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e72 Abstracts / Research in Social and Administrative Pharmacy 10 (2014) e65–e74
discuss research ethics in educational research. We will
then discuss the peer review process and what reviewers
and editors are looking for in different types of research
papers. Activities will include looking at and discussing
some actual reviews of papers.
Moral Dilemmas in Pharmacy Practice andProfessionalism EducationW. Gottgens-Jansen1, E.W. Tuinstra2, E. van Leeuwen3,1Radboudumc Nijmegen, IQ healthcare, section
Healthcare Ethics, The Netherlands, Pharmd D,
Philosophy Msc, 2University of Applied Sciences The
Hague, The Hague, Netherlands, Philosophy Msc, Dutch
Msc, 3Radboudumc Nijmegen, IQ healthcare, section
Healthcare Ethics, The Netherlands, PhD, Prof of
Medical Ethics
Pharmacist as highly qualified professionals in their
different working environments, are faced with ethical
dilemmas and issues in their daily practice raised by
working in today’s complex society. Changes in society
(such as new technologies, developments in patient status,
definitions of being sick and healthy, chains of care,
market forces in care, cost control) and in professional
practice (such as co-responsibility for pharmacotherapy
outcomes) challenge professionals to rethink and reshape
their contributions and added value to the people who
consult the professional expertise. These issues manifest
themselves in daily practice, in the relationship with the
patient and care providers, in the introduction of
technological developments and in social environment
of the professional. Dealing with such dilemmas and
issues is an inevitable part of the task of the professional
and the competences of a pharmacist. Aims of the
workshop: To introduce and explain a methodological
approach to ethical dilemmas as part of an educational
course in pharmacy ethics and professionalism. The
workshop participants will get acquainted with the
method by practising on real ethical dilemmas from
actual pharmacy practice of young pharmacists. Learning
Objectives: Raising awareness and insight in ethical
aspects of pharmacy practice. Getting acquainted with a
methodological approach to ethical dilemmas. Insight in
applicability and feasibility of using a rational 9 steps
approach to analyse dilemma’s and find different ap-
proaches to the dilemma and weigh them based on ethical
points of view and deliberation. This approach can be
used for educational purposes and proves very usefull in
the real practice of pharmacists. Description of Work-
shop Activities: Introduction to the 9 steps moral
deliberation approach. Active workshop using the 9 steps.
Teaching, Practicing and Assessing MotivationalInterviewing Skills Throughout the PharmacyCurriculumB.A. Martin1, K.S. Plake2, J.A. Kavookjian3, 1School of
Pharmacy, University of Wisconsin, Madison, WI,
2College of Pharmacy, Purdue University, West
Lafayette, IN, 3Harrison School of Pharmacy, Auburn
University, Auburn, AL
Motivational interviewing (MI) “is a collaborative, goal
oriented style of communication with particular atten-
tion to the language of change. It is designed to
strengthen personal motivation for commitment to a
specific goal by eliciting and exploring a person’s own
reasons for change within an atmosphere of acceptance
and compassion” (Miller and Rollnick, 2013). The
effectiveness of MI has been shown in many randomized
control trials, across a range of problem behaviors.
Training in MI is aimed at increasing practitioner
empathy, reducing MI-nonadherent behaviors such as
confrontation and overuse of expertise, and increasing
the ability to elicit patients’ own reasons for behavior
change. Practitioner use of MI can increase the likeli-
hood that the relationship between the practitioner and
the patient will result in behavior change. Aims of the
Workshop: This session will summarize approaches to
teaching MI from 3 schools and engage the audience in
discussion about best practices. The educational in-
terventions we will share have been designed to support
each learning stage – from recognizing opportunities for
change talk, to engaging in learning and trying out what
was learned about MI communication style, to incorpo-
rating what was learned into practice. To learn MI skills
and techniques requires interaction and role play
training with purposeful feedback. Learning Objectives:
Describe motivational interviewing and how key ele-
ments are integrated across different curriculum. Iden-
tify various instructional strategies that can develop the
confidence and skills of students to counsel patients
using MI. Exchange ideas and resources used to teach,
practice, and evaluate MI communication skills.
Description of Workshop Activities: Begin by summa-
rizing various ways faculty have incorporated MI into
their curriculum, including content sequencing. Allow
for sharing among participants on their curriculum
hours/basic content. Discuss and demonstrate some of
the various instructional strategies used. Facilitate round
tables assigned to discuss how they would modify their
MI curriculum to accommodate allotted course time,
required vs. elective status, and opportunities for higher-
level skill development. Considerways we can collabo-
rate to measure specific outcomes realted to MI commu-
nication strategies.
‘Let’s talk about Feedback’: an Exploration of AcademicFeedback Practices in Pharmacy EducationC.S. Schneider1, T.F. Chen1, K. Wood2, T. Brock3,1Faculty of Pharmacy, The University of Sydney, Sydney,
NSW, Australia, 2Faculty of Health Sciences, Aston
University, Birmingham, West Midlands, UK, 3School of
Pharmacy, University of California, San Francisco,
California, USA