Publication Record: Fall/Winter 2017

UMN-COP Faculty continue to innovate and share their insights with pharmacy educators. Below is a roundup of our recent publications.

Educational Leadership & Administration

StrengthsFinder ® Signature Themes of Talent in Pharmacy Residents at four Midwestern Pharmacy Schools

We’ve profiled the use of StrengthsFinder ® in pharmacy students on the blog before, but in a recent article in Currents in Pharmacy Teaching and Learning UMN-COP faculty Drs. Kristin Janke and Todd Sorensen along with co-authors Gary Yee, Patrick Fuller, Katherine Kelley, and Steven Scott explore StrengthsFinder ® signature themes in pharmacy residents from four Midwestern universities. This information was then compared to the top themes of pharmacy students to identify any potential differences. This information can be used by residency directors in marketing of their programs, as well as in the application and selection process. Pharmacy residents were noted as having higher rates of learner, woo, and communicator than pharmacy students. Read more about the use of StrengthsFinder ® in pharmacy residents and why these signature themes may be especially beneficial to residents here.

Advancing Learning to Advance Pharmacy Practice

In a commentary in the Journal of the American Pharmacists Association, Drs. Kristin Janke, Michael Rouse, and CoraLynn Trewet explore the advancements in the continuing professional development (CPD) model over the last decade. The authors argue that the CPD process is a way to learn and close practice gaps.  However, the approach also provides a reason to learn with its responsiveness and tight alignment to the organization, patient and societal needs.  Learn more about the process and value of CPD in practice advancement here.

Course and Curriculum Design

Understanding the early Effects of Team-Based Learning on Student Accountability and Engagement using a three session TBL pilot    

Two former leadership residents, Drs. Anita Sharma and Andrea Larson, along with faculty members Kristin Janke and Wendy St. Peter set out to evaluate how team based learning (TBL) and traditional lecture compared in terms of student engagement, as well as students accountability, preferences, and satisfaction with TBL. The authors studied TBL used in a nephrology section of a therapeutics course. Students reported having a higher level of accountability with TBL than traditional lecture, as well as higher student engagement with TBL. This paper used a modified engagement instrument and a team-based learning student assessment instrument (TBL-SAI) to measure student responses. This article adds to the growing literature on TBL by focusing specifically on the early effects.

Expanding Student Perspectives in an Authentic Learning Environment

Dr. Gardner Lepp has previously written about the use of Intention/reflection (I/R)  practices in pharmacy education on the MinneSOTL blog. Along with Dr. Kerry Fierke, they take a deeper dive into I/R and the fundamental theories behind these instructional concepts. In this article published in Transformative Dialogues: Teaching & Learning Journal; Drs. Lepp and Fierke unpack the role that I/R can play in student centered learning, as well as assess the use of I/R practice for a specific children’s health fair attended by pharmacy students. Through the use of I/R students were able to identify specific ways this experience would enhance them as student pharmacists or in their future career. Further, students were able to meaningfully reflect on how their perceptions were changed or reinforced because of this activity. To read more about how you can incorporate this simple, low-tech activity into your teaching, find the full article here.

Supporting Quality in Experiential Education through Enhanced Faculty Engagement

It is well known that significant learning occurs on experiential education rotations. However, with students spread out across the state or country, engaging in a variety of rotation settings, and relying on many preceptors, this learning can often be inconsistent and difficult to track. In this commentary, Drs. Caitlin Frail, Scott Chapman, Christine Jolowsky, Jean Moon, and Ann Philbrick describe the UMN-COPs new approach to enhancing experiential education rotations through the use of course directors and clinical practice faculty to promote standardization and a deeper connection to the college for both preceptors and students. Through this new approach, course directors are able to provide learning objectives and expectations that are easily shared with students and preceptors. This new format also encourages more dialogue between students at different rotation sites through online discussion boards, multi-site journal clubs, and peer evaluation of assignments.These opportunities allow students to gain a wider perspective of practice beyond what they are seeing at their own rotation. This group has been recognized for their efforts in experiential education by AACP. Learn more about their attempts to improve the quality of experiential education in this commentary.

Assessment and Evaluation

Experience with the Script Concordance Test to develop Clinical Reasoning Skills in Pharmacy Students

Clinical reasoning is a vital skill for pharmacists and pharmacy students, yet it often can be difficult to assess in the classroom. In this Teaching and Learning Matters article in CPTL, UMN-COP faculty Kylee Funk, Claire Kolar, Sarah Schweiss, and Kristin Janke along with Dr. Jeffrey Tingen from the University of Virginia describe the use of the script concordance test  (SCT) to assess clinical reasoning in a diabetes and metabolic syndrome pharmacotherapy course. Working with a panel of 20 practicing pharmacists, they developed and evaluated 25 cases. Ten (10) of these cases were used as a during a classroom based activity for second year UMN-COP students. The authors evaluated reactions and responses from the teaching team, expert panel, and students.  The paper discusses the SCT’s value for formative assessment and for creating conversation in the classroom. Read more detail about the implementation and analysis of the SCT here.