2019 Symposium
10th Biennial Monash Pharmacy Education Symposium 2019
In 2019, we will celebrate our 10th Pharmacy Education Symposium. From a small group of ~30 curious pharmacy educators, it has grown to be an internationally recognised biennial conference, pushing the limits of our expectations. We look forward to celebrating this milestone with everyone in Prato!
The 2019 Symposium theme, Ancora Imparo - I am still learning, is the Monash University motto. It reminds us that the search for knowledge never ends.
As pharmacy curricula are ever-changing, we are fired with a restless ambition that pushes us to do things better, to set new benchmarks and to break new ground. We encourage you to not miss your chance to explore and discuss learning and teaching in the contemporary pharmacy curriculum with practitioners, educators and regulators from around the world.
The symposium presents an ideal opportunity to share and discover best practice with colleagues committed to transform pharmacy education and improved global health.
Our 10th anniversary of the Pharmacy Education Symposium introduces a New Investigator session to recognise and celebrate our outstanding early career educators.
We have some terrific workshops and presenters planned for 2019. To ensure that all participants are up to speed with all workshop themes, each workshop leader will provide a short eight minute pitch outlining the workshop topic and importance for education. Who can provide the most compelling pitch for you to attend their workshop?
Sponsorship
The Pharmacy Education Symposium Organising Committee greatly appreciates the contributions of the following organisations for their generous assistance in supporting a quality program and acclaimed speakers.
National Alliance for Pharmacy Education (NAPE)
Formed in 2010 by four leading pharmacy education providers - The University of Sydney, The University of Queensland, University of South Australia and Monash University - NAPE was formed to provide leadership in both undergraduate and postgraduate pharmacy education. The Alliance views high quality, research-informed education as essential to supporting the advancement and future positioning of the profession in healthcare. It anticipates a future landscape for pharmacists which includes such areas as demonstration of competencies, credentialing, prescribing, and new advanced models of practice. The National Alliance for Pharmacy Education believes that ready access to cutting edge university postgraduate award courses, including intern training programs, is crucial for pharmacists if they are to contribute effectively to health care delivery in Australia.
Committed to ensuring quality patient care and public safety, the Australian Pharmacy Council (APC) accredits pharmacy education programs in Australian and New Zealand universities and they assess the competency of Australian intern and overseas pharmacists.
APC’s evidence-based standards and processes ensure graduating and overseas pharmacists have the skills and knowledge to deliver effective healthcare that meets the changing needs of the community and that their skills and expertise meet public safety standards.
https://www.pharmacycouncil.org.au/
Advancing Practice - Designed for Australia’s fast-changing healthcare landscape, Advancing Practice is a catalyst for and milestone of career achievement, as part of broader efforts to build a more highly skilled, flexible and adaptable pharmacy workforce. Advancing Practice facilitates the independent, expert third party review of pharmacy practice portfolios against the advanced practice enabling competencies from the National Competency Standards Framework for Pharmacists in Australia 2016.
Delivered by Pharmacy Development Australia, and overseen by the Advancing Practice Advisory Board, the program credentials successful applicants as Stage I Advancing Practice AdvPP(I), Stage II Advancing Practice AdvPP(II) or Advanced Practice Pharmacist AdvPracPharm. The Advancing Practice program aligns with International Pharmaceutical Federation (FIP)’s 2016 Pharmaceutical Workforce Development Goal 4: Advanced and Specialist Development.
Research in Social and Administrative Pharmacy (RSAP) – Advancing the science of social pharmacy, the practice of pharmacy, and the patients served by pharmacists.
RSAP is a widely recognized venue for publishing articles in pharmacy practice/social pharmacy that proffer new models to guide existing studies, make methodological arguments, or otherwise describe the results of rigorous theory-building research. It also publishes salient systematic reviews and provocative commentary that advance knowledge and shape policy. RSAP has been, and aims to remain within the top tier of pharmacy practice journals worldwide.
Therapeutic Guidelines - for its donation of prizes over many years for the Contributed Paper and Poster sessions.
Therapeutic Guidelines Limited is an independent, not-for-profit organisation which aims to promote the quality use of medicines through its range of guidelines. Characterised by their comprehensiveness, authority, convenience, currency and reputation, the guidelines are based on latest international literature, interpreted by some of Australia's most eminent and respected experts, and take input from an extensive network of general practitioners and other users.
