scholarly journals The Pharmacy Game-GIMMICS® a Simulation Game for Competency-Based Education

Pharmacy ◽  
2020 ◽  
Vol 8 (4) ◽  
pp. 198
Author(s):  
Tanja Fens ◽  
Claudia M. Dantuma-Wering ◽  
Katja Taxis
Keyword(s):  
Pharmacy Practice ◽  
Pharmacy Education ◽  
Learning Goals ◽  
Simulation Game ◽  
Patient Counseling ◽  
Competency Based Education ◽  
Number Of Patients ◽  
Wide Range ◽  
Competency Based ◽  
The University

The profile of the profession of pharmacists has profoundly changed over the last decades. Pharmacy education has moved towards competency-based education. The pharmacy game, called GIMMICS®, developed at the University of Groningen, is unique in combining simulation with serious gaming to teach a wide range of competencies. In this article, we describe the learning goals, the assessment methods, the teaching tools, and the students’ view of the pharmacy game. The learning goals are to train the competencies of collaboration, leadership, communication, and pharmaceutical expertise. The core of the game is the simulation of community pharmacy practice activities, such as patient counseling, processing of prescriptions, and collaboration with other health professionals. Students are assessed individually and as a pharmacy team. The pharmacy team, with the largest number of patients wins the game. Student evaluations show that they value the course. Currently, seven universities from around the globe have adopted the pharmacy game in their curriculum, adjusting the course to their country’s pharmacy practice and educational system.

scholarly journals Transitioning Competency-Based Communication Assessments to the Online Platform: Examples and Student Outcomes

Pharmacy ◽  
2021 ◽  
Vol 9 (1) ◽  
pp. 52
Author(s):  
Sarah Scoular ◽  
Ashley Huntsberry ◽  
Toral Patel ◽  
Sara Wettergreen ◽  
Jason M. Brunner
Keyword(s):  
Student Performance ◽  
Virtual Environment ◽  
Outcome Data ◽  
Pharmacy Education ◽  
Student Outcome ◽  
Patient Counseling ◽  
University Of Colorado ◽  
Objective Structured Clinical Examinations ◽  
Competency Based ◽  
The University

In light of the COVID-19 pandemic, pharmacy education has shifted from in-person teaching and assessments to the virtual environment. Many education programs had previously adopted objective structured clinical examinations (OSCEs) to assess communication abilities in-person with standardized patients (SPs). However, comparative student outcome data between virtual and in-person methods as well as guidance on how to conduct communication-based OSCEs in the virtual environment is lacking. The University of Colorado Skaggs School of Pharmacy and Pharmaceutical Sciences (SSPPS) describes its methods of conducting two types of communication-based OSCEs (patient counseling and gathering a medical history). Student performance data from the two virtual OSCEs in 2020 was compared to results from two 2019 in-person OSCEs using Mann Whitney U Tests. The 2020 cohort scored significantly higher than the 2019 cohort in all variables (i.e., using effective verbal and non-verbal communication, using patient friendly education, organizing the encounter, demonstrating empathy, establishing trust, professionalism) and in overall score. However, the effect size for these findings indicate the differences between performances are generally small and more likely due to changes in grading patterns due to the pandemic.

Measuring What Matters

2017 ◽  
pp. 268-282 ◽  
Author(s):  
Aaron Brower ◽  
Sandra Kallio ◽  
Rebecca Karoff ◽  
Mark Mailloux ◽  
David Schejbal
Keyword(s):  
Student Success ◽  
Strategic Management ◽  
Subject Matter ◽  
Academic Goals ◽  
Competency Based Education ◽  
Direct Assessment ◽  
Management Of Resources ◽  
Competency Based ◽  
The University ◽  
What Matters

This chapter demonstrates that competency-based education requires a different set of student success metrics, and introduces the metrics framework developed by and for the University of Wisconsin's UW Flexible Option (UW Flex). UW Flex is a direct assessment competency-based self-paced model for earning degrees and certificates from institutions in the UW System. It was supported by a grant from Lumina Foundation to develop a competency-based education blueprint for success and includes a set of student-centric metrics meaningful to the model, the curriculum, and the students who are being served in Flex programs. The framework defines student success as students moving through programs at their own pace, demonstrating mastery of subject matter, and meeting academic goals. Program-level metrics aggregate each of these three student-level metrics to provide useful information about the success of a program. The authors also build the case that strategic management of resources is required to overcome challenges inherent in implementing the UW Flexible Option metrics framework.

