1:00 – 2:15 PM | Drinko Library 402
Abstract: During the academic year of 2021-2022, the Marshall University School of Pharmacy launched a new pharmacy skills lab sequence in its Doctor of Pharmacy curriculum. This sequence transformed the previous three lab curriculum which focused on one set of skills per lab to a six semester lab sequence with vertically and horizontally integrated skills development. Within the new lab sequence, there is an emphasis on formative feedback to help the students grow the core skill of pharmacy over time versus gaining full development after a one semester class. In this new sequence, we use reflection, peer and near-peer feedback in order for the students to use the information to improve their future performance. This lab sequence also focuses on the student’s professional identity formation over time and uses reflection from the students at a minimum of yearly to promote continued growth. Having a strong professional identity has been promoted as a key to preventing burnout and to increase personal wellness.
This session will describe the processes used to create the vertical and horizontal integration along with the scaffolding of activities along the developmental continuum. Also, the processes used to provide formative feedback and to encourage student reflection will be discussed. Examples of growth between the first two semesters of the lab sequence will be shared. There will also be a discussion of how similar concepts could be incorporated into stand-alone courses. The audience will be involved in discussions surrounding these topics and will have the time to brainstorm ideas for their classes and curriculum to implement these practices.
Facilitators: Brittany Riley (Associate Professor, Pharmacy Practice & Administration); Lisa Nord (Clinical Assistant Professor, Pharmacy Practice & Administration); Charles “CK” Babcock (Clinical Associate Professor, Pharmacy Practice & Administration); Jessica Saunders (Academic Lab Manager, School of Pharmacy)