Presentation Title:
Preparing a Renaissance in Pharmacy Education: A Hybrid
Delivery Model
Presenter:
Professor Robert A. Blouin
Co-Author:
Professor Gary M. Pollack
Abstract:
This presentation will review trends in contemporary higher education, with particular
emphasis on current learning environments in the pharmacy academy. Taken together,
these two areas underscore the need for significant changes in the pedagogy associated
with pharmacy curricula. A strategy will be presented that incorporates blended
teaching-learning approaches (asynchronous and synchronous) with optimum utilization
of technology to consistently deliver teaching-learning opportunities focused on the
highest levels of Bloom’s taxonomy of learning. The case for fundamental revisions in
pedagogy will focus on a unique confluence of three important trends: rapidly-changing
expectations of this new generation of learners, rapidly-changing expectations of society
for access to an educated workforce possessing sophisticated critical thinking and
problem solving skills, and rapidly-changing capabilities in education technology. With
respect to fundamental change in the teaching-learning environment, research-intensive
universities perhaps face the greatest challenge. Such institutions compete in an arena
focused on attracting the best talent (student and faculty) in the world. The challenge
of creating a progressive teaching-learning environment in a research-intensive
university will be discussed with particular emphasis on student and faculty recruiting
strategies, faculty appointment and promotion issues, and recognition of alternative
forms of scholarship. In addition, the opportunity of creating an environment that
capitalizes on the presence of world-class faculty in the classroom, and the concept that
such a presence represents the pinnacle of the value-added learning proposition for
students, will be introduced. Finally, creating the infrastructure to support excellence in
both teaching-learning and research will be discussed.
Presentation Title:
Meeting the staff development and technology challenges at NUS
Presenters:
Associate Professor Huang Hoon Chng
Ms Kiruthika Ragupathi
Abstract:
Many universities have established faculty development programmes which aim at the
improvement of faculty members’ teaching skills, the development of their conceptions of
teaching and learning, the cultivation of their abilities to reflect and on teaching practices, and
the consequent changes in students’ learning (Gibbs and Coffey, 2000). Research shows that
such programs in faculty and instructional development make a difference and that these
differences are seen in more positive actions and attitudes of faculty toward the institution and
a more inspired vision of their role in teaching and learning.
Technology is increasingly being exploited in universities around the world for teaching and
learning (Jones and O’Shea, 2004; Sharpe et al., 2006), largely because it is considered to offer
greater flexibility. Modern technologies present new opportunities at all educational levels and
universities strive to integrate IT into campus classrooms. Whether supporting the use of new
technologies in the classroom, in the delivery of fully-online courses, or in implementing hybrid
courses, universities face major challenges in meeting the technology needs of faculty and
students.
This paper is in three parts. One, we wish to share our experience in facilitating faculty
development through various programmes – the Professional Development Programme (PDP-T),
the Continuing Professional Development Programme (CPDP) and the Teaching Assistants
Training Programme. Two, we will discuss faculty perceptions on the impact of technology on
teaching, and the factors that motivate/hinder the adoption of IT. Third, we will share some
ideas that can encourage and enhance fuller faculty investment in T&L programmes and their
adoption and innovation in teaching and learning with IT at NUS. Presentation Title:
Developing Postgraduate Continuing Education
Programmes for Health Professionals
Presenter:
Dr Colin Adair
Abstract:
The maintenance, improvement and broadening of knowledge, skills and personal
qualities has always been part of the ethos of health professionals. Today these
activities have assumed greater importance as a consequence of regulation and the
rapid pace in development of medicines and evidence-based practice. While there is
ongoing debate about the merits of continuing education versus continuing
professional development, for most postgraduate education providers the choice of
learning offered remains direct learning (lectures and workshops), distance learning
and perhaps vocational training.
Regardless of learning format, programmes that are more likely to engage a learner
are those that (i) are relevant to practice, (ii) make participation convenient, (iii)
cater for practitioners at different levels, (iv) offer a broad choice of study topic, (v)
holds the interest of learners, (vi) provide real life scenarios in which answers require
discussion and value judgements, (vii) assess more than the recollection of facts and
(viii) are stimulating.
Our experience over two decades has been of an increasing uptake of distance
learning programmes at the expense of direct learning. We recently compared two
programmes that were provided as workshops, print-based distance learning and
online learning. Given virtually identical content, the post-course evaluation and
assessment data for workshops were consistently higher than data for eLearning and
print-based courses. Nonetheless, cost, convenience and accessibility are factors that
can limit the appeal of direct learning. Online learning is relatively new to many
pharmacists, but is easier to keep up-to-date than printed courses and has the
potential to provide a wider range of interactions to engage the learner.
