In this comprehensive 23 CPE credit activity (with an additional 3.5 hours of optional CE credit), pharmacists, preceptors and residents will learn the concepts of teaching and learning as it relates to classroom, discussion group and experiential learning. Participants may participate at any level they choose, however, a Practice-based Certificate of Achievement will be awarded to those who have completed all phases of the education.
“I learned so much and the materials learned have greatly help to improve the APPE and PGY-1 Rotations that I managed. Thank you for providing a well-informed, self-paced program that can accommodate working professionals!” Lauren C.
University of Connecticut Faculty and Adjunct Faculty
- For registration without CE credit: Contact Joanne Nault (joanne.nault@uconn.edu) and provide your NetID for access to the learning management system. For those without a NetID, please contact Judy Vigneau at 860-486-9576 and complete the Adjunct Faculty Appointment Form and email to Judith.vigneau@uconn.edu
- .You must be actively (within the last 3 years and willing to take new students) taking UConn students to register for FREE.
- For registration with CE credit: Visit our registration site. After you register successfully, UCONN will send a confirmation e-mail with details concerning how to proceed. You must be actively (within the last 3 years and willing to take new students) taking UConn students to register for half price CE.
Target Audience
Pharmacists, pharmacy preceptors and pharmacy residents who are interested in enhancing their skills in the area of teaching and learning.
This activity is not accredited for technicians
Learning Objectives
Module 1
| Topic | Faculty | strong>Learning Objectives: |
| Blooms taxonomy-1 hour | Wick | 1. Differentiate between higher and lower order thinking 2. Compare and contrast old and new Bloom’s taxonomy 3. Describe the different levels of the taxonomy 4. Apply the taxonomy for planning lecture/activities |
| Learning objectives: Beginning with the end in mind-1 hour | Wick | 1. Compare and contrast learning objectives and learning goals 2. List the 3 parts of a learning objective 3. Write learning objectives that contain a measurable verb 4. Develop learning objectives that demonstrate higher order learning |
| Understanding learning styles-1 hour | Wick | 1. Discuss the concept of learning style 2. Evaluate the effectiveness of learning styles tool(s) 3. Formulate a view on the role of learning styles |
| Teaching philosophy and portfolios-1.5 hours-OPTIONAL | Rickles-OPTIONAL | 1. Explain the purpose of a teaching philosophy 2. Describe the components of a philosophy 3. Discuss the fundamental element of a teaching portfolio 4. Describe the material from oneself and from others that are contained in a teaching portfolio 5. Create a draft teaching portfolio |
| Syllabus Creation-1 hour | Salvo | 1. Describe the purpose of a comprehensive syllabus 2. List and explain the components of a syllabus 3. Compare and contrast the elements included in various syllabi 4. Create or modify a course/rotation syllabus |
| Writing Exam Questions-1 hour | Ehret | 1. Compare the difference between true/false and one-best answer type questions 2. Construct effective stems and options for multiple choice questions 3. Detect problems with poorly written test questions |
| Assessments Beyond Examinations- 1 hour | Wick | 1. Explain the difference between criterion and norm-based grading 2. Weigh pros and cons of various assessment techniques 3. Discuss best practices for developing a rubric 4. Develop a rubric for evaluating an active learning activity |
| Designing inter-professional Education Activities-1 hour | Dang | 1. Explain general principles, goals,and competencies of inter-professional education (IPE) 2. Describe opportunities and challenges in developing and implementing IPE activities 3. Design strategies for incorporating IPE activities in the didactic or experiential environment |
| Intuitive Design for Pharmacy-1 hour | Zaniewski | 1. Define key terms used to describe factors and strategies that influence human behavior. 2. Identify appropriate interventions to promote adherence to best practices. 3. Review limitations and pitfalls of some common decision support interventions. |
Module 2
| Topic | Faculty | Learning Objectives |
| Empowering Preceptors to Teach: Defining Roles & Responsibilities-1 hour | Seo | 1. Explain the importance of precepting and mentoring in professional development 2. Define each of the 4 preceptor roles in teaching clinical problem solving (instructing, modeling, coaching, and facilitating) 3. Determine which preceptor role would be appropriate to use to help a resident progress, given specific case examples |
| Active learning, tools of the trade-1 hour | Nigro/Wheeler | 1. Differentiate active learning from the traditional lecture style 2. Discuss the advantages and disadvantages of active learning 3. List and describe various active learning strategies 4. Given a proposed teaching situation, demonstrate an appropriate active learning strategy |
| Assessing your Student Pharmacists or Residents Performance Through Feedback- 1 hour | Hritcko | 1. Explain the role of the preceptor’s assessment in the overall evaluation of a student pharmacist by the school of pharmacy 2. Develop strategies to collect student performance data throughout the rotational experience 3. Identify methods to ensure that the evaluation of student pharmacists are fair, objective, and accurate 4. List strategies to provide constructive feedback to students who are not achieving rotational goals and objectives 5. Explain the for providing positive feedback to students 6. Demonstrate how to reinforce a student pharmacist’s positive behaviors 7. Demonstrate effective feedback to students |
