Oral Paper Session 1: Transformative curriculum and assessment for future ready graduates
Tracks
Track 1
| Monday, July 6, 2026 |
| 11:00 AM - 12:30 PM |
| Salone Grollo |
Speaker
Dr Lucio Volino
Clinical Professor/ Director of Assessment
Rutgers University
An Evaluation of In-person Versus Remote Grading Approaches in Objective Structured Clinical Examinations
11:00 AM - 11:15 AMAbstract
Background/Statement of aim(s): Studies have demonstrated variation among faculty members in Objective Structured Clinical Exam (OSCE) grading and the standardized patients' impact on overall OSCE grades. Acquiring sufficient facilitators to grade students in a consistent, effective, and efficient manner continues to be a challenge at pharmacy schools. The aim of this study was to evaluate grading consistency among skills assessment evaluators through remote and in-person approaches.
Methods: Third professional year student pharmacists’ non-prescription counseling OSCEs within a skills lab were recorded and evaluated by postgraduate trainee pharmacists using either real-time or remote grading methods. Postgraduate trainees (clinical residents or pharmaceutical industry fellows) were randomly assigned to either grade a student’s OSCE in person with the student present, or upon completion of the OSCE by reviewing a recording. For baseline comparative purposes, all OSCE recordings were reviewed and graded remotely. Remote and in-person postgraduate trainee evaluator scores were compared to each other and faculty OSCE scores. The final OSCE grade was the highest score. A concordance of variance using Chi Squared plus or minus two points of fifty total points was performed for faculty versus in-person postgraduate trainees, faculty versus remote postgraduate trainees, and in-person postgraduate trainees versus remote postgraduate trainees.
Results: A total of 170 of 211 (80.5%) student pharmacists consented to participate in the study. Concordance was shown in 129 of 170 grades (75.9%) for the faculty versus in-person postgraduate trainees (p<0.001), 128 out of 170 (75.3%) grades for faculty versus remote postgraduate trainees (p<0.001), and 129 out 170 (75.9%) grades for in-person postgraduate trainees versus remote postgraduate trainees (p<0.001). Grade averages were similar for in-person postgraduate trainees (88.2%), remote postgraduate trainees (87.2%), and faculty (88%). Grade average variance was within the ± 5 range for most evaluators. There were several outliers with the largest variance reaching a 19-point difference when compared to the control.
Discussion and/or Conclusion: Although grade averages and both in-person and remote grading methods’ accuracy matched significantly among OSCE evaluators, large variations in certain cases could significantly impact a student’s evaluation grade. Results can provide insight for pharmacy schools incorporating postgraduate evaluators into skill courses.
Methods: Third professional year student pharmacists’ non-prescription counseling OSCEs within a skills lab were recorded and evaluated by postgraduate trainee pharmacists using either real-time or remote grading methods. Postgraduate trainees (clinical residents or pharmaceutical industry fellows) were randomly assigned to either grade a student’s OSCE in person with the student present, or upon completion of the OSCE by reviewing a recording. For baseline comparative purposes, all OSCE recordings were reviewed and graded remotely. Remote and in-person postgraduate trainee evaluator scores were compared to each other and faculty OSCE scores. The final OSCE grade was the highest score. A concordance of variance using Chi Squared plus or minus two points of fifty total points was performed for faculty versus in-person postgraduate trainees, faculty versus remote postgraduate trainees, and in-person postgraduate trainees versus remote postgraduate trainees.
Results: A total of 170 of 211 (80.5%) student pharmacists consented to participate in the study. Concordance was shown in 129 of 170 grades (75.9%) for the faculty versus in-person postgraduate trainees (p<0.001), 128 out of 170 (75.3%) grades for faculty versus remote postgraduate trainees (p<0.001), and 129 out 170 (75.9%) grades for in-person postgraduate trainees versus remote postgraduate trainees (p<0.001). Grade averages were similar for in-person postgraduate trainees (88.2%), remote postgraduate trainees (87.2%), and faculty (88%). Grade average variance was within the ± 5 range for most evaluators. There were several outliers with the largest variance reaching a 19-point difference when compared to the control.
