Virtual Pharmacy Education 2021

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• Describe the history associated with anti-science thinking.
• Analyze recent trends in anti-science thinking with emphasis on vaccine hesitancy.
• Discuss approaches for scientists to address anti-science thinking.

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• Describe the GiANT Worldwide program and associated tools.
• Contrast how different COPs have implemented the GiANT Worldwide tools in their institution.
• Evaluate opportunities for leadership development at your institution.

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• Recognize how important threats students face upon graduation create the need for right-brain skill development.
• Identify right-brain focused (high concept, high touch) activities within the curriculum that capitalize upon the whole mind approach.

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• Identify the impact of the testing effect on learning.
• Differentiate between performing and learning.

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• Describe pharmacists’ role in addressing climate change and global health equity.
• Identify opportunities for climate change education across instructional contexts.
• Develop an ‘advocacy pitch’ to incorporate climate change within your pharmacy curriculum.

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• Discuss the impact of peer review programs with particular emphasis on improving teaching and learning.
• Evaluate opportunities for growth in implementing peer review programs.
• Develop a specific actionable plan to evaluate an existing program or implement a new program.

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• Discuss the reasons for implementing a vertical, intentional, and targeted outreach program for historically marginalized and underrepresented K-12 students.
• Draft a potential course outline for a vertical mentoring and coaching program targeted toward under represented K-12 learners.

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• Identify and describe scholarly productivity strategies including research prioritization, time management, planning, and collaboration.
• Apply research and scholarship strategies by formulating a personalized scholarly productivity plan.

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• Recognize the historical context of power constructs, influence, and systemic challenges that perpetuate inequality.
• Discuss a process and apply applications for engaging key stakeholders, developing and operationalizing an institutional strategy to promote equity.
• Review and reflect on Diversity, Equity and Inclusion (DEI) Plans across multiple institutions with uniquely different structures and needs.

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• Identify one outcome/impact that you would like to achieve through your curricular mapping activities.
• Describe two inputs (e.g., personnel, resources, tools) and two outputs (e.g., deliverables, activities, engagement) that you plan to incorporate (or you currently incorporate) to achieve the intended outcome/impact of the curriculum map activities.

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• Identify key skills necessary for a Pharm.D. graduate to perform telehealth.
• Describe successful models of incorporating telehealth into the curriculum.
• Develop actionable steps to implement telehealth educational activities at your institution.

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• Describe the current state of job market/workforce for pharmacy graduates.
• Educate students about their skill set that is applicable to entrepreneurial endeavors and non-pharmacist work environments.
• Identify unique pathways to help students explore job alternatives or to diversify their skill set, as well as what your institution could do differently to better position students for employment.

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• Describe how the development and implementation of an APPE scholarship program can enhance innovation in pharmacy practice.
• List the necessary steps and resources needed to implement a successful APPE scholarship program to advance pharmacy practice.

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• Define the driving forces of change facing pharmacy education.
• Give examples of responses to drivers of change in pharmacy education.
• Propose new opportunities for innovation in pharmacy education.

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• Identify strategies to increase awareness of diversity, equity, and inclusion (DEI) in pharmacy student leadership training.
• Discuss novel curricular structures to support the integration of DEI content throughout the pharmacy student learning experience.

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• Describe 3 examples and challenges for implementing well-being activities for learners in classroom and patient care laboratory settings.
• Identify 2 approaches for development of classroom environments that are supportive of student well-being.

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• Discuss reasons for imbalance of representation versus visibility of women compared to men in pharmacy and pharmaceutical sciences teaching and research.
• Identify implications of this imbalance on teaching in pharmacy and pharmaceutical sciences.
• Discuss mechanisms to lower barriers and equalize women’s representation and visibility in pharmacy and pharmaceutical sciences teaching and research.

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• Identify six common barriers to providing accurate assessments of students who are underperforming.
• Describe three enabler strategies that help preceptors overcome barriers identified.
• Analyze selected case studies in order to create a coaching plan for preceptors.

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• Define core concepts that underpin pharmacy education, and concept inventories that assess core concepts.
• Contribute to the development of core concepts and MCQs that test the attainment of a core concept.
• Identify two to three ways in which core concepts can be used to shape and evaluate Pharm.D. curricula and innovations in teaching that relate to the foundational knowledge that underpins pharmacy education.

