This document is posted to help you gain knowledge. Please leave a comment to let me know what you think about it! Share it to your friends and learn new things together.
Transcript
Team‐Based Teaching Strategies and Educational Curricula for Experiential Learners
Ian B. Hollis, PharmD, BCPS AQ‐Cardiology
Kamakshi V. Rao, PharmD, BCOP, CPP, FASHP
DisclosureIn accordance with the ACPE’s and ACCME’s Standards for Commercial Support, anyone in a position to control the content of an educational activity is required to disclose their relevant financial relationships. In accordance with these Standards, ASHP is required to resolve potential conflicts of interest and disclose relevant financial relationships of presenters.
• In this session:
All planners, presenters, reviewers, and ASHP staff report no financial relationships relevant to this activity.
Learning Objectives
Identify the principles and benefits of team‐based rotational teaching.
Construct a comprehensive topic list and delivery strategy for a longitudinal curriculum based on learner type and needs.
Prioritize the needs of different layers of learners within a team‐based teaching model.
Formulate strategies to address barriers to team‐based teaching processes.
Principles Design Prioritization Barriers
2018 National Pharmacy Preceptors Conference Team-Based Teaching Strategies and Educational Curricula for Experiential Learners
Purpose: to ensure all PGY1 (previously PGY1 and PY4) learners are exposed to core disease states and topics during the academic year Started in 2012, now through 4 iterations
Principles Design Prioritization Barriers
Practice Makes “Perfect?”Version 1 Version 2 Version 3 Version 4
Weekly, 1h Weekly, 1h, offloaded prep
content
Weekly, 1h, pre‐reading
Bi‐weekly, 1hr,30min prework
Lecture Mentor Mentor
Data discussion
Discussion/ facilitation
Interactive facilitation
Case presentation
Case presentation
Interactive facilitation
PGY2
PGY1
PY4
Clinician Advisor
Principles Design Prioritization Barriers
Application Activity
Work with 3‐5 audience members in your area using provided worksheet #1• Create a list of all topics you think would be appropriate
for inclusion in a longitudinal educational curriculum for a PGY1 resident class• How do you decide which topics “make the cut”?
Principles Design Prioritization Barriers
2018 National Pharmacy Preceptors Conference Team-Based Teaching Strategies and Educational Curricula for Experiential Learners
• Exposed to more core topics in a specialty• Less redundancies in topic discussions• Interactions and learning between learners
• Preceptors
• Additional time while learner is away with specialist on topic discussion
• Less required individual discussions
Challenges
• Learners
• Only one clinician’s opinion represented vs discussion between multiple clinicians
• Without 1‐on‐1 accountability, learners have the ability to not participate in discussion
• Preceptors
• Requires >1 preceptor• Lose Socratic method due to learners asking
more high level questions• Facilitation across multiple levels of learners
Principles Design Prioritization Barriers
Application Activity Work individually using provided worksheet #2
• Review the “start up” questions regarding team‐based teaching planning and organization questions
• Complete the sections regarding • Teaching area• Potential team members, early adopters• Scheduling• Resources required• Challenges/barriers
Principles Design Prioritization Barriers
ASHP Appendixes for each PGY2 program
“Appendix” found at the end of each program’s “Required competency areas, goals and objectives” document
Language often refers to “didactic discussions, reading assignments, case presentations, written assignments, or direct patient care experience”• Required patient care experience• Required case‐based or topic discussion• Elective patient experience and/or topic discussion
Principles Design Prioritization Barriers
2018 National Pharmacy Preceptors Conference Team-Based Teaching Strategies and Educational Curricula for Experiential Learners
No language specifically directed at this concept in the ASHP Accreditation Standard for PGY2 Pharmacy Residency Programs
Possible evaluation location• Goal R1.1, Objective R1.1.5: (Creating) Design, or
redesign, safe and effective patient‐centered therapeutic regimens and monitoring plans (care plans) for patients with cardiovascular diseases.
• Criteria: • Best evidence, including clinical guidelines and the most recent literature
• Effective interpretation of literature for application to patient care
Principles Design Prioritization Barriers
Audience Response QuestionThe most challenging barrier to implementation of these concepts will be..? Ability to free up precepting time Size of my precepting “team” Availability of precepting expertise Sustained commitment to a process Other
Principles Design Prioritization Barriers
2018 National Pharmacy Preceptors Conference Team-Based Teaching Strategies and Educational Curricula for Experiential Learners
Create team goals/initiatives around precepting As precepting team “leader”, find ways to
encourage preceptor commitment and performance, support participation
Principles Design Prioritization Barriers
Key Takeaways Incorporating a structured curriculum within the experiential setting can
bring efficiency and reduce redundancies found in traditional experiential education• Conducting an initial assessment of redundancies can help determine initial
targets
Delivery of a structured curriculum requires the buy‐in and engagement of ALL participants, including learners and preceptors• Preceptors must prioritize the times dedicated to teaching/learning for all to
derive the most benefit
Creating a well‐rounded topic list and a method to ensure the delivery of appropriate content is a good first step in building a longitudinal curricular learning experience
2018 National Pharmacy Preceptors Conference Team-Based Teaching Strategies and Educational Curricula for Experiential Learners