construct a framework for incorporating global health education at your institution.
• Discuss tools to monitor and track outcome-based global health experiences.

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• Describe one’s scholarly interest in terms of one or more research questions.
• Identify an appropriate mixed methods study design for one research question.
• Compare the feasibility of different research questions and mixed methods study designs.

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• Define academic culture, collegiality and civility.
• Identify effective approaches to promote collegiality and civility.
• Discuss how collegiality and civility should be incorporated into faculty’s professional development and peer review processes.

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• Compare and contrast strategies to incorporate the Pharmacists’ Patient Care Process into a pharmacy curriculum.
• Discuss strategies to incorporate an assessment of the Pharmacists’ Patient Care Process into a pharmacy skills and applications high stakes lab practical.
• Discuss example patient cases and grading criteria utilized for high-stakes exams and discuss student outcomes.

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• State at least three student outcome areas that could be assessed in your program.
• Brainstorm existing curricular and co-curricular activities that relate to those areas.
• Identify at least two options for structuring Taskstream electronic portfolios.
• Determine the appropriate person(s) and/or committee to manage an electronic student portfolio system.

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• Define the evidence-based educational concepts grounded in the cognitive science of learning.
• Describe a variety simple educational techniques that apply the cognitive science of learning.
• Compare methods for implementation and assessment of the educational techniques applied to pharmacy education.

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• Describe the role of EHR technology in the Pharmacists' Patient Care Process.
• Identify elements of the Pharmacists' Patient Care Process that can be simulated in the curriculum.
• Discuss the successes and challenges of using simulation early in the Doctor of Pharmacy curriculum.

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• Discuss the use of a dual peer review process to improve students’ written response to a drug information question.
• Describe the use of Examsoft® rubrics for peer reviews of a written assignment.
• Discuss ideas for improving quality and content of written assignments in pharmacy education.
• Explain how the implementation of digital badges can be used to show student achievement of learning outcomes.
• Discuss the potential role of digital badges within a college/school of pharmacy.
• Develop a plan to implement a digital badge.

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• Describe the student hotspotting program and its role in value-added education.
• Discuss how student hotspotting aligns with ACPE standards/CAPE outcomes as an interprofessional, team-based educational experience in value-based healthcare.
• Evaluate the programmatic design (i.e., faculty, student, community, patient engagement) and outcomes assessment of student hotspotting programs.
• Envision how student hotspotting aligns with AACP’s Strategic Priorities 1 and 3 and consider ways to spread the experience to more current and future pharmacy students.

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• Describe best practices for escape room learning design.
• Describe current research in using escape rooms for pharmacy education.
• Formulate ideas for how escape rooms for learning can be applied effectively in pharmacy education.
• Appraise the associated benefits and limitations from a learner’s perspective by participating in an educational escape room.

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• Understand comprehensive issues involved with disaster preparedness and recovery.
• Describe best practices and challenges of dealing with natural disasters.
• Discuss proactive strategies (including communication and coordination) strategies for disaster recovery.
• Create helpful and practical strategies for disaster recovery to take back to home institutions.

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• Describe the graduate education competency domains developed by the AACP Research and Graduate Affairs Committee.
• Explain the extent to which graduate education competency domains are sought after by employers of graduates.
• Describe identified barriers and facilitators to graduate programs integrating competency domains into graduate education.
• Identify institutional resources that could be used to foster competence in graduate education domains.

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• Review data gathered from a national survey intended to characterize the demographics of non-traditional academic appointments in academia, determine the reasons related to pursuing part-time academic appointments, and faculty perceptions of productivity related to part time contributions to scholarship, teaching, and scholarship.
• Discuss potential barriers, solutions, and strategies for planning and implementing non-traditional work arrangements to help retain faculty.
• Discuss the potential benefits of non-traditional appointments in pharmacy academia.

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• Discuss the role of problem solving/decision making in contemporary pharmacy education, and connections to the Pharmacists'Patient Care Process.
• List steps in problem solving, with examples of how the steps are taught at The Ohio State University using a novel "PCARxD" method.
• Connect the steps in the PCARxD problem-solving method to critical thinking development in pharmacy student, and describe program outcomes to-date.

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• Identify and analyze pharmacy students’ perceptions about their own implicit racial biases.
• Deepen their capacity to identify personal bias and stereotypes – and ways to respond more effectively.
• Describe a tool that can be used to promote self-awareness regarding biases in pharmacy.

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• Describe the role of each health professions student in a public health emergency simulation.
• List three skills that health professions students need to function effectively in an interprofessional team.
• Identify strategies to incorporate IPE into the curriculum using public health simulations.

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• Discuss evidence behind using humor and theatrics as an educational strategy.
• Identify specific techniques where comedy and play can be used as a tool within the learning process.
• Recognize methods to assist faculty in setting the stage and releasing their inner performer.
• Use self reflection and guided exercise to integrate humor and theatrics into teaching.

