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Experiential Placements in Pharmacy Carrick Institute DBI Standing Committee meeting presentation 31 August 2007 Assoc Prof Ieva Stupans Dr Susanne Owen.

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Presentation on theme: "Experiential Placements in Pharmacy Carrick Institute DBI Standing Committee meeting presentation 31 August 2007 Assoc Prof Ieva Stupans Dr Susanne Owen."— Presentation transcript:

1 Experiential Placements in Pharmacy Carrick Institute DBI Standing Committee meeting presentation 31 August 2007 Assoc Prof Ieva Stupans Dr Susanne Owen Experiential Placements in Pharmacy ALTC project Susanne Owen Ieva Stupans Greg Ryan Leigh McKauge Jim Woulfe Supported by ALTC Graduated Descriptors update supported by Pharmaceutical Society of Australia

2 Stage Carrick funded Pharmacy Experiential Placement Project Goals To foster improvement in the quality of pharmacy experiential placements To map experiential learning, objectives, teaching and learning activities and their assessment within experiential placements across pharmacy schools in Australia To identify quality indicators and provide models for other health professions

3 Stage 1 Research Strategies Preliminary research Literature review Placement mapping Placement Handbook analysis Focus groups Options paper responses Research funding bid National forums for organisations and leaders of student pharmacy organisations Research on Work- based learning, other professions, experiential learning, competency assessment Interviews with state/territory University Pharmacy schools & experiential placement mapping Experiential Placement Handbook analysis State/territory focus groups involving students, professional/ registration reps, preceptors Stakeholder response to options paper: online survey & workshops Research funding bid 

4 ALTC Stage /11 Based on Stage 1 recommendations Aim: To improve the planning and delivery of pharmacy experiential learning Three elements: 1. Creation of an experiential learning database 2. Development of a graduated descriptors of competency tool for university experiential placements 3. Identification of placement quality indicators

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6 ALTC Deliverables 1.Planned experiential placement learning and assessment tasks collaboratively developed and published within an online central repository website 2.Sustainable infrastructure established for repository of experiential placement tasks, including website, collaborative workshops regularly scheduled within professional association education forum and quality assurance online feedback processes 3.Documentation of a framework of graduated developmental descriptor outcomes for experiential placement programs in relation to novice and advanced beginner students 4.Training package of graduated developmental descriptors developed, trialled and disseminated online 5.Quality indicators framework consultatively developed and published 6.Interim and final ALTC reports regarding pharmacy project submitted 7.Conference papers and journal articles prepared and delivered

7 Outcome 1 Creation of an experiential learning database

8 Creation of pharmacy experiential learning database Process and Achievements Series of national workshops with varied stakeholders ( ) –collaborative development of site activities & about 100 attendees –inherent professional development aspect –iterative development of the site –trial and modification of activities and site navigation Data gathering and feedback from stakeholders and users, site & tasks continuously updated & positive response for ease of use, navigability, usefulness About 150 registered site users Overall positive view of workshop process as a model for future workshop events

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10 Curriculum Planning

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12 25 Published website activities Evidence based practice: conducting a DUE audit Smoking cessation awareness in a community pharmacy Researching the community Barriers to effective communication with patients and developing strategies Prepare a pharmaceutical product: compounding Responding appropriately to an over-the-counter request from a patient for a treatment of cough/cold Learning to be reflective Working in groups, a structured approach Supply of medicines in hospitals Reflective journal Undertaking non-prescription medicines consultations Creating an experiential portfolio Communicating with patients: the information gathering process Product Knowledge: over-the-counter cough and cold medicines Individual reflection on a group project Medicines review: authentic patient Patient counselling interaction task and reflection Inter-professional learning Dispensing medicines: step 1: assessing a prescription Patient case report: taking a patient history Communication health promotion for pharmacists Quality use of medicines audit: collaborative task OTC cough and cold medicines Team work Using the graduated descriptors tool: preceptor-student feedback

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14 Outcome 2 Development of a graduated descriptors of competency tool for University experiential placements

15 Process and Achievements Literature review (esp speech pathology; Benner, 1984; Dreyfus & Dreyfus, 1996) Preliminary work: Two initial national workshops late 2008/early 2009: (i) 11 academics & profession reps (ii) 25 student leaders resulting in: –summary of key competency areas from PSA competency standards document –Development of descriptors of progressive stages of competence at early and late placement levels 1 National consultations May-Sept 2009 & at APSA to further develop and refine the framework (200+ reps) Trial of instrument with student/preceptors – USydney, UQ + trial of amended tool (nearly 300 survey/interview responses) Tool updated for new PSA (2010) competencies (with funding support provided by PSA)

