Involvement with the Purdue University College of Pharmacy Professional Program Laboratory (PPL) | 83 hours
Due to the uniqueness of my residency experience, I was contracted as part-time faculty for Purdue University College of Pharmacy's PPL 2017-2018. I was heavily involved with the pharmacy students' labs on Mondays and Fridays. Because I was a late addition to the fall program. I participated as assistant facilitators or standardized patients. The spring semester I was more heavily involved with student evaluations, grading, and even developed material for the Advanced Topic in Self-Care lab. Regardless of the exact role I played for the students of Purdue during the lab, I found I became a resource of knowledge and growth for each person in my lab.
Below you will find a breakdown of the responsibilities I had as being part of the Purdue Faculty for PPL's.
Below you will find a breakdown of the responsibilities I had as being part of the Purdue Faculty for PPL's.
Responsibilities as Purdue Faculty for PPL:
Facilitator
Evaluator
Standardized Patient
Developer of Course for Lab
Facilitator
The role of facilitator for lab included assisting with running lab. This role involved performing similar tasks at the lab developer such as walking around the room to assist students and assisting in the education portion of the lab. Most of the time, I was able to provide personal experiences, give examples from my practice, and answer questions. The difference between this position and an evaluator's role is I was not required to grade the students' work.
The role of facilitator for lab included assisting with running lab. This role involved performing similar tasks at the lab developer such as walking around the room to assist students and assisting in the education portion of the lab. Most of the time, I was able to provide personal experiences, give examples from my practice, and answer questions. The difference between this position and an evaluator's role is I was not required to grade the students' work.
- Number of labs as this role: 4
Evaluator
The evaluator role as part of the PPL experience required that I grade the students on their performances in lab. I would have a rubric that I would provide constructive feedback. Many times as the evaluator, I was accompanied by a standardized patient, so I would simply be able to observe the interaction and focus on feedback. Other times, I would simply grade the materials that were submitted by the students as part of lab. These instances would be for what Purdue calls Performance Based Assessments (PBA) where materials to be submitted were heavily weighted for passing the course and, at time, extensive, lengthy assignments. There were instances for which I was both the standardized patient and evaluator. In those instances, students were calling me via telephone, and I would grade them/provide feedback on their communication skills.
The evaluator role as part of the PPL experience required that I grade the students on their performances in lab. I would have a rubric that I would provide constructive feedback. Many times as the evaluator, I was accompanied by a standardized patient, so I would simply be able to observe the interaction and focus on feedback. Other times, I would simply grade the materials that were submitted by the students as part of lab. These instances would be for what Purdue calls Performance Based Assessments (PBA) where materials to be submitted were heavily weighted for passing the course and, at time, extensive, lengthy assignments. There were instances for which I was both the standardized patient and evaluator. In those instances, students were calling me via telephone, and I would grade them/provide feedback on their communication skills.
- Number of labs as this role: 23
Standardized Patient
By playing this role, I was able to provide students with the opportunity to experience "real scenarios" before they practice pharmacy. Most interactions with students involved role playing for anywhere between three to seven minutes followed by feedback for roughly three minutes. I was able to practice providing constructive feedback for students as well as encouragement their next counseling session or patient interaction.
By playing this role, I was able to provide students with the opportunity to experience "real scenarios" before they practice pharmacy. Most interactions with students involved role playing for anywhere between three to seven minutes followed by feedback for roughly three minutes. I was able to practice providing constructive feedback for students as well as encouragement their next counseling session or patient interaction.
- Number of labs as this role: 4
Developer of Course for Lab
PHRM 861 : Advanced Topics in Self-Care
Due to a recognition of a need for more over-the-counter therapeutics for pharmacy students, it was determined one lab could be dedicated to this topic. I partnered with the current professor, Gail Newton, PhD, RPh, who teaches nonprescription therapeutics to create a lab focused on dermatological and ophthalmic issues. Before coming to lab, students were required to perform a "Medication Verification" evaluation via a word document. This involved reviewing a "prescription" and comparing it to what was "on the label" and "filled" by the pharmacy. Students turned in their written evaluations of these prescriptions before lab began. The layout of the lab involved students branching out into groups to work through cases that would occur in the community setting. Once all groups had created a treatment plan, they were required to create a presentation to educate the rest of the class on their specific topic while presenting their case and resolution. My role in the development of this lab was to create the medication verification pre-work sheets, create the cases with solutions, and assist with facilitation/facilitate the lab.
Due to a recognition of a need for more over-the-counter therapeutics for pharmacy students, it was determined one lab could be dedicated to this topic. I partnered with the current professor, Gail Newton, PhD, RPh, who teaches nonprescription therapeutics to create a lab focused on dermatological and ophthalmic issues. Before coming to lab, students were required to perform a "Medication Verification" evaluation via a word document. This involved reviewing a "prescription" and comparing it to what was "on the label" and "filled" by the pharmacy. Students turned in their written evaluations of these prescriptions before lab began. The layout of the lab involved students branching out into groups to work through cases that would occur in the community setting. Once all groups had created a treatment plan, they were required to create a presentation to educate the rest of the class on their specific topic while presenting their case and resolution. My role in the development of this lab was to create the medication verification pre-work sheets, create the cases with solutions, and assist with facilitation/facilitate the lab.
Course Material Examples:
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** To preserve the ability to utilize the below material for future courses, I have only supplied one of the three case studies created during this project.