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• Describe how the four primary elements of emotional intelligence can be used to promote the development of healthy and supportive teams.
• Identify strategies for promoting Flow States of high efficiency in one’s self and others.
• Develop a strategy to foster personal and team resiliency.

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• Explain key elements for intentionally creating an engaging online pharmaceutical calculations course.
• Prioritize elements in the design and implementation of an online pharmaceutical calculations course at respective institutions.

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• Describe the landscape of well-being initiatives in U.S. and Canadian schools and colleges of pharmacy based on data obtained from a comprehensive survey.
• Explore diverse models of incorporating well-being initiatives into schools and colleges of pharmacy within the didactic, elective, co-curricular, and experiential realms.
• Develop a plan to establish or strengthen well-being experiences for students, residents, faculty, and staff within home institutions.

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• Identify the involvement of colleges and schools of pharmacy in teaching legislative advocacy, and engagement of staff, faculty, postgraduates, students, and administrators in legislative advocacy.
• Describe opportunities to enhance involvement of colleges and schools of pharmacy in legislative advocacy.

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• Contrast SOTL and educational research.
• Explore strategies for generating SOTL manuscript/research ideas.
• Describe the steps to consider when planning a writing/research project including when and where to write.

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• Summarize the role of drug information in Entrustable Professional Activities (EPAs), CAPE 2016 Educational Outcomes, and current literature.
• Describe how various types of drug information activities in the curriculum at various schools/colleges of pharmacy are evaluated.
• Develop a standardized way for colleges and schools of pharmacies to evaluate drug information activities across the pharmacy curriculum.

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• List key components of ACPE guidance related to adaptation of experiential activities.
• Explain challenges and barriers to remote rotations.
• Describe remote experiential learning opportunities that are valuable for IPPE and APPE students and can be continued beyond the COVID-19 pandemic.

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• Describe strategies for implementing boundaries with work and life.
• Identify areas of opportunity to balance boundaries when working from home.

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• Describe how rubric data, student evaluations, stakeholder perceptions, and programmatic data has been used to inform curricular improvement related to skills assessment.
• Discuss lessons learned from each institution when using data to enhance curricular skills-based assessment.

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• Evaluate challenges, opportunities, and new advantages in pharmacy program enrollment.
• Develop three new strategies to more effectively recruit for pharmacy program enrollment in an increasingly virtual environment.

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• Compare and contrast the definition of authentic leadership with how you characterize authentic leadership in your life.
• Identify values that influence your approach to authentic leadership and academia.
• Describe strategies to embrace authenticity and overcome imposter syndrome.

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• Define Impostor Phenomenon and discuss its implications on student educational achievement, advancement, and career development.
• Identify the relationships between IP and anxiety, grit, and coping.
• Develop strategies to address IP in student pharmacists.

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• Critically evaluate assessment approaches and implementation strategies for successful EPA implementation.
• Examine student assessment outcomes data generated from EPA-based evaluation tool implementation to better understand the value associated with implementing EPA-based IPPE and APPE evaluations.
• Interpret preceptor satisfaction outcomes data generated from EPA-based IPPE and APPE student evaluation implementation to understand the impact of EPA-based IPPE and APPE evaluation implementation on key stakeholders.

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• Describe psychological safety and its impact on collaboration and learning.
• Apply strategies to foster psychological safer learning environments.

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• Identify scholarship of teaching and learning initiatives and assess their scholarly potential.
• Recognize the maturity of a scholarship of teaching and learning initiative and the related implications in potential and publishing opportunities.
• Determine the actions that should be taken to support an initiative's scholarly dissemination at each phase of maturity (i.e., align actions with high potential opportunities).

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• Describe the evolving global health education landscape during the coronavirus pandemic.
• Recognize four future trends in global health education.
• Develop an individualized action plan to adapt global health education at one’s home institution capitalizing on the opportunities of the four trends.

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• Describe the impact of developing and implementing a clinical practice guideline (CPG) skill development activity for pharmacy students.
• Develop a plan to create, implement, and assess the impact of a CPG skill development activity on student performance.

