Updates from Indiana Colleges of Pharmacy/Butler

Updates from Butler University
College of Pharmacy and
Health Sciences
Dean Mary H. Graham
Sept. 17, 2015
This speaker has no potential or actual
conflicts of interest to disclose in relation
to this presentation.
• Discuss initiatives within the curriculum
focused on development of outcome
abilities such as professionalism,
leadership and cultural competency.
• Describe emerging trends in pharmacy
education such as self-directed
learning, active learning strategies and
patient-centered care.
Bloom’s Taxonomy of Learning Domains
• Cognitive—knowledge
– Remembering, understanding, applying,
analyzing, evaluating, creating
• Psychomotor– skills
• Affective—attitude or self
– Values, attitudes, beliefs, feelings and emotion
– Newer additions to pharmacy accreditation
standards; emphasizes mindset of selfawareness, innovation, leadership and
professionalism needed for pharmacy practice
Curricular change
• Prerogative of the faculty to develop,
modify curriculum
• Factors influencing curricular change in
a given institution:
– Input from students, alumni, preceptors,
employers of graduates
– Accreditation standards (2016) including CAPE
(Center for Advancement of Pharmacy
Education)Educational Outcomes 2013
CAPE Domains
1. Foundational Knowledge
Learner (develop, integrate and apply knowledge)
2. Essentials for Practice and Care
Patient-centered care (caregiver)
3. Approach to Practice and Care
Cultural sensitivity (includer)
4. Personal and Professional Development
Leadership (leader)
Professionalism (professional)
Patient-centered Care
Any care that is respectful of and
responsive to individual patient
preferences, needs, and values, and
ensures that patient values guide all
clinical decisions. (Institute of Medicine.
Crossing the quality chasm: a new health
system for the 21st century)
Cultural sensitivity
Recognize social determinants of health
to diminish disparities and inequities in
access to quality care.
Social determinants of health—
circumstances in which people are born,
grow up, live, work and age, and the
systems put in place to deal with illness.
Leadership involves inspiring others. It is
a function of knowing yourself, creating a
culture of trust and open communication,
having a vision that is well-communicated,
empowering others, taking a broad view
of situations, and forming strategic
Personal Users Guide
“instruction guide”—who you are and
how you operate
Provides understanding of
teaching/learning style
Personal characteristics that are
relevant to interactions with others
Students read faculty user’s guide and
respond to questions
Exhibit behaviors and values that are
consistent with the trust given to the
profession by patient, other healthcare
providers and society.
Curricular Mapping
• Develop table with:
– Educational outcome and definition
– Citation (i.e. appendix to ACPE standards;
CAPE outcomes
– Current location in the curriculum by year,
semester, course, lecture, lab, project
– Proposed location after consideration of
adequate amount, level (introduction to
Butler “Curriculum 2020”
• Sequencing and coordination of content with
progressively increasing the complexity of
• P2 and P3—not fully integrated, but tightly
• New opportunities for introduction of doctorallevel thinking skills, active learning strategies,
patient-centered care, and Interprofessional
Pharmacy Practice and Health
Administration sequence is the pilot for
the new curriculum
Formerly Introduction to Pharmaceutical
Care, Drug Information and Literature
Evaluation, Delivery of Health Care,
Biostatistics and Research Design, and
Introductory Pharmacy Practice
Experience (IPPE)
Course sequence goals
• To instill proper habits for beginning a successful
career as a pharmacist who is a self-directed, lifelong, independent learner
• Begin to develop self-awareness and professional
leadership by displaying the behaviors, attitudes, and
values associated with professionalism.
• Identification of healthcare issues and patient health
outcomes with emphasis on socioeconomic and
cultural diversity and competency.
Each of these will be mapped across the curriculum
Active Learning
Diabetes Simulation Project- Each P2 simulates
aspects of life as a patient with diabetes. Students
complete 4 days of blood glucose monitoring, test
ketones, address a hypoglycemic event and track
their diet and exercise using My Fitness
Pal. Students also journal daily about their struggles,
concerns and milestones during this process and
meeting their nutritional needs. Students end the
project by developing a video for patients on how to
use the glucometer and tips and tricks they learned
through the process.
Active Learning
• Blood Pressure Skills- Students begin learning blood
pressure technique in Clinical Assessment during
their P1 year. In the Fall of P2 year, students
complete at least 10 patient encounters practicing
blood pressure measurement on a variety of genders,
ages and diagnosis of HTN. In spring students
begin counseling peers on how to lower your BP in a
variety of simulation cases. The students complete a
high stakes blood pressure assessment during the
end of the P2 year which focuses on blood pressure
technique and counseling for a patient volunteer.
Active Learning
• Wound Care- Students are provided
case scenarios and simulate a patient
encounter on wound
management. Students assess the
wound provided and then show their
patient how to appropriately treat the
wound using products provided to
Active learning in a large class
• Poll Everywhere software
– Provides faculty member with a quick
assessment of student understanding at
that point
– Students can assess their understanding
and perhaps generate questions right away
Self-directed Learning
Lecture capture followed by charts, etc.
Flipped class
My First Patient
Students record patient encounters with
peers as well as standardized patients.
Recordings are used for selfevaluations as well as peer-evaluations
How will you use this information?
• Learn from students/ new grads but not just
about new drug classes!
• Ask about poverty simulation, Medicare Part
D counseling
• Learn more about “user’s guides”
• Discuss professionalism from your
• Highlight examples of patient-centered care