Navigating Performance-Based Assessments in Unprecedented Times

This chapter focuses on the implementation of performance-based assessments (PBAs) at the Auburn University Harrison School of Pharmacy (AUHSOP) during the COVID-19 pandemic, when shifts were made to a fully remote delivery of the pharmacy curriculum in March 2020 and then altered to a hybrid delivery in the fall semester in which students returned to campus in a limited capacity. In addition to describing adaptations made due to curriculum delivery changes for each professional year, the chapter will provide specific challenges encountered while planning and implementing PBAs with a focus on factors related to students, standardized persons (SPs), and logistics. Student and SP perceptions of remote PBA delivery will be presented as well as strategies for improvement of future PBA events.

The utilization of simulated patients for teaching and learning in the pharmacy curriculum: exploring pharmacy students’ and recent alumni’s perceptions using mixed-methods approach

Background The use of simulated patients (SPs) is considered a significant resource for teaching and assessing clinical and communication skills in health professional education. We conducted this study to explore pharmacy students’ perspective towards the utilization of SPs in Qatar and to identify areas that require improvement. Methods An explanatory sequential mixed-methods design was used among students and recent graduates of the College of Pharmacy at Qatar University (QU-CPH). First, their perspectives toward the current utilization of SPs at QU-CPH was explored using a quantitative cross-sectional study design. Following this, we conducted six focus group discussions based on the analysis of the questionnaire results. The findings of the two phases were interpreted through integration of the quantitative and qualitative phases. Results The majority of the participants (> 90%) reported that interactions with SPs are important in building good communication and counseling skills during professional skills course activities. Similarly, most of the respondents (80%) indicated that interactions with SPs prepared them to apply the clinical skills gained during professional skills and patient assessment sessions in real-life. In addition, they reported that interactions with SPs during competency-based assessments were good experiences. The participants disagreed with the notion that interaction with SPs of opposite gender was uncomfortable for them. Themes identified from the focus groups include: interactions with trained SPs compared to faculty SPs, standardization and consistency of SPs’ roles, communication and language barriers, simulations of real-life case scenarios, SPs’ competence and preparedness, psychological impact associated with interaction with SPs, proposed strategies for improving the SP program. Identified areas for improvement include the need for strengthening the SP training and orientation program as well as the SP selection criteria. Conclusion This study showed a positive impact of the utilization of SPs in this pharmacy curriculum as perceived by students and alumni. However, the SP program needs to be optimized in terms of the training and orientation of SPs.

To what extent does a pharmacy curriculum foster diversity and inclusion through paper-based case scenarios?

Background: There is increasing awareness of diversity and inclusion needs within health and education systems to help address access and equity issues for minority groups. Although these calls are well known, there is little guidance for those working within these systems to create meaningful change. The purpose of this study was to critically review case-based teaching material within the authors' programmes through the lens of equity, diversity, and inclusion. Methods: A document analysis of clinical workshop cases extracted from all integrated therapeutics courses administered in 2020 was conducted. Results: Sex, age, and employment status were most commonly presented in cases (84.0%, 97.1%, 49.0% respectively). The majority (90.0%) of cases did not have ethnicity defined. The overwhelming majority of cases did not have living situation (68.3%) or sexual orientation (78.0%) defined. Conclusion: Case-based teaching material within a pharmacy programme was largely undefined according to patient demographics and diversity markers. Findings support the notion that teaching material may have a contributory role towards systemic racism, prejudice, and implicit bias.

Recent drug regulatory affair and CTD module progress review for submission of pharmaceuticals product

Regulatory Affairs (RA), also known as government affairs, is a relatively new profession that arose from governments' desire to protect public health by regulating the safety and efficacy of products such as pharmaceuticals, medical devices, pesticides, veterinary medicines, cosmetics, agrochemicals, and complementary medicines. Pharmaceutical regulatory affairs is concerned with the registration of pharmaceutical goods. All regulatory elements and guidelines connected to product filing are summarized in this evaluation. This study covers the whole CTD and eCTD submission process, as well as the modules that go with it. It also focuses on the key regulatory bodies across the world. Various roles of DRA departments, drug regulatory affairs professionals, the importance of drug affairs in pharmacy curriculum, emerging trends affecting regulatory strategy, regulatory affairs in product management, clinical trials, R&D and the drug approval process in the US, EU, and ROW market trends are discussed.

Development of a Vertically Integrated Pharmacy Degree

Whilst curriculum revision is commonplace, whole degree transformation is less so. In this paper we discuss the rationale, design and implementation of a unique pharmacy program by a research-intensive faculty. The new Monash pharmacy curriculum, which had its first intake in 2017, was built using a range of key innovations that aimed to produce graduates that demonstrate key conceptual understanding and all the skills required to deliver world-best patient outcomes. The key elements of the re-design are outlined and include the process and principles developed, as well as key features such as a student-centred individualised program of development arranged around specific, authentic tasks for each skill and earlier enhanced experiential placements where students become proficient in entrustable professional activities. It is hoped the dissemination of this process, as well as the lessons learnt in the process, will be useful to others looking to transform a health curriculum.

Design and implementation of a novel doctor of pharmacy curriculum

Introduction: The University of California San Francisco School of Pharmacy has a rich tradition of transforming curricula to graduate pharmacists who are equipped to serve the current and future healthcare needs of the public. Description of programme: This paper describes the process of the design, build, and implementation of a three-year, year-round, competency-based, integrated, Doctor of Pharmacy curriculum with a pass/no pass grading policy. Evaluation: A variety of data streams are in place to collect data on courses, teaching, and student performance as part of continuous quality improvement activities. Future Plans: In addition to traditional evaluation metrics of the curriculum the school will implement a career outcomes project to track students’ career and employment placements. The results of the evaluation and assessment activities will be shared in future manuscripts.