1. Updates from Butler University College of Pharmacy and Health Sciences Dean Mary H. Graham Sept. 17, 2015

2. Disclosure This speaker has no potential or actual conflicts of interest to disclose in relation to this presentation.

3. Objectives 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.

4. 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 self- awareness, innovation, leadership and professionalism needed for pharmacy practice

5. 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

6. 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)

7. 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 21 st century)

8. 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.

9. Leadership 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 alliances.

10. 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

11. Professionalism Exhibit behaviors and values that are consistent with the trust given to the profession by patient, other healthcare providers and society.

12. 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 mastery)

13. Butler “Curriculum 2020” Sequencing and coordination of content with progressively increasing the complexity of concepts P2 and P3—not fully integrated, but tightly coordinated New opportunities for introduction of doctoral- level thinking skills, active learning strategies, patient-centered care, and Interprofessional Education.

14. 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)

15. Course sequence goals To instill proper habits for beginning a successful career as a pharmacist who is a self-directed, life- long, 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

16. 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.

17. 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.

18. 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 them.

19. 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

23. 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 self- evaluations as well as peer-evaluations

24. 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 perspective Highlight examples of patient-centered care