Final Reports of the SAS Section Committees 2015
Programming Committee
Committee Members: Ana Quinones, Oscar Garza, Kevin Look, Jan Kavookjian, Yu-Chieh (Jack) Chen, Jill
Lavigne, Jason Perepelkin, David Holdford (Chair)
Committee Progress: Two programs were developed for the Annual Meeting in July 2015:
I. Innovations in Interprofessional Education Roundtables
Sunday, July 12; 1:00 p.m. - 2:30 p.m.
Join faculty and students to discuss how schools of pharmacy are engaging in interprofessional
education using a roundtable format. Whether you are just thinking about interprofessional education
or looking for innovations in current programs, this session has something for you. Presenters from
various schools describe how diverse topics of interest to social and administrative sciences are taught
in didactic and experiential settings.
Learning Objectives:
1. Identify innovative ways to engage in interprofessional education.
2. Discuss challenges and solutions to interprofessional education in a broad range of schools and
colleges of pharmacy.
3. Develop strategies to improve interprofessional education at your institution.
Speakers:
1
Cynthia P Koh-Knox (Purdue), Complementary and Alternative Medicine
2
Miki Goldwire (Regis University, Colorado), IPE Spiritual Care elective
3
Beth Martin (Wisconsin), IPE motivational interviewing course with 5 disciplines
4
Tim Stratton (Minnesota-Duluth), Interprofessional Student-Run Free Clinic
5
Tish Moczygemba (VCU), Required Interprofessional 3 Course Sequence
6
Tanya Ostrogorsky (Oregon State), The Politics of IPE at an Academic Health Science Center:
Developing Shared Graduation Competencies
7
Catherine L. Hatfield (University of Houston), Required P4 Shared Error IPE with Medical and
Nursing Students
8
Sally Huston (Keck Graduate Institute, Claremont) and Sommer Zarbock (KGI), Inter-professional
Case-based Game Play on the Social Determinants of Health
9
Michelle Musser (Ohio Northern), Overcoming challenges to implement interprofessional
education at a small, rural university
10
Terri Warholak (Arizona), An Online IPE Medication Safety and Quality Class
II. Electing to Change the Profession: Educating to Influence Change
Monday, July 13; 8:00 a.m. - 9:30 a.m.
Interested in influencing change? Instructors are often creative in the selection of topics, educational
methodologies and technology about how to influence change. This session will focus on creative
approaches or subjects that educate about how to influence change in schools and in practice.
Facilitators at each roundtable will describe how they try to influence change and the lessons learned
from their experiences.
Learning Objectives:
1. Discuss how to use students to change practitioners and practice.
2. Develop ideas for implementing change for use upon return to institution.
3. Identify new ways to implement change in practice.
Speakers:
1
Jill E. Lavigne (St. John Fisher College), AHRQ Health Literacy Toolkit for Pharmacists
2
Nicholas E Hagemeier (East Tennessee State), Cents Making: Improving Student Pharmacists'
Personal Finance Skills and Behaviors
3
Beth Buckley (Concordia University Wisconsin), A Diabetes Elective with IPE components to
foster empathy and reflection of PA and PharmD students
4
Kim Plake (Purdue), Book Club: Reflections on Patient Illness:
5
Paula Evans (Massachusetts MCPHS), APPE students in the Pharmacy Outreach Program. They
assist at the information call center and help clients improve their access to medications.
6
Jason Perepelkin (University of Saskatchewan), Integrating a business plan competition into the
management in pharmacy
7
Sue Skledar (Pittsburgh), Special Topics Elective in Healthcare Quality and Medication Use Policy
8
Marie Smith (UConn), Elective course in e-health/informatics.
9
Ana C. Quiñones-Boex (Chicago Midwestern), A course on Topics in Career Management
10
Julie Wilkinson (LECOM), Experiences with a leadership elective
Next Steps: Evaluate feedback on both programs and make recommendations to next year’s
programming committee
Awards Committee
Committee Members: Karen Farris, Betsy Sleath, Ben Urick, Spencer Harpe, Miki Goldwire, Regis
University, Pam Heaton (Chair)
Committee Progress: Two articles were for the Lyman award:
1. Bullying in the Clinical Training of Pharmacy Students. Katherine Knapp, Patricia Shane, Debra
Sasaki-Hill, Keith Yoshizuka Paul Chan, Thuy Vo. American Journal of Pharmaceutical Education
Volume 78, Issue 6, 2014: Article 117.
2. Alcohol Use Behaviors Among Pharmacy Students. Wesley Oliver, Grant McGuffey, Salisa C.
Westrick, Paul W. Jungnickel, Christopher J. Christopher J. Correia. American Journal of
Pharmaceutical Education Volume 78, Issue 2, 2014: Article 30.
Award criteria were developed for four potential new Section awards. Next steps include discussion of
the awards and their criteria at the next business meeting.
