AACP 2023 Annual Meeting

Objectives

• Describe adaptive expertise and implications on student learning.
• Explain the two dimensions of adaptive expertise: efficiency and innovation.
• Summarize educational approaches that support the development of adaptive expertise.

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CE Hours

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• Describe differences between professionalism and Professional Identity Formation (PIF).
• Identify key experiences that contribute to a faculty member’s sense of professional identity.
• Explain the important role of teachers and mentors in the development of learner PIF.

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CE Hours

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• Describe consequences of curricular overload and cognitive overload.
• Identify areas within a course, course series, or curriculum which can contribute to cognitive overload .
• Describe how the frameworks of cognitive overload and backwards design can be useful to the process of addressing curricular overload and enabling adaptive expertise.

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CE Hours

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• Identify examples of teaching strategies employing adaptive expertise in the interprofessional curriculum.
• Apply elements of adaptive expertise to improve existing teaching and learning strategies in interprofessional education.
• ntegrate one action step to help you maximize the benefits of adaptive expertise in your interprofessional teaching practices.

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• Define three key career relationships for your personal “Board of Directors”.
• Summarize strategies for obtaining and optimizing these relationships.
• Create a plan to identify and develop the key relationships needed for your own professional development and growth.

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• Describe the importance of promoting adaptive expertise in the experiential learning environment.
• Discuss why preceptor coaching & mentoring are integral to student development of adaptive expertise.
• Describe approaches for how to incorporate adaptive expertise into experiential learning at each attendee’s school.

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CE Hours

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• Identify scenarios when flexibility is needed in teaching, learning, and assessment.
• Describe how adaptive expertise can be utilized by instructors to solve problems related to the development, delivery, and assessment of curricular content.
• Provide examples of adaptive expertise applied to development, delivery, and assessment of curricular content.

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• Describe the evolving nature of life circumstances and its intersectionality with work.
• Describe how adaptive expertise can assist in managing the work-life interface.
• Develop a plan to address individual’s current work and life circumstances.

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• Summarize challenges facing recruitment and admissions for PharmD programs.
• Describe adaptive practices for effective, equitable and sustainable student recruitment and admissions.
• Identify adaptive strategies that can be implemented at your institution.

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• Define productive failure as an instructional intervention for pharmacy education.
• Explain how productive failure supports the development of adaptive expertise.
• Construct learning experiences that leverage productive failure.

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• Identify common challenges experienced by minority health care professionals and trainees often encounter in being part of predominantly white institutions.
• Define terms such as “minority tax”, intersectionality, microaggression, & racism.
• Explain the impact of this “tax” on colleagues, students, and community.
• Implement tools to navigate and mitigate the minority tax and its impact in the academic pharmacy community.

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CE Hours

Objectives

• Identify scenarios when flexibility is needed in teaching, learning, and assessment.
• Describe how adaptive expertise can be utilized by instructors to solve problems related to the development, delivery, and assessment of curricular content.
• Provide examples of adaptive expertise applied to development, delivery, and assessment of curricular content.

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CE Hours

Objectives

• Describe consequences of curricular overload and cognitive overload.
• Identify areas within a course, course series, or curriculum which can contribute to cognitive overload.
• Describe how the frameworks of cognitive overload and backwards design can be useful to the process of addressing curricular overload and enabling adaptive expertise

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CE Hours

Objectives

• Discuss major highlights and takeaways from the 2023 Teacher Seminar tracks.
• Identify three actionable items for yourself based on the session tracks attended before the end of the AACP meeting, academic semester, and within the calendar year.
• Identify possible questions for future scholarly inquiry related to to topics covered during Teacher’s seminar.

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CE Hours

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• Contrast qualitative and quantitative research.
• State 5 strategies/methods researchers can use to collect their qualitative data.
• List data mining strategies, software tools, and methods researchers can use to analyze their qualitative data.
• Identify 2 tools researchers can use to assist them when communicating their qualitative results.
• Evaluate best practices for overcoming common mistakes made related to qualitative research.

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• Describe the existing literature related to remediation processes in colleges/schools of pharmacy.
• Identify one new early warning or remediation strategy to implement at your institution to improve student success.