| Promoting professionalism-1 hour | Fitzgerald | 1. Identify examples of professional behavior in student pharmacists 2. List strategies to promote professionalism in student pharmacists while on rotation 3. Define the term “generation gap” as it relates to professionalism in experiential education 4. Discuss strategies to overcome barriers to professionalism 5. Explain the necessity of setting expectations and accountability in promoting student professional development 6. Describe the process of reporting professionalism issues at your site |
| Conflict Management & Communication in Pharmacy Practice Experiences- 1 hour | White | 1. Differentiate between the various types of conflict that pharmacists and/or residents confront at their practice sites 2. Identify common emotional and physical reactions to conflict and possible strategies to defuse the situation 3. Demonstrate how to use communication skills to resolve conflicts between preceptors and students while on their pharmacy practice experiences |
Module 3: Technology
| Topic | Faculty | Learning Objectives |
| Effective Online Teaching & Learning- 1.25 hours | Wick/Irish | 1. Recognize best practices in developing online courses 2. Describe 5 basic elements of course development 3. Differentiate between topics that are amenable to online teaching and those that are not 4. List tricks and tips for making online learning more engaging |
| Integrating Pharmacy students into practice-0.75 hours | Hritcko | 1. Describe benefits and potential barriers to successful integration of students into pharmacy practice 2. Recognize opportunities to integrate students that will be valuable to students, preceptors, and practice institutions 3. Identify strategies and resources available to support pharmacy preceptors |
| Patient Cases: Discussion, Construction and Assessment-1 hour | Wheeler | 1. Discuss theory behind case-based teaching 2. Identify a strategy for discussing patient cases with students 3. List some tools that could assist students with preparation for case discussion 4. Explain the relationship between patient case design/discussions to Bloom’s taxonomy of learning 5. Identify strategies for assessing student performance |
Module 4: Scholarship
| Topic | Faculty | Learning Objectives |
| A Review of Introductory Statistical Concepts(OPTIONAL)-2 hours | Sobieraj | 1. Define a framework for the application of evidence-based medicine to clinical practice 2. List the criteria that contribute to the quality of a trial 3. Distinguish between categorical and continuous variables and how this impacts outcome assessment in a trial 4. Interpret descriptive statistics in a given trial 5. Define, interpret, and calculate a relative risk, odds ratio, relative and absolute risk, and number need to treat 6. Use a 95% confidence interval to determine clinical and statistical significance 7. Define type I and type II error and their impact on trial results |
| Incorporating Scholarship into your Day- 1 hour | Sobieraj | 1. Identify research tips for various steps involved including formulation of a research question, biostatistics for researchers, working with the IRB, obtaining grant funding, and writing a manuscript 2. Provide examples of scholarship of teaching from the classroom setting 3. Provide examples of scholarship from the preceptor’s perspective |
| Ethical issues in Authorship and Scholarship-1 hour | Wick | 1. Identify the ICMJE criteria for authorship 2. Discuss issues related to authorship criteria, student-faculty publications, and duplicate publications 3. Explain differences between AMA and APA formatting as it pertains to author order 4. Develop personal approaches for handling authorship criteria, author order, student-faculty publications, and duplicate publication cases |
| Clinical Teaching Venues: Applying Pedagogy in a Big Wide World- 2 hours |
White | 1. Compare and contrast the roles and responsibilities of full time tenure track and non-tenure track faculty 2. Describe the advantages of being an adjunctive instructor of students and residents 3. Identify the other areas where pharmacists require pedagogical skills 4. Describe how to apply teaching skills to various settings 5. Identify how to respond to the disruptive, passionate, and know it all student 6. Describe how to gauge feedback aside from student evaluations of teaching |
| Continuing Professional Development-1 hour | Fitzgerald | 1. Explain the concept of Continuing Professional Development (CPD) 2. Outline the steps involved in the CPD process 3. Prepare an individualized CPD plan |
| ACPE Continuing Education Standards: How to plan and deliver an exceptional activity- 1 hour | Fitzgerald | 1. Describe the ACPE standards for continuing pharmacy education 2. Explain the components of a needs assessment 3. Identify ways to measure outcomes from continuing education |
| Teaching Example-1 hour | CE Participant | 1. Prepare a presentation using teaching and learning concepts 2. Deliver a presentation using teaching and learning concepts |
Activity Faculty
Devra Dang, PharmD, BCPS, CDE
Associate Clinical Professor, University of Connecticut, School of Pharmacy, Storrs, CT
Megan Ehret , PharmD, MS, BCPP