Discussion and/or Conclusion: Although grade averages and both in-person and remote grading methods’ accuracy matched significantly among OSCE evaluators, large variations in certain cases could significantly impact a student’s evaluation grade. Results can provide insight for pharmacy schools incorporating postgraduate evaluators into skill courses.
Biography
Lucio Volino is a Clinical Professor and Director of Assessment at the Ernest Mario School of Pharmacy (EMSOP) – Rutgers University, and a clinical Pharmacist with Barnabas Health Retail Pharmacy (BHRP) - RWJBarnabas Health. After receiving his Doctor of Pharmacy degree from Albany College of Pharmacy, he completed a post-doctoral Rutgers pharmaceutical industry fellowship in clinical research/regulatory affairs at Novartis Pharmaceuticals Corporation.
Dr. Volino manages BHRP’s community/ambulatory care pharmacy services. He works with students and pharmacists to develop patient-centered care programs focused on hypertension, medication therapy management, and adult immunizations.
At EMSOP, Dr. Volino oversees and co-coordinates in the integrated Pharmacotherapy Assessment Skills Series (iPASS) laboratory courses. He also co-coordinates the Post-Rotational Evaluation and Preparation (PREP) Seminar and Rotation Experience Competency and Assessment Preparation (RECAP) program. He teaches in many courses including Self Care and Community Practice Management.
Dr. Volino’s research interests include innovative teaching, interprofessional education, and preventative medicine.
Mrs Aisha Akhtar
Lecturer In Pharmacy Practice
University Of Reading
Utilising AI Technology (SimConverse) to Enhance MPharm Drug History Teaching in a UK School of Pharmacy
11:15 AM - 11:30 AMAbstract
Background:
The ability to obtain an accurate drug history and perform medicines reconciliation is a core competency for pharmacists. MPharm drug history teaching commonly relies on the use of role-play activities, which can be limited by reduced authenticity and clinical complexity.
Aim:
To enhance drug history teaching for Year 2 MPharm students using AI technology.
Methods:
SimConverse, an AI platform, was used to develop learning activities focused on conducting a drug history. Students were directed to obtain a complete and accurate drug history using multiple sources of information. AI characters were developed on SimConverse, each with different complexities to improve authenticity. Students completed a self-reflection at the end of each consultation and were provided with feedback on ‘soft’ skills such as communication, questioning techniques and structure of consultation. Student feedback was obtained at the end of the session using an MS form.
Results:
A total of 122 Year 2 MPharm students participated in the workshop, with 55 (45%) students completing the feedback form. Most students rated the workshop extremely useful or useful (96%). Relating to confidence in conducting a drug history, students reported feeling somewhat confident (53%), with smaller proportions reporting neutral (36%) or extremely confident (5%). Qualitative feedback highlighted the value of authenticity of the characters, including an appreciation for the complexity of the task.
Conclusion:
Using SimConverse for drug history teaching was positively received by MPharm students and was perceived to enhance the authenticity and clinical complexity of the session. Integrating this approach into the Pharmacy curriculum may support the development in confidence and communication skills related to drug history taking in clinical practice.
The ability to obtain an accurate drug history and perform medicines reconciliation is a core competency for pharmacists. MPharm drug history teaching commonly relies on the use of role-play activities, which can be limited by reduced authenticity and clinical complexity.
Aim:
To enhance drug history teaching for Year 2 MPharm students using AI technology.
Methods:
SimConverse, an AI platform, was used to develop learning activities focused on conducting a drug history. Students were directed to obtain a complete and accurate drug history using multiple sources of information. AI characters were developed on SimConverse, each with different complexities to improve authenticity. Students completed a self-reflection at the end of each consultation and were provided with feedback on ‘soft’ skills such as communication, questioning techniques and structure of consultation. Student feedback was obtained at the end of the session using an MS form.
Results:
A total of 122 Year 2 MPharm students participated in the workshop, with 55 (45%) students completing the feedback form. Most students rated the workshop extremely useful or useful (96%). Relating to confidence in conducting a drug history, students reported feeling somewhat confident (53%), with smaller proportions reporting neutral (36%) or extremely confident (5%). Qualitative feedback highlighted the value of authenticity of the characters, including an appreciation for the complexity of the task.
