Workshops

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

When the School of Pharmacy at the University of Colorado made the decision to switch from in-class paper exams to online remotely proctored exams, faculty and students alike were thinking, “hold your horses!”. However, with the use of proctoring software that uses a combination of technology and human proctors, and a few best practices, the online exam process avoided turning into the wild, wild west. Additionally, data will be presented addressing the efficacy of this change. This presentation will provide participants with an in-depth understanding of how the software used works, the challenges the school faced, and the successes experienced thus far.

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)

As globalization continues to spread across higher education, pharmacy programs need to assess what they are doing to instil a global mindset within their students to prepare them to be global citizens of change in the world. Developing a sense of global citizenship can not only benefit our students, but also advance the profession and the way we collaborate with each other. This workshop will explore ways to develop a global mindset and sense of citizenship to connect and empower current and future leaders in pharmacy practice and education. It will equip participants with resources and tools that can be used to enhance existing curricula and practice opportunities to develop students into global citizens that have a global outlook on the profession.
Participants will have a deeper sense of connectivity across borders as they develop a stronger appreciation for the shared global pharmacy challenges and opportunities.

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