Associate Professor, University of Maryland, School of Pharmacy
Baltimore, MD
Jill Fitzgerald, PharmD
Director, Experiential Learning and Continuing Professional Development and Associate Clinical Professor
University of Connecticut, School of Pharmacy, Storrs, CT
Philip Hritcko, PharmD, CACP
Dean, School of Pharmacy
University of Connecticut School of Pharmacy, Storrs, CT
Nicole Irish, PharmD
Stefanie Nigro, PharmD, BCACP, BC-ADM
Assistant Clinical Professor
MCPHS University, Boston, MA
Nathaniel Rickles, PharmD, PhD, BCPP
Associate Professor of Pharmacy Practice
University of Connecticut School of Pharmacy, Storrs, CT
Marissa Salvo, PharmD, BCACP
Associate Clinical Professor Pharmacy Practice,
University of Connecticut School of Pharmacy, Storrs, CT
Teresa Seo, PharmD, BCPS, FASHP
Department of Pharmacy Services
UConn Health – John Dempsey Hospital
Farmington, CT
Diana Sobieraj, PharmD
Assistant Professor, Senior Research Scientist and Program Manager
University of Connecticut School of Pharmacy/Hartford Hospital Evidence-based Practice Center, Hartford, CT
Kathryn Wheeler, PharmD, BCPS
Associate Dean of Academic Affairs
Associate Clinical Professor of Pharmacy Practice
University of Connecticut School of Pharmacy, Storrs, CT
C. Michael White, PharmD, FCCP, FCP
Department Head and Professor
University of Connecticut School of Pharmacy, Storrs, CT
Jeannette Y. Wick, RPh, MBA
Assistant Director, Office of Pharmacy Professional Development and Visiting Instructor,
University of Connecticut School of Pharmacy, Storrs, CT
Amber Zaniewski, PharmD, BCPS, BCCCP
Manager, Education & Residencies
Yale New Haven Health, New Haven, CT
Faculty Disclosure
In accordance with the Accreditation Council for Pharmacy Education (ACPE) Criteria for Quality and Interpretive Guidelines, The University of Connecticut School of Pharmacy requires that faculty disclose any relationship that the faculty may have with commercial entities whose products or services may be mentioned in the activity.
None of the above listed faculty have actual or potential conflicts of interest associated with this presentation.
Acitivity Fees
General Registration– $299.00
University of Connecticut Faculty and Adjunct Faculty – Free of charge without continuing education credit; or $149.50 (50% discount) for continuing education credit.
- For registration without CE credit: Contact Joanne Nault (joanne.nault@uconn.edu) and provide your net ID for access to the learning management system. For those without a NetID, please contact Joshlyn Lucas-Nash (joshlyn.lucas-nash@uconn.edu) complete the Adjunct Faculty Appointment Form.pdf and fax (860-486-9095) or email to Joshlyn (joshlyn.lucas-nash@uconn.edu).
- For registration with CE credit: Register using Registration Button above. Once registered a confirmation email with further details will be sent.
Grant Funding
There is no grant funding for this activity.
Requirements for Successful Completion
For those wishing to receive CE Credit and ACPE Teaching Certificate of Achievement:
- Complete all of the required online modules and participate in the activities, including an evaluation of each activity within the huskyct system.
- Prepare and deliver a “teaching experience”
- Complete and send in the Verification of Participation form found on the HuskyCT site, and submit to Joanne Nault
- Once all of the activities have been completed, Visit our online CE Center at https://pharmacyce.uconn.edu/login.php and complete the course evaluation to have your CE credits uploaded to the CPE Monitor system
For those wishing to receive UConn School of Pharmacy Teaching Certificate of Completion (no CE Credit):
- Complete all of the required online modules and participate in the activities
- Complete the evaluation forms found under each activity on the HuskyCT site
- Prepare and deliver a “teaching experience”
- Complete and send in to Joanne Nault the Verification of Participation form found on the HuskyCT site
The University of Connecticut, School of Pharmacy, is accredited by the Accreditation Council for Pharmacy Education as a provider of continuing pharmacy education. Twenty-three contact hours (2.3 CEU’s) will be awarded to pharmacists who view the presentations, participate in the activities and complete the evaluations, and deliver their teaching example. Statements of credit for 0009-0000-21-037-H04-P, Certificate Number 0009-21-002-CP will be sent to CPE Monitor and can be printed from your CPE Monitor Profile. A Certificate of Achievement will be sent to those who complete all activities, evaluations and submit a complete Verification of Participation Form. Upon successful completion of the optional activities ACPE UAN 0009-0000-21-035-H04-P, and ACPE UAN 0009-0000-21-036-H04-P we will award 1.5 contact hours (0.15 CEU’s) and 2.0 contact hours (0.20 CEU’s), respectively.
Initial release date: July 15, 2021
Planned expiration date: July 15, 2024
Disclaimer:
The material presented here does not necessarily reflect the views of The University of Connecticut School of Pharmacy or its co-sponsor affiliates. These materials may discuss uses and dosages for therapeutic products, processes, procedures and inferred diagnoses that have not been approved by the United States Food and Drug Administration. A qualified health care professional should be consulted before using any therapeutic product discussed. All readers and continuing education participants should verify all information and data before treating patients or employing any therapies described in this continuing education activity.