e portfolio & pharmacy education
TRANSCRIPT
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Advancing the Profession & Optimizing Patient Care
Using a Digital ePor/olio to Demonstrate Learning & Professional Growth in Pharmacy
About us . . . Susan M. Gardner, Ph.D.
Assistant Dean for Professional & Student Affairs Assistant Professor
[email protected] @PhDSus
Rebecca S. Linger, Ph.D.
Associate Professor of Medicinal Chemistry Department of Pharmaceutical & Administrative Sciences
University of Charleston (WV) School of Pharmacy
About Our School of Pharmacy
Objectives
ì Understand how an ePor.olio can be used to document and assess student-‐learning outcomes for curricular and co-‐curricular experiences.
ì Iden<fy strategies and ac<vi<es for assessing co-‐curricular learning at the undergraduate and graduate/professional levels.
ì Iden<fy ways academic affairs and student affairs can partner to beAer capture student learning as it occurs both inside and outside the classroom seBng.
ì Determine how ePor.olio ac<vi<es can be used to develop students’ academic, leadership, and “soG” skills.
Conceptual Foundation ì Call for increased assessment of student learning outside the student
classroom
ì WVHEPC/NASPA Collabora<on: Building a Culture of Evidence in Student Affairs (2012) ì Alloca<on of Resources ì Program Improvement ì Data-‐driven decisions
ì AACRAO/NASPA Project (2012) ì Co-‐Curricular Transcript ì Documenta<on of Student Learning Outside the Classroom
ì Apprecia<ve Inquiry/Advising
The Case for Assessment
ì Move beyond alloca<on of resources and process improvement—student learning and development
ì Center for the Advance of Pharmacy Educa<on (CAPE) Outcomes 2013 ì Four Domains ì One en<rely focused on personal and professional
development ì American Council for Pharmacy Educa<on (ACPE) 2016
Accredita<on Standards ì New emphasis on assessing student co-‐curricular learning ì Inten<onal connec<ons with pharmacy curriculum
First Steps
Students are par<cipa<ng in co-‐curricular ac<vi<es: Let’s capture that!
ì Iden<fy the ac<vi<es and ar<facts of evidence
ì Ensure that students are mee<ng the core competencies of the program with co-‐curricular ac<vi<es
ì Design a repository for the ar<facts ì Chalk and Wire ì PharmAcademic ì hAps://epor.olioreview.wordpress.com/epor.olio-‐list/
ì Determine who will assess
Initial Activities and Artifacts Year-‐Semester AcEvity ArEfact
P1-‐Fall Membership in at least one student organiza<on Par<cipate in a journal club
Copy of Registra<on Copy of Journal Club
P1-‐Spring Par<cipate in a health fair Write a reflec<on
Copy of sign-‐in sheet Copy of reflec<on
P2-‐Fall Membership in at least one student organiza<on Par<cipate in a health fair
Copy of Registra<on Copy of sign-‐in sheet
P2-‐Spring Par<cipate in drug inventory/ordering Par<cipate in Pharmacist’s Day at the Legislature
Document signed by preceptor confirming par<cipa<on Copy of sign-‐in sheet
Initial Activities and Artifacts
Year-‐Semester AcEvity ArEfact
P3-‐Fall Membership in at least one student organiza<on Write a SOAP note Develop a drug monograph
Copy of Registra<on Copy of SOAP note Copy of monograph
P3-‐Spring Present one oral presenta<on Par<cipate in a health fair Par<cipate in a Journal Club Write a leAer to legislator regarding healthcare legisla<on
Electronic copy of PowerPoint Copy of sign-‐in sheet Copy of Journal Club Copy of leAer
Initial Activities and Artifacts
Year-‐Semester
AcEvity ArEfact
P4-‐Fall Advanced Ethics Presenta<on (PHAR 807) Present a formal pa<ent presenta<on to a preceptor
Copy of presenta<on, paper and graded rubric HIPPA-‐compliant (deiden<fied) formal pa<ent case write-‐up or SOAP notes cosigned by preceptor
P4-‐Spring Immuniza<on Cer<fica<on MTM Cer<fica<on Diabetes Cer<fica<on
Copy of Cer<ficate Copy of Cer<ficate Copy of Cer<ficate
Core Competencies of Program
ì Communication
ì Promotion of Public Health and Wellness
ì Advancement of Pharmacy and Healthcare
ì Personal and Professional Growth
ì Ethical and Legal Judgement
ì Providing Pharmacy Care to a Patient Population
ì Use of Evidence-based Explanation in the Practice of Pharmacy
ì System Management
The Biggest Issues
ì Advising System Was Broken ì Students indicated in surveys and focus groups that they rarely (if
