American Association of Colleges of Pharmacy (AACP)
Interprofessional Advanced Practice Course
Course Coordinator: AACP Academic Pharmacy in Leadership Fellow
Sequence:
Year:
Format:
Faculty:
Elective Fall/Spring
4th year Academic/Professional
6 Credit Course (Experiential Education)
AACP Academic Pharmacy in Leadership Fellow
Ruth Nemire, Associate Executive Vice President, AACP
Professions Quest Staff/Consultants
Location:
George Mason University
Prince William Campus
10900 University Blvd.
Manassas, VA 20110
Prerequisites:
Health professions student who has met the requirements of his/her
curriculum to attend practice courses
Interest in educational gaming, role playing games, and/or video
games
Course Description:
This is an advanced practice experience course building on student’s prior knowledge
and practice in a non-direct patient care setting related to pharmacy and
interprofessional collaborative practice. The student will spend full-time (40 hours + per
week) for 4-6 weeks (depending on School/College’s APPE length) focusing on skills
related to the practice of pharmacy in the development of interprofessional collaborative
practice and disease state content in an interprofessional health education role playing
game. This practice experience is designed to prepare students to be critical thinkers
who are ready to meet the challenges of the profession and practice of pharmacy by
working with members of other health care professions to improve the health care
education experience.
GOAL: The goal of this practice experience is to introduce students to serious
educational games and interprofessional team based learning in health professions
education.
OBJECTIVES:
Upon completion of the first four weeks students will have
1. Worked on an interprofessional team
2. Developed learning content and performance measures for an interprofessional
educational game
3. Translated competencies into learning activities for an interprofessional
educational game
4. Developed assessments of learning such as peer evaluation and self evaluation
rubrics and an overall report of performance into the game
Students will also be able to*:
5. Explain the roles and responsibilities of other care providers and how the team
works together to provide care. (RR4)
6. Use the full scope of knowledge, skills and abilities of available health care
professionals and health care workers to provide care that is safe, timely,
efficient, effective and equitable. (RR5)
7. Express one’s knowledge and opinions to team members involved in patient care
with confidence, clarity, and respect, working to ensure common understanding
of information and treatment and care decisions. (CC3)
8. Listen actively, and encourage ideas and opinions of other team members.
(CC4)
9. Engage other health professionals—appropriate to the specific care situation-in
shared patient-centered problem solving. (TT3)
10. Apply leadership practices that support collaborative practice and team
effectiveness. (TT5)
11. Reflect on individual and team performance for individual, as well as team,
performance improvement. (TT8)
If applicable, in weeks 5 and 6 students will:
1. Continue with activities above
2. Begin development of new quests within the educational game
3. Conduct research for background information on educational research in
gaming
4. Follow up with consultants for content verification and refinement
*Competencies from the “Core Competencies for Interprofessional Collaborative Practice”
sponsored by the Interprofessional Education Collaborative, May, 2011.
ASSIGNMENTS
Assignments will be determined based on student interest and project status and will
include the following:
1. Midpoint and end of practice experience self-evaluation, preceptor and site
evaluations.
2. Written summary of completed project.
3. Oral presentation of completed project.
4. Other assignments as directed by faculty and staff.
Topics for projects may include:
1.
2.
3.
4.
5.
6.
Disease state research
Definition of roles of health care professionals within the game
Development of quests for health care professionals
Development of evaluation tools for use within the quest
Design of the gaming environment
Evaluation of roles, quests and gaming environment
ASSESSMENT METHODS
Preceptor Evaluation (includes evaluation of projects and presentations) 100%
COURSE POLICIES
1. The students’ School/College policies concerning student Conduct and Cheating
described in their Student Handbook shall apply to this course. Just a reminder:
Academic dishonesty will result in a course grade of F.
2. All materials and course activities, including purchasing of texts, and reading
assignments are the responsibility of the student. To successfully complete the
course, the student will be required to work on assignments outside of the
regularly scheduled course hours.
3. Students will be working in a professional environment. As such, professional
dress is required. Review your school policy concerning dress code for
suggestions regarding appropriate dress.
4. Financial responsibility for transportation, housing, and all other costs of living
are the responsibility of the student. There is no stipend or salary associated
with the AACP APPE Program.
5. All policies and guidelines of students’ School/College not covered in this
syllabus apply.