Conclusion:
Using SimConverse for drug history teaching was positively received by MPharm students and was perceived to enhance the authenticity and clinical complexity of the session. Integrating this approach into the Pharmacy curriculum may support the development in confidence and communication skills related to drug history taking in clinical practice.
Biography
Aisha Akhtar is a Lecturer in Pharmacy Practice at the University of Reading. In this role, she is involved in teaching, curriculum development and assessment across the MPharm, with a particular focus on clinical hospital pharmacy teaching and prescribing in practice.
She also holds the role of MPharm Placement Lead, and is a registered hospital pharmacist and independent prescriber. Her research interests are in the area of cultural competency within the MPharm curriculum.
Dr Clare Tolley
Lecturer in the School of Pharmacy
Newcastle University
Developing a Digital Literacy Framework for Undergraduate Pharmacy Education: A Mixed-Methods Study
11:30 AM - 11:45 AMAbstract
Background and aims:
Digital health technologies (DHTs) are widely embedded across pharmacy practice, yet digital literacy remains inconsistently integrated into undergraduate pharmacy curricula. The absence of clear, evidence-based guidance on required competencies is a barrier to curriculum development. This study aimed to develop a digital literacy framework to support the integration of digital literacy into undergraduate pharmacy curricula.
Methods:
A mixed-methods design was used. Semi-structured interviews were conducted with foundation trainee pharmacists, pharmacists, and academics to explore essential digital literacy competencies and effective educational approaches. Data were analysed thematically and integrated with findings from a prior scoping review (1) and a content analysis (2) of UK undergraduate (UG) pharmacy curricula to develop an initial framework. A modified Nominal Group Technique with pharmacy academics (n=9) was then used to refine the framework and achieve consensus on proposed learning outcomes.
Results:
Thirty-five interviews revealed a wide variation in students’ access to and experience with DHTs, highlighting a gap in preparedness for practice and key themes around curriculum Integration, practical experiences, key challenges, and the competencies essential for UG students. The analysis informed the development of a digital literacy framework comprising seven domains, with learning outcomes in each domain structured across three cognitive levels aligned with Bloom’s taxonomy: digital health literacy fundamentals, digital health technologies use and applications, digital communication skills, information sources, data management and analysis, information ethics and regulation, and digital health leadership. After reviewing the 55 proposed learning outcomes, 48 met the predefined consensus threshold of ≥80%, resulting in a final digital literacy framework for undergraduate pharmacy education.
Conclusion:
This study presents an evidence-based digital literacy framework tailored specifically for UG pharmacy education, providing educators with explicit guidance on curriculum design, teaching, and assessment. As DHTs rapidly evolve, the framework will require ongoing evaluation and revision to ensure its relevance.
References:
1. Alowais M, Rudd G, Besa V, Nazar H, Shah T, Tolley C. Digital literacy in undergraduate pharmacy education: A scoping review. JAMIA. 2024;31(3):732–745, https://doi.org/10.1093/jamia/ocad223
2. Alowais M, Nazar H, Tolley C. Digital literacy education for UK undergraduate pharmacy students: A mixed-methods study. Int J Pharm Pract. 2024;32(5):413–419, https://doi.org/10.1093/ijpp/riae040
Digital health technologies (DHTs) are widely embedded across pharmacy practice, yet digital literacy remains inconsistently integrated into undergraduate pharmacy curricula. The absence of clear, evidence-based guidance on required competencies is a barrier to curriculum development. This study aimed to develop a digital literacy framework to support the integration of digital literacy into undergraduate pharmacy curricula.
Methods:
A mixed-methods design was used. Semi-structured interviews were conducted with foundation trainee pharmacists, pharmacists, and academics to explore essential digital literacy competencies and effective educational approaches. Data were analysed thematically and integrated with findings from a prior scoping review (1) and a content analysis (2) of UK undergraduate (UG) pharmacy curricula to develop an initial framework. A modified Nominal Group Technique with pharmacy academics (n=9) was then used to refine the framework and achieve consensus on proposed learning outcomes.