ever met with their advisor) ì No focus on holis<c student learning/development ì Lack of emphasis on career development
ì Documented Par<cipa<on not Learning ì Did not assess student learning ì Did not allow students to make inten<onal connec<ons between
curricular and co-‐curricular experiences
The Biggest Issues
ì Adequate training of students ì How to use the portal ì Expecta<ons
ì Proper communica<on to faculty ì ePor.olio as part of academic advising ì Expecta<ons
Redesign & Implementation
ì Incorporate Apprecia<ve Advising ì Advisor as career coach ì Advisor as mentor
ì Build the ePor.olio as a required “class” ì Write a syllabus ì Create a class within the curriculum
ì The class shows up on their schedule ì It is part of their transcripts ì Non-‐credit vs. Credit
ì Clearly define the expecta<ons of par<cipa<on (for faculty and students)
ì Provide wri<ng prompts for ac<vity reflec<ons ì Create a wriAen communica<on element that guides students to reflect
on their career choices
Clearly Defined Course Outcomes
ì Document involvement in co-‐curricular ac<vi<es, achievements, and leadership opportuni<es throughout the program.
ì Increase self-‐awareness through examina<on and reflec<on on experiences, development of skills, abili<es, beliefs, values, and mo<va<on as these enhance or limit personal and professional growth.
ì Self-‐assess the student’s co-‐curricular professional growth and development.
ì Design an individualized co-‐curricular program that will facilitate and support the student’s achievement of personal goals related to preparing to enter a desired prac<ce area aGer comple<on of the pharmacy program.
ì Develop a professional curriculum vitae that reflects the student’s evolu<on throughout the individual’s academic and co-‐curricular experience.
Course Goals
The ePor/olio has two main goals. Students will: 1. Complete a series of globally mandated
ac<vi<es each semester 2. Complete one self-‐selected ac<vity each
semester that reflects the student’s interests, perceived needs, and career choice
Globally Mandated Activities
ì Career AspiraEons Document ì WriAen as chapters ì Based on personal outcomes developed in concert with the advisor ì Evolves over <me
ì Curriculum Vitae
ì Six Key Areas: ì Advocacy ì Cultural Awareness ì Interprofessional Educa<on (IPE) ì Leadership/Management ì Public Health Outreach ì Scholarship
Globally Mandated Activities Year Semester Required acEvity Evidence to be used in student ePor/olio P1 Fall • Verify your Immuniza<on &
Health Clearance Form (Leadership/Mgt.)
• Create your CV (Scholarship)
• Membership in at least one student organiza<on (Leadership)
• Par<cipate in a journal club (Scholarship)
• Create your Career Aspira<ons Documents (Scholarship)
• Personal Outcomes
• Upload Immuniza<on Cer<fica<on & Health Clearance form in Health Status
• Upload CV in CV/Resume
• Copy of registra<on and short reflec<on on why you chose to become a member of the organiza<on and how you see it informing your future pharmacy prac<ce
• Copy of journal club
• Copy of Career Aspira<ons Document: May use APhA Career Pathways Document provided in PHAR 510
• Meet with your advisor to establish achievable and measurable outcomes to be completed by gradua<on. Outcomes may change from year to year.
Self-‐Selected Activities
ì Iden<fied in concert with advisor (based on career goals and personal outcomes)
ì One ac<viy per semester P1, P2 and P3 years
ì Eight Categories ì Communica<on, Teamwork & Collabora<on ì Promo<on of Public Health and Wellness ì Advancement of Pharmacy and Healthcare ì Personal and Professional Growth ì Ethical and Legal Judgment ì Providing Pharmacy Care to Pa<ent Popula<on ì Use of Evidence-‐Based Explana<on in the Prac<ce of Pharmacy ì System Management
Writing Prompts and Reflection Guides
ì Many of the ac<vi<es will require the student to write a “reflec<on” on their experience ì Helps student to recognize the value of the experience ì Shows the student was truly involved with the ac<vity
ì Crea<ng wri<ng prompts and reflec<on guides will help the student begin the process
Reflection Guide*
ì Reflec<ons should address the student’s perspec<ve of: ì How the ac<vity contributed to achieving the related global goal ì An assessment of what the student got out of the experience ì How the experience might be improved (if appropriate).
