Academic Pharmacy
The News Magazine of the American Association of Colleges of Pharmacy
NOW
Volume 11 2018 Issue 3
Stage, Screen and Story:
A Novel Approach to Pharmacy Instruction Schools of pharmacy are incorporating the arts and humanities into the curriculum to give students more insight into patients’ experiences, foster greater empathy and strengthen the patient-provider connection. 14 Also in this issue: UB Goes the Distance 5 Consistent CMM—What’s Next? 8
Pharmacists Help People Live Healthier, Better Lives.
who we are @AACPharmacy
Academic Pharmacy The News Magazine of the American Association of Colleges of Pharmacy
Pharmacists Help People Live Healthier, Better Lives.
1400 Crystal Drive, Suite 300 P Arlington, VA 22202 703-739-2330 P www.aacp.org
Founded in 1900, the American Association of Colleges of Pharmacy is the national organization representing the interests of pharmacy education. AACP comprises all accredited colleges and schools of pharmacy, including more than 6,600 faculty, approximately 63,800 students enrolled in professional programs and 4,800 individuals pursuing graduate study.
Letters to the Editor
We welcome your comments. Please submit all letters to the editor to communications@aacp.org.
NOW
CEO & Publisher
Lucinda L. Maine
Editorial Director
Lynette R. Bradley-Baker
Editor
Maureen Thielemans
mthielemans@aacp.org
Editorial Assistant
Kyle R. Bagin
kbagin@aacp.org
About Academic Pharmacy Now
Academic Pharmacy Now highlights the work of AACP member pharmacy schools and faculty. The magazine is published as a membership service.
Art Director
Tricia Gordon
tgordon@aacp.org
Change of Address
For address changes, contact LaToya Casteel, Member Services Coordinator, at lcasteel@aacp.org.
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Design Assistant
Sean Clark
sclark@aacp.org
Senior Advisor, Outreach and Communications
Stephanie Saunders Fouch sfouch@aacp.org
Freelance Writer
Athena Ponushis
Freelance Writer
Jane E. Rooney
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Academic Pharmacy NOW  2018 Issue 3
Volume 11 2018 Issue 3
@AACPharmacy a look inside
community impact
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Knowledge Travels Roundtrip
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An international university collaboration provides University at Buffalo pharmacy students and faculty with opportunities to make an impact in Jamaican healthcare education and practice.
Figuring Out Comprehensive Medication Management The healthcare community has reached consensus, but has a conundrum: ‘We need CMM, but how do we do it?’
campus connection
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Shoring Up a Data Deficit
UF College of Pharmacy researchers secure $1.5 million grant to study hormonal contraceptive drug interactions.
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Stage, Screen and Story: A Novel Approach to Pharmacy Instruction Schools of pharmacy are incorporating the arts and humanities into the curriculum to give students more insight into patients’ experiences, foster greater empathy and strengthen the patient-provider connection.
@AACPharmacy
22 Experience the Cuban Healthcare Delivery System with AACP
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Experience More of #PharmEd18 Expand your learning opportunities at Pharmacy Education 2018, July 21–25, in Boston, with engaging presessions focused on admissions, personalized learning, grant proposals and more.
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Happily Ever After… At Work A Q&A with Annie McKee
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community note publisher’s impact
Dear Colleagues: Change is hard. With this understatement I’ll go a bit further on this theme of change and what it takes to move a profession nearly 180 degrees from its historical orientation. I have a favorite slide that I use in speaking to a variety of audiences about the profession and its priorities. It depicts an ornate antique bathtub filled to the brim with water. Floating on top is a battleship and I speak to our efforts to move the profession more deeply into the consistent provision of comprehensive medication management services as turning that ship around in that bathtub. It is not easy. That is the central story in this issue of Academic Pharmacy Now. This quote from Andy Traynor at Concordia University School of Pharmacy truly captures our present reality: “Schools need to strive for further innovation at that interface of community engagement and practice and science, and I think we also need to go into that realizing that we can’t do it on our own,” Traynor said. “There are great experts and perspectives outside our schools of pharmacy who we can collaborate with to work on these things. The work of our practice community, not just our faculty, needs to be a focus.” AACP has long been on record with the belief that colleges and schools of pharmacy can and should be catalysts and supporters of practice change across all settings. Pharmacists’ patient care service innovations have his-
torically been seeded by our members but we aren’t yet at the finish line. Priority #3 in the AACP Strategic Plan emphasizes the work we need to do together to accelerate change in both pharmacy education and practice. Success in our priorities to reverse the downward trend on the applicant pipeline and enrich public understanding of our diverse and impactful roles also depend on accelerating practice change. But it is hard work! That is why the collaborative spirit of AACP members will be so evident in Boston when we convene for Pharmacy Education 2018 in just a few weeks! National Recruitment Champions, Brand Ambassadors and collaborators on the Pharmacists Patient Care Practice model project will have opportunities to connect in person where massive amounts of sharing and encouragement will occur! I am personally so appreciative of all the work our members and staff are engaged in to advance the priorities of our plan and the profession. See you in Boston in July! Sincerely,
Lucinda L. Maine, Ph.D., R.Ph. CEO and Publisher
Tell Us How You’re Fighting the Opioid Crisis AACP is launching an environmental scan to collect and share successful practices that academic pharmacy is involved with to combat the ongoing and evolving opioid epidemic. The information collected will not only inform the academy and other stakeholders of the level and type of activities being conducted by academic pharmacy but it will also serve to determine further actions that AACP and the academy can pursue in this area.
