1. Natalie Medlicott, Jennifer Bruce, Carla Dillon and Megan Anakin
Early learning of reflective practice in a re-designed pharmacy programme Adopting e-portfolios for developing reflective practitioners
Natalie Medlicott, Jennifer Bruce,
Carla Dillon and Megan Anakin

2. Pharmacists
Medication Therapy Experts
who Deliver Person-Centred Care

3. Goal: Graduate ready to go reflective practitioners
Pharmacists
Goal: Graduate ready to go reflective practitioners

4. Education Programme (BPharm)
Admission
To Pharmacy
Programme
Graduation
Registration
HSFY
Year 2
Year 3
Year 4
ITP
“Year 5”
BPharm

5. Curriculum re-design goal: Increase patient care focus of graduates
Skills
Knowledge
Skills
Knowledge
Product knowledge centred
curriculum
Patient-centred
curriculum

6. How do reflection and e-portfolios fit into this new curriculum?
Introduction reflection as a skill into the programme
Shift towards evidence of competence rather than passing tests
AND
Increasingly, move towards self-directed learning

7. Implementation Plan Initially small interested group
Key staff with positive outlook “champion”
Supported initial trials as “one-off” projects
Frequently report back to academic staff and students
Embed in new curriculum with a genuine purpose !

8. Bachelor of Pharmacy (Otago) Learning Outcomes
Communication, Collaboration and Research
BPharm (Otago)
Professionalism
Pharmaceutical Literacy
Population Health
Provision of Care

9. Entrustable Professional Activities (EPAs)
Pharmacy Competence Standards
EPAs
Learning
Outcomes
Pharmacist
Scope of Practice
BPharm

10. Entrustable Professional Activities
Units of professional practice that constitute what clinicians (practitioners) do as daily work.
Ten Cate (2018) A primer on entrustable professional activities
Korean J Med Education, 30,

11. Observable Foundational EPAs Fulfil professional obligations
Communicate effectively
Take a patient history
Conduct a clinical assessment
Create a care plan
Clinically validate a prescription
Dispense prescriptions
Provide medicines information
Document activities
Observable

12. EPAs are observable and “e-portfolio – able” !!
Evidences can be verified in practice labs and experiential learning sites.
Virtual Practice Labs
(Actors and simulated patients)
Reflection
Importantly, these EPAs are observable. Reflection exercises run alongside evidence gathering.
We have two main practice environments – virtual practice labs (university) and placements sites (hospitals and community practices).
Experiential learning
(Real Patients)

13. Education Programme (BPharm)
2018
Learn reflection
2019
Create and assess evidence
2020
Use portfolio to show competence in EPAs
Graduation
HSFY
Year 2
Year 3
Year 4
ITP
“Year 5”
2021
Continue into Internship
New curriculum
BPharm

14. Example: Towards the “Communicates Effectively” EPA
Tutors and preceptors
verify competence
Have used the communicates effectively EPA for our second year students.
Created assignments through PebblePad for students to learn reflective practice.

15. Example: Communication in Year 2
Reflection on initial communication skill to identify strengths and limitations

16. Used evidence (assets) from an earlier activities (1)
Pharmacy Skills Labs (2 per week over the Semester 2)
Service learning activity (20 hours)
People focused
Communication focused

17. Communication – self assessment
What am I good at?
What do I need to work on?
What is my Plan ?
Used PebblePad Reflection tutorial material
Goal: - Communicate effectively (EPA)

18. Year 2 papers Uses PebblePad
PHCY 210 Introduction to Pharmacy (12 points)
PHCY 211 Foundational Pharmaceutical Science (48 points)
PHCY 220 Integrated Modules A (60 points) – Pharmacy Practice

19. Where to now……
E-portfolios are part of our new curriculum for the Bachelor of Pharmacy
Steep learning curve for teachers and curriculum designers – encourage innovation
Purpose: Reflective Practitioners
– ready for Internship challenges!
Ready to challenge the profession (armed with evidence base and confidence!

20. especially post-workshop
Acknowledgements
Tegan McKegg
(Instructional designer)
Aynsley Peterson
Dr Alesha Smith
Student feedback
especially post-workshop
sticky notes