AACP 2022 Annual Meeting

Objectives

• Identify complexities faculty members and students face.
• Describe a mindset-focused framework for reducing complexity.

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• Apply lessons and recommendations from Small Teaching related to didactic interventions.
• Formulate a plan for incorporating ideas from Small Teaching in classroom activities.

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• Explain the concepts of projection bias and false consensus effect.
• Discuss the Johari window and its potential for nurturing self-awareness.
• Address your blind spots through the creation of a self-awareness improvement plan.

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• Recognize the impact of faculty incivility on productivity and work satisfaction.
• Identify key characteristics of different communication styles.
• Apply knowledge of communication styles to case scenarios with faculty-to-faculty conflict.

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• Use techniques to retrain the brain to boost happiness and well-being.
• Describe the five building blocks of well-being that can strengthen positive emotions, engagement, relationships, meaning and accomplishments.

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• Describe the role of visual aids in facilitating pharmacy education.
• Develop strategies for adapting complex content into simpler learning strategies.

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• Explore strategies for using equity to create an inclusive classroom environment.
• Develop a plan to implement one of the strategies.

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CE Hours

Objectives

• Explain the concepts of projection bias and false consensus effect.
• Discuss the Johari window and its potential for nurturing self-awareness.
• Address your blind spots through the creation of a self-awareness improvement plan.

Speaker(s)/Author(s)

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CE Hours

Objectives

• Define how the Stoic Happiness Triangle can lead to personal and professional fulfillment.
• Discuss the “I” virtues (wisdom, justice, courage, and moderation) and “We” virtues (nurturance, liberality, kindness and altruism) as a path for leading a flourishing life.

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Objectives

• Explore strategies for using equity to create an inclusive classroom environment.
• Develop a plan to implement one of the strategies.

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• Discuss use of race and gender data across pharmacy education, particularly in case-based learning.
• Examine patient cases for appropriate use of race and gender data.
• Create patient case course materials that appropriately use and address race and gender data for education.

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• Reflect on the influence of diversity, equity, and inclusion on the experiential learning environment.
• Develop a step-by-step approach to difficult situations in experiential learning from the lens of both the clinical preceptor and the experiential office perspective.

Speaker(s)/Author(s)

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CE Hours

Objectives

• Recognize the impact of faculty incivility on productivity and work satisfaction.
• Identify key characteristics of different communication styles.
• Apply knowledge of communication styles to case scenarios with faculty-to-faculty conflict.

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Objectives

• Describe how rubrics may inform teaching and enhance student learning.
• Discuss steps for rubric creation.
• Create a simple, effective rubric.

Speaker(s)/Author(s)

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CE Hours

Objectives

• Reflect on the influence of diversity, equity, and inclusion on the experiential learning environment.
• Develop a step-by-step approach to difficult situations in experiential learning from the lens of both the clinical preceptor and the experiential office perspective.

Speaker(s)/Author(s)

Activity Number

CE Hours

Objectives

• Discuss use of race and gender data across pharmacy education, particularly in case-based learning.
• Examine patient cases for appropriate use of race and gender data.
• Create patient case course materials that appropriately use and address race and gender data for education.

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• Discuss challenges encountered with alternative work schedules.
• Create feasible work schedule models to meet a variety of needs.

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• Identify resources for further learning and follow-up.
• Determine next steps based on responses to the “now what” questions.

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• Demonstrate the application of pharmaceutics and pharmacokinetic concepts in community pharmacy practice.
• List the most important pharmaceutics and pharmacokinetic concepts for pharmacists in a community practice setting.

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• Design three distinct pedagogical approaches to integrate pharmaceutical and biological sciences with clinical sciences including IPPE and Pharmacists’ Patient Care Process (PPCP).
• Create formative and summative assessments to reinforce the integration and to assure mastery of different disciplines by students.
• Connect the integrated concepts from pharmaceutical and clinical sciences into the PPCP process and IPPE experiences.

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• Explain the INVOLVE model and how it can be used to support patient, carer and public engagement in student learning.
• Describe the approaches with examples to support patient, carer and public involvement in curriculum design/development, teaching and assessment by universities in three countries.
• Discuss a strategy to recruit and engage patients, carers and members of the public in curriculum design, teaching and assessment of pharmacy students and pharmacists.

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• Discuss the benefit of teaching digital health to student pharmacists in an active and engaging manner.
• Discuss the benefit of teaching digital health to student pharmacists in an active and engaging manner.