Results:
Thirty-five interviews revealed a wide variation in students’ access to and experience with DHTs, highlighting a gap in preparedness for practice and key themes around curriculum Integration, practical experiences, key challenges, and the competencies essential for UG students. The analysis informed the development of a digital literacy framework comprising seven domains, with learning outcomes in each domain structured across three cognitive levels aligned with Bloom’s taxonomy: digital health literacy fundamentals, digital health technologies use and applications, digital communication skills, information sources, data management and analysis, information ethics and regulation, and digital health leadership. After reviewing the 55 proposed learning outcomes, 48 met the predefined consensus threshold of ≥80%, resulting in a final digital literacy framework for undergraduate pharmacy education.
Conclusion:
This study presents an evidence-based digital literacy framework tailored specifically for UG pharmacy education, providing educators with explicit guidance on curriculum design, teaching, and assessment. As DHTs rapidly evolve, the framework will require ongoing evaluation and revision to ensure its relevance.
References:
1. Alowais M, Rudd G, Besa V, Nazar H, Shah T, Tolley C. Digital literacy in undergraduate pharmacy education: A scoping review. JAMIA. 2024;31(3):732–745, https://doi.org/10.1093/jamia/ocad223
2. Alowais M, Nazar H, Tolley C. Digital literacy education for UK undergraduate pharmacy students: A mixed-methods study. Int J Pharm Pract. 2024;32(5):413–419, https://doi.org/10.1093/ijpp/riae040
Biography
Clare is a Lecturer in the School of Pharmacy at Newcastle University. In this role, she teaches across a range of pharmacy practice modules. She previously worked on a large project spearheaded by Alzheimer’s Research UK to use commercially available digital tools in the early detection of neurodegenerative diseases. Prior to that she was the project manager of a large programme of work funded by an EU Horizon 2020 grant. She engages with patient and public involvement groups, has been involved in the implementation of a healthcare intervention on a large hospital Trust, performs data collection and analysis and evaluates digital tools for their usability in acceptability. Clare is a Registered Pharmacist, Fellow of the Faculty of Clinical Informatics, has a Certificate in Clinical Pharmacy and is a Fellow of the Higher Education Academy.
Clare's research interests include the use of healthcare information systems, clinical decision support and patient safety.
Dr Ralph Altiere
Professor
University of Colorado Anschutz Skaggs School of Pharmacy and Pharmaceutical Sciences
AI governance and integration of AI for learning
11:45 AM - 12:00 PMAbstract
AI Governance and Integration of AI for Learning
Ralph Altiere, Khalid Mansour, David Bain University of Colorado Anschutz Medical Campus Skaggs School of Pharmacy and Pharmaceutical Sciences (CUSSPPS), Aurora Colorado USA and Rebecca Roubin University of Sydney School of Pharmacy (SUSoP), Sydney NSW Australia
Background-Aims. Rapid growth of Gen-AI in higher education demands secure, institutionally governed tools that enhance learning rather than replace it. Aims: Develop AI governance; Integrate AI into education to enhance learning.
Methods. At CUSSPPS, we developed a comprehensive, faculty-led AI governance framework aligned with university standards for privacy, ethics, and academic integrity: a three-tiered governance structure to promote and share AI use in all mission areas. Within this framework, we are integrating Cogniti, a secure teaching and learning AI platform from the University of Sydney, to support scalable, evidence-based innovation across education programs.
Results. Governance: (i) an AI Strategic Council serves as the hub of AI activities, assures across school and campus communications regarding AI policies and innovations; (ii) AI Stewards manage AI best practices use in each mission area, one assures compliance with AI governance policies, all report to Council; and (iii) Communities of Practice (CoPs) led by AI Stewards for education, research, practice, administration & operations to promote AI use and share experiences within and across COPs to enhance learning by all.
