A Review of Performance Evaluation Paradigms Involving Practice Faculty.

Objectives: This article aimed to identify, review, and summarize the literature broadly related to practice faculty evaluations, and provide recommendations for developing equitable systems that recognize and value diverse contributions across the 4 mission areas of practice, teaching, research, and service.

Findings: Practice contributions are often evaluated using ill-defined and highly variable approaches, with surveys reporting that half of pharmacy schools have written policies for evaluating practice contributions. From our review of the literature, performance evaluations of teaching are primarily focused on didactic teaching.

Practice Faculty Also Need Sabbatical Leaves.

The academic sabbatical in higher education has been used as a tool for personal and professional growth. Although sabbaticals for tenured faculty have been widely accepted and utilized, their use for nontenure, contract, and practice-based faculty are not well-understood. To explore the reason behind this, the authors undertook focus sessions among practice faculty who had taken a sabbatical leave or were considering a sabbatical leave.

Assessing pharmacogenomic literacy in China through validation of the Chinese version of the Minnesota Assessment of Pharmacogenomic Literacy.

Pharmacogenomics (PGx) implementation into clinical care is rapidly increasing in China. However, the extent to which the public understands PGx testing and important knowledge domains requiring patient education or counseling remains unclear. To address this, we created and validated the Chinese version of the Minnesota Assessment of Pharmacogenomic Literacy (MAPL-C ).

Medical Residents' Informal Learning from Pharmacists in the Clinical Workplace.

Unlabelled: Workplace-based interactions between residents and pharmacists, though relatively underexplored, might contribute substantially to learning. This international study sought to investigate the affordances residents use for informal learning about medications, their interactions with pharmacists and patterns of resident-pharmacist engagement, as well as residents' perceived impact of these interactions on their learning. Contextual differences between US and Dutch residency training and electronic health record (EHR) may impact informal learning about medications.

Beginning Early: Reflective Practice Development in a Pre-health Course on Health Literacy and Health Disparities.

: Learning reflective practices and understanding the complexity of health literacy and health disparities need to start early in health professions training. The primary objective of this inquiry was to evaluate the feasibility and effectiveness of using reflection categorization for assessing learner progression on reflective practice development. The secondary objective was to evaluate student reflection as a strategy for introducing and advancing pre-professional learners' understanding of health literacy and health disparities.

Development and Validation of the Minnesota Assessment of Pharmacogenomic Literacy (MAPL).

Ensuring that patients have an adequate understanding of pharmacogenomic (PGx) test results is a critical component of implementing precision medicine into clinical care. However, no PGx-specific validated literacy assessment has yet been developed. To address this need, we developed and validated the Minnesota Assessment of Pharmacogenomic Literacy (MAPLTM).

A Scoping Review of Attitudes and Experiences with Pharmacogenomic Testing among Patients and the General Public: Implications for Patient Counseling.

The use of pharmacogenomic (PGx) tests is increasing, but there are not standard approaches to counseling patients on their implications or results. To inform approaches for patient counseling, we conducted a scoping review of published literature on patient experiences with PGx testing and performed a thematic analysis of qualitative and quantitative reports. A structured scoping review was conducted using Joanna Briggs Institute guidance.

Addressing practical challenges with entrustable professional activities in ambulatory care experiential education.

Background And Purpose: Entrustable professional activities (EPAs) have been adopted and endorsed by the American Association of Colleges of Pharmacy as an assessment strategy. Application of EPAs in ambulatory care advanced pharmacy practice experiences (APPEs) has demonstrated potential internal grading consistency challenges and warrants further guidance.

Educational Activity And Setting: Within a required ambulatory care APPE, a rubric was developed using purposeful and convenience sampling of preceptors, faculty, and students to concretely delineate expected EPA level progression from week one to week four based on setting specific activities.

Interprofessional Education Within a Pilot HIV-Care Elective Course.

To create an IPE course that improved knowledge related to HIV history, prevention, and therapy, in health professions students and improved their interest and confidence in becoming interprofessional collaborative clinicians, specifically involved in the care of people living with HIV. A motivational design framework was used to create an interprofessional course that incorporated whole-task complex scenarios, team-based application, and experiential components. Multiple sources of quantitative and qualitative data, including the AIDS Education and Training Center evaluation tool and Interprofessional Collaborative Competency Attainment Scale instrument, as well as assignments and course evaluations, were collected and analyzed.

Closing the Classroom Theory to Practice Gap by Simulating a Psychiatric Pharmacy Practice Experience.

To examine the feasibility and effectiveness of combining whole-task and guided reflection educational design principles with cloud-based learning technologies to simulate the clinical psychiatric advanced pharmacy practice experience (APPE) in the classroom to begin to close the theory to practice gap. Components of the typical student experience while completing an APPE were integrated into the course experience, ie, patient case work-ups, facilitated sessions with a preceptor, personal statement of goals and progress with feedback, and intentional interaction with peer-learners. Multiple sources of quantitative and qualitative data were collected and analyzed.

Pharmacy Student Perceptions of the Entrustable Professional Activities.