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• Describe common and significant challenges encountered in first-time or new academic leadership roles, and their potential consequences.
• Identify strategies and techniques for success and balance in assuming mid-level leadership roles on top of teaching, service, and research responsibilities.

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• Outline a podcast “show” idea and plan on how to use in the didactic or experiential setting.
• Identify equipment, software and tools necessary to produce a high quality podcast.

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• Compare and contrast various methods of absolute standard setting for determination of OSCE passing scores.
• Describe the process of establishing, implementing and validating absolute standard setting for a high-stakes OSCE

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• List three benefits to incorporating longitudinal thematic gaming into pharmacy courses.
• Explain how to assess students’ engagement in theme-based activities.
• Outline how to incorporate thematic gaming into participant’s own pharmacy course.

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• Utilize the curriculum and experiential frameworks created by the ACT Pharmacy Collaborative.
• Employ the ACT 50 Stories from 50 States multimedia library.
• Apply information you learned about the frameworks and the multimedia library to determine how you could incorporate these tools into your curriculum to advance community pharmacy practice transformation.

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• Identify at least four key decision points to expect when implementing EPA-based experiential assessments.
• Explain pros and cons of varying approaches to the four key decision points encountered by southeastern region institutions.
• Design a blueprint plan to prepare for EPA-based assessment implementation in experiential settings.

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• Describe the importance of effective and efficient learner assessments.
• Discuss strategies and provide examples to improve the effectiveness and efficiency of learner assessments in the skills lab setting.
• Develop a plan to enhance the effectiveness and efficiency of learner assessments at your own institution.

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• Describe the fallacies in current grading practices.
• Describe criteria for an optimal grading system.
• Hypothesize assessment models that might more accurately be used to accommodate future pharmacy education.

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• Describe how an interactive bracketology activity can be implemented into the classroom to engage student learning.
• Discuss lessons learned and strategies to overcome barriers when implementing bracketology.

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• Discuss strategies for engaging community partners who might mutually benefit from a shared faculty position.
• Describe the challenges and opportunities to urban-rural academic partnership.

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• Describe the A.S.A.P. model and its utility as an approach for early intervention and academic improvement among at-risk pharmacy students.
• Outline the steps for developing an individualized, student-centered plan for academic improvement using the A.S.A.P. model and the Compact as a tool for continued accountability.

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• Describe the CPD process and its elements.
• Predict the benefits of a pharmacy practice experience devoted to students’ immersion in CPD.
• Illustrate how their institution can intentionally promote CPD for Pharm.D. students.

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• Describe the rationale and key considerations for incorporating patients as teachers of diversity, equity, and cultural sensitivity topics.
• Identify where patients can be utilized as teachers within the curriculum.
• Develop a patient recruitment and training plan that cultivates a mutually beneficial partnership and centers respect, dignity, confidentiality, and autonomy for patient educators.

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• Describe the importance of digital health in the evolving healthcare landscape, and the impact of digital health on pharmacy practice and education.
• Identify key competencies in digital health that all pharmacy students should achieve by graduation.
• Summarize strategies to develop digital health educational material that can be implemented in your institution’s curriculum.

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• Describe the three types of cognitive load (intrinsic, extraneous, and germane) and their implication on learning.
• Compare and contrast instructional strategies that can be used to decrease extraneous workload, increase intrinsic load, and optimize germane load.
• When given an educational scenario, propose alternative instructional approaches to optimize student learning using principles from the cognitive load theory.

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• Describe the importance of DEI to prepare student pharmacists to care for diverse patient populations.
• Discuss examples of how DEI can be embedded within multiple activities at schools of pharmacy.
• Formulate a plan to implement at least one new DEI initiative at your home institution.

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• List the benefits of a 4-day workweek for pharmacy students and faculty.
• Describe the lessons learned when implementing a 4-day course schedule.

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• Determine advantages and disadvantages of an annual curricular review process.
• Summarize the Sustainable Annual Course Review Evaluation and Development (SACRED) process of curricular review.

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• Illustrate background of pharmacy competencies in integrative health care development and identify gaps.
• Describe key elements of approaches for implementing Integrative Health learning among three schools of pharmacy.
• Discuss key elements of participating school experiences/approaches with implementing Integrative Health within Pharm.D. curriculum.