Cogniti: enables faculty to design course-specific AI agents with curated learning materials and give educators oversight of how AI interacts with students and what content it references. Cogniti is particularly useful for Assessment for learning enabling student self-learning with faculty monitoring progress; Assessment of learning using predictive analytics to classify mastery, detect learning gaps identify at-risk students, informing outcome prediction and early intervention. At SUSoP, Cogniti is used widely in the pharmacy curriculum and at CUSSPPS it is being applied as well to a graduate-level machine learning course and a credentialed Lunch & Learn series for faculty and staff.
Conclusion-Innovation. This structured approach demonstrates how faculty development, curricular design, and robust data foundations can position generative AI as a reliable, pedagogically grounded partner in higher education.
Ralph Altiere, Khalid Mansour, David Bain University of Colorado Anschutz Medical Campus Skaggs School of Pharmacy and Pharmaceutical Sciences (CUSSPPS), Aurora Colorado USA and Rebecca Roubin University of Sydney School of Pharmacy (SUSoP), Sydney NSW Australia
Background-Aims. Rapid growth of Gen-AI in higher education demands secure, institutionally governed tools that enhance learning rather than replace it. Aims: Develop AI governance; Integrate AI into education to enhance learning.
Methods. At CUSSPPS, we developed a comprehensive, faculty-led AI governance framework aligned with university standards for privacy, ethics, and academic integrity: a three-tiered governance structure to promote and share AI use in all mission areas. Within this framework, we are integrating Cogniti, a secure teaching and learning AI platform from the University of Sydney, to support scalable, evidence-based innovation across education programs.
Results. Governance: (i) an AI Strategic Council serves as the hub of AI activities, assures across school and campus communications regarding AI policies and innovations; (ii) AI Stewards manage AI best practices use in each mission area, one assures compliance with AI governance policies, all report to Council; and (iii) Communities of Practice (CoPs) led by AI Stewards for education, research, practice, administration & operations to promote AI use and share experiences within and across COPs to enhance learning by all.
Cogniti: enables faculty to design course-specific AI agents with curated learning materials and give educators oversight of how AI interacts with students and what content it references. Cogniti is particularly useful for Assessment for learning enabling student self-learning with faculty monitoring progress; Assessment of learning using predictive analytics to classify mastery, detect learning gaps identify at-risk students, informing outcome prediction and early intervention. At SUSoP, Cogniti is used widely in the pharmacy curriculum and at CUSSPPS it is being applied as well to a graduate-level machine learning course and a credentialed Lunch & Learn series for faculty and staff.
Conclusion-Innovation. This structured approach demonstrates how faculty development, curricular design, and robust data foundations can position generative AI as a reliable, pedagogically grounded partner in higher education.
Biography
Ralph J. Altiere, PhD, Professor and former Dean, University of Colorado Anschutz Skaggs School of Pharmacy and Pharmaceutical Sciences. His academic career spans over 40 years conducting research programs for 15 years prior to appointment as associate dean for academic affairs. He led conversion of the BSPharm to the PharmD degree program. He garnered close to $100M USD in support of research, scholarships, education and endowed chairs and international partnerships in Egypt, UK, Qatar and Guatemala. As a member of FIP, he held leadership positions as President of the Academic Pharmacy Section, member of Congress Programme Committee, AIM Deans Advisory Council, FIP ExCo and Bureau, Director of the FIP UNESCO UNITWIN program in Africa, and Chair of FIPEducation. He conducted outreach efforts for FIPEd in the US, Asia, Europe, Latin America and Africa. In 2016, he was awarded FIP Fellow and FIP Award for Exceptional Leadership in 2024.
Dr Emily Black
Associate Professor
Dalhousie University
Preparing future pharmacists as antimicrobial stewards
12:00 PM - 12:15 PMAbstract
Background and aims: Antimicrobial resistance (AMR) is a leading public health threat. Recognizing the increasing role of pharmacists in leading antimicrobial stewardship (AMS) initiatives and expanding scope of practice, an elective course for PharmD students was implemented. The goal of this course is to prepare students to develop AMS initiatives and promote appropriate antimicrobial use (AMU).
