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A tale of two (or more) campuses: Challenges of practice skills education in
multi-campus programs
Laboratory Instructors SIG
Speakers
• Abbey Cox and Erika Kleppinger -Auburn University
• Jeannine Conway and Angela George-University of Minnesota
• Daniel Forrister and Jennifer Robertson-University of North Carolina
Acknowledgements
• Kelly Scolaro, PharmD- University of North Carolina
Objectives• Describe the facets of multi-campus skills
development• Discuss how these facets are addressed at
various institutions• Develop strategies for student activity
development across campuses• Develop strategies for communication formats
between faculty/staff across campuses
Agenda• Introduction• Table introductions• Overview of non-sterile compounding,
sterile compounding, and clinical skills• Roundtable-Opportunity to focus on
topic of greatest interest• Wrap-up
Facets of Multi-campus skills development
• Culture of institution– Expectations of administration and faculty
• Design of activities– Student learning objectives– Expectations of equivalence– Numbers of lab sections– Numbers of students– Grading expectations– Instructional resources
Facets: Resources• Space
– Differences between campuses• Budgets• Instructors
– Faculty– Grad students– Pharmacy residents– Upper-class students
• Patients– Classmates– Volunteers– Standardized patients
• Technology– Video conferencing capabilities– Course management software
• Library resource access
Strategies• Shared course websites• Delivering activities via video
teleconferencing (VTC)• Collaborative tools• Team building• Communication
– Instructor guides– Training meetings
Table introductions
• Introduce yourself• Include
– School– Teaching responsibilities– If your school has multiple campuses
Teaching Non-Sterile Pharmacy Compounding
Skills on Multiple Campuses
Jennifer L. Robertson, PharmD, CPP
Daniel Forrister, PharmD
UNC Eshelman School of Pharmacy
UNC Eshelman School of Pharmacy
• 3 campuses o Chapel Hill (main campus)o Elizabeth City (since 2005)o Asheville (since 2011)
• 5 semester lab sequence with Compounding Clinical Correlates throughout
• VTC connections between campuses
Logistics• Lead faculty (compounding expert) and
budget located on main (Chapel Hill) campus• Pharmaceutical Care Lab (PCL) coordinators
on satellite campuses are not compounding experts
• VTC allows students on all campuses access to compounding expert
• All campuses’ activities mirror main campus
Lead Faculty Role• Develops compounding assignments and
uses Sakai Course Management System• Develops online demonstration videos• Orders inventory and distributes to all
campuses• Supervises Graduate Student Teaching
Assistants who help with HPLC compound analysis from all campus students
• Assigns grades for all compound labels and product analysis
PCL Coordinator Role• PharmD faculty oversees overall lab flow• Work with Lead Faculty on inventory• Serve as local compounding resource for
students• Recruit and supervise local PCL Teaching
Assistants• Assist in evaluation of student counseling for
compounded products • Manage shipments of student assignments to
main campus
Lab Teaching Assistants (TAs)• Oversee flow of all weekly clinical and
compounding lab activities• Assist students during compounding if able• P3 students, pharmacy residents, and adjunct
clinical pharmacist faculty utilized as TAs– type varies by campus– TA meetings, compounding videos and formulation
records available on Sakai– Evaluate student counseling and select
compounding records according to rubric
Video Conferencing• Video connection for all compounding
sessions– Allows all students access to compounding expert
and assignment developer/grader
• Same technology used on all campuses– mounted on wall in Chapel Hill and Asheville– mobile cart in Elizabeth City
• Satellite campuses scheduled on different days or times due to technology limits
Assessment• Product labels and HPLC compound analysis
of student products conducted on main campus and graded by Lead Faculty with help from Graduate TAs– Helps with grading consistency across campuses– Summative assessment
• Main campus also grades compounding records for P2 and P3 years
• Grading rubrics are the same for all 5 semesters of compounding exercises
Assessment• On select compounding assignments,
students are required to analyze their products using spectrophotometers– Formative assessment– PCL Coordinators assist students– Similar equipment located on all campuses
Lessons Learned• Regular communication between
campuses is essential• Double check compounding inventory
early to allow time to get necessary supplies
• Train faculty and allow time for preparing spectrophotometric standard curves on each campus
Future Considerations
• Stand-alone compounding course vs. longitudinal?
