Academic journal article American Journal of Pharmaceutical Education

School Posters Presented at the 120th Annual Meeting of the American Association of Colleges of Pharmacy, Chicago, Illinois, July 13-17, 2019

Academic journal article American Journal of Pharmaceutical Education

School Posters Presented at the 120th Annual Meeting of the American Association of Colleges of Pharmacy, Chicago, Illinois, July 13-17, 2019

Article excerpt

A College of Pharmacy's Comprehensive and Collaborative Assessment Initiative. Rochelle M. Roberts, The University of Texas at Austin, Patrick J. Davis, The University of Texas at Austin, Renee Acosta, The University of Texas at Austin. The mission of The University of Texas at Austin College of Pharmacy (UTCOP) is "to provide exemplary education, training, research, and professional development for Pharm.D. students, graduate students, and postgraduates in the pharmaceutical sciences; to advance discovery, innovation, and patient care; and to provide service to the university, professional and scientific communities, and society." The mission guided our 2016-2017 ACPE self-study process addressing the 2016 ACPE standards, clarifying the role of the Pharmacy Assessment Council (PAC) and leading to a collaborative Overall Assessment Process (OAP). The PAC includes much of the UTCOP leadership and is primarily responsible for overseeing assessment activities across the UTCOP mission. OAP implementation relies on approximately 20 committees, and 40 programmatic assessment tools. The OAP follows the typical assessment process: programmatic data reviewed by appropriate committees on a regular basis, committee chairs documenting committee discussions and any next steps. For each assessment tool, one or more committees review data, their reports are summarized by the appropriate PAC member and shared with the PAC for monitoring purposes. Due to the sheer number of committees and assessment tools, we face logistical challenges. Current efforts focus on ensuring that the OAP steps are manageable and well-aligned with each group's work and timeline. This initiative will greatly assist with regular documentation of assessment activities to provide evidence for future ACPE self-study processes, but more importantly, continue to foster a culture of assessment and continuous quality improvement, and raise awareness among stakeholders about the state of the UTCOP.

A Complete Course: The CEPHS Co-Curriculum Model. Kim M. Jones, Union University, Emily Brandl, Union University. The Co-Curriculum at the Union University College of Pharmacy (UUCOP) prepares students for success in five key domains: Career Planning, Education, Personal and Professional Development, Healthcare Advocacy, and Service (CEPHS). These domains were chosen in alignment with the mission and vision of the UUCOP and are mapped to the University's Core Values. The CEPHS Co-Curriculum Model is longitudinally integrated across four years. In the first, second, and third didactic years, students are required to participate in activities that map to each of the five CEPHS domains. Sample activities include completion of a yearly CEPHS Plan, attendance at the local pharmacy association's continuing education presentations, travel to the state capital for advocacy activities alongside the state's pharmacy association, professional service activities, and participation in milestone events such as the White Coat and Pinning Ceremonies. Students complete an online assessment following each activity to document completion and to assess activity quality. In the fourth year, co-curricular concepts mapping to the CEPHS domains are addressed in the experiential curriculum and are evaluated through student self-assessments and preceptor evaluations. The CEPHS Co-Curriculum fully supports the didactic and experiential curriculum in that activities are also mapped to the UUCOP's ten Educational Outcomes. All Key Elements in ACPE Standards 3 and 4 are addressed by the CEPHS Model.

A Comprehensive Approach to Developing an Interprofessional Program. Lisa Hong, Loma Linda University, Daniel L. Brown, Loma Linda University, Caroline Sierra, Loma Linda University, Kathryn T. Knecht, Loma Linda University, Alireza Hayatshahi, Loma Linda University, Farnoosh Zough, Loma Linda University, Stanley K Matsuda, Loma Linda University, Jessa Koch, Loma Linda University, Michael D. Hogue, Loma Linda University. …

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