Methods: This course was developed using the World Health Organization’s “Health Workers’ Education and Training on Antimicrobial Resistance” curricula guide and incorporates fundamental principles of implementation science (IS). Since 2023, this course is offered 3rd year PharmD students. Content is delivered through lectures, case-based and panel discussions, and interactive activities. To ensure the goal of this course is met, students are evaluated using an innovative assessment that incorporates real-word challenges. Students are paired with a clinician mentor (pharmacist or physician) to identify an AMR related quality improvement opportunity in practice. Students apply knowledge from course content to develop an AMS intervention considering local context and principles of IS. Students submit a written description of their challenge, health promotion material, and present the AMS intervention to peers and mentors as a final course assessment. Students complete a course evaluation at the end of term and mentors provided feedback through a questionnaire.
Results: Students who completed evaluations felt the course used fair assessment methods (14/15) and increased their ability to think critically (14/15). Mentors (8/8) agreed that the course prepare students to engage in AMS initiatives that promote appropriate AMU. At least one mentor has incorporated student work into design of an AMS intervention at their practice site.
Conclusion: This course and assessment demonstrated evidence of preparing future pharmacists to identify and address AMR challenges in practice. The final course assessment is also mutually beneficial to clinicians who have incorporated some suggested strategies at their practice site.
Methods: This course was developed using the World Health Organization’s “Health Workers’ Education and Training on Antimicrobial Resistance” curricula guide and incorporates fundamental principles of implementation science (IS). Since 2023, this course is offered 3rd year PharmD students. Content is delivered through lectures, case-based and panel discussions, and interactive activities. To ensure the goal of this course is met, students are evaluated using an innovative assessment that incorporates real-word challenges. Students are paired with a clinician mentor (pharmacist or physician) to identify an AMR related quality improvement opportunity in practice. Students apply knowledge from course content to develop an AMS intervention considering local context and principles of IS. Students submit a written description of their challenge, health promotion material, and present the AMS intervention to peers and mentors as a final course assessment. Students complete a course evaluation at the end of term and mentors provided feedback through a questionnaire.
Results: Students who completed evaluations felt the course used fair assessment methods (14/15) and increased their ability to think critically (14/15). Mentors (8/8) agreed that the course prepare students to engage in AMS initiatives that promote appropriate AMU. At least one mentor has incorporated student work into design of an AMS intervention at their practice site.
Conclusion: This course and assessment demonstrated evidence of preparing future pharmacists to identify and address AMR challenges in practice. The final course assessment is also mutually beneficial to clinicians who have incorporated some suggested strategies at their practice site.
Biography
Dr. Emily Black received her Bachelor of Science in Pharmacy from Dalhousie University in 2007, an accredited Canadian Pharmacy Residency through Capital Health and Dalhousie University in 2008, and a post-graduate PharmD from the University of British Columbia in 2011. Emily has worked as a hospital pharmacist in surgery and infectious diseases. Currently, Emily is an Associate Professor with the College of Pharmacy at Dalhousie University where she teaches therapeutics in the areas of infectious diseases and minor/common ailments. Emily also has an active program of research that focuses on infectious diseases and pharmacy practice (smarterresearch.ca). Emily also has a cross appointment with IWK Health where she provides clinical pharmacy services in the emergency department and works as a casual pharmacist at Nova Scotia Health with the Emerging & Re-emerging Infections Network.
Dr Jordan Covvey
Associate Professor
Duquesne University
Identifying and prioritizing social/administrative science topics for pharmacy curricula
12:15 PM - 12:30 PMAbstract
Background and Statement of Aim(s): Since 2009, colleges/schools of pharmacy across the United States have utilized the ACCP Pharmacotherapy Toolkit to assist in prioritizing clinical topics within curricula. Despite the essential role of social/administrative science (SAS) skills, no similar curricular guidance exists for SAS coursework. Areas such as pharmacoepidemiology, pharmacoeconomics, policy, and management currently feature heavily in curricula, but a framework to prioritize these topics to avoid hoarding is needed. Accordingly, the aim of this work is to identify/prioritize areas of importance in the SAS domain for pharmacy curricula.