16 Majority positive response to initial tool: –University student placements being connected to internship and PSA competencies (‘starting the journey’) –Developmental nature of proposed framework – early to late placement, degree of assistance, amount of time required, etc –Clarity of the descriptors and connection with ‘cues’ defining registration-level competence –Self-assessment and reflection focus –Clarify expectations and to prompt feedback – useful for both students and preceptors –Shared understanding of competency standards –Guide to ‘good’ practice

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18 Amended Graduated Descriptors Tool Amendments: reduced wordiness of instructions; easier to use tick boxes, providing an a completed example in instructions 57 trial school students provided survey responses. Increase from 50% to 72% (for satisfactory to excellent) for tool being clear and easy to use. Positive student interview responses to the amended tool. Positive academic responses to external interviewer questions. TOOL REVISED IN MID 2011 FOR UPDATED PSA (2010) COMPETENCIES (with PSA funding support)

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20 Outcome 3 Development of quality indicators for experiential placements

21 Quality Indicators Framework Process and Achievements Framework identified in (2007) Stage 1 project – pre, during and post placement factors: –Site, preceptors, university structures, student attitudes & learning approaches Key indicators for each category collated and examined Review of models – strengths and weaknesses – across disciplines eg medicine, nursing, education. Development of 15-item survey tool - importance of factor and degree to which this occurred within placement – ‘gap’ analysis Piloted - state/territory stakeholder groups including students, preceptors, prof/registration reps. (533 pharmacy responses, incl 370 students + 99 interns) Survey of other health discipline groups (202 students)

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23 Students: Quality Indicators Gap Analysis

24 Publications Owen, S., Ryan, G., Woulfe, J., McKauge, L. & Stupans, I. (2011). Collaborative development of an online pharmacy experiential learning database. Australasian Journal of Educational Technology, 27(7), McKauge, L., Stupans, I., Owen, S., Ryan, G. & Woulfe, J. (2011). Building Critical Reflection Skills for Lifelong Learning in the Emergent Landscape of a National Registration and Accreditation Scheme. Journal of Pharmacy Practice, 24: 235. Abstract here.here Stupans, I., Owen, S., Ryan, G., McKauge, L. & Woulfe, J. (2011). Development and Trialling of a Graduated Descriptors Tool for Australian Pharmacy Students. Assessment & Evaluation in Higher Education. Abstract here. here Owen, S., Stupans, I., Ryan, G., McKauge, L., Woulfe, J. & Ingleton, C. (2011). Nurturing a Cross- institutional Curriculum Planning Community of Practice. Asia-Pacific Journal of Cooperative Education. Vol 12 (1): Article herehere Owen, S., Stupans, I., Ryan, G., McKauge, L. & Woulfe, J. (2010). Involving Students in Research Decision Making: Developing a Graduated Descriptors Tool. In M. Devlin, J. Nagy and A. Lichtenberg (Eds.) Research and Development in Higher Education: Reshaping Higher Education, 33. Melbourne, 6–9 July. Article here.here Owen, S., Stupans, I., Ryan, G., McKauge, L. & Woulfe, J. (2010). Support Needed by Pharmacy Students in Experiential Placements: Stakeholders’ Expectations. Journal of Pharmacy Practice and Research, Vol 40 (2). pp , No. 2. Article here.here

25 Owen, S., Stupans, I., McKauge, L., Pont, L. & Ingleton, C. (under review). The Academic Developmental Learning Journey in using a Competency Graduated Descriptors Tool for Student Self-Assessment and Feedback Stupans, I., McKauge, L. & Owen, S. (2011). Indicators of a Quality Clinical Placement in Pharmacy: Stakeholder Perspectives. Journal of Pharmacy Practice and Research.Vol 41 (2): Owen, S., Ryan, G., Woulfe, J., McKauge, L. & Stupans, I. (in press) Collaborative Development of an Online Pharmacy Experiential Learning Database. Australasian Journal of Educational Technology Stupans, I.,Owen, S., Ryan, G., Woulfe, J. & McKauge, L. (2010). Scaffolding Patient Counselling Skills in Australian University Pharmacy Programs. Asia-Pacific Journal of Cooperative Education. Vol 11(2): Article here. Owen, S., Stupans, I., Ryan, G., McKauge, L. & Woulfe, J. (2010). Academic Professional Development for Quality Experiential Placements: Using National Collaborative Approaches for Creating Online Repository Tasks. Refereed paper accepted for Australian Collaborative Education Network (ACEN) 2010 National Conference: Work Integrated Learning (WIL): Responding to Challenge. 29 September – 1 October. Curtin University of Technology. Perth WA: pp Full proceedings here.here