To determine pharmacy students' perceptions and self-reported preparedness to perform the 15 core entrustable professional activities (EPA) established by the American Association of Colleges of Pharmacy for new pharmacy graduates. A random sample of Doctor of Pharmacy (PharmD) students from all four professional years at four universities were asked to indicate whether each of the 15 EPA statements was relevant to the practice of pharmacy and whether pharmacists were expected to perform the activity in multiple practice settings. Participants rated their self-perceived level of entrustability for each activity and indicated which three EPAs they felt most and least prepared to perform.

Partnering for a Sustainable Interprofessional Psychiatric Mental Health Nurse Practitioner Education Curriculum.

Background: The World Health Organization recommends that health care educators create a collaborative and practice-ready workforce. Focused interprofessional education (IPE) promotes collaborative practice, yet few examples of how to develop sustained IPE and clinical partnerships exist. Mental health care professionals competent in their specialty and prepared for interprofessional collaboration are needed to treat complex mental health needs of patients.

Development and validation of a tool to assess the readiness of a clinical teaching site for interprofessional education (InSITE).

Interprofessional education within clinical teaching sites is a key part of training for pre-professional students. However, the necessary characteristics of these interprofessional clinical teaching sites is unclear. We developed a tool, the Interprofessional Education Site Readiness, or InSITE, tool, for individuals at a site to use as a self-assessment of the site's current readiness for providing interprofessional education.

Preceptor and resident perceptions of entrustable professional activities for postgraduate pharmacy training.

Background: Following the development and implementation of entrustable professional activities (EPAs) as a collective graduation standard for pharmacy students, the University of Minnesota's multi-site post-graduate year one pharmacy residency program made a similar transition.

Educational Activity And Setting: An electronic survey was distributed to program preceptors and residents to describe the perceptions of using EPAs to assess performance.

Findings: Residents (66.

Personalized Learning in an Online Drugs and US Health Care System Controversies Course.

To examine if personalized learning objectives influenced student engagement and if achievement of objectives could be measured from course assignments. Learners created personalized learning objectives that correlated with their own goals within the context of the course. Using a mixed-methods analysis approach, the influence of these objectives on engagement and evidence of achievement of objectives were examined.

Validation of the entrustable professional activities for new pharmacy graduates.

Purpose: The face validity of the core entrustable professional activities (EPAs) for new pharmacy graduates published by the American Association of Colleges of Pharmacy (AACP) in 2017 was evaluated.

Methods: A 28-item questionnaire was sent to experienced pharmacy practitioners affiliated with 4 schools of pharmacy. In addition to demographic information about education, training, credentials, and practice setting, participants were asked whether each EPA statement was pertinent to pharmacy practice and an expected activity that all pharmacists should be able to perform.

An Interprofessional Education and Collaborative Practice Model for Dentistry and Pharmacy.

The aims of this study were to evaluate the feasibility of an interprofessional education and collaborative practice model (IECPM) developed by the School of Dentistry (SOD) and College of Pharmacy (COP) for the University of Minnesota dental clinics and to report results of the needs assessment using specific primary care metrics and medication histories gathered through use of the model in 2015-16. Planning focused on establishing a workflow to implement the IECPM by the SOD and COP. The interprofessional team that provided patient care for the study consisted of 50 dental students, ten dental therapy students, one pharmacy student, one pharmacy resident, one faculty pharmacist, one dental assistant, one faculty dental hygienist, and two dentists.

The impact of proctored online exams on the educational experience.

Purpose: This study explored new ways to maintain academic integrity for large enrollment, completely online courses. We examined the use of ProctorU as our proctoring strategy with the objectives to identify any implementation challenges and understand the impact of using an online proctor on the student experience.

Methods: In fall 2013, students were surveyed after each exam.

Report of the 2016-17 Academic Affairs Standing Committee: Entrustable Professional Activities Implementation Roadmap.

The purpose of this report is to: 1) Identify linkages across the EPA statements, Center for the Advancement of Pharmacy Education 2013 Educational Outcomes (CAPE 2013) and the Joint Commission of Pharmacy Practitioners' Pharmacist Patient Care Process (PPCP); 2) Provide ways EPA statements can be used to communicate core skills that are part of the entry-level pharmacist identity; 3) Suggest a potential roadmap for AACP members on how to implement EPA statements.

Entrustable Professional Activities for Pharmacy Practice.

The profession of pharmacy is facing a shifting health system context that holds both opportunity and risk. If the profession of pharmacy is to advance, pharmacists must be recognized as a consistent member of the health care team in all clinical settings, contributing at the fullest extent of licensure and education. One part of achieving this broad goal is to implement a new way of defining and assessing pharmacy practice skills, such as entrustable professional activities (EPA).

An interprofessional diabetes experience to improve pharmacy and nursing students' competency in collaborative practice.

Objective: To improve pharmacy and nursing students' competency in collaborative practice by having them participate in an interprofessional diabetes experience involving social networking.

Design: An existing elective course on diabetes management was modified to include interprofessional content based on Interprofessional Education Collaborative (IPEC) competency domains. Web-based collaborative tools (social networking and video chat) were used to allow nursing and pharmacy students located on 2 different campuses to apply diabetes management content as an interprofessional team.

The use of social networking to improve the quality of interprofessional education.

Objective: To evaluate the feasibility and effectiveness of using an online social networking platform for interprofessional education.

Design: Three groups of 6 students were formed with 1 student in each group from medicine, nursing, dentistry, pharmacy, veterinary medicine, and public health. Each group followed a different collaborative educational model with a unique pedagogical structure.