Methods: A modified Delphi process was undertaken amongst pharmacy educators. An informal literature review was conducted to gather a list of potential SAS topics, organized into domains for assessment. Four rounds of iterative surveys were conducted to identify, refine, and tier SAS topics according to their importance within curricula; tiering used adapted language from the 2019 ACCP Pharmacotherapy Toolkit.¹ This included Tier 1 (highest priority; students should receive education); Tier 2 (middle priority; students may need additional knowledge/skills after graduation); and Tier 3 (lowest priority; students expected to obtain knowledge after graduation to provide care if required in their practice).
Results: A total of 147, 140, 139, and 111 individuals responded in rounds 1 to 4, respectively. The process generated a final list of 76 topics across 11 domains. Domains included Healthcare systems; Structural/societal factors; Public health; Social/behavioral aspects of practice; Research design/structure; Medication safety; Pharmacy management/business; Pharmacy laws/regulations; Professionalism; Communication; and Digital health/informatics. The final list was composed of 35 topics (46%) in tier 1, 28 topics (37%) in tier 2, and 13 (17%) in tier 3.
Discussion and/or Conclusion: This work enables a framework for colleges/schools of pharmacy to organize baseline SAS education that will support graduates in a variety of careers. Continuing work is focusing on verifying these results among other interested parties, such as practicing pharmacists in different settings.
References:
1. Flannery AH, Soric MM, Benavides S, et al. 2019 Update to the American College of Clinical Pharmacy pharmacotherapy didactic curriculum toolkit. J Am Coll Clin Pharm. 2019;3(2):455-464. https://doi.org/10.1002/jac5.1178J
Methods: A modified Delphi process was undertaken amongst pharmacy educators. An informal literature review was conducted to gather a list of potential SAS topics, organized into domains for assessment. Four rounds of iterative surveys were conducted to identify, refine, and tier SAS topics according to their importance within curricula; tiering used adapted language from the 2019 ACCP Pharmacotherapy Toolkit.¹ This included Tier 1 (highest priority; students should receive education); Tier 2 (middle priority; students may need additional knowledge/skills after graduation); and Tier 3 (lowest priority; students expected to obtain knowledge after graduation to provide care if required in their practice).
Results: A total of 147, 140, 139, and 111 individuals responded in rounds 1 to 4, respectively. The process generated a final list of 76 topics across 11 domains. Domains included Healthcare systems; Structural/societal factors; Public health; Social/behavioral aspects of practice; Research design/structure; Medication safety; Pharmacy management/business; Pharmacy laws/regulations; Professionalism; Communication; and Digital health/informatics. The final list was composed of 35 topics (46%) in tier 1, 28 topics (37%) in tier 2, and 13 (17%) in tier 3.
Discussion and/or Conclusion: This work enables a framework for colleges/schools of pharmacy to organize baseline SAS education that will support graduates in a variety of careers. Continuing work is focusing on verifying these results among other interested parties, such as practicing pharmacists in different settings.
References:
1. Flannery AH, Soric MM, Benavides S, et al. 2019 Update to the American College of Clinical Pharmacy pharmacotherapy didactic curriculum toolkit. J Am Coll Clin Pharm. 2019;3(2):455-464. https://doi.org/10.1002/jac5.1178J
Biography
Dr Jordan Covvey earned her PharmD from the University of Kentucky in 2010 and then completed acute care residency training at Virginia Commonwealth University Health System in the USA in 2011. She was selected as a recipient of a Fulbright grant to complete a PhD at the University of Strathclyde Institute of Pharmacy and Biomedical Sciences in Glasgow, Scotland. She completed her PhD focused on quality improvement in the treatment of asthma and chronic obstructive pulmonary disease. Dr Covvey joined the Duquesne University School of Pharmacy faculty in Pittsburgh, PA, USA, in 2014. Her teaching areas include public/global health, healthcare systems, literature evaluation, and research design. She serves as a preceptor for research-oriented advanced pharmacy practice experiences (APPEs) for PharmD students and for academia/research rotations for pharmacy residents. She leads global health immersions for pharmacy students, having established local partnerships with organizations in Haiti, Costa Rica, and Honduras over time.
Chairperson
Helen Enright
Senior Educational Designer
Monash University