Speaker(s)/Author(s)

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• Explain the use of an immersive experience using interactive videos to develop student empathy.
• Describe the steps to develop a simulated immersive experience using interactive videos.

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• Explain how peer review in scientific publishing contributes to the recursive process of medical writing.
• Describe components of a successful peer-to-peer feedback process for evaluating medical writing assignments completed by pharmacy students.

Speaker(s)/Author(s)

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• Describe 1 strategy to encourage learner engagement in the EPA-based assessment process.
• Discuss the benefits of implementing a holistic approach when determining grades for experiential learning.
• Identify 1 action item to better align your institution’s EPA-based assessment approach with learner-centered practices that foster assessment FOR learning.

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CE Hours

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• List two common challenges that lead to career stagnation or dissatisfaction among early and mid-career faculty.
• Describe two ways department chairs/administrators can promote early and mid-career faculty development to encourage advancement and retention.
• Discuss two ways junior and mid-career faculty can self-advocate to aid in their development and facilitate their advancement.

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• Describe the importance of using inclusive language in pharmacy education to advance health equity.
• Apply current best practices in inclusive language to educational sessions regarding patient centered care.
• Discuss the inter-relationships amongst inclusive patient-centered language, health equity and well-being.

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• Describe student-perceived and curricular benefits of instructional alignment between evidence-based medicine and pharmacotherapy courses.
• Outline steps toward implementation of instructional alignment between evidence-based medicine and therapeutics content or courses at your institution.

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• Explain the process for selecting and analyzing student characteristics, learning analytics, and assessment data for learning disparities.
• Describe tools and/or mechanisms for engaging faculty review of disaggregated student assessment data for learning disparities.

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• List 2 benefits of interdisciplinary rounding on student learning.
• Describe 2 options for providing interprofessional experiences outside of a traditional 5-day a week inpatient rounding schedule.

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• Define the concept and cycle of Continuing Professional Development (CPD) as a method of live-long learning.
• Describe the integration of the CPD model with the annual position requirements and reviews of college of pharmacy faculty, preceptors, and other related professionals.

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• Explain the importance of relating didactic, simulation, and clinical practice initiatives in interprofessional practice and education to meet community needs.
• Outline strategies to implement large-scale interprofessional initiatives using available resources.

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• Describe the interprofessional collaboration developmental framework.
• Describe the tool and process used to assess interprofessional teamwork and collaboration of student pharmacists during an APPE.

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• Describe how the Well-being Index and 5 Gears tool can be used to longitudinally assess student pharmacist well-being.
• Discuss the feasibility of implementing a longitudinal well-being assessment for student pharmacists.

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• Describe the benefits of returning examinations.
• Explain current beliefs regarding returning examinations.

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• Explain how a longitudinal, asynchronous series of activities that involves spaced retrieval, meaningful repetition, and metacognition can be implemented in a variety of courses to promote retention.
• Outline an action plan for how to implement a Brain Training activity thread within the participant’s course.

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• Describe the four main components of the four-compartment instructional design (4C/ID) model.
• Explain how whole-task learning and the 4C/ID model can be used to address professional competencies and cognitive load within a curriculum.
• Apply the 4C/ID model to a case scenario.

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• Describe the landscape of tenure-track status and tenure requirements for clinically-oriented faculty across the country.
• Highlight the benefits and limitations of tenure and non-tenured faculty positions, as well as varying tenure requirements.
• Examine how the current shifting workload demands facing the academy may affect decision making for clinically-oriented faculty, including student recruitment, leadership representation, diversity, equity, and inclusion, faculty recruitment and retention and financial considerations.

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• Define remediation in health professions education from the literature.
• Compare and contrast the challenges of remediation in didactic vs. experiential settings.
• Discuss best practices in providing remediation, as emerged from focus groups.

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• Outline best practices for writing multiple choice exam questions to more accurately assess student learning.
• Review multiple-choice questions for common item-writing flaws and identify modifications to improve the quality of the question.

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• Compare the variability of medication safety standards in pharmacy practice.
• Identify opportunities to integrate medication safety through faculty-led instructional modeling

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• Describe challenges to developing a focused academic narrative.
• Summarize ways to focus your academic narrative.
• Describe support needed for ongoing success in the academy.