Weaving Innovative Threads Together

2018 ◽  
pp. 22-35
Author(s):  
Judee Richardson
Keyword(s):  
Higher Education ◽  
United States ◽  
The United States ◽  
Skill Levels ◽  
Competency Based Education ◽  
University Of Wisconsin ◽  
Societal Needs ◽  
Specific Performance ◽  
Competency Based ◽  
The University

In the United States, institutions of higher education have been under mounting pressure to improve. In part, this is due to increasingly high-priced academies producing graduates who possess skill levels that are out of sync with employer and societal needs. Added to this is the fact that the United States spends more than other countries to educate its citizens but continues to perform more poorly on comparative measures of literacy, math, reading, and science. To stay globally competitive, changes need to be made. Competency-based education has re-emerged and taken root as one way in which to educate students more effectively. By focusing on demonstrable learning outcomes and discipline-specific performance, competency-based education is changing the fabric of higher education. Based upon experiences garnered from the University of Wisconsin Flexible Option, this chapter presents some of the challenges encountered when developing this type of program within a longstanding traditional educational system.

An Innovative Dental Pharmacy Practice

1979 ◽  
Vol 13 (9) ◽  
pp. 486-491
Author(s):  
John A. Walker ◽  
Dennis K. Helling
Keyword(s):  
Oral Candidiasis ◽  
Pharmacy Practice ◽  
Pharmacy Services ◽  
Patient Counseling ◽  
University Of Iowa ◽  
Treatment Protocols ◽  
Dental Patients ◽  
The University ◽  
Improving Patient Care

A dental pharmacy was established in 1973 by the College of Pharmacy and the College of Dentistry at the University of Iowa. Staffed by a pharmacist, the Dental Pharmacy provides traditional and clinical pharmacy services to dental patients and practitioners. Treatment protocols for SBE antibiotic prophylaxis, oral candidiasis, and aphthous and Sutton's lesions have been jointly developed, utilizing the pharmacist in chronic dental disease management. Product selection and dosage regimen determination of fluoride preparations, patient counseling, and drug information are among the pharmacy services offered. The Dental Pharmacy is a unique interprofessional approach to improving patient care and student education. It has successfully demonstrated that the professions of pharmacy and dentistry can contribute to the achievement of each other's goals.

scholarly journals A Quantitative Curriculum Mapping of the Faculty of Pharmacy of Yeditepe University, Turkey: A Process to Assess the Consistency of a Curriculum with the Mission and Vision of an Institution and National Requirements

Pharmacy ◽  
2019 ◽  
Vol 7 (3) ◽  
pp. 78
Author(s):  
Filiz Esra Önen Bayram ◽  
Meriç Köksal
Keyword(s):  
Pharmacy Education ◽  
Curriculum Mapping ◽  
National Council ◽  
Competency Based Education ◽  
Quantitative Mapping ◽  
Competency Based ◽  
Definition Of ◽  
Changing Role ◽  
And Training

The changing role of the pharmacist led to some improvements of pharmacy education worldwide these last years. Curricula have evolved and the content-based education has been converted into a competency-based education. The definition of a global practice-based competency framework by the International Pharmaceutical Federation (FIP) and the European Pharmacy Competencies Framework by the European the Quality Assurance in European Pharmacy Education and Training (PHAR-QA) project helps Universities to keep in with these changes. The National Council of Deans of Faculties of Pharmacy in Turkey also defined 169 competencies with their sub-competencies that have to be reached upon the completion of a pharmacy education program, yet it did not indicate how the faculties can measure if their curricula are consistent with these competencies. This study aims to provide a method for a quantitative mapping of a given curriculum in order to analyze if a curriculum fulfills the requirements defined by the National Deans Council. It also helps to easily determine the weaknesses and strengths of a program. Moreover, with this study, the consistency of the content of the courses with the mission and vision defined by an institution can be easily determined. Thus, this study can also be a useful tool for the revision and enhancement of a program according to institutional targets.

Students at the center in emerging academic models: embedded information literacy and distance services in the University of Wisconsin System Flex degree

2015 ◽  
Vol 32 (7) ◽  
pp. 12-15 ◽  
Author(s):  
Kristin M. Woodward
Keyword(s):  
Information Literacy ◽  
Student Body ◽  
Student Centered ◽  
Content Type ◽  
Competency Based Education ◽  
University Of Wisconsin ◽  
Challenges And Opportunities ◽  
Competency Based ◽  
The University

Purpose – As a model of competency-based education (CBE), the University of Wisconsin (UW) System Flex options present a unique case study of challenges and opportunities for embedding student-centered library services and information literacy. Design/methodology/approach – In this paper, we describe strategies for engaging with the evolving Flex curriculum, the needs of an unknown student body and the role of new student support staff. The author notes the relevance of examining the library’s role in Flex at this time, given the potential for growth nationally in CBE. Findings – The challenges the author faced initially were closely tied with opportunities that once examined, formed the basis of the embedded library model for competency-based education. Further, the author found opportunities to articulate their role in Flex on their campus and share with other institutions. Originality/value – This case study is based on the author’s experiences embedding Information Literacy and Distance Services in the Flex option at the University of Wisconsin Milwaukee.

scholarly journals Rethinking Competence: A Nexus of Educational Models in the Context of Lifelong Learning