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To access the Collection of Activities to Combat the Opioid Epidemic Survey please visit http://bit.ly/AACPOpioidSurvey. An activity is broadly defined—it can be a collaboration, initiative, lecture, partnership, or program. It can be in the area of advocacy, education, teaching, practice, research and/or service. You can find more information about the survey by visiting the AACP website at www.aacp.org/opioid. The deadline to submit activities is Sept. 22, 2018.
community impact
Knowledge Travels Roundtrip An international university collaboration provides University at Buffalo pharmacy students and faculty with opportunities to make an impact in Jamaican healthcare education and practice. Developing global pharmacy leaders is no small task but the University at Buffalo, The State University of New York (SUNY) School of Pharmacy and Pharmaceutical Sciences is accomplishing its mission through a collaboration with The University of the West Indies (UWI).
“We focused on how we could meet their needs with the educational expertise we have here at UB,” said Dr. Gina Prescott, clinical associate professor and director of global outreach at the UB School of Pharmacy and Pharmaceutical Sciences. “Many of the needs centered on viruses; Zika was prevalent at the time and Jamaica has a very good he affiliation agreement was estabfoundation for microbiology. The counlished in 2016, though the two universi- try also experiences large numbers of ties had been building a partnership cardiovascular diseases, diabetes and since the SUNY Global Health Institute kidney disease. Oncology was another was formed in 2013. The UWI Mona big need; they have virtually little oncampus has served as the central hub for cology care down there.” this partnership and has worked with the University at Buffalo (UB) to estabThe UWI is committed to developing lish educational initiatives in Kingston, a highly-trained pharmacist workforce Jamaica. The UB School of Pharmacy that will be able to assist in advancand Pharmaceutical Sciences (SPPS) ing clinical practice in Jamaica. From has worked with the UWI Faculty of the an educational perspective, the UWI Medical Sciences to assist in many inneeds pharmacists trained at the novative educational initiatives between Pharm.D. level to support the growth of the two universities. These initiatives faculty and clinical preceptors. Clinical were driven by an in-country global preceptors also need continual prohealth implementation research fellow, fessional development from a global which was established through the colperspective. Finally, there is a need to laboration and holds a dual appointment assist with clinical research projects at both universities. in order to increase capacity, advance pharmacist practice and train students. The SPPS developed a research task The UB students and faculty are able force, identifying areas of general need to work collaboratively with students that would advance health sciences reand faculty from the UWI, gain clinical search in Jamaica. As part of the needs or research experience from a global assessment for this collaboration, clini- perspective and stimulate an interest cal health research priorities were esfor advancing the level of pharmacy tablished which included the following practice worldwide. areas: infectious disease, cancer, liver, renal and metabolic diseases, natural products/cannabinoid sciences, and health information technology (HIT).
Didactic Teaching at a Distance and Onsite As part of the international exchange, UB faculty taught classes in the areas of Hepatitis and liver disease, infectious diseases/antimicrobial principles, and immunizations with in the UWI PostB.S. Pharm.D. program. These lectures and exams were provided to the UWI students through distance learning tools and were taught at a global level with the philosophy of the UWI training their pharmacists to become global pharmacists. A UB faculty member provided an introductory class on careers in pharmacy to the UWI first Pharm.D. class during an onsite visit. This class was taught at a global level discussing the advanced level of pharmacy practice with a specific focus on practice in the United States. The UWI-UB Global Health Implementation fellow designed, coordinated, and instructed a drug information and introductory principles of research course. This course was modeled after an existing UB course and was designed to provide skills needed to: (1) advance pharmacy practice, (2) advance health science research skills, and (3) comply with ACPE certification. The course was favorably received and all the students did well in regards to CITI training, journal club, debates, and written papers with advanced clinical scenarios.
