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