Developing postgraduate CE programmes for health professionals
The maintenance, improvement and broadening of knowledge, skills and
personal qualities has always been part of the ethos of health professionals.
Today these activities have assumed greater importance as a consequence of
regulation and the rapid pace in development of medicines and evidencebased practice. While there is ongoing debate about the merits of continuing
education versus continuing professional development, for most postgraduate
education providers the choice of learning offered remains direct learning
(lectures and workshops), distance learning and perhaps vocational training.
Regardless of learning format, programmes that are more likely to engage a
learner are those that (i) are relevant to practice, (ii) make participation
convenient, (iii) cater for practitioners at different levels, (iv) offer a broad
choice of study topic, (v) holds the interest of learners, (vi) provide real life
scenarios in which answers require discussion and value judgements, (vii)
assess more than the recollection of facts and (viii) are stimulating. Our
experience over two decades has been of an increasing uptake of distance
learning programmes at the expense of direct learning. We recently compared
two programmes that were provided as workshops, print-based distance
learning and online learning. Given virtually identical content, the post-course
evaluation and assessment data for workshops were consistently higher than
data for eLearning and print-based courses. Nonetheless, cost, convenience
and accessibility are factors that can limit the appeal of direct learning. Online
learning is relatively new to many pharmacists, but is easier to keep up-todate than printed courses and has the potential to provide a wider range of
interactions to engage the learner.
Title: Using IT in Teaching the Medical Sciences
Presenter: A/Prof Erle Lim
Abstract:
The Yong Loo Lin School of Medicine has harnessed the power of information technology (IT) in our pedagogical
endeavours. Since 2003, we have conducted high-stakes examinations (such as the modified essay question, MEQ)
online, using our in-house integrated virtual learning environment, IVLE. Capitalising on the advantages of the
online MEQ format, we have developed a neurologic localisation game that allows students to interview, “examine”
and investigate (via videotaped vignettes and digitised still images) a virtual patient, after which they are tasked to
interpret the information obtained. This online neurologic localisation game (eNLG) has been well received by
undergraduates, and more online modules are planned. In addition, computer-based interactive tools for the
learning of anatomy and e-learning tools to teach clinical radiology (http://courseware.nus.edu.sg/radiology) and
to integrate radiology and anatomy (http://medicine.nus.edu.sg/meddnr/anat-chest.htm) have also featured in our
educational initiatives. Since the 1990s, the university has introduced the human simulator into the undergraduate
curriculum, a move which has proven efficacious and popular with the students. Of course, these innovations are
merely adjuncts to traditional teaching, in the form of lectures incorporating videotaped vignettes, clinical bedside
teaching and ad-hoc clinical courses or modules, which form the backbone of our pedagogic armamentarium.
Despite the many challenges faced by medical educationists, much can be achieved by harnessing the power of
the information age. The plethora of multimedia available allows the tech-savvy academic teacher to create
entertaining and spectacular presentations. Nonethless it remains important to recognise the need to instruct
rather than entertain, and to focus on substance rather than style. The aim of this lecture is to highlight our
educational endeavours using IT.
Presentation Title:
Experiential Education for Pharmacy – Bridging Education
and Practice
Presenter:
Professor Ian Bates
Abstract:
Experiential learning has emerged as a key concept in professional education. However,
the definitions and understandings of this concept are not clear and practitioners and
professional bodies tend to have differing expectations and purposes. For example, how
does “experiential learning” differ from “clinical teaching” or from “pre-registration
training”? (Perhaps it does not, and we are just seeing the increased use of jargon).
The presentation will try to establish what it is we mean by experiential learning, and
how it differs from other forms of learning; is it a “real” issue or just more educational
rhetoric with little to offer the practitioner? Where and how can it benefit undergraduate
education? We will examine the evidence base and attempt to find a pragmatic view of
the concept of experiential learning. The presentation will try to establish links with the
notion of professional competence and performance, and will argue that the real debate
should be about how to ensure practitioner competence, and the use of concepts such
as experiential learning as a means to achieve these goals. Above all, we will discuss
the potential value of experiential learning as applied to a needs-based education model
(education fit for local needs).