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Students Get Experience in the Field
University at Buffalo students and faculty are able to work collaboratively with students and faculty from the University of the West Indies, gaining clinical or research experience from a global perspective, and stimulating an interest for advancing the level of pharmacy practice worldwide. “We focused on how we could meet their needs with the educational expertise we have here at UB,� said Dr. Gina Prescott, clinical associate professor and director of global outreach at the UB School of Pharmacy and Pharmaceutical Sciences.
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An IPPE was designed by UB faculty and the global health implementation fellow with input and assistance from the UWI faculty. The experience was designed to align with the Consortium of Universities for Global Health (CUGH) and FIP (International Pharmaceutical Federation) competencies in developing global citizens. The one-week rotation addresses global health implementation research, social determinants of health, Jamaican communicable and noncommunicable disease burden, rural clinic outreach and promotes cultural exchange. The students had the ability to work in medical clinics and hospitals with UWI faculty, providers and other health professions students. They were also
required to present a topic and write a drug information paper on current issues/concerns in Jamaica. This experiences is designed to serve as a template for the UWI as they advance toward a doctoral degree pharmacy program. To date, five UB students have completed six rotations. UB is currently working to develop a 6-week APPE experience centering on research and clinical experience in Kingston for UB students. In Fall 2018, UB is planning on hosting pre-IPPE students from Jamaica to UB and also the post-B.S. Pharm.D. student rotations. Part of the training and medical care in Jamaica centers around rural health clinics. The UWI is frequently involved in these interdisciplinary clinics which occur
community impact
frequently throughout Jamaica. In March 2018, UB Pharm.D. students were able to participate in a rural clinic with medical, nursing and pharmacy students from UWI. Students were also able to advance their global health knowledge and international healthcare disparities through experiences at a public children’s hospital, community pharmacy, participating in a Zika field experience, and working with a psychiatrist at a local mental health clinic with integrated social support. The goal is to expand this experience to other UB health professional schools, UB undergraduates and also consider integrating Science, Technology, Education and Mathematics (STEM) students in Jamaica and Western New York.
Research On the Horizon A project in the area of Type 1 Diabetes Mellitus is in the beginning at the public hospitals. UWI health professional students, in collaboration with the Global Implementation Health fellow, UWI faculty, and UB SPPS faculty, will begin to collect data as part of an implementation project. These students will learn the necessary skills to advance clinical health research in Jamaica. UB students will have the opportunity to assist in these experiences through their IPPEs or APPEs when onsite. P
During a one-week rotation in Jamaica, students from the University at Buffalo gain experience in global health implementation research, social determinants of health and more.
Dr. Gina M. Prescott, Dr. Tyler R. Mullen, Dr. Cameil Wilson-Clarke, Dr. Gene D. Morse and Dr. Maxine Gossell-Williams contributed to this article.
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Figuring Out Comprehensive Medication Management The healthcare community has reached consensus, but has a conundrum: ‘We need CMM, but how do we do it?’ By Athena Ponushis Patients benefit from comprehensive medication management (CMM). Physicians benefit from CMM. Pharmacists no longer have to sell the need for CMM, now they just need to figure out how to implement it and sustain it. That comes from a consistent approach. “A consistent approach to the patient care process for CMM is essential if we’re going to ensure that what we’re doing is effective, can be scaled and can be sustained,” said Dr. Mary Roth McClurg, professor and executive vice dean at the at the University of North Carolina at Chapel Hill Eshelman School of Pharmacy and the principal investigator of a rigorous study to assess the implementation and effectiveness of CMM in primary care practices. Advancing the role of pharmacists in primary care, and advancing CMM to further the safe and effective use of medications, starts with a common language, clear intentions and consistent delivery. Schools of pharmacy are eager to put CMM into practice, and that enthusiasm was evident at the Concordia Medication Management Accelerator (CMMA) live pitch event at Concordia University Wisconsin (CUW) in November, where speeding up implementation took on a “Shark Tank” vibe.
