A tale of two (or more) campuses: Challenges of practice skills education in

multi-campus programs

Laboratory Instructors SIG

Speakers

• Abbey Cox and Erika Kleppinger -Auburn University

• Jeannine Conway and Angela George-University of Minnesota

• Daniel Forrister and Jennifer Robertson-University of North Carolina

Acknowledgements

• Kelly Scolaro, PharmD- University of North Carolina

Objectives• Describe the facets of multi-campus skills

development• Discuss how these facets are addressed at

various institutions• Develop strategies for student activity

development across campuses• Develop strategies for communication formats

between faculty/staff across campuses

Agenda• Introduction• Table introductions• Overview of non-sterile compounding,

sterile compounding, and clinical skills• Roundtable-Opportunity to focus on

topic of greatest interest• Wrap-up

Facets of Multi-campus skills development

• Culture of institution– Expectations of administration and faculty

• Design of activities– Student learning objectives– Expectations of equivalence– Numbers of lab sections– Numbers of students– Grading expectations– Instructional resources

Facets: Resources• Space

– Differences between campuses• Budgets• Instructors

– Faculty– Grad students– Pharmacy residents– Upper-class students

• Patients– Classmates– Volunteers– Standardized patients

• Technology– Video conferencing capabilities– Course management software

• Library resource access

Strategies• Shared course websites• Delivering activities via video

teleconferencing (VTC)• Collaborative tools• Team building• Communication

– Instructor guides– Training meetings

Table introductions

• Introduce yourself• Include

– School– Teaching responsibilities– If your school has multiple campuses

Teaching Non-Sterile Pharmacy Compounding

Skills on Multiple Campuses

Jennifer L. Robertson, PharmD, CPP

Daniel Forrister, PharmD

UNC Eshelman School of Pharmacy

UNC Eshelman School of Pharmacy

• 3 campuses o Chapel Hill (main campus)o Elizabeth City (since 2005)o Asheville (since 2011)

• 5 semester lab sequence with Compounding Clinical Correlates throughout

• VTC connections between campuses

Logistics• Lead faculty (compounding expert) and

budget located on main (Chapel Hill) campus• Pharmaceutical Care Lab (PCL) coordinators

on satellite campuses are not compounding experts

• VTC allows students on all campuses access to compounding expert

• All campuses’ activities mirror main campus

Lead Faculty Role• Develops compounding assignments and

uses Sakai Course Management System• Develops online demonstration videos• Orders inventory and distributes to all

campuses• Supervises Graduate Student Teaching

Assistants who help with HPLC compound analysis from all campus students

• Assigns grades for all compound labels and product analysis

PCL Coordinator Role• PharmD faculty oversees overall lab flow• Work with Lead Faculty on inventory• Serve as local compounding resource for

students• Recruit and supervise local PCL Teaching

Assistants• Assist in evaluation of student counseling for

compounded products • Manage shipments of student assignments to

main campus

Lab Teaching Assistants (TAs)• Oversee flow of all weekly clinical and

compounding lab activities• Assist students during compounding if able• P3 students, pharmacy residents, and adjunct

clinical pharmacist faculty utilized as TAs– type varies by campus– TA meetings, compounding videos and formulation

records available on Sakai– Evaluate student counseling and select

compounding records according to rubric

Video Conferencing• Video connection for all compounding

sessions– Allows all students access to compounding expert

and assignment developer/grader

• Same technology used on all campuses– mounted on wall in Chapel Hill and Asheville– mobile cart in Elizabeth City

• Satellite campuses scheduled on different days or times due to technology limits

Assessment• Product labels and HPLC compound analysis

of student products conducted on main campus and graded by Lead Faculty with help from Graduate TAs– Helps with grading consistency across campuses– Summative assessment

• Main campus also grades compounding records for P2 and P3 years

• Grading rubrics are the same for all 5 semesters of compounding exercises

Assessment• On select compounding assignments,

students are required to analyze their products using spectrophotometers– Formative assessment– PCL Coordinators assist students– Similar equipment located on all campuses

Lessons Learned• Regular communication between

campuses is essential• Double check compounding inventory

early to allow time to get necessary supplies

• Train faculty and allow time for preparing spectrophotometric standard curves on each campus

Future Considerations

• Stand-alone compounding course vs. longitudinal?