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• Describe the importance of co-curricular activities in the development of student strategies for securing employment after graduation.
• Develop strategies for introducing and incorporating personal and professional development topics focusing on cognitive and affective domains through co-curricular activities.
• Identify strategies to begin evaluating the effectiveness of co-curricular activities for career preparation.

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• Demonstrate use of an emerging technology and how it can be used in a classroom or clinical setting.
• Discuss specific applications of technology to improve courses/practice sites.
• Discuss implementation of technology.

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• Describe the process of developing EPAs in the pre-professional curricula.
• Implement EPAs in experiential education to expand pharmacists’ responsibilities.
• Utilize EPAs to inform the design of Continuous Professional Development programs for healthcare professionals.
• Develop milestones for assessing students’ preparedness for EPAs.

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• Summarize the evidence base for the importance of the Pharmacists Patient Care Process (PPCP), particularly how it impacts patient health behaviors (e. g. , medication adherence) and outcomes.
• Identify how the PPCP can be applied to basic, social and administrative sciences, and clinical sciences.
• Evaluate methods for assessing student learning outcomes related to the PPCP.
• Develop a plan to integrate and assess the PPCP throughout the curriculum.
• Discuss solutions to barriers for incorporating and assessing integrated PPCP activities.

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• Explain required steps in developing a stress management module/elective/course including objectives, implementation and assessments.
• Develop assessments related to each step of stress management that increase relevance and accountability for the course.
• Recognize scope and boundaries of such a course in cases of mental health issues and counseling.

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• Outline an innovative, successful IPE practice experience.
• Describe best practices for collaborating with faculty and students from various programs within an academic health sciences center.
• Outline the advantages of utilizing an interprofessional team to provide education on substance use disorders.
• Discuss ways to address unmet community needs through multidisciplinary collaborations.

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• Discuss the need for increased education around transgender care in pharmacy practice.
• Describe the steps to take when developing content material and introducing the topic to students.
• Explain the different methods used in class and in clinical practice to ensure student and clinician comfort in making recommendations and providing counseling to transgender patients.

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• Discuss current statistics on opioid use disorder, death rates, and drugs associated with deaths.
• List at least 10 root causes of the current opioid crisis and how they can be reverse-engineered.
• Describe risk factors for opioid use disorder and opioid misuse.
• Explain the responsibilities and responses of pharmacies and pharmacy students to the opioid crisis: education on proper prescribing and legitimate prescribing practices, educating patients, PDMP, elimination of penalties for denying illegitimate prescriptions, take-back pills, others.
• Describe new research initiatives such as launch of the NIH HEAL.

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• Articulate methods by which pharmacy faculty can lead and structure an interprofessional event that involves point-of-care testing (PoCT).
• Identify ways in which pharmacy programs can leverage both government and community partnerships to enhance student exposure and learning related to interprofessional education.
• Identify and develop innovative strategies to assist pharmacy students with addressing public health issues in a practical and team-based manner.

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• Identify practical strategies to incorporate cultural competence in the curriculum.
• Describe practical aspects of cultural competence in an ambulatory care setting.
• Describe practical aspects of cultural competence in a hospital setting.
• Discuss practical aspects of cultural competence in practice in general.

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• Describe various alternative learning strategies for use in a pharmacy curriculum.
• Create a framework for use of an alternative learning strategy in course delivery.
• Design an assessment strategy for measuring impact of an alternative learning strategy.
• Identify key stakeholders and develop a plan to implement alternative learning strategies within a pharmacy curriculum.

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• Describe healthcare students’ risk for substance abuse.
• Debate differing perspectives related to drug screening students.
• Discuss drug screening and testing basics.
• Highlight research findings on drug screen policies and procedures.
• Review drug screen policies regarding marijuana.

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• Describe the current opioid epidemic through the prism of problems with supply-side focused solutions contrasting with the mortality and morbidity benefits of demand-focused, de-stigmatizing, comprehensive solutions.
• Compare and contrast the evidence supporting different demand solutions for injection opioid users, extrapolating to current and future roles for pharmacists, student pharmacists, and pharmacy faculty.
• Develop a timeline to prioritize demand solutions in interprofessional teaching, scholarship, and service to pharmacy students, staff, faculty, and administrators.

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• Identify characteristics of high and low performing teams.
• Analyze systems and strategies for facilitating team growth.
• Apply strategies to empower teams to self-manage performance.

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• Describe challenges with current approaches to teaching infectious diseases concepts to pharmacy students.
• Identify opportunities to integrate tactile learning activities into teaching methods.
• Practice building models of antimicrobial agents as a means to reinforce spectrum of activity and appropriate antimicrobial use.

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