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• Describe one important difference between professionalism and Professional Identity Formation.
• Identify key experiences contributing to one’s own sense of professional identity.
• Propose one adaptation to an existing curricular professionalism activity or interaction to more intentionally support PIF in learners.

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• Define standard of care and bright line regulation as they relate to pharmacy practice.
• Describe the pharmacist patient care process, how it was developed, and discuss how regulatory models impact the pharmacist's ability to fully implement the pharmacist patient care process.
• Describe lessons learned from one state that has implemented standard of care regulation, and one state that is considering implementation.

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• Examine at least three career opportunities in pharmacy academic administration.
• Explore opportunities within academia to enhance professional growth and mitigate career burnout.
• Create an outline of steps that you can take to successfully transition into pharmacy academic administration.

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• Identify what skills are needed for students to be APPE ready and define APPE readiness.
• Describe a method for assessing APPE readiness utilizing a short-term focused course.

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• Compare the current demographic composition of participant’s respective institution to the U.S. population.
• Identify strategies to support underrepresented minority trainees.

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• Identify habits and routines within an organization that may negatively impact faculty wellness.
• Discuss inequities in faculty workload and its impact on the wellness of faculty.
• Demonstrate how the patient care process and the American Council for Education (ACE) Equity-Minded Workload Principles can provide a framework for evaluating faculty workload.

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• Identify and describe novel strategies for engaging student pharmacists in SAS-related topics, such as biostatistics, pharmacy law, and patient decision-making, in Doctor of Pharmacy curricula.
• Describe assessment strategies, including pre-post evaluations and rubrics, for evaluating the impact of strategies used to engage student pharmacists in SAS-related topics.
• Use Think-Pair-Share to discuss attendees experiences using active learning and reflection strategies for SAS-related topics.

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• Explain the goals and key components of academic detailing and harm reduction.
• Discuss specific examples, evidence, and best practices for how academic detailing has been used to create change in community pharmacies to address harm reduction.
• Design an opportunity at your home institution where academic detailing could be integrated into teaching, community outreach, or scholarship efforts as it pertains to harm reduction.

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• Highlight recent guidance published for the reporting of race and ethnicity.
• Discuss faculty experiences for integrating diverse patient populations within the classroom and experiential opportunities.
• Apply provided methodology to incorporate diversity to personal classroom and experiential activities.

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• List socio-cultural and generational differences in perceptions impacting resilience and mental well-being.
• Evaluate the impact of workload/rigor of pharmacy curricula vs. fundamental deficits in protective self-care measures on student mental health.
• Develop a plan to incorporate best practices for supporting student mental well-being.

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• Summarize the expertise of librarian colleagues in their ability to support student pharmacists in evidence-based practices.
• Identify opportunities for collaboration with librarian colleagues.
• Develop a plan to integrate librarians in the pharmacy curriculum.

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• Discuss the essential science and practice learning outcomes for pharmacy students as related to biologics and specialty drugs.
• Provide best practice examples of incorporating the above topics in a Pharm.D. curriculum.
• Identify strategies for future implementation at participants’ home institutions.

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• Describe 2 best practices in operationalizing EPAs for assessment in experiential education.
• Prioritize 1 action item to better align your institution’s EE program with best practices in using EPAs for assessment.

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• Identify resources to facilitate creative problem solving and address rural education needs.
• Apply creative problem-solving strategies to identify and address barriers to rural education needs.

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• Identify current techniques and activities in pharmacy education that encourage entrepreneurship and innovation.
• Discuss the role creativity plays in entrepreneurial/intrapreneurial skills and mindset.
• Develop an individual plan to foster creative thinking and innovation in student pharmacists to enable success.

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• Describe the drivers for developing collaborative academic fellowships to support contemporary pharmacy education and practice.
• Explain the mechanisms by which these collaborative academic fellowships can be developed, including incorporation of Community of Practice and Cognitive Apprenticeship learning theories.
• Identify one collaborative academic fellowship opportunity that could be implemented at the participant’s institution.

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• Describe the currently recommended steps of the systematic review process.
• Identify new and essential technology tools for completing a systematic review.
• Discuss the value of an interprofessional team to the systematic review process.

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• Define clinical pharmacy as contextualized within the current understanding and application of patient care within the curriculum different.
• Apply strategies to connect clinical pharmacy practice models with examples of practice and elements of the PCPP, EPAs, CAPE Outcomes, and mindset elements necessary to effectively practice.
• Identify one curricular and/or co-curricular strategy that can help reframe the approach to teaching about the potential for integrating, and recognizing, the clinical pharmacy potential and mindset in all practice settings.