1) Best Publication Award for Scholarship for Teaching and Learning for SAS faculty member
Eligibility
Must be SAS member
No minimum number of years of membership
May self-nominate or be nominated
Submission Requirements
Must have 2 letters of support that address the criteria
Must write 1-2 page narrative about why should be selected
Criteria
Methodological Rigor
Innovation
2) Sustained Research Accomplishments of SAS faculty
Eligibility
Must be SAS member
No minimum number of years of membership
Sustained contribution over time in the area of scholarship of discovery, integration or
application, but not teaching
Submission Requirements
Can self-nominate or be nominated
Must have 2 letters of support that address the criteria
Must write 1-2 page narrative about why should be selected
Criteria
Innovation
Impact on science
3) Best Research Publication Award of SAS faculty
Eligibility
Must be SAS member
No minimum number of years of membership
Best publication in area of scholarship of discovery, integration or application, but not
teaching
Submission Requirements
Can self-nominate or be nominated
Must have 2 letters of support that address the criteria
Must write 1-2 page narrative about why should be selected
Criteria
Innovation
Impact on science
4) SAS Best Poster Award
Eligibility
First or second author must be SAS member
Selection Process
Select 20% of posters with the highest scores from the original abstract review process
by AACP. These posters would receive a finalist award and announce at the SAS
Business meeting (which occurs prior to the poster sessions)
The selected posters would then be judged during the AACP Annual meeting by the SAS
Awards Committee
Three best posters would be selected. These best posters would be recognized on line
and at the following year’s business meeting.
Criteria, in order of importance. Rubric will be developed.
Significance
Innovation
Methodological Rigor
Clarity
Visual Impact
Next Steps: The committee will present the potential awards and criteria at the annual business
meeting in order to receive feedback from the membership. Feedback will be used to determine the
future awards.
Curriculum Committee
Joint HIT Committee 2014-2015
Committee Members:
Lisa Ashton
Lou Barone, PharmPract
Beth Breeden, PharmPract
Kevin Clauson,
Tim Cutler,
Randell Doty, PharmPract
Amanda R. Fingado,
Jeff Guo, SocAdmin
*Mary Gurney, SocAdmin
Ana Hincapie, SocAdmin
Maggie Kading, SocAdmin
*Andrea Kjos, SocAdmin
Dan Malone,
Lea Mollon, SocAdmin
*Mark Patterson,
Jayashri Sankaranarayanan, SocAdmin
Alisa Thomas, ExperientialEd
*Linda Gore Martin, Chair, SocAdmin
*Terri Warholak, SocAdmin
*Section of Social and Administrative Science
Curriculum Committee Members
Committee Progress: Charge 1 (Task Force with Section of Pharmacy Practice and the Section of
Experiential Education): Investigate current/successful practices on Health Information
Technology education. The members of this expanded committee have been working on identifying
competency areas for HIT and prioritizing the content. Syllabi from several programs and projects were
evaluated for objectives and topic areas. A spreadsheet comparing these was developed by Doty and
the committee has used this to create a document presented at a roundtable session at the 2014 Annual
Meeting. The feedback from that session was used during this year to get the document ready for
webinar-based focus groups with representatives from the Colleges and Schools. The proposal is
currently in the process of IRB approval; this will allow the project to be publishable. The committee has
a special session at the 2015 AACP Annual Meeting entitled Special Session: Comparative Health
Informatics Curriculum Models scheduled for Tuesday, July 14, from 1:30 - 3:00 p.m.
Next Steps: We would still like to see a publication in AJPE from this project (see Charge 1). Charges 2‐4
are incorporated into the charge 1 project, but cannot be updated until the document is completed.
Charge 2: Seek best practices for active learning assignments for professional and graduate courses in
the discipline.
Charge 3: Continue identifying content for the new teaching handbook to be made available on the
AACP website, including additional syllabi, teaching materials, and resources. Identification of
competencies associated with CAPE 2013 is especially desired.
Charge 4: Continue development of “SAS Rocks” or similar such interactive blog for interactive
communication regarding teaching issues.
Abstract Committee
Abstract Reviewers: Mohamed Amin, Ana Hincapie, Anandi Law, Aleda Chen, Barry Bleidt, Brandon
Patterson, Robert Cisneros, David Holdford, Dolores Nobles-Knight, Elvin Hernandex, Nicholas
Hagemeier, Jean Carter, Kenneth Lawson, Karen Farris, Kevin Fuji, Kem Krueger, Karen Rascati, Linda
Gore Martin, Ana Quinones-Boex, Linnea Polgreen, Matthew Borrego, Mary Kiersma, Miki Goldwire,
Monina Lahoz, Prashant Sakharkar, Richard Hansen, Rahul Khanna, Spencer Harpe, Suresh Madhavan,
Sharon McDonough, Tatjana Petrova, William Doucette, Terri Warholak, Silvia Alessi-Severini, Susan
Skeldar, Leticia Moczygemba (Chair)
Membership Analysis Committee
Committee Members: Jill Augustine, Ken Schafermeyer, Lois Garland-Patterson, Mary Kiersma, Sharon
McDonough, Stephanie Crawford (Chair)
Committee Progress: The Committee reviewed the 2011-2012 survey results and is currently undergoing
analysis of data to respond to committee charges. From conversation with AACP Staff involved in the
last AACP Member Needs Assessment Study, it is not possible to receive additional raw survey data
other than the descriptive statistics that were provided for each survey item.