Presentation Title:
Experiential Education for Pharmacy – Bridging Education
and Practice
Presenter:
Professor Ian Bates
Abstract:
Experiential learning has emerged as a key concept in professional education. However,
the definitions and understandings of this concept are not clear and practitioners and
professional bodies tend to have differing expectations and purposes. For example, how
does “experiential learning” differ from “clinical teaching” or from “pre-registration
training”? (Perhaps it does not, and we are just seeing the increased use of jargon).
The presentation will try to establish what it is we mean by experiential learning, and
how it differs from other forms of learning; is it a “real” issue or just more educational
rhetoric with little to offer the practitioner? Where and how can it benefit undergraduate
education? We will examine the evidence base and attempt to find a pragmatic view of
the concept of experiential learning. The presentation will try to establish links with the
notion of professional competence and performance, and will argue that the real debate
should be about how to ensure practitioner competence, and the use of concepts such
as experiential learning as a means to achieve these goals. Above all, we will discuss
the potential value of experiential learning as applied to a needs-based education model
(education fit for local needs).
Title: Use of Technology to Support Pharmacy Education
Presenter: A/Prof Kay Stewart
Abstract:
Technology is used in a wide variety of ways to support teaching. Its use can provide students
with access to information sources and provide opportunities for them to practice skills in a
‘safe’ environment that increases confidence and to solve many teaching problems. It is
important, however, that the use of technology serves an authentic educational purpose and is
sustainable. It must also be readily accessible to provide equity for all students and its use
should be evaluated to ensure that it is providing enhanced learning opportunities and not
simply adding to student workload.
The development of competence involves the acquisition of a range of knowledge and skills.
Students should be actively engaged with this process of developing knowledge and skills, not
simply passive recipients. Technology can be used to provide improved access to knowledge
sources, feedback for students on the learning and can provide context for learning that allows
students to understand the relevance of the diverse range of information they are required to
assimilate.
Technology can be used to help academics deal with many of the challenges they face such as
larger class sizes, the increasing body of knowledge that is required for practice and other
academic responsibilities – especially time for research, and the shortage of academic staff.
This presentation focuses on the use of technology to support the development of competence
in students and is illustrated by examples from Monash University.
Presentation Title:
Using National Competency Standards to Design Pharmacy
Experiential Learning in Singapore
Presenter:
Ms TAN Mui Ling
Abstract:
A competency framework on expected competencies in entry level pharmacists for registration
was developed in 2006. This was then implemented at all pre-registration pharmacists training
centres in Singapore. The framework spelled out the expected competencies in nine functional
areas. It established desired outcomes and described exit criteria for pharmacist-in-training
entering the Singapore Register of Pharmacists.
At National University of Singapore, pharmacy students undergo experiential learning
attachments at community and hospital pharmacy in their 2nd and 3rd year studies. Each
attachment is for 6 weeks or 240 hours. Community pharmacy attachment is done in the 2nd
year and hospital pharmacy attachment in the 3rd year of the undergraduate programme. Each
student is attached to a preceptor who is a registered pharmacist at an approved training site of
the Singapore Pharmacy Council. The objectives of the programme, learning log and evaluation
of the attachment activities would be discussed in the presentation.
Presentation Title:
Achieving success as an Academic Pharmacist
Presenter:
Professor Nicholas G. Popovich
Abstract:
To many individuals, particularly within the academic environment to achieve success, the
“Goal” is to become a scholar in one’s discipline and be recognized within our academy of
scholars. Success can emanate from the scholarships of discovery, integration, application,
pedagogy, and/or engagement. It is critical faculty build bridges between theory and practice
and communicate and share this with the students, fellow pharmacists, and allied health care
professionals we serve. A central tenet for achieving success also as a faculty member is to
contribute to the programmatic mission and growth of the school and be “in balance” between
individual and programmatic goals. For faculty to achieve success, it is important to cultivate
team relationships among the faculty. Further, junior faculty must dream and aspire to
greatness in their teaching, research, and service responsibilities and senior faculty must take
time to mentor, nurture and encourage the balanced growth of the junior faculty. Creating a
“win-win” situation is crucial in the mentor-mentee relationship. Achieving faculty success
must also be demonstrated in the students served as faculty play an integral role in fostering
their development of knowledge, performance-based abilities, and attitudes enabling them to
advance the profession of pharmacy and gain personal fulfillment. Fostering a caring attitude
and orientation in students is vital for them to achieve their societal purpose. Oftentimes, this
is expressed back to faculty as a “twenty year” thank you. Lastly, achieving success as an
academic pharmacist is meaningless without achieving balance between our professional lives,
our personal life and our family life.