• Compounding elective development?• APPE site development?• Additional scholarship opportunities
Teaching Sterile Compounding Skills on Multiple Campuses
Angela George, PharmD, MA
University of Minnesota
University of Minnesota College of Pharmacy
• 5 semester lab sequence• Sterile compounding skills integrated throughout
(~ 25% of labs)• All classes synchronously taught on both
campuses• Lab faculty on both campuses (Minneapolis and
Duluth) – design responsibilities distributed across lab faculty for
each year • Variety of teaching assistants used
Physical Space• USP <797>• Discussion area• Proximity of hoods to discussion area• Number of people required to supervise
hood area• Number of students hoods can
accommodate at one time
Equipment
Personnel
• Faculty• Graduate Students• Professional Students• Pharmacy Residents
Technology
• Online Rubric System • Recording Student IV Compounding
Challenges with Inter-Campus Consistency
• Activities• Expectations• Grading
– Parenteral Technique– Product and Labeling
Lessons Learned• Trust—we’re really a team• Use each others’ strengths• Communication• Shared drives, course management
sites, Google documents, etc.• Share activity guides, keys, and forms• Collaborative activity design
– Across campuses– Across courses
Future Considerations
• Curriculum re-design• More detail on activity documentation
and instructor guides• Keys and better definitions about grade
break points• Improved rubrics
Teaching Clinical Skills on Multiple Campuses
Erika L. Kleppinger, PharmD, BCPS, CDE
Abbey Cox, PharmD
Auburn University
Harrison School of Pharmacy
Clinical Skills
• Communication• Documentation• Physical assessment• Therapeutics • Lab value interpretation• Drug information
Harrison School of Pharmacy
• 2 campuses – Auburn, AL (main campus)– Mobile, AL (opened Fall 2007)
• 6 semester lab sequence with clinical skills integrated throughout
• All classes synchronously taught on both campuses
Logistics• Lab coordinators located in Auburn, AL
– All labs led by faculty• Pharmacist facilitator in Mobile, AL• P4 students, pharmacy resident, and
faculty utilized as facilitators– All pharmacy practice faculty teach at
least 1 lab each year• Mobile campus activities mirror
Auburn campus
Thoughts in Lab Design
• Integration with concurrent courses• Repeat critical skills throughout• Match assessment with teaching
methods• Prepare students for IPPEs and APPEs
Development of Materials• All faculty asked to consider both
campuses• Facilitator guide template created• Encouraged use of stations• Encouraged use of skills guides instead
of checklists• All student and facilitator materials
posted on CanvasTM
Video Conferencing• Synchronous video connection for all
pre-lab lectures– Lectures are also recorded
• Campuses connect via video connection for select labs– Allows all student to have interaction with
content experts• Video conferencing for facilitator
meetings
Assessment
• Skills assessments– Grading consistency across campuses
• OSCEs conducted each semester– Standardized patient pool– Station evaluators– Remediation
• Written exams
Lessons Learned• Regular communication between
campuses is essential!• Standardization of documents helps
maintain consistency• Faculty need reminders of differences in
resources on each campus• Importance of not varying instruction
from facilitators guide
Future Considerations
• Facilitator’s meetings• Physical assessment skills videos• OSCEs
– Standard case format– Standard checklist– Possibility of Mobile using different space – Exploring use of online DI resources
Breakout to roundtables: Discussion Questions
• What successes have you experienced with teaching skills on multiple campuses?
• What challenges do you anticipate with expanding your lab curriculum to another campus?
• How would you design a lab to be conducted on multiple campuses?
Wrap-up
• COMMUNICATION!!!• Create a cohesive team• Don’t forget about differences in
campus resources
Contact us
• Jeannine Conway- [email protected]• Abbey Cox- [email protected]• Daniel Forrister- [email protected]• Angela George- [email protected]• Erika Kleppinger- [email protected]• Jennifer [email protected]
Laboratory Instructors SIG: A tale of two (or more)
campuses: Challenges of practice skills education in
multi-campus programs
CODE: NAB1N6