Next steps: The AACP is working on a new analysis that will be implemented in the next 1 to 2 years. The
new survey instrument has not yet been developed. In their strategic goals, the Council of Sections will
be developing survey questions. Our Committee plans to suggest new and/or different questions that
would be helpful in the next survey. Suggested survey items will be based on literature review and
member recommendations. We will forward our suggestions to the SAS section leader, who could solicit
additional comments. The Chair of the SAS Membership Section could then forward final
recommendations to the Council of Sections for consideration as they develop the needs assessment.
Building Research Teams Task Force/Committee
Committee Members: Rajender Aparasu, Radhika Devraj, William Doucette, Özlem Ersin (Chair), Marc
Fleming, Rafi Rasu, Donna West
Committee Progress: Completed qualitative research by surveying chairs and directors regarding best
practices in building research with well‐funded and renowned researchers. The first phase involving
quantitative research was completed in 2014.
A convenience sample of 18 programs was selected by three committee members based on the
reputation, size of the graduate program, and geographic diversity. Phone interviews were conducted
April through June, 2015.
Next Steps: The Committee would like to pursue publishing results in an upcoming issues of the AJPE. It
is also feasible to expand the sample to include smaller and newer programs.
Mentoring Committee
Committee Members: Nick Hagemeier, Erin Ulrich, Marcia Worley, Michelle Chui, Monica HolidayGoodman, Joel Farley, Sally Huston (Chair)
Committee Progress: The charge to the committee was to explore the feasibility and value of a summer
graduate or PharmD student research exchange program to experience mentoring from a variety of
volunteer SAS faculty. The committee has had several telephone conferences and put together a draft
of what a mentoring exchange program might look like. The draft of the program is below. We are still in
the process of refining the description. One part of the plan is to put out a Call for Mentors, and have
the volunteer mentors provide a brief description of 1 to 3 projects they would be interested in working
on with a student. A mentor’s template draft should be ready for the annual meeting.
Next steps: We request feedback from the membership using the SAS business session at the annual
meeting. For this meeting, we would like to 1) provide the description we have put together thus far, 2)
assess general interest in the program, 3) if there is interest would like to ask if they think there should
be any minimum requirement for students to take part in the program, e.g. at least 1 statistics course
and/or 1 research course – or leave that up to the mentors. If there is interest in the exchange program,
we are willing to continue to work on the project over the next year.
DRAFT: SAS Section Mentoring Exchange Program
Recommendations
1) The SAS Mentoring Exchange Program will occur
during the summer.
2) All PharmD students will be eligible.
a. Minimum Requirements to be discussed at
the AACP Section meeting.
b. The student will have a home school
mentor with whom they will work as well
as a receiving school mentor.
3) Receiving mentors will announce availability,
providing a brief description of one to three
projects they would be willing to work on. (In
development)
a. The project is expected to be a meaningful
on-going project or a meaningful student
specific project.
Reasoning
It will not be incorporated into APPEs
because it would be difficult to
coordinate APPEs timing and varying
length across institutions.. Summer is
seen as the best time because there
would be significantly fewer scheduling
problems than trying to do during the
school year.
Not all schools have free summers after
the P1 year, do not want to exclude
students who are interested early on.
A mentor at the home school is needed
to assist with preparation and followthrough.
4) Interested students will work with his or her home
school mentors to submit applications to work with
the chosen receiving mentors.
5) Mentors can be senders, receivers, or both.
6) The Program will be competitive. Applications (in
To ensure that the best students get an
development) will be submitted to the
opportunity.
mentor/mentoring school.
Enhances desirability when seen as
competitive.
7) Exchanges are expected to last between 8 and 12
Long enough to accomplish or
weeks, depending on the preferences of the
contribute to a meaningful project, if
sending and receiving schools/participants.
there is adequate preparation.
Better for renting accommodations than
shorter periods.
8) Sending and Receiving schools can negotiate their Needs and interests at various schools
own requirements with accepted students
differ
9) Timeline:
a. Call for Mentors
b. Summer Annual AACP Meeting
i. Post Mentoring Opportunities on
AACP Web-site
ii. Publicize the opportunities via
relevant list-servs.
iii. Disseminate publicity posters
iv. Social media information
dissemination (tweet, facebook)
v. Send an e-mail to all SAS faculty.
vi. Host a session where mentoring
program is explained, have
opportunities for potential mentors
& mentees to mingle
c. Mid-Autumn
i. Send notices of acceptance.
ii. Announce list of accepted
applicants.
d. Late Autumn
i. A memorandum of understanding
(MOU) will be negotiated between
sending and receiving schools
(Template to be developed)
e. Spring
i. Negotiated preparation work
should begin.
f.
Summer
i. Conduct Research
g. Do we want to require feedback of any
type?
To promote, raise interest in the
program
Facilitate identification of likely
partnerships
Early enough to leave 5 months for prep
To ensure students are far enough along
in the project to jump in at full speed
leadership from the sending school
mentor is needed