Presentation Title:
Experiential Education in US Pharmacy Schools
Presenter:
Associate Professor Pamela Joyner
Abstract:
Implementation of doctor of pharmacy (PharmD) programs in the United States (US)
has resulted in a substantial increase in experiential education requirements for schools
and colleges of pharmacy. Experiential requirements in the US are guided by the
Accreditation Council for Pharmacy Education, the national agency responsible for the
accreditation of professional degree programs in pharmacy. Revised accreditation
standards and guidelines for the PharmD Program effective July 2007, require a
minimum of 300 hours of introductory pharmacy practice experiences (IPPEs) and 1440
hours of advanced pharmacy practice experiences (APPEs). The primary goal of the
IPPEs is to facilitate students’ continuing professional development in community and
hospital pharmacy practice settings. Students explore the concepts of professionalism
and shared accountabilities for health care outcomes; formulate a personal philosophy
of and approach to professional practice; expand drug and disease knowledge; and
develop practical, critical thinking and life-long learning skills. During the fourth
professional year, students progress to APPEs and are primarily in ambulatory care and
inpatient care environments, learning to apply their knowledge of drugs and how to use
them safely and most effectively. APPEs are often interdisciplinary experiences focusing
on patient care activities. They are not associated with significant drug distribution,
dispensing or management activities. Additional experiential requirements enable
students to participate more fully in professional responsibilities such as medication
therapy management and administration of immunizations. As a result, fourth year
PharmD students are making recommendations, writing consults and serving as integral
members of interdisciplinary teams.
Presentation Title:
Team-based Learning for Healthcare Professional Programmes
Presenter:
Dr Sandy Cook
Abstract:
Health care is no longer a solo-practice endeavor. Providers need to have the skill to work in
teams, communicate effectively with their colleagues and patients, and to be effective problem
solvers. Research has shown that lectures are not the most effective way for students to learn
to apply and critically appraise information. In addition, cognitive learning theory has
demonstrated that distributed learning is best for retention and that group learning further
enhances the experience. At Duke-NUS, we believe we develop these skills in our learners
through our team-based learning strategy, which we call TeamLEAD. Students are expected to
come to class prepared, having reviewed the faculty guided core principles. They are held
accountable for this preparation through individual assessment; however, learning is enhanced
through a team review of the same material. The teams then apply those core principles with
case studies to enhance the application and problem solving skills. Our students are in teams
of 5-7 for their first year of basic science instruction and provide peer evaluation regularly to
further enhance their skill in teamwork. The results from our first two cohorts of students show
that the students like the learning strategies that we have employed and refined as well as are
performing very well.
Title of Presentation:
Educating Pharmacists – The Singapore Experience
Presenter:
A/Prof Wai Keung Chui
Abstract:
The discipline of Pharmacy was introduced when King Edward College of Medicine was established in
1905. Over the century, the Pharmacy programme, offered by the Department of Pharmacy at the
National University of Singapore, has evolved from the initial diploma programme to its present 4-year
professional undergraduate programme. The curriculum prepares the graduates to enter the profession
upon the successful completion of the requisite 1-year pre-registration training. The Department also
offers post-graduate study programmes that lead to more specialized clinical practice and research in
pharmaceutical science.
This presentation will begin with a brief overview of the healthcare system in Singapore and how
changes in this landscape have driven the development of the curriculum at the Department of
Pharmacy, NUS. The presentation will include the Department’s academic objectives, the educational
philosophy, curricular design and staff development strategies.
Title of Presentation:
Career Development in the Pharmaceutical Industry and
Clinical Research
Presenter:
Wendy Lebing
Abstract:
Temple University’s School of Pharmacy pioneered graduate education in Quality
Assurance/Regulatory Affairs over 40 years ago and is now widely recognized as providing
the most comprehensive academic curriculum of its kind in the world. Its QA/RA curriculum
plays an important role in providing career development for industry professionals through
its innovative master’s degree and many specialized certificates. The talk will depict the
salient difference between industry training and graduate education, discussing why industry
professionals need both for career advancement. As global regulations evolve and change,
industry professionals must remain fluent in the differences and similarities required by
various world regulatory authorities. The breadth of Temple’s QA/RA curricula will be
depicted with special attention focused on its clinical trial curriculum.