Pharmacy Education journal - for its ongoing support in publishing abstracts of the Contributed Paper sessions.
Pharmacy Education is an international journal that provides a peer-reviewed platform for research, development and evaluation in professional and pharmacy education, with an emphasis on new and established teaching and learning methods, new curriculum and syllabus directions, educational outcomes, guidance on structuring courses and assessing achievement, and workforce development. The journal provides a global mechanism for communication between academic teachers, researchers and practitioners.
Additionally, the Journal also recognises the importance of policy issues and current trends in the context of education, professional development and workforce.
The Journal has a clear international perspective, and has a longstanding policy of facilitating publication, in particular for younger faculty, and those authors whose first language may not be English, and manuscripts from all regions seeking low cost engagement with the wider global community. It is published by the International Pharmaceutical Federation (FIP) and is aligned to the global mission of advancing education, advancing practice and advancing science.
The Society of Hospital Pharmacists of Australia (SHPA) is the national, professional, for-purpose organisation for 5,300 leading pharmacists and pharmacy technicians working across Australia’s health system, advocating for their pivotal role improving the safety and quality of medicines use. Embedded in multidisciplinary medical teams and equipped with exceptional medicines management expertise, SHPA members are progressive advocates for clinical excellence, committed to evidence-based practice and passionate about patient care
A pioneer in scholarly open access publishing, MDPI has supported academic communities since 1996. Based in Basel, Switzerland, MDPI has the mission to foster open scientific exchange in all forms, across all disciplines. Our 205 diverse, peer-reviewed, open access journals are supported by over 35,500 academic editors. We serve scholars from around the world to ensure the latest research is freely available and all content is distributed under a Creative Commons Attribution License (CC BY).
https://www.mdpi.com/journal/pharmacy
Plenary presentations
Monday 8 July
Plenary 1: Managing change in pharmacy education
Sandra Carey
Tuesday 9 July
Chris Bain, Monash University (AUS) and Debra Rowett, University of South Australia (AUS)
Wednesday 10 July
Catriona Bradley, Irish Institute of Pharmacy
Program
Sunday 7 July, 2019 | |
Optional workshop12.30 lunch and registration. 1.00 - 3.00 pm First steps in education research: Lead by Paul White Symposium opens3.30 pm Registration, Prato Centre | |
Monday 8 July, 2019 | |
8.00 am | Registration: for delegates who have not registered on Sunday. |
8:30 am | Plenary 1: Managing change in pharmacy educationSandra Carey (CAN) |
9:30 am | Poster Snapshots: Session 2 |
9:50 am | Morning tea |
10:15 am | Workshop pitches: Chair - Dan Malone 8 x presentations from workshop facilitators |
12:05 pm | Lunch |
1:00 pm | Oral Papers Session 1: Three concurrent streams |
2:00 pm | Workshop Session 1 1. Threshold Concepts and Troublesome Knowledge: a transformational approach to Pharmacy Education Ray Land, Durham University (UK) and Paul White, Monash University (AUS) 2. Education for Practice Reflection 3. Reigning It In: Ensuring Academic Integrity in an Online Exam Environment Conan MacDougall, UCSF (USA), Tina Brock, Monash University (AUS), and Keith Sewell, Monash University (AUS) |
3:30 pm | Afternoon tea |
4:00 pm | Workshop Session 2 Workshops from session 1 repeated |
Tuesday 9 July, 2019 | |
8:30 am | Plenary 2: Perspectives on the development of a sustainable digital health curriculumChris Bain, Monash University (AUS) and Debra Rowett, University of South Australia (AUS) |
9:30 am | Poster Snapshots: Session 3 |
9:50 am | Morning tea |
10:15 am | New investigator presentations: Early Career Educator Presentations across Education Research, Education Innovation, Ed Frameworks Dev and Practice Education 4 x (25+5) presentations |
12:15 pm | Lunch |
1:00 pm | Oral Papers Session 2: Three concurrent streams |
2:00 pm | Workshop Session 3 1. Empowering students and the profession through global citizenship 2. Collaboration for Integration: Beyond the Script 3. Challenges for Digital Health Education/IPE/Development of a sustainable digital health curriculum 4. All Together Now: Using Standardized Approaches to Patient Care in the Pharmacy Curriculum |
3:30 pm | Afternoon tea |
4:00 pm | Workshop session 4 Workshops from session 3 repeated Finish at 5:30 pm |
EVENING | Symposium Dinner |
Wednesday 10 July, 2019 | |
8:30 am | Plenary 3: Pharmacy education for reflective practice |