ì The reflec<on should include an assessment of how the ac<vity/experience contributed to the student’s knowledge, skills, abili<es, and mo<va<on as it contributed to the individual’s personal and professional growth and development.
ì The student should be able to assess how any co-‐curricular ac<vi<es contributed to his/her development of professional outcomes.
* From ePor.olio Syllabus
Instructions on Writing Career Aspirations Documents
Chapter 1: Beginning of P1 year
ì Write a reflec<on on your career goals and aspira<ons as a Pharmacist using the APHA Career Pathways Document provided in PHAR 510 during fall semester. This 5 to 10 page reflec<on should: ì Describe the type of Pharmacist you want to
become. ì Discuss the career pathways you want to
explore.
ì Iden<fy what you want to experience in the next four years to become that Pharmacist.
ì Describe obstacles you foresee in pursuing this career and explain how would you overcome them
ì Describe another Pharmacy career opportunity in which you are interested
Chapter 2: End of P1 year
ì Write 5 to 10 page reflec<on on your career aspira<ons as wriAen at the beginning of your P1 year. ì In what ac<vi<es were you engaged during
your P1 year to explore your career goals? How did these ac<vi<es affect your view of these goals? Reflect honestly on your efforts to explore these goals.
ì Did your enthusiasm for your career choice change during this year? How? Why?
ì What other career opportuni<es have you discovered that you would like to explore?
Instructions on Writing Career Aspirations Documents
Chapter 3: End of P2 year
ì Write a 5 to 10 page reflec<on on your career aspira<ons as wriAen at the end of your P1 year. ì In what ac<vi<es were you engaged during your P2 year to explore your career
goals? How did these ac<vi<es affect your view of these goals? Reflect honestly on your efforts to explore these goals.
ì Did your enthusiasm for your career choice change during this year? How? Why?
ì What other career opportuni<es have you discovered that you would like to explore?
ì In what ways have IPPEs and par<cipa<on in co-‐curricular experiences influenced your path to pharmacy prac<ce?
ì How have your experiences thus far prepared you for APPE rota<ons? What challenges do you foresee with APPE rota<ons and how will you work to overcome those challenges?
Initial Assessment of Effectiveness
ì Survey administered to faculty and students in December 2015
ì Advising perceived as more valuable
ì Incorpora<on of career development
ì Student/Advisor mee<ngs increased (average three <mes per semester)
ì Baseline for evalua<on
Future Considerations
ì Assessment of student learning/growth over four years (need long-‐term data)
ì P4 ePor.olio Defense
ì Living/breathing process
ì Ongoing training/professional development for faculty (advisors)
ì Workload/evalua<on considera<ons
Tips for Success
ì Make the por.olio part of your curriculum, advising process, and/or systema<c reten<on program not just an extra task for students ì PARTNER with academic affairs ì Find a documenta<on system that works (train people) ì Iden<fy point persons (coordinators or a commiAee)
ì Communicate the value of the por.olio to students
ì Create a “menu” of op<ons based on desired outcomes
ì Train the students on the use of the documenta<on system/process
ì Include Assessment Rubrics to clearly define expecta<ons
ì Train faculty on expecta<ons related to advising and student evalua<on
ì Naming conven<ons
Questions?
References
ì Cambridge, D. (2010). Epor.olios for lifelong learning and assessment. San Francisco, CA: Jossey-‐Bass.
ì Fain, P. (13, August 2015). Project to create models for a broader form of student transcript. Inside Higher Ed. Retrieved from: hAps://www.insidehighered.com/news/2015/07/13/project-‐create-‐models-‐broader-‐form-‐student-‐transcript
ì Light, T., Chen, L. & IAelson, J. ( 2012). Documen9ng learning with ePor=olios. San Francisco, CA: Jossey-‐Bass.