Report of the 2013-2014 Academic Affairs Committee

Cain, Jeff; Conway, Jeannine M.; DiVall, Margarita V.; Erstad, Brian L.; Lockman, Paul R.; Ressler, John C.; Schwartz, Amy Ellen; Stolte, Scott K.; Nemire, Ruth E.

doi:10.5688/ajpe7810s23

Cited by 40 publications

(31 citation statements)

References 20 publications

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“…41 An editorial by Ma and colleagues suggested that a pharmacogenomics MOOC may address some educational challenges (e.g., inadequate depth of instruction and insufficient faculty expertise). 42 However, MOOCs and MOOC-like courses have been criticized for limited personal interactions with students, lack of rigor, low completion rates, challenges with assigning academic credit, complex business models, and required technology infrastructure.…”

Section: Educational Approaches and Strategiesmentioning

confidence: 99%

Educational strategies to enable expansion of pharmacogenomics-based care

Weitzel

Aquilante

Johnson

et al. 2016

American Journal of Health-System Pharmacy

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Purpose Educational barriers hinder the widespread application of pharmacogenomics in clinical practice. This review summarizes requisite pharmacist competencies, educational standards, and the current state of pharmacogenomics education to propose best practice solutions for educators to meet the specific needs and challenges of this complex topic. Summary Consensus-based pharmacist competencies and clinical guidelines have been published to guide knowledge attainment and application of pharmacogenomics concepts. Pharmacogenomics education is often integrated into existing courses and increasingly, within required standalone courses within PharmD curricula. Continuing education programs and limited postgraduate residencies/fellowship training opportunities are available to practitioners. However, challenges in identifying the optimal structure and amount of coverage, limited number of faculty experts, and inadequate availability of advanced pharmacogenomics practice settings for experiential education are limiting. Fortunately, successful approaches are emerging for both students and practitioners. In pharmacy schools, strategies include early exposure through foundational courses, incorporation into practice-based therapeutics courses, and introductory and advanced pharmacy practice experiences. For practitioners, institution-specific training, online resources, education within clinical decision support tools, and certificate programs can supplement more robust structured post-graduate training programs. Recent data also show the success of shared curricula and participatory education models involving an opportunity for learners to undergo personal genomic testing first-hand. Conclusion The pharmacy profession has taken a leadership role in expanding student and practitioner education to meet the demands of precision medicine initiatives. Effective approaches to attain pharmacogenomics knowledge and to drive its appropriate application in clinical practice are increasingly available.

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Section: Educational Approaches and Strategiesmentioning

confidence: 99%

Educational strategies to enable expansion of pharmacogenomics-based care

Weitzel

Aquilante

Johnson

et al. 2016

American Journal of Health-System Pharmacy

View full text Add to dashboard Cite

show abstract

“…Their recommendation is "(c)reate a national data infrastructure that enables consistent collection and reporting of key performance metrics for all students in all institutions that are essential to promoting the change needed to reform the higher education system." 31 The magnitude of the data sets used in education tend to be much smaller than those described previously for health care and research, yet educational datasets may well represent big data. The 2013-14 AACP Academic Affairs Committee 32 produced a good overview of the use of big data and analytics in pharmacy education, specifically delineating the differences between "academic analytics" and "learning analytics."…”

Section: Big Data In Pharmacy Educationmentioning

confidence: 99%

Pharmacy Practice, Education, and Research in the Era of Big Data: 2014-15 Argus Commission Report

Baldwin¹,

Bootman²,

Carter³

et al. 2015

American Journal of Pharmaceutical Education

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“…22 The report of the 2013-2014 Academic Affairs Committee had stated that with learning analytics "the potential exists for students to move through the curriculum autonomously, self-paced, with the goal of mastery, and with faculty roles revolving more into learning facilitator rather than content provider". 23 Though disruptive to the traditional lock-step curriculum, it would promote "creativity, life-long learning and ongoing self-assessment of knowledge and skills." "An embracing of innovation by faculty and accreditors alike, as well as students, would be essential to the implementation of such a disruptive innovation, but the benefits could be very large."…”

Section: Competency Based Educationmentioning

confidence: 99%

“…26 Whereas the 2013-14 Academic Affairs Committee Report addressed scholarship issues pertaining to emerging technologies, and called for a broader dialog across the academy and sharing of educational resources in innovative education. 23 We applaud the recommendation relating to educational (course) materials and extend it to include enhanced dialog on the experimentation in hybrid/online course design to facilitate student access, flexibility, and personalized learning.…”

mentioning

confidence: 99%