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• Describe key terminology (formative vs. summative assessment, feedback, competency-based education, entrustable professional educations).
• Compare and contrast traditional grading and pass/fail grading in experiential education.
• Hypothesize assessment models that might more accurately be used to accommodate future pharmacy education.

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• Describe the body’s biological response to stress and cycles that lead to physical, emotional, and mental changes in well-being.
• Utilize and share non-pharmacological tools for well-being for students, faculty, and staff.
• Begin to create programs to enhance student, faculty, and staff well-being that are specific to your institution’s needs.

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• Describe a process to evaluate the association between student performance in didactic courses and skills-based assessments with APPE performance.
• Outline actionable steps that programs can take to reduce the risk of poor APPE performance.

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• Describe the user experience (UX) research approach and techniques to conduct UX research.
• Outline the design for a study that incorporates UX research methods.

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• Describe the purpose and structure of a didactic-experiential educational model, including designing intentional student learning activities, exposing students to interprofessional experiences, and incorporating preceptors.
• Discuss the challenges and successes encountered during the development and implementation of a didactic-experiential naloxone learning module.

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• Describe how innovative technologies can be used in the didactic curriculum.
• Identify how these technological strategies can increase student engagement.
• Outline a plan to incorporate one new technology in the classroom.

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• Apply the Healthcare Simulation Standards of Best Practice (HSSOBP) Operations standard to given scenarios to optimize simulation-based experiences.
• Perform an educational needs assessment, applying the HSSOBP Professional Development standard.
• Identify 3 resources for simulation professional development.

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• Define critical theory – including Critical Race Theory, Feminism, and Queer Theory.
• Describe the use of critical theories in health professions education research.
• Identify ways in which critical theories can be used to inform pharmacy education.

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• Describe both curricular and co-curricular strategies to prepare students for successful entry into the pharmacy workforce.
• Discuss benefits and potential challenges associated with the various approaches to career preparedness.
• Develop a plan to incorporate at least one new element of career development into the curriculum or co-curriculum at your institution.

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• Describe the need for robust preceptor development.
• Discuss novel modes of development through gaming and student delivered preceptor development.

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• Describe the key attributes and factors that can positively influence career vitality from the perspectives captured in a Delphi method study.
• Outline an action plan utilizing strategies and solutions to strengthen vitality and overcome barriers.

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• Illustrate the importance and current landscape of DEI in colleges/schools of pharmacy.
• Interpret results of AACP institutional research data from 2015-2020 identifying diversity of faculty and graduate students in colleges/schools of pharmacy and implications of national and global events.
• Synthesize actionable recommendations to enhance DEI of faculty and graduate students in colleges/schools of pharmacy.

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• Highlight unique approaches for integrating an EPA assessment framework within experiential education across three different pharmacy institutions.
• Discuss barriers and solutions for implementing EPAs as an assessment framework for experiential education.
• Workshop individualized approaches to EPA assessment framework integration within experiential education.

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• Articulate domains and function of cultural intelligence frameworks.
• Identify barriers and facilitators to applications of cultural intelligence frameworks in pharmacy and pharmaceutical sciences educational institutions.
• Discuss mechanisms to mitigate challenges and promote successful cultural intelligence interventions in pharmacy and pharmaceutical sciences educational institutions.

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• Identify if a need exists for an alternate IPPE Health System experience at the participants home institution using presenters’ approaches and processes.
• Outline a proposal for an alternate IPPE Health System rotation for students with work experience at the participants home institution.

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• Describe clinical reasoning in the context of Pharmacists’ Patient Care Process and understand how scaffolding assists in the educational approach. 2. Discuss the application of a medication-centric clinical reasoning scaffolding tool across the curriculum.
• Discuss the application of a medication-centric clinical reasoning scaffolding tool across the curriculum.

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• Explain the IPEC core competencies and how interprofessional education (IPE) fits into ACPE accreditation standards.
• Discuss lessons learned from a peer institution on pivoting from in person to virtual IPE experiences for their pharmacy students.

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• Define academic dishonesty.
• Explore student motivations for cheating.
• Examine a wide breadth of strategies used by other institutions to reduce breaches of academic integrity.
• Develop new approaches to improving the academic integrity of their students at their institution.