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• Review commonly utilized methods for negotiating individual advancement in the workplace and the biases that occur as a result of inequitable practices.
• Explain strategies individuals can utilize in negotiating promotions, tenure clock, and flexible work arrangement.
• Provide examples from institutions where system level changes have resulted in more equitable negotiations.

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• Describe the background, context, and history of IPEC and the IPEC Core Competencies for Collaborative Practice.
• Compare and contrast the 2023 IPEC Core Competencies revision to the most recent 2016 competencies.
• Explain next steps in the IPEC Core Competencies revision process and gather comments, questions, reactions, and guidance.

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• Explain the steps involved in the screening, brief intervention, and referral to treatment (SBIRT) process.
• Discuss how SBIRT can be incorporated into didactic, laboratory, and community practice settings.
• Develop a plan to incorporate SBIRT into pharmacy school curricula and/or community practice.

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• Describe the need for dedicated discussion regarding death and dying in the pharmacy curriculum including the pediatric population.
• Outline the development of a curriculum to provide didactic and scenario-based discussion of death and dying in the pharmacy curriculum including experiential education.
• Identify opportunities within a pediatric clinical practice rotation to address experiences involving death and dying.

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• Describe how the incorporation of concept, simulation and active participation for legislative advocacy would optimize pharmacy curricula.
• Outline an implementation plan to address knowledge; practice and mastery; and application for legislative advocacy in a curriculum-based approach.

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• Define competency-based pharmacy education (CBPE).
• Explain the need for CBPE.
• Describe the core components for CBPE and if they fit the need for CBPE.

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• Define remediation as it relates to experiential curricula.
• Describe remedial actions within experiential programs at three different institutions.
• Discuss successes and challenges with supporting the struggling student in experiential curricula.

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• Describe the public health implications of discrimination and biases towards members of the LGBTQIA+ community.
• Develop learning tools that address health inequities and avoid stereotypes for LGBTQIA+ patients.
• Construct strategies to equip student pharmacists with the tools to provide affirming care for LGBTQIA+ patients within healthcare systems"

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• Describe how to demonstrate professional knowledge, expertise, and self-awareness to students while on experiential rotations.
• Identify approaches to facilitate transfer of knowledge, skills, experiences, and values to the next generation of pharmacists.
• Illustrate ways to engage students in patient-care and advocacy activities to promote diversity, equity, and inclusion as a continuous focus of practice.

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• Discuss the changing landscape of the academic leadership and challenges of the current structure.
• Develop strategies to address needed change in the expectations of academic leaders.
• Identify three potential action steps towards improving the current and future academic leadership development model.

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• Define the key components of an educational activity that relates to interprofessional education.
• Describe three examples of how pharmacogenomics can be implemented in an interprofessional education setting.
• Discuss how to integrate IPE into current PGx learning activities.

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• Identify barriers to pharmacy student class attendance.
• Describe the advantages, disadvantages, and outcomes of extrinsic and intrinsic motivating strategies to address student class attendance.

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• Describe an asynchronous interprofessional chronic care management simulation.
• Identify 4 IPE competencies that can be targeted through asynchronous simulation.

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• Describe the design sprint process and how it can be used to address curriculum revision needs.
• Summarize design sprint strategies that can be applied in curriculum revision processes.

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• Describe strategies for starting and expanding alumni engagement, including discussing the potential role of a school-appointed liaison.
• Analyze the lifespan of alumni and its impact on engagement.
• Design a plan to strengthen alumni relations at your institution.

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• Evaluate the need to address vaccine hesitancy within their own community.
• Outline strategies for global collaboration and opportunities for student leadership development within teaching innovations.
• Explore strategies to adapt the vaccine champion curriculum and tailor it to be clinically and culturally appropriate for their environment.

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CE Hours

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• Differentiate between a fixed and growth mindset.
• Identify the benefits of employing a growth mindset in personal and professional roles.
• Describe how you can intentionally identify areas of fixed mindedness and promote a growth mindset in your personal and professional life.

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• Describe factors that should be considered when developing and implementing accommodations within experiential learning environments.
• Discuss examples of reasonable accommodations in experiential learning environments from multiple institutions.
• Apply resources to implement and support accommodation requests.

