APhA Systematic Curriculum Design and Implementation (SCDI) for Community-based Pharmacy Residency Education and Training (pre-registration required)

Description

Whether starting a new community-based resident training program or working on the quality improvement of an existing program, the Systematic Curriculum Design and Implementation (SCDI) for Community-based Pharmacy Residency Education and Training program provides participants with the essential knowledge and skills required to systematically design, develop and implement a community-based, longitudinal structured pharmacy residency training program by applying established principles, structure and methods from educational curriculum design and educational theory. Program participants initially complete multiple, on-line training modules to introduce requisite foundational concepts and knowledge including an introduction to educational theory and curricula development, residency types and structure, and the application of accreditation standards to support effective and efficient resident training. After completion of the online training, participants participate in a live 8-hour session containing both didactic- and discussion-based active learning experiences and exercises. During the live session participants will engage in applying knowledge and skills while working through a systematically designed process management approach to effectively and efficiently create an educationally sound, effectively structured, well-designed, and appropriately implemented e-community-based longitudinal resident training program.  

Pre-registration required. You may register as part of your Annual Meeting registration or as a separate activity. Click here for more information.

Pharmacist Learning Objectives

At the completion of this activity, participants will be able to:

  • Explain the foundational components and approaches to curricular design and educational theory.
  • Describe the purpose of PGY1 pharmacy residency training and describe similarities/ differences to doctor of pharmacy degree programs.
  • Describe the purpose and application of accreditation standards and the application of standards to the development of effective residency training programs.
  • List outcomes/competencies of community-based care residency programs.
  • Develop a structured framework for a community-based care residency training program that balances competency emphasis in accordance to the purpose of the program and accreditation standards.
  • Identify, name and define the required (core) and elective learning experiences to include in a community-based residency to meet the individual needs of a program, the requirements of accreditation standards and the resources available to the program (preceptors, services, practice sites).
  • Evaluate required and elective objectives and assign appropriately and efficiently to identified learning experiences.
  • Organize the structure, flow and arrangement of required and elective learning experiences.
  • Develop content for community-based residency learning experiences including the development of general description for each learning experience, specific learning activities to achieve specific learning objectives, evaluation methods and techniques, expectations for resident progression over time, interactions and evaluation methods.
  • Create a learning experience description using tools such as the PharmAcademicâ„¢ learning experience template.
  • Explain essential components for implementation and conducting the residency program (initial assessment, orientation, precepting, evaluation, resident monitoring).
  • Identify and describe strategies for initial assessment of resident knowledge, skills and abilities.
  • Explain residency training requirements for the development and routine update of an individual resident development plan.
  • Create a resident individual development plan.
  • Explain and apply methods for clinical problem solving preceptor skills to enable the resident to function independently.
  • Explain types of required evaluations used in residency training and when and where each type is used.
  • Demonstrate skills in developing high quality written resident summative evaluations (with useful and concise qualitative comments) and effective formative feedback designed to facilitate resident improvement of performance, knowledge, skills, and abilities.
  • Develop and implement a plan for ongoing residency program maintenance, monitoring, and quality improvement.
 
 
 
Speakers:
James
James Owen, PharmD
Vice President, Practice & Science Affairs
American Pharmacists Association
 
William
William Miller, PharmD
Educator
 
Marialice
Marialice Bennett, FAPHA
Emeritus Professor
Ohio State University
 
Learning Level: Level 3
Track: Advanced Training Programs
Session Time Slot(s): 
Date: 
Friday, March 24
Time: 
7:30 AM - 4:30 PM
Room: 
Hilton San Francisco - Plaza A
ACPE Pharmacist: 0202-0000-16-105-L04-P
CEUs Pharmacist: 0.8 CEUs (8 Credit Hours)
Activity Type:
Application-based