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• Delineate the role of situational judgment tests (SJT) in assessing students in the affective domain.
• Describe the evidence-based process of developing, refining, and evaluating the Pharmacy Affective Domain-Situational Judgment Test (PAD-S).
• Characterize contemporary practices for comprehensive assessment of the affective domain, including potential roles for the PAD-S.

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• Identify the core elements of a simulation activity.
• Compare the different levels of simulation fidelity and modality to provide adaptability in supporting EPA development and assessment in a broad range of learner levels.
• Apply solutions using simulation for key challenges in EPA development and assessment.

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• Describe the gender disparity landscape in pharmacy academia.
• Identify disparities that occur at individual institutions.
• Select strategies to employ to address gender disparities at individual institutions.

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• Identify five theories and health communication models that can be used to facilitate the patient-provider health communication process.
• Describe opportunities for health communication strategies to enhance diversity, equity, inclusion, and anti-racism in healthcare.
• Integrate health communication models into pharmacy curricula through innovative mechanisms.

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• Describe how Promotion and Tenure tips may need to be re-framed for successful promotion and tenure of Experiential Education Faculty.
• Discuss strategies for describing and documenting Experiential Education Faculty workload and responsibilities in a promotion and tenure dossier.
• Develop a customized short-term individual action plan for promotion and tenure.

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• Describe implementation science and its relevance to teaching and assessing the Pharmacists’ Patient Care Process.
• Provide examples of how implementation science has been or could be applied to teaching and assessing the Pharmacists’ Patient Care Process.
• Identify opportunities to incorporate implementation science resources and tools to teaching and assessing the Pharmacists’ Patient Care Process at one’s institution.

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• Describe the implementation of a multi-preceptor, multi-region, virtual Evidence-Based Medicine (EBM) Advanced Pharmacy Practice Experience (APPE).
• Discuss innovative active learning activities and strategies for assessment that can be adapted to other virtual APPEs.

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• Identify specific knowledge, skills, and attitudes that are important for students to gain to be agents of change for health equity.
• Discuss photovoice as a teaching methodology to enhance student’s creative thinking and ability to envision systems change.
• Describe how schools/colleges of pharmacy can implement photovoice and assessments related to health equity to educate students on health disparities, diversity, culture, and inclusion.

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• Highlight the challenges of incorporating parts of CAPE 2013 Domain 3 into didactic courses.
• Describe strategies to incorporate patient and provider education as well as written and verbal communication into a group project involving dietary supplements.
• Discuss the successes and challenges of a simulated patient experience in the self-care aisle utilizing Flipgrid© as a platform for sharing information.

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• Describe institutional goals for engaging students in global learning.
• Identify barriers in reaching your institutional goals for global engagement.
• Develop 2 ideas or strategies for creating global learning opportunities that do not require travel.

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• Discuss barriers to problem-solving and decision-making strategies during uncertain or turbulent times.
• Describe the design thinking process and techniques to promote creative problem-solving.
• Apply the design thinking process to generate solutions to identified challenges.

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• Describe the use of Kirkpatrick’s taxonomy to identify means to ensure evidence-based measurements of learning.
• Define evidence-based assessment tools that measure student learning.
• Develop individualized evidence-based educational research projects with strong measures of learning and utilizing best educational research practices.

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• Describe the benefits of establishing pharmacy technician-led educational opportunities for pharmacy learners.
• Consider opportunities for pharmacy technician-led education at your practice site or educational institution.

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• Identify a need for science outreach in their community.
• Outline a science engagement project in their community.

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• Discuss the “bridge” relationship between skills lab courses and experiential learning.
• Explain the role of longitudinal skills evaluations and feedback in measuring student growth and preparedness for experiential learning.
• Describe experiences of three universities in developing and implementing longitudinal assessments and feedback mechanisms as a method to prepare students to complete entrustable professional activities.

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• Identify opportunities for integrating Entrustable Professional Activities into Introductory Pharmacy Practice Experiences to ensure Advanced Pharmacy Practice Experience readiness.
• Describe how to utilize a modified Delphi process to solicit expert opinion from preceptors.
• Explain the benefits of working in a consortium to develop and adopt a unified IPPE curriculum.

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• Identify opportunities to strengthen individual mentorship skills and methods.
• Discuss initiatives that programs can use to enhance mentorship among faculty to maximize trainee development, well-being, and success.
• Commit to applying at least one change in each attendee’s mentorship methods.