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• Identify the key elements included in the trust triangle and its role in leadership.
• Describe strategies that may be utilized to intentionally create a more inclusive workplace.
• Develop the foundations of a framework of entrustable inclusive leadership in pharmacy education.

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• Define reliability, validity, and validation evidence for student learning assessments in higher education.
• Apply concepts of reliability and validity of educational testing to assessments at your college.
• Compare and contrast the feasibility of implementing reliability and validity measures for educational testing.

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• Discuss the planning needed to implement CBE into an existing course.
• Describe research that is needed to demonstrate the impact of CBE in pharmacy education.

Speaker(s)/Author(s)

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• Describe the qualities of culturally-affirming pharmacists.
• Discuss the ways in which diverse experiences can be incorporated into the experiential education curriculum.

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• State specific changes from the CAPE Educational Objectives (EOs) domains and subdomains to the new 2022 COEPA.
• List specific changes from the 2016 Entrustable Professional Activities (EPAs) to the new 2022 COEPA EPAs.
• Identify the features of the COEPA 2022 Guidance Document.
• Outline the relationship among the COEPA Educational Outcomes, COEPA Entrustable Professional Activities, PPCP, and the NAPLEX Blueprint.

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• Describe the evidence evaluating the efficacy of ARS and student performance.
• Assess ARS questions for adherence to current best practices.
• Apply best practices when creating and incorporating ARS into student learning experiences.

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• Integrate the principles of immediacy to your own authentic leadership and management style.
• Identify your place on the Fiske model continuum in relation to your team.
• Apply the methodology for better communication, listening, and inquiry to the case scenarios presented and prioritize one strategy that you will apply at your organization.

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• List the barriers and facilitators encountered by the presenters in developing and implementing the AACP SAS Summer Research Exchange Program.
• Describe the building blocks of a successful summer research exchange program.
• Apply social networking theory to develop a summer research exchange program framework specific to your organization, discipline, and AACP section.

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• List the strengths and weaknesses for each type of CPD format: in-person, hybrid, and virtual learning.
• Describe how technology and innovation can be used to advance CE programs.
• Discuss the impact of the pandemic on CPD teams and in turn changed the CE landscape.

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• Describe strategies to integrate evidence-based medicine content across pharmacy curricula.
• Discuss assessment of readiness to practice evidence-based medicine prior to APPE.
• Design a plan that incorporates evidence-based medicine spanning all years of pharmacy curricula.

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• Define barriers to leading effective collaborative team.
• Describe the Relational Leadership (RL) framework, strategies, and the purpose of RL programming across institutions.
• Describe the Relational Leadership (RL) framework, strategies, and the purpose of RL programming across institutions. Outline Relational Leadership strategies applicable to pharmacy practice and education environments.

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• Define structural humility and structural competency.
• Compare and contrast assessment tools used in student structural competency evaluations.
• Apply Structural Competency assessment tools to various educational scenarios.

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• Compare various course remediation practices at three institutions, including summer course offerings, and skills-based remediation strategies.
• Describe assessment strategies to evaluate the impact of remediation programs on curricular outcomes, retention, and on-time progression.
• Develop approaches for managing faculty and student bandwidth, cognitive burden, and burnout associated with the additional workload of course remediation.

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• Apply Schlossberg's Transition Theory and Tinto's Student Retention Model to enhance understanding of observed student behavior.
• List specific traits and attributes of members of GenZ.
• Implement specific strategies to proactively address student expectations in support of successful transition to the Pharm.D. program.

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• Identify small changes that incorporate equity, diversity, and inclusion into a self-care therapeutics course.
• Describe how new curricular content can be added to a self-care therapeutics course to increase equity, diversity, and inclusion.
• Adapt an example patient case and exam question to incorporate principles of equity, diversity, and inclusion.

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• Recall strategies for evaluating whether a board preparation program is successful.
• Describe strategies for improving board preparation programs that have improved student outcomes.
• Identify one or two initiatives to implement in their local board preparation program.

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• Discuss common challenges students have with pharmaceutical calculations.
• Describe various strategies to provide additional support to students with pharmaceutical calculations.

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• Describe how partnering with community dwelling seniors provides opportunities for IPPE students to develop communication skills in these direct patient care experiences.
• Discuss ideal activities for IPPE students to complete with community dwelling seniors.