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• Identify methods to prevent and resolve symptoms of burnout and emotional exhaustion.
• Describe methods to process the physiological effects of stress and to manage time, energy, and workload.
• Develop a specific action plan to take steps to move from coping to thriving in pharmacy academia.

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• Differentiate the types of professional relationships educators may function in.
• Explore the advantages and challenges to employing coaching in pharmacy education.
• Propose opportunities for implementation of coaching in schools of pharmacy.

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• Compare and contrast structural competency and cultural competency.
• Describe how structural racism and structural competency can be incorporated into the curriculum in schools of pharmacy.
• Identify curricular opportunities where health inequities in patients can be mitigated by addressing how the subject matter is taught in the curriculum.

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• Describe the rationale for promoting student publication within a Doctor of Pharmacy program.
• Describe possible structures and partnerships of a student writing club to improve opportunities for student publication.

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• Summarize the importance of mentorship.
• Describe best practices for and barriers to being a successful mentee.
• Develop a SMART goal on how to utilize a mentorship experience more effectively.

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• Describe the Cultural Intelligence Framework and engage in discussion regarding the incorporation of cultural intelligence in pharmacy education.
• Use the Cultural Intelligence Framework to identify where and how cultural intelligence is incorporated into a class session, course, or Doctor of Pharmacy curriculum.

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• Describe resources used to create serious games built for pharmacy content.
• Discuss ways to incorporate gamification into a pharmacy course.
• Discuss the opportunities and challenges of adapting an in-person game to the online environment.

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• Describe current efforts among five pharmacy programs for recruiting and supporting students who are interested in community pharmacy research.
• Identify barriers that students encounter that impact student success in their research endeavors.
• Discuss strategies to evaluate effectiveness of programs targeting students’ success.

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• Define the concept of “resource allocation” and its historical development.
• Give three (3) examples of resource allocation in health care delivery.
• Formulate three (3) elements for classroom discussion of resource allocation.

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• Describe inclusive learning examples and evidence supporting these strategies.
• Identify approaches to designing and implementing faculty development sessions on creating inclusive learning environments.

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• Describe the current landscape of academia from polarization and viewpoint diversity perspectives.
• Discuss how human psychology and echo chambers contribute to polarization.
• Create and implement strategies to foster viewpoint diversity in colleges and schools of pharmacy.

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• Identify elements of ACPE Guidelines that pertain to graduates' ability to provide population-based care.
• Summarize key considerations when developing a unit of instruction designed to improve graduates' knowledge and skills in providing culturally appropriate care to the pediatric population.
• Outline steps faculty can take to enhance existing instructional methodologies by incorporating communication techniques and skills to better address the needs of special populations.

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• Evaluate an IPE activity and corresponding learning objectives for its ability to contribute to Skills Lab course-level goals and objectives.
• Discuss a variety of in-person and collaborative online IPE learning activities embedded within Skills Lab curricula that focus on the development of pharmaceutical care skills.
• Compare innovative approaches to securing IPE activity resources, including facilitators and assessors.

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• Identify the elements and symptoms of organizational disconnect and distance.
• Compare and contrast the vantage points of various stakeholders in organizations facing organizational disconnect and distance.
• Develop a strategy for building an infrastructure supporting mentorship, engaging in effective leadership and management, and engaging in talent development.

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• Describe a collaborative, proactive action plan to identify students with negative well-being in a pharmacy program using a student affairs and academic approach.
• Develop individual organizational strategies to identify students with increased anxiety and/or stress using student affairs and academic services.

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• Describe principles and strategies of designing and implementing a curriculum that integrates biostatistics, research design, and pharmacoepidemiology with pharmacotherapy.
• Design a plan for integration of biostatistics, research design, and pharmacoepidemiology with pharmacotherapy at your institution.

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• Describe the rationale for separating feedback on EPAs from a summative assessment of experiential performance.
• Describe the process for separating feedback on EPAs from a summative assessment of experiential performance.

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• Discuss various platforms for educating pharmacy students on the needs of the underserved patient population.
• Identify methods for engaging academicians, practitioners, fellows, residents, and student pharmacists in community outreach programs that address health disparities both domestically and abroad.
• Share key areas for advocacy in advancing pharmacy practice and expanding the role of pharmacists in public health.