• Compounding elective development?• APPE site development?• Additional scholarship opportunities

Teaching Sterile Compounding Skills on Multiple Campuses

Angela George, PharmD, MA

University of Minnesota

University of Minnesota College of Pharmacy

• 5 semester lab sequence• Sterile compounding skills integrated throughout

(~ 25% of labs)• All classes synchronously taught on both

campuses• Lab faculty on both campuses (Minneapolis and

Duluth) – design responsibilities distributed across lab faculty for

each year • Variety of teaching assistants used

Physical Space• USP <797>• Discussion area• Proximity of hoods to discussion area• Number of people required to supervise

hood area• Number of students hoods can

accommodate at one time

Equipment

Personnel

• Faculty• Graduate Students• Professional Students• Pharmacy Residents

Technology

• Online Rubric System • Recording Student IV Compounding

Challenges with Inter-Campus Consistency

• Activities• Expectations• Grading

– Parenteral Technique– Product and Labeling

Lessons Learned• Trust—we’re really a team• Use each others’ strengths• Communication• Shared drives, course management

sites, Google documents, etc.• Share activity guides, keys, and forms• Collaborative activity design

– Across campuses– Across courses

Future Considerations

• Curriculum re-design• More detail on activity documentation

and instructor guides• Keys and better definitions about grade

break points• Improved rubrics

Teaching Clinical Skills on Multiple Campuses

Erika L. Kleppinger, PharmD, BCPS, CDE

Abbey Cox, PharmD

Auburn University

Harrison School of Pharmacy

Clinical Skills

• Communication• Documentation• Physical assessment• Therapeutics • Lab value interpretation• Drug information

Harrison School of Pharmacy

• 2 campuses – Auburn, AL (main campus)– Mobile, AL (opened Fall 2007)

• 6 semester lab sequence with clinical skills integrated throughout

• All classes synchronously taught on both campuses

Logistics• Lab coordinators located in Auburn, AL

– All labs led by faculty• Pharmacist facilitator in Mobile, AL• P4 students, pharmacy resident, and

faculty utilized as facilitators– All pharmacy practice faculty teach at

least 1 lab each year• Mobile campus activities mirror

Auburn campus

Thoughts in Lab Design

• Integration with concurrent courses• Repeat critical skills throughout• Match assessment with teaching

methods• Prepare students for IPPEs and APPEs

Development of Materials• All faculty asked to consider both

campuses• Facilitator guide template created• Encouraged use of stations• Encouraged use of skills guides instead

of checklists• All student and facilitator materials

posted on CanvasTM

Video Conferencing• Synchronous video connection for all

pre-lab lectures– Lectures are also recorded

• Campuses connect via video connection for select labs– Allows all student to have interaction with

content experts• Video conferencing for facilitator

meetings

Assessment

• Skills assessments– Grading consistency across campuses

• OSCEs conducted each semester– Standardized patient pool– Station evaluators– Remediation

• Written exams

Lessons Learned• Regular communication between

campuses is essential!• Standardization of documents helps

maintain consistency• Faculty need reminders of differences in

resources on each campus• Importance of not varying instruction

from facilitators guide

Future Considerations

• Facilitator’s meetings• Physical assessment skills videos• OSCEs

– Standard case format– Standard checklist– Possibility of Mobile using different space – Exploring use of online DI resources

Breakout to roundtables: Discussion Questions

• What successes have you experienced with teaching skills on multiple campuses?

• What challenges do you anticipate with expanding your lab curriculum to another campus?

• How would you design a lab to be conducted on multiple campuses?

Wrap-up

• COMMUNICATION!!!• Create a cohesive team• Don’t forget about differences in

campus resources

Contact us

• Jeannine Conway- pluha003@umn.edu• Abbey Cox- ankerac@auburn.edu• Daniel Forrister- danfor@email.unc.edu• Angela George- ageorge@d.umn.edu• Erika Kleppinger- kleppel@auburn.edu• Jennifer Robertson-jroberts@email.unc.edu

Laboratory Instructors SIG: A tale of two (or more)

campuses: Challenges of practice skills education in

multi-campus programs

CODE: NAB1N6