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• List 2 reasons non-promotable tasks are more likely to be performed by women.
• Describe organizational practices that can increase equity in faculty workload.

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• Describe implementation science principles.
• Evaluate the key drivers needed to assess if competency-based education can be implemented.
• Identify opportunities for the next steps in assessing the implementation of competency-based education in pharmacy education.

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• Identify mentorship needs to bring back to department chairs or faculty mentors.
• Assess content delivery into existing course notes and/or assessments for the Pharm.D. curriculum.
• Employ common nomenclature and abbreviations in pharmacy education.

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• Identify commonalities in pharmacy education, practice, and the socio-political forces that sculpted them across Lebanon, Canada, Bangladesh, and the US.
• Compare and contrast the impact of education, the scope of practice, and legal/business ecosystem on pharmacist roles and professional identities.
• Articulate opportunities and challenges as related to the profession and professional identity of pharmacists.

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• Describe opportunities for integrating technology into assessment.
• Explain innovative technology solutions for assessments.

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• List how multimedia presenters can incorporate Mayer’s Principles for Multimedia Learning into pharmacy education presentations.
• Discuss the research data demonstrating the impact of adapting Mayer’s Principles for Multimedia Learning into teaching material on student learning.

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• Describe the possible types of equity bias in student evaluations of teaching (SET) and their impact on faculty, students, and institutions.
• Develop potential ways to mitigate negative ramifications of bias.

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• Describe the need for monitoring and supporting team success in team-based learning.
• Identify 2 benefits of a collaborative approach to supporting team-based learning.

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• Identify key components of a student scholar leaders program that would benefit students at your college/school.
• Describe the elements of an educators badge designed to enhance pharmacy educators’ knowledge and skills in community pharmacy practice transformation.
• Discuss criteria that will be considered when recognizing colleges/schools of pharmacy as Community Pharmacy Centers of Excellence.

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• Describe the data-driven benefits of an Intention/Reflection practice as they relate to cognitive connections between didactic instruction and clinical pharmacy practice, as well as student engagement, pride, and belonging in the profession.
• Identify low-effort, low-cost, practical strategies to integrate Intention/Reflection into an individual class, course and/or curriculum.
• Generate Intention/Reflection questions for your class, course and/or curriculum that will ignite and inspire future pharmacists.

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• Define Evidence based practice (EBP) processes including the 5 A’s: Ask, Acquire, Appraise, Apply, and Assess associated with this process.
• Assess and evaluate resources commonly used by students in both classroom and rotation settings, when faced with a drug information question.
• Utilize a case-based approach to engage pharmacy students, and develop a plan to improve evidence-based skills when faced with a drug information question in a didactic or experiential setting.

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• Define core principles of Community based Participatory Research as applies to historically underrepresented and marginalized communities.
• Describe core research principles to be mentored to students interested in employing CBPR concepts in pharmacy research projects.

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• Utilize an SJT as a teaching tool for non-cognitive skills.
• Examine a standard to operationalize it effectively for assessment using SJTs.

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• Describe common challenges that many novice Pharm.D. students confront when learning to identify medication-related problems in complex patient cases.
• Describe approaches for supporting students in learning to efficiently and effectively identify medication-related problems in complex patient cases.

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• Describe the QUILT structured communication format and how its principles could be implemented to improve student-faculty communication.
• Identify the components of the critical reflection method and examine its application in the Pharm.D. curriculum.

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• Describe preceptor behaviors that support or hinder learner motivation through application of self-determination theory.
• Identify practical ways to empower learners in the clinical setting.

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• Review the current state of digital health integration in pharmacy education.
• Discuss case studies highlighting the use of digital health in the pharmacy curriculum.
• Identify key actions attendees will take to integrate digital health into their programs.
• Describe desired needs and support from AACP around incorporating digital health in pharmacy education.

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• Identify issues pertaining to DEI among Arab American Pharmacy Educators.
• Describe strategies for scaffolding proactive mechanisms for assessing and fostering DEI in the workplace.
• Identify implications for American Educators who hail from outside the United States.