Accelerating CMM A personal donation of $250,000 to the CUW School of Pharmacy from Mr. Erv
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Dohmen was allocated for the school to do something to advance pharmacy practice in Wisconsin. Dr. Andy Traynor, chair and associate professor of pharmacy practice at Concordia, said such a broad directive got administrators thinking, “What creative things are going on around us? Where are areas of need? Where are opportunities that align with how we feel we are preparing our students to serve their communities?” This train of thought led Concordia to the Alliance for Integrated Medication Management (AIMM), a national nonprofit known for its work with health systems, primary care clinics and community pharmacists to drive change in the delivery of care. Collaborating with AIMM and connecting with Concordia’s Batterman School of Business, Traynor said he and his colleagues started thinking, “What if we took AIMM-style coaching and processes, and the entrepreneurial experience of our business school, to our students and our local healthcare practices? We could really move the needle on advancing CMM.” CMMA was born. Fifty-five attendees from 27 different organizations across the state came to the launch. The urgency and deep-down reason for CMM was reemphasized: better care, better outcomes, lower costs. Teams were assembled. Two tracks were laid out:
the service accelerator, for established organizations looking to advance or adopt CMM within their practice, and the start-up accelerator, for businesses or innovators who had an idea that would provide a CMM service. Teams looked to their communities and organizations to identify populations of focus and needs. Using a process known as the Business Model Canvas, teams spent five months outlining their ideas and testing them where their ideas were weak, so they could hone their work and give a solid, final pitch. They were coached over the phone, in person and online. Then came the “Shark Tank” moment: the live pitch. Team members gave 10-minute pitches in front of four expert, CMM-savvy judges, competing for more than $60,000 in awards. Pitches were passionate, pharmacists were supported and the commitment to CMM was clear, showcasing a need to continue the charge. “Schools need to strive for further innovation at that interface of community engagement, practice and science, and I think we also need to go into that realizing that we can’t do it on our own,” Traynor said. “There are great experts and perspectives outside our schools of pharmacy who we can collaborate with to work on these things. The work of our practice community, not just our faculty, needs to be a focus.”
community impact
“A consistent approach to the patient care process for CMM is essential if we’re going to ensure that what we’re doing is effective, can be scaled and can be sustained.” —Dr. Mary Roth McClurg Early Successes The Marshfield Clinic in North Central Wisconsin had the winning pitch for the service accelerator track, with an idea for pharmacists to provide CMM to high-risk, chronic disease patients for commercial insurers and self-funded employer groups within the clinic’s health plan. The clinic was looking for a return on investment greater than 3:1 in the provision of care to justify the continuation and expansion of that service. Within the first six months of implementing their CMM service, pharmacists at the Marshfield Clinic have cared for 83 patients, identifying and resolving 140 drug therapy problems. “They were shooting for a 3:1 return on investment and they’ve found a 10:1 projected return on investment,” Traynor said. The second-place finisher was the Monroe Clinic, a center that serves a number of rural counties in Southern Wisconsin. Chronic disease patients there were waiting four to six weeks to see their primary care physicians and too often ending up in the emergency department, so the team pitched that pharmacists see patients for chronic disease management and provide CMM, opening up the schedule for primary care providers to see patients with more acute issues. Pharmacists at Monroe Clinic have been seeing patients and positive outcomes. One member of its CMMA team, a 2017 graduate of the pharmacy pro-
gram at CUW, was offered a position to keep doing the CMM work he’s been doing as part of the initiative there. “That’s really exciting to see,” said Traynor, who believes creating relationships with practice sites will invoke a sense of community and give students positive experiences to further such progressive work.
Teams will share their final results from the 18-month initiative in November 2018.
Implementation as Intended Studying the implementation of CMM in primary care practices, McClurg, who also serves as the associate director for academic innovation at the Eshelman Institute for Innovation at UNC, has noticed that while everyone focuses on impact and effectiveness, not enough of us are focused on effective implementation. She cautions her fellow researchers: not so fast.
He encourages schools of pharmacy to “really engage the practice sites, the practice community, tell those stories, share those experiences and strive to involve the students, especially so they can see what I would call the vulner“If you don’t explicitly define what the ability of practice advancement, that intervention is and ensure fidelity to it doesn’t just happen; it takes effort.” delivery of the intervention, then it’s In addition to ensuring consistent very difficult to assess impact or efdelivery in practice, it’s as important fectiveness, if you don’t know what you that we teach and model the process are assessing in the first place,” Roth for students, and engage them in the McClurg said. While there is certainly delivery of CMM and patient care,” said evidence to support the outcomes and Roth McClurg. impact of CMM, the evidence itself is inconsistent. Much of this inconsisThe winner of the start-up accelerator tency can be attributed to variability track was MedSync-Rx, a Milwaukeein implementation of the intervention, based group made up of CUW faculty said Roth McClurg. and a student pharmacist, for their idea to create a mobile app to synchronize A clear intention and consistent delivprescription refills, saving time and ery will create a common understandmoney for patients and providers. ing among patients, pharmacists, physiAll CMMA teams, regardless of where their pitches placed, were invited to participate in the implementation phase. “That’s really where the big value comes in,” Traynor said. “All teams will get that implementation coaching moving forward.”
cians and other providers, allowing the service of CMM to grow. That’s why McClurg’s team has been so meticulous, defining the intervention with precision, while making it possible to replicate and scale the service, sustain it and seek payment for it.
