Publication Record: Summer 2016

UM-COP Faculty continue to innovate in the new curriculum and to share their insights with pharmacy educators.   Below is a roundup of our recent publications.

Assessment and Evaluation

Entrustable Professional Activities (EPAs) for Pharmacy Practice

Dr. Amy Pittenger and a number of her MN-COP colleagues published a Statement in the American Journal of Pharmaceutical Education on defining and implementing Entrustable Professional Activities (EPAs) in pharmacy curricula.  In this Statement, they addressed the use of EPAs as a framework for assessment during Advanced Pharmacy Practice Experiences (APPEs) by pharmacists in any practice setting. Read more about the development of these universal EPAs here.

Co-Authors: Amy Pittenger, Pharm.D., Ph.D., Scott Chapman, Pharm.D., Caitlin Frail, Pharm.D., Jean Moon, Pharm.D., Megan Undeberg, Pharm.D., and Jordan Orzoff, Ph.D.

Concept Mapping, Reflective Writing and Patchwork Text Assessment

In this paper, Dr. Keri Hager, along with her colleagues, Dr. Claire Kolar and Dr. Kristin Janke describe a sequence of assessment strategies used in teaching first year pharmacy students the practice of pharmaceutical care. In the latest issue of Currents in Pharmacy Teaching and Learning, they use the Teaching and Learning Matters article type to explain the longitudinal and intentional use of concept mapping, reflective writing, and patchwork text assessment. Read more about these unique assessment methods here.

This is the first in a series of envisioned scholarly papers on Minnesota’s experience in teaching the patient care process – an important, contemporary issues in pharmacy education. Stay tuned for more to come!

Course and Curriculum Design

From Drug Literature Evaluation (DLE) to Evidence-Based Medicine (EBM)

Working with the Evidence-Based Medicine (EBM) teaching team, Dr. Shannon Reidt has published a Case Study Report in INNOVATIONS in pharmacy exploring the transformation of a first year pharmacy curriculum from a Drug Literature Evaluation stand-alone course to an integrated first year sequence using the EBM framework. This Case Study describes the EBM sequence in the transformed curriculum and presents three themes uncovered through analysis of the data and the experience. Read more about this award-winning innovation here.

Co-Authors: Shannon Reidt, Pharm.D., Keri Hager, Pharm.D., James BeattieJames Beattie, MLIS, Amy Pittenger, Pharm.D., Ph.D., and Maureen Smith