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Designing a Longitudinal Foundations Series that Introduces First Year PharmD Students to Basic Professional Skills

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Abstract:

The PharmD program was developed using an innovative approach - the block system - based on delivering content one topic at a time, with the philosophy that students would learn material better when immersed in a single subject. However, short periods of focused material made integration and reinforcement of basic professional skills challenging, and providing students with multiple opportunities to practice skills and gain the mastery required for competency was limited.
To grasp and appreciate the need for communication skills, ethical decision making, social awareness and responsibility, professionalism, and self-directed learning, students must regard the learning of these skills to be as important as the learning of science and therapeutic knowledge. Previously the “Foundations” courses were taught as stand alone silos periodically interspersed throughout the curriculum, providing little or no interrelation to preceding or succeeding science or therapeutics blocks.
Following the experiences of four years and reflection of our program strengths and weaknesses, a curricular redesign was instituted in the first year of the program establishing a longitudinal continuum of time focusing on professional skill development whilst balancing the acquisition of knowledge, skills and attitudes. The Foundations Series has evolved to include formal lectures and active learning exercises (case discussions and workshops) in nonprescription medications, health care systems (knowledge), drug information and communications (skills), and a contemporary pharmacy practice seminar series (attitudes) that integrate with an early experiential program to practice learned skills. Ability outcomes are continually assessed throughout the year using Observed Standardized Clinical Evaluations (OSCEs) of increasing complexity.
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Association:
Name: American Association of Colleges of Pharmacy
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http://www.aacp.org


Citation:
URL: http://citation.allacademic.com/meta/p126034_index.html
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MLA Citation:

Hitchman, Craig. "Designing a Longitudinal Foundations Series that Introduces First Year PharmD Students to Basic Professional Skills" Paper presented at the annual meeting of the American Association of Colleges of Pharmacy, Sheraton San Diego Hotel & Marina, San Diego, California, USA, Jul 05, 2006 <Not Available>. 2013-12-16 <http://citation.allacademic.com/meta/p126034_index.html>

APA Citation:

Hitchman, C. , 2006-07-05 "Designing a Longitudinal Foundations Series that Introduces First Year PharmD Students to Basic Professional Skills" Paper presented at the annual meeting of the American Association of Colleges of Pharmacy, Sheraton San Diego Hotel & Marina, San Diego, California, USA <Not Available>. 2013-12-16 from http://citation.allacademic.com/meta/p126034_index.html

Publication Type: School Poster
Abstract: The PharmD program was developed using an innovative approach - the block system - based on delivering content one topic at a time, with the philosophy that students would learn material better when immersed in a single subject. However, short periods of focused material made integration and reinforcement of basic professional skills challenging, and providing students with multiple opportunities to practice skills and gain the mastery required for competency was limited.
To grasp and appreciate the need for communication skills, ethical decision making, social awareness and responsibility, professionalism, and self-directed learning, students must regard the learning of these skills to be as important as the learning of science and therapeutic knowledge. Previously the “Foundations” courses were taught as stand alone silos periodically interspersed throughout the curriculum, providing little or no interrelation to preceding or succeeding science or therapeutics blocks.
Following the experiences of four years and reflection of our program strengths and weaknesses, a curricular redesign was instituted in the first year of the program establishing a longitudinal continuum of time focusing on professional skill development whilst balancing the acquisition of knowledge, skills and attitudes. The Foundations Series has evolved to include formal lectures and active learning exercises (case discussions and workshops) in nonprescription medications, health care systems (knowledge), drug information and communications (skills), and a contemporary pharmacy practice seminar series (attitudes) that integrate with an early experiential program to practice learned skills. Ability outcomes are continually assessed throughout the year using Observed Standardized Clinical Evaluations (OSCEs) of increasing complexity.

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