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• Explain gender biases in the workplace and leadership roles through the lens of the “category expectancy violation theory” and formulate strategies to address this bias.
• Discuss the impact of medical leave, maternity leave, childcare, and flexible work schedules may have on the promotion and tenure of female faculty and develop strategies for overcoming these barriers.
• Identify disparities in salaries earned by women compared to their male counterparts in academia and the pharmacy profession and discuss strategies to address this wage gap.

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• Discuss educational strategies to equip and empower students to work and communicate with members from other generations to provide healthcare.
• Explore resources for pharmacy educators of any generation to adapt skills to effectively work with learners, patients, and team members from other generations.
• Collaborate with fellow health providers to develop practical solutions to overcome generational divides for the care of older adults.

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• Describe the components of a bridge program that incorporates orientation, academic preparedness, and pharmacy coursework.
• Summarize how first-year pharmacy courses can be used as a context to apply learning strategies.

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• List three reasons why faculty workloads become inequitable in higher education.
• Identify the six required conditions for an equitable faculty workload according to the American Council on Education.

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• Describe how various activities designed to enhance innovation and entrepreneurship fit within evidence-based problem-solving framework.
• Identify specific areas for cultivating innovation in students through development of a curricular action plan.

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• Discuss common barriers in the design and implementation in student research training programs.
• Evaluate opportunities for improvement in implementing student research training programs.
• Develop actionable strategies to improve an existing student research training program or implement a new program.

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• Identify and discuss time management concerns in academia.
• Compare and apply two common time management matrices and strategies to enhance time management to improve productivity and efficiency.
• Evaluate responsibilities and select strategies to implement to improve time management.

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• Discuss how to implement a co-curricular approach to diversity, equity, inclusion, and anti-racism through a student organization-led book club.
• Summarize the application of Fink’s Taxonomy of Significant Learning Experiences to a diversity book club.

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• Describe the utility of a systematic process to facilitate and track student advising.
• Demonstrate decreased faculty burden through a series of academic-year specific prompts and quick access to student affairs intervention.

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• Outline intentional advising questions that are adaptable to student's academic year and career goals, justifying the rationale for one-to-one experiential advising sessions to students as it pertains to student satisfaction and curricular outcomes.
• Demonstrate advising skills through practical application of their unique intentional advising questions.

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• Describe current efforts among three pharmacy programs for utilizing pre-matriculation and orientation programming to ensure student readiness at the start of professional degree programs.
• Develop a list of strategies for promoting student readiness in both cognitive and affective domains.
• Discuss programmatic assessment strategies to evaluate effectiveness of pre-matriculation and orientation programming on student success, satisfaction, and retention.

Speaker(s)/Author(s)

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• Discuss three aspects of the "The Pharmacist's Fundamental Responsibilities and Rights" statements that are relevant to pharmacy education.
• Compare and contrast the how these statements interface with selected results from the 2021 APhA/NASPA State-Based National Survey.
• Develop strategies pharmacy educators can use to instruct students and graduates when advocating for their rights with employers while fulfilling their responsibilities.

Speaker(s)/Author(s)

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• Describe test specifications for an SJT (test purpose, audience, format, and attributes to assess).
• Establish an answer key for an SJT scenario and calculate a score for an example student response.
• List examples of measures used to determine reliability and validity of an SJT.

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• Describe three approaches to support the implementation of experiential accommodations within a pharmacy curriculum.
• Discuss the impact of these approaches through the examination of two case studies.

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• Identify a need for alternative approaches to engage students around healthcare equity.
• Outline a strategy to implement a similar longitudinal assignment in their course.

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• Explain the four main categories of recovery experiences.
• Select a personalized approach to stress recovery that integrates one's preferences and the science of recovery experiences.

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• Describe scholarly productivity strategies including research prioritization, workload management, planning, and collaboration.
• Formulate a personalized plan to enhance scholarly productivity.
• Identify experiential opportunities to support scholarly productivity and collaboration across multiple sites or institutions.

Speaker(s)/Author(s)

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• Describe the basic principles of reliability and validity theory.
• Discuss strategies for application of reliability and validity theory in performance assessments such as OSCEs.
• Develop a plan for gathering and analyzing reliability and validity evidence for a performance assessment at the participant’s institution.