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• Describe the use of five implementation science stages and the National Implementation Research Network’s Hexagon Tool to help guide operationalization of curricular integration at their institution.
• Evaluate elements of curricular integration within their institution using the National Implementation Research Network’s Hexagon Tool and Implementation Science.

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• Discuss educational strategies to equip and empower students to identify and dismantle barriers of care for older adults.
• Implement the Pharmacists’ Patient Care Process to teach adaptable patient-centered and holistic care plans
• Collaborate with fellow pharmacists to develop practical clinical solutions to optimize the care of older adults.

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• Outline key elements of a course quality review process for an integrated curriculum.
• Adapt strategies that maintain course integration for incorporation into the course quality review process at your institution.

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• Describe how to implement Cross-Pollination Experiences into an APPE rotation.
• Identify settings in which Cross-Pollination may be useful.

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• Outline how pharmacists can positively impact the outcomes of the United Nations’ Sustainable Development Goals 3 & 17 (global health and partnerships).
• Utilize the Continuing Professional Development (CPD) model to promote and engage pharmacist's training in emergency preparedness and response and highlight areas of incorporation of same in the Pharm.D. curriculum.
• Apply the constructs of the Health Belief Model to develop health education materials to promote the public’s uptake of vaccines for COVID-19 and other emerging infectious diseases.

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• Describe the basics of buprenorphine as an effective treatment for opioid use disorder and emerging roles for pharmacists.
• Describe successful examples of buprenorphine focused education and clinical service activities in didactic, experiential, and continuing education.
• Develop a plan to integrate buprenorphine related education into the Doctor of Pharmacy curriculum.

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• Explain what microaggressions are and how they occur on the health care team.
• Describe the structure and assessment of a small group interprofessional activity to address communication conflicts on medical teams, and how to translate its use in their school.

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• Highlight the overall purpose, design and outcomes of the 2019-2021 OPPM Collaborative.
• Explore opportunities for schools of pharmacy and state pharmacy associations to partner in an effort to promote optimal prescribing in pain management.
• Identify strategies for optimal prescribing of opioids in pain management.
• Discuss opportunities for schools of pharmacy to take a leadership role for optimal prescribing in pain management.

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• Identify at least one programmatic strategy to implement at your home institution that will increase the involvement of pharmacy students in scholarship.
• List several ways that pharmacy students could assist you with your scholarship goals.
• Identify obstacles and develop solutions to include pharmacy students in your scholarship.

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• Define layered learning as it relates to experiential activities.
• Describe 3 models for incorporating and summarizing strategies for preceptor development for implementing layered learning at experiential sites.
• Discuss successes and challenges of implementing and fostering layered learning models within experiential education programs.

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• Apply the continuing professional development model to a variety of practice settings.
• Discuss the relationship between personal development and professional development.
• Utilize a personal development framework to address a work challenge.

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• Describe various types of text analytics being used in education.
• Identify how text analytics could be used in the participant’s learning environment or answer the participant’s research questions.

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• Describe teaching methods utilizing a synchronous community IPPE and didactic self-care therapeutics.
• Identify two strategies for preparing students to provide effective self-care of patients during IPPE rotations.
• Explain the impact of coordinating didactic and IPPE self-care learning on student and preceptor perceptions.

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• Identify change management tools or theories that would be applicable for changes in pharmacy education and practice.
• Design change management plans focused on a change at your institution.
• Identify key stakeholders to be involved with change management process at your institution.

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• Describe the benefits and limitations of using social media as a well-being tool.
• Develop a plan for incorporating a wellness activity on home institution social media accounts.

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• Identify the impact of “Zoom-fatigue” on student learning.
• Utilize a student-centered approach to structure both individual courses and the entire curriculum to minimize Zoom-fatigue and ensure an optimal learning environment.

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• Describe the evolution of pharmacy education in the United States from apprenticeship training to full time study of the sciences and profession in an academic setting.
• Discuss the role of pharmacy education on the development and progress of the profession.
• Identify important “Firsts” for pharmacy education.

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• Compare and contrast the advantages and disadvantages between remote synchronous and asynchronous sessions.
• Adapt a synchronous learning session into an asynchronous learning session.

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