Advancing Education

Advancing Education

The Department of Pharmaceutical Care & Health Systems embraces a leadership role in curricular innovation at the College.Many of our faculty are serving in leadership roles that are creating new learning experiences for Doctor of Pharmacy students. In addition, several faculty are also modeling innovative teaching and learning strategies in a variety of courses.

Curricular Domains

Curricular Domains

Patient-Centered Care

Domain Lead: Anne Schullo-Feulner, PharmD

As a provider of care, the pharmacist is ethical, benevolent, empathetic, competent, open-minded, prudent in making judgments, and devoted to serving others. The pharmacist applies knowledge, experience, and skills to protect the welfare of humanity. The pharmacist willingly and respectfully cares for patients to assure optimal therapeutic outcomes.

Population Health & Vulnerable Communities

Domain Lead: Chrystian Pereira, PharmD

As a promoter of public health, the pharmacist uses his/her expertise to partner with others to improve care for vulnerable communities or at risk populations. The pharmacist recognizes the differences between populations of individuals and seeks to alleviate disparities that exist.

Health Systems Management

Domain Leads: Ron Hadsall, PhD and Randy Seifert, PharmD

As a manager of health system resources, the pharmacist examines critical issues, assumptions, and limitations to produce and validate ways to deliver medications safely, effectively, and in a timely manner. The pharmacist demonstrates imagination, inventiveness, and courage by undertaking new endeavors to produce improved quality, productivity, efficiency, effectiveness, and innovation.

Knowledge, Scientific Inquiry, and Scholarly Thinking

Domain Lead: Shannon Reidt, PharmD

In making use of scientific knowledge, the pharmacist explains with thoroughly researched, evidence based accounts of facts and data, and provides interpretations based on analysis of the importance, meaning, and significance. The pharmacist applies knowledge fluently, flexibly, and efficiently in diverse contexts.

Leadership and Community Engagement

Domain Lead: Kristin Janke, PhD

In leading, the pharmacist demonstrates integrity and is habitually resolute, focused on excellence, knowledgeable about the “big picture,” strategic, focused, persuasive, open to feedback, decisive, visionary, empowering, and service-oriented.

Professional & Interprofessional Development

Domain Lead: Amy Pittenger, PharmD, PhD

When collaborating, the pharmacist demonstrates critical thinking, excellent communication and leadership, and is goal-oriented, cooperative, assertive, respectful, enthusiastic, and reliable. The pharmacist consistently and consciously demonstrates high ethical and moral standards by considering how and when to act, acting in a manner that is clearly consistent with those standards and exercising accountability for those actions.

PharmD Curricular Emphasis - Leadership

PharmD Curricular Emphasis - Leadership

Todd Sorensen, Kristin Janke and Kerry Fierke (PPPS Department) direct the College’s Leadership Emphasis Area, a 15 credit curricular concentration that addresses three broad outcome areas. Achievement of these outcomes is supported by engaging in multiple didactic, experiential and self-directed learning activities over the course of completing the LEA requirements.

  1. Articulate the roles and responsibilities of leaders.
  2. Develop awareness of self as a leader.
  3. Exhibit the ability to lead change

Advancement of Experiential Education

Advancement of Experiential Education

PCHS faculty are leading new initiatives to enhance educational design and evaluate consistency and quality of learning experiences in the experiential setting. Several PCHS faculty are serving in leadership roles.

Ambulatory Care

Jean Moon, PharmD, Course Director

Ambulatory care APPEs in the new curriculum begins May 2016 and will contain new assessment measures, site requirements, preceptor requirements, and remediation processes. We have actively engaged faculty, students, and preceptors out in the community to guide our changes.

Community Pharmacy Practice

Caity Frail, PharmD, Course Director

Our team is working to develop a consistent approach to delivering high quality Community Pharmacy Advanced Pharmacy Practice Experiences (APPEs). Our goal is to create learning experiences that will reflect current practice, but help stretch students, preceptors, and community pharmacies to move toward the future and embrace innovative models for patient care.

Innovations in Teaching

Innovations in Teaching

Departmental faculty are recognized by both students and peers for their commitment to innovations in teaching and learning. Many are engaged in the scholarship of teaching and learning, disseminating their innovations via pharmacy education journals. Examples of teaching innovations currently being developed by faculty include

Team based learning

Wendy St. Peter, PharmD and Nichole Rupnow, PharmD

TBL is a special form of collaborative learning using a specifi¬c sequence of individual work, group work and immediate feedback to create a motivational framework in which students increasingly hold each other accountable for coming to class prepared and contributing to discussion. –Michael Sweet The TBL format encourages the application of knowledge with the teacher as “guide on the side” and the student taking responsibility for his or her learning.

Becoming a Pharmacist

Julie Johnson, PharmD

Becoming a Pharmacist is a three week course at the beginning of our new curriculum. During this 14 day experience, students have no other courses. The focus is on transitioning to professional education, becoming familiar with the disciplines that will be studied in the curriculum and developing a sense of pride in the profession. Much like a professional conference, students are exposed to a variety of speakers, but they also participate in workshops and carefully designed events that help them appreciate the pharmacist’s role. For instance, students travel to communities within the state, touring practices, speaking with local health care providers and learning about the health needs of the area. The course is delivered on two campuses with strong coordination between the leads on both campuses to ensure equivalent experiences.