Speaker(s)/Author(s)

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• Differentiate learning and performance.
• Identify elements of performance activities that contribute to academic dishonesty.
• Assess learning activities to identify those that should contribute to a course grade.

Speaker(s)/Author(s)

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Objectives

• Describe the current state of the job market for Pharm.D. and Ph.D. graduates.
• Evaluate opportunities for improvement in curricular development and career services programs.
• Identify curricular and career services strategies to prepare students for success in the job market after graduation.

Speaker(s)/Author(s)

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• Identify contributors to student stress when completing performance-based activities and assessments.
• Describe methods used to reduce student stress related to performance-based activities and assessments and the benefits provided to students and faculty.
• Determine one activity or assessment that could be changed to balance student stress.

Speaker(s)/Author(s)

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• Identify the rationale for updating and evaluating the case repository to better reflect biogeographic diversity and inclusion of populations within identified therapeutic areas.
• Identify three therapeutic areas within pharmacogenomics for future case updates that consider diversity and inclusion principles.
• Describe how standardized patient cases and the use of classroom debates, using the thinking-hat approach, can address diversity, equity and inclusion in pharmacogenomics.

Speaker(s)/Author(s)

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• Describe strategies for recognizing students who are experiencing loneliness and social isolation.
• Identify at least one activity that can be used to help these students experience the healing power of human connection.

Speaker(s)/Author(s)

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Objectives

• Discuss the rationale for intentional incorporation of professional identity formation in pharmacy education.
• Describe how to support and assess professional identity formation in pharmacy students.

Speaker(s)/Author(s)

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Objectives

• Identify benefits and barriers to implementation of layered research mentorship.
• Outline an action plan to infuse layered research into existing or new research endeavors.

Speaker(s)/Author(s)

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• Outline one design thinking-based approach to enhance preceptor engagement in experiential CQI.
• Propose one strategy for sharing experiential quality improvement outcomes with preceptors to close the CQI loop.

Speaker(s)/Author(s)

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• Differentiate between the examinee-centered and test-centered standard settings in assessment grading.
• Review current performance assessment practices and develop quality improvement ideas for standard setting.
• Discuss best practices for standardized grading among a variety of raters.

Speaker(s)/Author(s)

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• Describe the critical importance of advocacy for the profession, identify gaps in the current system, and explore additional opportunities to incorporate advocacy into outcomes and accreditation standards.
• Discuss lessons learned regarding advocacy in Pharm.D. education by reviewing recent AACP Public Health SIG survey results about emergency preparedness and response (EPR) and advocacy in PharmD programs.
• Suggest ways to expand and sustain advocacy skills for Pharm.D. students through applying the Continuing Professional Development (CPD) model for lifelong learning based on the review of examples of advocacy programs in Pharm.D. education and advocacy initiatives in professional organizations.

Speaker(s)/Author(s)

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Objectives

• Define key terminology related to unconscious bias.
• Describe how bias impacts patient care and professional relationships.
• Utilize the CPD approach to examine and address an area of bias.

Speaker(s)/Author(s)

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• Define hidden curriculum in pharmacy education, compared with other health professions.
• Describe how hidden curriculum may affect student learning and the transformation of pharmacy profession.
• Discuss strategies to address hidden curriculum in pharmacy education, especially in experiential learning.

Speaker(s)/Author(s)

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Objectives

• Describe the concept of biogeographical groupings as used in population genetics.
• Explain the differences between race as a social construct and biogeographical groupings as a proxy for race.
• Identify therapeutic areas for case-based education and practice where biogeographical groupings can be incorporated for clinically relevant patient outcomes.

Speaker(s)/Author(s)

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• Describe how no-to-low code educational technology can be implemented in pharmacy curricula.
• Match course/session learning objectives with appropriate educational technology for teaching and assessing those skills.
• Design an outline for an interactive case in the software of their choice.

Speaker(s)/Author(s)

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Objectives

• Describe the areas in which experiential students need support.
• Discuss the partnership between student affairs and experiential education to provide student support.

Speaker(s)/Author(s)

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Objectives

• Characterize clinical reasoning skills and available tools used to assess these skills.
• Describe how faculty can construct and administer a script concordance test to assess clinical reasoning skills.

Speaker(s)/Author(s)

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Objectives

• Describe common causes of preceptor-learner incongruence.
• Identify strategies and techniques in management of preceptor-learner incongruence.
• Given a case, apply solutions for preceptors/programs to mend a preceptor-learner relationship.

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