26 Conferences & presentations Owen, S., Stupans, I., Ryan, G., McKauge, L., Woulfe, J. (2010). Involving Students in Research Decision Making: Developing a Competency Graduated Descriptors Tool. Peer reviewed paper presented at 33nd Higher Education Research and Development Society of Australasia. (HERDSA). 6-9 Jul. PPT here (5 MB), Article herehere Owen, S., Stupans, I., Ryan, G., McKauge, L. (2009). Graduated (Pharmacy) competency descriptors for university experiential placements. Poster presented at Assessment in Different Dimensions: Australian Technology Network of Universities (ATN) Assessment Conference 2009, RMIT University, Melbourne. Program here.here Woulfe, J., Ryan, G., Stupans, I., Owen, S., McKauge, L. (2009). The Pharmacy Experiential Learning Database (PELD). In: Same places, different spaces: Proceedings Ascilite Auckland [Internet [sighted 2010 May 13]; Available from: McKauge, L., Stupans, I., Owen, S., Ryan, G., Woulfe, J. (2010). Building professional skills using a graduated descriptor tool to assess practice skill development. Poster presented at ANZAME conference, Overcoming BARRIERS, RE(E)Forming Professional Practice Townsville, July. Abstract here, poster here.here Stupans, I., McKauge, L., Owen, S., Ryan, G., & Woulfe, J.(2010). Exploring the Development of Health Professional Graduated Descriptors. Invited workshop presented at ANZAME conference, Overcoming BARRIERS, RE(E)Forming Professional Practice Townsville, July. Abstract here, poster herehere

27 Ryan, G., Woulfe, J., Stupans, I., Owen, S. & McKauge, L. (2009). Introducing the Pharmacy Experiential Learning Database (PELD). Oral and poster presentation at the 5th Pharmacy Education Symposium, Fitness to practice: competency-based teaching and learning in pharmacy, 2009, Monash University, Prato, ItalyIntroducing the Pharmacy Experiential Learning Database (PELD) Stupans, I., Owen, S., Ryan, G., Woulfe, J. & McKauge, L. (2009).Graduated competency descriptors for university experiential placements. Workshop at the 5th Pharmacy Education Symposium, Fitness to practice: competency-based teaching and learning in pharmacy, Monash University, Prato, Italy. Stupans, I., Owen, S., Ryan, G., Woulfe, J. & McKauge, L.(2009). University of Sydney Pharmacy Education Unit presentation, November Workshops/Presentations: Graduated Competency Descriptors for University Experiential Placements; Introducing the Pharmacy Experiential Learning Database (PELD). Owen, S., Stupans, I., Ryan, G., & McKauge, L. [Invited Speakers] (2009). Competency Graduated Descriptors and Online Collaborative Task Development Workshops. Australian Pharmaceutical Sciences Association Education Forum. December. University of Tasmania: Hobart. Program here.here Owen, S., Stupans, I., Ryan, G.,& McKauge, L. [Invited Speakers] (2008). Competency assessment: developing competency in the student. Workshop at the Australasian Pharmaceutical Science Association (APSA) Conference, Teams for Tomorrow, Australian National University: Canberra. Ryan, G., Woulfe, J., Stupans, I., Owen, S. & McKauge, L. (2009). Introducing the Pharmacy Experiential Learning Database (PELD). Oral and poster presentation at the 5th Pharmacy Education Symposium, Fitness to practice: competency-based teaching and learning in pharmacy, 2009, Monash University, Prato, ItalyIntroducing the Pharmacy Experiential Learning Database (PELD)

28 Survey Have you used the website to date? For what purpose? Tick tasks you have used & comment on type of use/amend useuse/amendment Evidence based practice: conducting a DUE audit Smoking cessation awareness in a community pharmacy Researching the community Barriers to effective communication with patients and developing strategies Prepare a pharmaceutical product: compounding Responding appropriately to an over-the-counter request from a patient for a treatment of cough/cold Learning to be reflective Working in groups, a structured approach Supply of medicines in hospitals Reflective journal Undertaking non-prescription medicines consultations Creating an experiential portfolio Communicating with patients: the information gathering process Product Knowledge: over-the-counter cough and cold medicines Individual reflection on a group project

29 In what ways have you or your colleagues used the curriculum planning principles in your programs or will you do so in the future? Rate the overall success of the workshop in providing professional development opportunities and in supporting academic learning? (with ‘5’ indicating high success and ‘1’ low success) Rate the degree of curriculum sharing and collaborative approach and its value ? (with ‘5’ indicating high degree of sharing and ‘1’ low sharing) Medicines review: authentic patient Patient counselling interaction task and reflection Inter-professional learning Dispensing medicines: step 1: assessing a prescription Patient case report: taking a patient history Communication health promotion for pharmacists Quality use of medicines audit: collaborative task OTC cough and cold medicines Team work Using the graduated descriptors tool: preceptor-student feedback


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