Teaching and Learning: Program Modules

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



Learning Objectives:

Blooms taxonomy Schlesselman 1. Differentiate between higher and lower order thinking
2. Compare and contrast old versus new 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 Schlesselman 1. Compare and contrast learning objectives versus 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 Schlesselman 1. Discuss the concept of learning styles
2. Evaluate the effectiveness of learning styles tool(s)
3. Formulate a view on the role of learning styles
Teaching philosophy and portfolios Barker 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 Barker 1. Explain the construction of a comprehensive syllabus
2. Describe its purpose and course schedule
3. List and explain its components
4. Clarify intended student behavior in class
5. Define assessment procedures
6. Explain the format of feedback
7. Create a syllabus for your class or rotation
Writing Exam Questions Ehret 1. Compare and contrast 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 Schlesselman 1. Explain the difference between criterion versus 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

Module 2

Topic Faculty Learning Objectives
Empowering Preceptors to Teach: Defining Roles & Responsibilities Hritcko/Seo/Curtin 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 Nigro/Wheeler 1. Define active learning (Bonwell and Eison definition)
2. Differentiate active learning from the traditional lecture style
3. Discuss the advantages and disadvantages (or strengths and weaknesses) of implementing active learning strategies in the classroom
4. List and describe various active learning strategies
5. Compare different active learning strategies with respect to complexity, purpose, and risk to the teacher. (ie. low, moderate, high risk strategies)
6. Given a proposed teaching situation, demonstrate (if live)/discuss use of an active learning strategy
Assessing your Student Pharmacists or Residents Performance Through Feedback 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 your student pharmacist is fair, objective, and accurate
4.  List strategies to provide constructive feedback to your students who are not achieving your rotational goals and objectives
5.  Explain reasons 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 Hritcko 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 roles in 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 Hritcko 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
Using technology to facilitate learning Wheeler 1.  Discuss the evolution of the use of technology to facilitate learning in the classroom
2.  Discuss options for technology to use in today’s classrooms
3.  Explain key points to consider prior to using technology in the classroom
4.  Select technologies to include when planning a specific learning activity
An Overview of Designing Online Courses McCaffrey 1. Recognize best practices in developing online courses
2. Describe 5 basic elements of course development
3. Recognize research and theory relevant to developing online courses
4. Identify some basic standards associated with quality online courses
5. Recognize the importance of accessibility, copyright, and student interaction
6. Identify best practices and resources associated with accessibility, copyright and student support
Integrating Pharmacy students into practice Hritcko/Seo/Curtin 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  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) 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 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 Schlesselman 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
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 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 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  CE Participant 1. Prepare a presentation using teaching and learning concepts
2. Deliver a presentation using teaching and learning concepts

Activity Faculty

Keith Barker
Professor Computer Science & Engineering and Education Curriculum & Instruction
University of Connecticut, Storrs, CT  

Rebecca Curtin PharmD, BCPS
PGY-1 Residency Program Director
Veterans Affairs Connecticut Healthcare System, West Haven, CT                               

Megan Ehret , PharmD, MS, BCPP
Behavioral Health Clinical Pharmacy Specialist
Fort Belvoir Community Hospital, Fort Belvoir, VA

Jill Fitzgerald, PharmD
Director, Pharmacy Professional Development and Associate Clinical Professor
University of Connecticut, School of Pharmacy, Storrs, CT                             

Philip Hritcko, PharmD
Assistant Dean Experiential Education and Associate Clinical Professor
University of Connecticut, School of Pharmacy, Storrs, CT

Desmond McCaffrey
Manager, Instructional Design and Development
University of Connecticut, Storrs, CT

Stefanie Nigro, PharmD, BCACP, BC-ADM
Assistant Clinical Professor
MCPHS University, Boston, MA

Lauren Schlesselman, M.Ed, PharmD
Assistant Dean, Academic & Strategic Initiatives and Associate Clinical Professor
University of Connecticut, School of Pharmacy, Storrs, CT                      

Teresa Seo, PharmD, BCPS
Manager, Pharmacy Services
University of Connecticut Health Center, 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 Clinical Professor-Internal Medicine, University of Connecticut School of Pharmacy and Clinical Pharmacist, William W. Backus Hospital, Norwich, CT                      

C. Michael White, PharmD, FCCP, FCP
Department Head and Professor
University of Connecticut, School of Pharmacy, Storrs, 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

  • Visit our registration site.  Once registered a confirmation email with further details will be sent

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 net id, please complete the Adjunct Faculty Appointment Form.PDF and fax to 860-486-9450.
  • For registration with CE credit:  visit our registration site.  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 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 http://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 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

ACPE logoThe University of Connecticut, School of Pharmacy, is accredited by the Accreditation Council for Pharmacy Education as a provider of continuing pharmacy education. Up to 24 contact hours (2.4 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 will be automatically 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.

For those registered after June 1, 2015

ACPE #0009-0000-015-063-B04-P    (practice-based 2.4 CEU’s)

Initial release date:  September 1, 2015
Planned expiration date:  July 1, 2018

For those enrolled prior to June 1, 2015:

ACPE #0009-0000-013-017-H04-P     (application-based 0.1 CEU’s)
ACPE #0009-0000-013-018-H04-P     (application-based 0.1 CEU’s)
ACPE #0009-0000-013-019-H04-P     (application-based 0.1 CEU’s)
ACPE #0009-0000-013-020-H04-P     (application-based 0.1 CEU’s)
ACPE #0009-0000-013-021-H04-P     (application-based 0.1 CEU’s)
ACPE #0009-0000-013-022-H04-P     (application-based 0.1 CEU’s)
ACPE #0009-0000-013-023-H04-P     (application-based 0.1 CEU’s)
ACPE #0009-0000-013-024-H04-P     (application-based 0.1 CEU’s)
ACPE #0009-0000-013-025-H04-P     (application-based 0.1 CEU’s)
ACPE #0009-0000-013-026-H04-P     (application-based 0.1 CEU’s)
ACPE #0009-0000-013-027-H04-P     (knowledge-based 0.1 CEU’s)
ACPE #0009-0000-013-028-H04-P     (application-based 0.1 CEU’s)
ACPE #0009-0000-013-029-H04-P     (application-based 0.1 CEU’s)
ACPE #0009-0000-014-025-H04-P     (knowledge-based 0.125 CEU’s)
ACPE #0009-0000-013-031-H04-P     (knowledge-based 0.075 CEU’s)
ACPE #0009-0000-013-032-H04-P     (application-based 0.2 CEU’s)  optional
ACPE #0009-0000-013-033-H04-P     (knowledge-based 0.1 CEU’s)
ACPE #0009-0000-013-034-H04-P     (application-based 0.1 CEU’s)
ACPE #0009-0000-013-035-H04-P     (knowledge-based 0.2 CEU’s)
ACPE #0009-0000-013-036-H04-P     (application-based 0.1 CEU’s)
ACPE #0009-0000-013-037-H04-P     (application-based 0.1 CEU’s)
ACPE #0009-0000-013-038-H04-P     (application-based 0.1 CEU’s)
ACPE #0009-0000-013-098-H04-P     (knowledge-based 0.1 CEU’s)

Initial release date:  March 1, 2013
Planned expiration date:  March 1, 2016

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.