9:15 am | Poster Snapshots: session 4 |
9:30 am | Morning tea |
10:00 am | Workshop Session 5 1. Should I? Shouldn’t I? How can I? Converting posters/abstracts to papers Kristin Janke, University of Minnesota, USA 2. Developing resilience in our students - what we know and what we still need to learn 3. Providing personalised feedback to students in large cohorts |
11:30 am | Wrap up and Reflection: Chair - Carl Kirkpatrick Tim Chen, Professor of Medication Management, University of Sydney (AUS) |
Finish at 12.00 pm |
Workshops
Monday 8 July
Workshop Session 1
1. Threshold concepts
Ray Land, Durham University (UK) and Paul White, Monash University (AUS)
2. Education for Practice/ reflection
Catriona Bradley, Irish Institute of Pharmacy (UK) and Kirstie Galbraith, Monash University (AUS)
3. Reigning It In: Ensuring Academic Integrity in an Online Exam Environment
Lisha Bustos, Lead Instructional Designer and Jason Brunner, Director of Assessment, University of Colorado Skaggs School of Pharmacy and Pharmaceutical Sciences
The school instituted the use of a remote proctoring service that uses a combination of technology and human proctors. Students provide proof of identity at the start of an exam and then are remotely monitored. Based on school identified expectations (i.e., head and eye movement, talking, leaving the exam environment), the software monitors for suspicious behaviors. A proctor intervenes when alerted by the software. The proctoring service provides documentation of concerning students and exam recordings to the school for additional review. The school assessed the efficacy of this program by comparing three years of exam data for significant changes in year-over-year scores. Significant variation in individual student exam scores were also assessed. No significant differences were found in either of these datasets.
The results of this research suggest that moving to remotely proctored online exams does not put at risk the academic integrity of examinations. Additionally, students indicated a preference for online exams as it provides them the flexibility to take exams when and where they want.
4. Defining and practicing therapeutic reasoning: Can technology help?
Conan MacDougall, UCSF (USA) Tina Brock, Monash University (AUS) and Keith Sewell, Monash University (AUS)
Workshop Session 2
Workshops from session 1 repeated
Finish at 5:30 pm
Tuesday 9 July
Workshop Session 3
1. Empowering students and the profession through global citizenship
David Steeb, Eshelman School of Pharmacy, University of North Carolina (USA)
Monica Miller, Purdue University Department of Pharmacy Practice (USA)
Kari Franson, University of Colorado Skaggs School of Pharmacy & Pharmaceutical Sciences, (USA)
Andreia Bruno, Lecturer and Project Manager, Monash University (AUS)
2. Collaboration for Integration: Beyond the Script
Clark Kebodeaux, University of Kentucky and Vivienne Mak, Monash University
The University of Kentucky College of Pharmacy has implemented an integrated curriculum focused on transforming patient-centered care. The integration of basic and translational science, outcomes and policy, and direct patient care requires faculty to work across disciplines while providing student-centered experiences to enhance learning. Key to this effort are the integrated drugs and diseases (IDD) courses where therapeutic areas are taught and co-coordinated by a faculty member from both Pharmacy Practice and Pharmaceutical Sciences. In IDD courses, multiple areas of study including pathophysiology, medicinal chemistry, pharmacology, and pharmacotherapy are taught to simultaneously expose students to all clinical aspects of care around a specific disease.
Effective integration presents unique challenges and opportunities for faculty and students to go beyond the script. The presentation will highlight best practices for combining basic and clinical sciences, examples of effective collaboration, and pedagogical approaches to enhance student learning.
3. Challenges for Digital Health Education/IPE/Development of a sustainable digital health curriculum
Chris Bain, Monash University (AUS) and Deb Rowett, University of South Australia (AUS)
4. All Together Now: Using Standardized Approaches to Patient Care in the Pharmacy Curriculum
Rochelle Gellatly, Monash University (AUS) and Rupal Mansukhani/Lucio Volino (Rutgers)
Standardized approaches to patient care have been developed internationally to deliver consistent care across different disease states and practice settings to optimize patient-centered care. As a result, healthcare providers can use these approaches to efficiently share information and collaborate. Implementing these approaches into the pharmacy curriculum enables students to develop clinical decision-making skills to facilitate transition into the profession.