Pharmacy ◽  
2020 ◽  
Vol 8 (2) ◽  
pp. 81
Author(s):  
Dalia Bajis ◽  
Betty Chaar ◽  
Rebekah Moles
Keyword(s):  
Lifelong Learning ◽  
Continuing Professional Development ◽  
Modern Society ◽  
Health Professions ◽  
Health Professions Education ◽  
Pharmacy Education ◽  
Educational Models ◽  
Competency Based Education ◽  
Learning Practices ◽  
Competency Based

Competency-based education (CBE) “derives a curriculum from an analysis of a prospective or actual role in modern society and attempts to certify students’ progress on the basis of demonstrated performance in some or all aspects of that role”. This paper summarizes pertinent aspects of existing CBE models in health professions education; pharmacy education presented as an example. It presents a synthesis of these models to propose a new diagrammatic representation. A conceptual model for competency-based health professions education with a focus on learning and assessment is discussed. It is argued that various elements of CBE converge to holistically portray competency-based learning and assessment as essential in initial education and relevant to practitioners’ continuing professional development, especially in the context and importance of pursing lifelong learning practices.

Individualized teacher preparation programs for students and faculty through a CBTE model

1977 ◽  
Vol 24 (1) ◽  
pp. 72-75
Author(s):  
Robert G. Underhill
Keyword(s):  
Teacher Preparation ◽  
Elementary Education ◽  
Education Program ◽  
Teacher Preparation Programs ◽  
Preparation Programs ◽  
University Of Houston ◽  
Competency Based Education ◽  
Competency Based ◽  
The University

A program of competency-based education was begun in the mathematics component of the elementary education program at the University of Houston in 1971.

scholarly journals Students’ Feedback on the Development of a Competency-Based Pharmacy Education (CBPE) at the University of Tartu, Estonia

Pharmacy ◽  
2021 ◽  
Vol 9 (1) ◽  
pp. 45
Author(s):  
Daisy Volmer ◽  
Kristiina Sepp ◽  
Ain Raal
Keyword(s):  
Pharmacy Education ◽  
Pharmacy Students ◽  
Theoretical Knowledge ◽  
Spring Semester ◽  
Patient Centered ◽  
Transferable Skills ◽  
Competency Based ◽  
Pharmacy Curriculum ◽  
Fixed Structure ◽  
The University

Increasing need in society to provide collaborative and patient-centered pharmaceutical care has to be addressed in curriculum development. Principles of competency-based pharmacy education (CBPE) could be seen as one solution to the new professional challenges of pharmacists. At the University of Tartu (UT), the Pharmacy curriculum was updated in 2019 to introduce principles of CBPE. The aim of this study was to gather initial students’ feedback on the development of CBPE at the UT. The survey was conducted in the spring semester of the 2019/2020 academic year to collect feedback about all curricula at the UT. All 1st, 3rd, and 5th year pharmacy students (n = 67) were invited and 70.1% (N = 47) of them also participated in this study in order to evaluate the Pharmacy curriculum. Pharmacy students were more complacent with the content and less with the fixed structure of the Pharmacy curriculum. Students emphasized more theoretical knowledge and less practical and transferable skills of the competencies developed over the studies. Initial student feedback on the development of CBPE in Estonia demonstrated that theoretical knowledge needs to be more integrated with practice throughout the curriculum. In the future, more attention should be paid to the development of transferable skills, including digital skills.

scholarly journals Developing advanced hospital pharmacy practice experiences in a Bachelor of Pharmacy programme in Jordan: A novel training programme and evaluation of student perceptions

2021 ◽  
pp. 334-343
Author(s):  
Yazan S. Batarseh ◽  
Michael J. Rouse ◽  
Rowan AlEjielat ◽  
Anas Khaleel ◽  
Mohammad Aluwidi ◽  
...  
Keyword(s):  
Student Perceptions ◽  
Clinical Training ◽  
Patient Adherence ◽  
Pharmacy Practice ◽  
Training Programme ◽  
Pharmacy Education ◽  
Pharmacy Students ◽  
Main Challenge ◽  
Study Population ◽  
The University

Objective: To describe, introduce, and assess student perceptions of a structured clinical training programme for pharmacy students that meets the expectations of advanced pharmacy practice experiences of Doctor of Pharmacy (Pharm.D.) programmes accredited by the Accreditation Council for Pharmacy Education. Methods: A clinical training programme was held from July to September 2019. Training included hands-on hospital rotations focusing on essential pillars of pharmaceutical care including ensuring proper medical indication, effectiveness, safety, and patient adherence (total of 160 hours). The study population included 35 senior pharmacy students from the University of Petra. Results: Qualitative answers from students showed positive responses associated with the programme’s pre-training orientation, clinical training, preceptors involved, and student’s clinical knowledge and skills. Conclusion: The piloted introduction of a structured clinical training programme for pharmacy students was successful. Students reported positive evaluations and perceptions of clinical training sites and staff as well as their clinical and practical skills. The main challenge students encountered was transportation to the practice site.

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