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• Compare and contrast definitions of critical thinking, clinical reasoning, and clinical decision making in the context of pharmacy education.
• Describe how educators can apply contextualized Intellectual Standards for pharmacists to improve clinical reasoning skills within classroom and experiential education.
• Apply intellectual standards of clinical reasoning to the Pharmacists Patient Care Process, specifically through case examples.

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• Describe leadership development tools and strategies for individual rotations and/or across the experiential curriculum that is customized to a specific practice setting.
• Identify opportunities to engage students throughout experiential learning.

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• Define calibrated peer review utilization within higher education.
• Describe potential learning activities to incorporate calibrated peer review within a pharmacy curriculum.

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• Describe approaches that have been utilized to promote empathy for patients among pharmacy learners, including setting and learning modalities.
• Outline a plan for an empathy-development experience within the context of the participant’s current curriculum.

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• Explain the role of the social/administrative/behavioral sciences complementary to biomedical, pharmaceutical, and clinical sciences in the provision of value-based care.
• Identify how IPE activities can be used as a platform to enhance integration of social/administrative/behavioral sciences using a systems-based approach.

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• Describe three career sustaining behaviors that are pertinent to faculty in colleges and schools of pharmacy.
• Discuss the importance of value and task alignment and the impact of mismatch on burnout and engagement.
• Design a personal action plan to implement at least one career-sustaining behavior.

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• Discern what positive leadership consists of including having its foundations in both leadership theory and positive psychology.
• Apply the freudenfreude mindset and how it relates to the different leadership theory concepts associated with bringing others up.
• Identify strategies to deal with negativity bias, emotional vampires, draining tasks, and team dysfunction.

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• Describe how the Pharmacist eCare Plan can be incorporated into didactic and experiential pharmacy curricula.
• Identify criteria that should be considered when assessing eCare planning activities.
• Develop an individualized plan for implementing and assessing the Pharmacist eCare Plan in your pharmacy curriculum.

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• Discuss the experiences of three programs in organizing the self-study, including how to engage faculty, students, and other external stakeholders throughout the process.
• List common logistical challenges, along with potential solutions, programs may encounter during the self-study process.
• Develop action items that may be implemented in your program to facilitate a smooth self-study process.

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• Describe the Six Thinking Hats framework and the pertinent questions for each hat to explore a desired topic.
• Review a pharmacy education challenge using the Six Thinking Hats framework.

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• Define consequential validity evidence.
• Provide examples of consequential validity.
• Offer strategies for ensure our data and discourse promote the success of all students.

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• Describe curricular inefficiency to identify its relevance within the current landscape of pharmacy academia.
• Identify factors affecting curricular efficiency at the academy, institution, and faculty level.
• Explain strategies for buy-in, faculty support, and streamlining the curriculum while recognizing potential challenges.

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• Define common rural health concepts and applicable social determinants of health which may be found in rural and underserved curricular focus areas.
• Describe individual rural and underserved programs at three Schools of Pharmacy across the Academy.
• Identify opportunities to bridge rural health considerations and application to pharmacy practice in unique communities.

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• Describe findings of survey results of Laboratory Instructors SIG faculty workload for teaching, service, clinical practice, and research responsibilities.
• Discuss strategies for coordinating labs and recruiting facilitators including the use of faculty, residents, students, and preceptors.
• Identify methods to prevent burnout among skills lab faculty members.

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• Identify evidence-based learning theories and techniques that can improve student engagement and learning.
• Describe the use of a novel team-building activity for pharmacy education.
• Explain opportunities to incorporate presented theories or techniques at your home institution.

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• Identify the importance of reproductive health ethics discussion in pharmacy curricula through the lens of recent legislation changes.
• Describe approaches to incorporate reproductive health ethics into pharmacy curricula.
• Design strategies linked to COEPA 2022 and the Pharmacists' Patient Care Process to integrate reproductive health into pharmacy curricula.

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• Explain the rationale for using pass/fail grading for the assessment of Entrustable Professional Activities (EPAs).
• Identify current literature related to pass/fail and GPA-based grading schemes in APPEs and corresponding residency placement rates for PGY1 and PGY2 programs.
• List the pros and cons of various APPE grading schemes.

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• Explain the context (tools, resources, needs) for course and exam design analytics.
• Choose the best design use case for visualizing and/or disseminating course-level mapping data that fits a given context.

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