This workshop will highlight the value and versatility of standardized care models in clinical practice and academic settings.
Practice models will be applied within small-group, active learning sessions designed to showcase the learner, patient, and educator perspectives of patient care. Workshop activities will also include self-evaluative and brainstorming sessions to identify and begin framing opportunities for implementation at participants’ home institutions. This will be achieved using the following format:
- Overview (5 min)
- Model implementation and basics of model school 1 (15 min)
- Pharmacists’ Patient Care Process (PPCP) role-play activity - application based (10 min)
- Model implementation and basics of model school 2 (15 min)
- Monash Model of Care (MMOC) - application based (10-15 min)
- Implementation processes (20 min)Question and answer session and wrap up (10 min)
By the end of this workshop, participants will be able to:
- Describe the patient care process, using the Pharmacists’ Patient Care Process (PPCP) and the Monash Model of CARE (MMOC) as exemplars
- Apply the PPCP and MMOC processes using a simulated case study
- Identify strategies to successfully implement a standardized patient care process into the pharmacy curriculum
Workshop session 4
Workshops from session 3 repeated
Finish at 5:30 pm
Wednesday 10 July
Workshop Session 5
1. Should I? Shouldn’t I? How can I? Converting posters/abstracts to papers
Kristin Janke, University of Minnesota
The pressure to publish is considerable and a conference presentation seems like “low hanging fruit” that could be easily harvested to create a manuscript. This workshop will walk participants through a process for determining whether to move forward with conversion to a manuscript. In addition, it will discuss the habits of successful academic writers, behavioural strategies for getting the work done, approaches to enhance success in peer and editor review and methods for making the writing enjoyable.
After participating in the workshop, participants will be able to:
- evaluate which conference presentations could be successfully converted to manuscripts and should be.
- describe strategies to increase success in finishing and getting published
- detail the conditions under which the writing project could be enjoyable
- identify at least three writing habits for personal self-development
2. Building resilience in students
Karen Whitfield, Queensland Health / University of Queensland
Resilience is the ability to bounce back from setbacks and to thrive in challenging times.
The most commonly identified factors for individuals in the workforce, that deplete resilience include managing difficult people, office politics, overwork, and personal criticism. Resilience is thought not to be a fixed trait but can be learnt over time and from experience. People who employ problem solving skills and handle their feelings well, appear the most resilient.
There is increasing widespread recognition of the importance of developing resilience in health professionals however currently robust interventions are lacking. Moreover, there is an increasing interest in developing skills such as resilience in undergraduate programs including medicine, nursing and pharmacy.
How to teach resilience in the health care educational setting is challenging and robust research in this area is sparse.
This workshop will consider the latest evidence available around resilience for health professional educators. The workshop will also provide a forum to consider factors that can delete resilience in undergraduates, strategies to identify students at risk, ideas to promote resilience development and ways to incorporate into the undergraduate curricula.
3. Providing personalised feedback to students in large cohorts
Ian Larson, Monash University, AUS
Student feedback is one of the most important factors that affect student’s academic performance. Yet, in a time of increasing workloads, many staff rely on the provision of generic feedback to the class. Students are often dissatisfied with this generic feedback and make their thoughts known through student evaluation surveys. Hence academics are under pressure to provide personalised feedback in a timely and efficient manner. In this workshop, participants will investigate the use of learning analytics to help deliver this feedback.
Participants will need to bring a laptop (not a tablet) to this session or they will be unable to participate in the activities.
Participants will leave the workshop with an understanding of how learning analytics can save them time delivering effective personalised feedback to students in large cohorts.
Workshop structure: Introduction and context setting (10 min), Small group task drafting personalised feedback messages (15 min), Small group report back to main group (10 min), small group task identifying student cohorts in large data set (10 min), small group report back to main group (10 min), small group task creating workflow for delivery of personalised messages (15 min), small group report back to main group (10 min), Summary, conclusions and next steps (10 min)
By the end of this workshop, participants will be able to:
- Draft personalised feedback messages to different student cohorts
- Apply learning analytics to the provision of timely, personalised feedback