Pharmacy staff receive Vice-Chancellor’s Education Awards
Faculty of Pharmacy and Pharmaceutical Sciences staff have been recognised at the 2018 Vice-Chancellor’s Education and Research Awards, with one team and one individual winning education awards, and a second team recognised with a nomination.
Professor Tina Brock, Dr Johnson George, Dr Chooi Yeng Lee, Benny Efendie and Thao Vu were part of a cross-faculty team that received the Vice Chancellor’s Award for Teaching Excellence in a Priority Area, and Dr Nilushi Karunaratne won the Vice-Chancellor’s Award for Outstanding Contribution to Student Learning. (Early Career).
Associate Professor Ian Larson, Professor Carl Kirkpatrick, Dr Suzanne Caliph and Associate Professor Paul White were nominated for the Vice-Chancellor’s Citation for Outstanding Contribution to Student Learning.
Doctor Nilushi Karunaratne has employed a variety of teaching strategies to engage with undergraduate Pharmacy and Pharmaceutical Science students in face-to-face teaching. She has consistently worked to foster a positive environment that encourages students to engage with the material, enthusiastically participate and to ask questions and become more critical thinkers. Her award for Teaching Excellence is demonstrative of her efforts to promote a conducive learning atmosphere for all students.
Doctor Suzanne Caliph, Professor Carl Kirkpatrick, Associate Professor Paul White and Doctor Ian Larson were nominated for their work on the Graduate Entry Pharmacy pathway. The program is offered to relevant science-based graduates through an accelerated summer bridging unit. The team has designed and implemented novel teaching and learning activities and resources through the use of novel strategies including self-test quizzes, pre-class lecture recordings and interactive workshops.
Professor Brock, Doctor George, Doctor Li, Mr Efendie and Ms Vu were recognised for their work developing and implementing the first large-scale inter-professional education application of the Collaborative Care Curriculum.
The Collaborative Care Curriculum framework has been developed to support the learning outcomes required for integrated and safe healthcare for patients. In March of this year, the first large scale inter-professional education activity (IPE) of the Collaborative Care framework was implemented in a cohort of both medicine and pharmacy students at Monash University.
The multi-professional team, including educators from both the FPPS and Medicine, Nursing and Health Sciences (MNHS) faculty created a collaborative activity titled ‘Action on Asthma’ to integrate key aspects of the framework into real-life health scenarios. Featuring facilitator training sessions, hands-on activities and interactive workshops, students were challenged to think about the roles of different health professionals in healthcare and treatment.
As part of Monash University’s efforts to introduce more collaborative learning practices into curricula, the Collaborative Care Curriculum team will continue to run sessions themed around topical illnesses that affect everyday Australians. These sessions encourage problem-solving, teamwork, communication and addressing clinical challenges in allied health cohorts.
Director of Pharmacy Education, Professor Tina Brock has published a shared framework along with Doctor Kent to support other faculties adopting a similar module to assist skill building in undergraduates and cross-course collaboration.
Professor Brock said that skill-building and communication are key skills in undergraduates.
“There’s a range of skills working in healthcare teams. The collaborative framework maps out those skills and works out how to integrate it into their educational journey.”
“We want to facilitate a better understanding for students in relation to the healthcare system. As professionals, we don’t work in silos out there, so why study in silos in here?”
Professor Brock and Doctor Kent published an article discussing the IPE thunderstorm asthma activity in Monash LENS earlier this year. The piece touches on the possibilities of further activities to encourage collaborative learning.
“We’re trying to really address crucial gaps in the curriculum framework. We’re developing activities into the framework to bring together knowledge and mutual responsibilities between the nursing and pharmacy professions. It’s part of our wider goal to maximise patient safety.”