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“There are great experts and perspectives outside our schools of pharmacy who we can collaborate with…the work of our practice community, not just our faculty, needs to be a focus.” —Dr. Andy Traynor
“Payers want to know what the intervention is, what it is that they’re buying. Patients are asking what it is they will receive, and we’ve heard from providers that they need to know what it is the pharmacists on the team are doing to optimize medication use,” Roth McClurg said. “So we have spent a lot of time really trying to refine that part of it, and once you have that…then you can assess outcomes because you know what it is that you’re assessing.” Study findings will be available near the end of the year. Funding was provided by the American College of Clinical Pharmacy (ACCP), the American College of Clinical Pharmacy Research Institute, and the UNC Eshelman Institute for Innovation.
‘The Big Three’ Takeaways CMM is a patient-centered approach to optimizing medication use and improving patient health outcomes that is delivered by a clinical pharmacist working in collaboration with the patient and other health care providers. CMM can also be visualized in the image of a triangle, depicting CMM as having three core components to it with the patient at the center of the triangle. Through research conducted over the past year and a half, the study team has worked hard to rigorously evaluate and operationally define the core components of CMM. The first side of the triangle would be the philosophy of practice, which is a
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set of professional values held within a discipline to guide the actions of practitioners, instilling trust in the care delivered. For CMM, the philosophy of practice establishes the values that guide the actions of the pharmacist as a member of an interdisciplinary team, forging trust between pharmacist and patient. Through their research, the study team arrived at five core tenets of the philosophy of practice. The second side would be consistent approach in CMM delivery. One of the greatest developments to come out of the team’s research is the development of a common language for the delivery of CMM, articulated in a document titled, “The Patient Care Process for Delivering Comprehensive Medication Management: Optimizing Medication Use in Patient-Centered, Team-Based Care Settings,” to help ensure a consistent approach to delivering CMM. “That’s one of the problems in the profession right now, we don’t have a consistent approach to what we do,” Roth McClurg said. “Everybody does something a little differently and we call it different things.” This document outlines the five essential functions of CMM, and for each essential function, McClurg’s team has explicitly defined the operational definitions that make up that essential function. The team arrived at this document through rigorous research that engaged approximately 40 practice sites across the country.
The third side of the CMM triangle would be practice management. Practitioners must be mindful of the different elements of practice management that are essential as they integrate CMM into the environment, to support the effective, efficient, and sustainable use of the service. McClurg’s team developed a tool to help with this. “It walks you through the different elements of practice management and allows a site to self-assess where they are,” Roth McClurg said. “It doesn’t mean that they’re doing poorly if they’re not at a certain stage, it just gives them some sort of a barometer as to where they are and where they could go as a team.” McClurg’s team is also assessing fidelity to the intervention, finding the exact degree to which a practice site has implemented and delivered the CMM intervention as intended. “The importance of fidelity is that when you have a well-defined intervention if people don’t implement it as it’s intended, then you might get a wide variety of ways to do something, which likely will yield inconsistent findings,” Roth McClurg said. The Joint Commission of Pharmacy Practitioners (JCPP) has also been focused on language, approving a revised and expanded definition for medication therapy management services in February to better align with contemporary practice: “Medication Management Services are a spectrum of patient-centered, pharmacist-provided, collabora-
community impact
tive services that focus on medication appropriateness, effectiveness, safety and adherence with the goal of improving health outcomes.” Representatives from 13 national pharmacy organizations, including AACP, developed the definition for consideration by JCPP, examining existing terms and their use in the traditional and evolving delivery of healthcare. The definition uses the broad term medication management services (MMS) to encompass various terms, like CMM or medication therapy management (MTM), used for these services. “The definition is intended to promote better understanding of medication management services and provide consistency in how those services are defined,” said Dr. Lynette R. Bradley-Baker, AACP senior vice president of public affairs and engagement.
Ongoing Work McClurg’s team continues to learn a lot about improvement work from their practice sites. The team has taken the sites through a series of plan, do, study, act (PDSA) cycles and they will be sharing those findings later this year. They are also doing a lot of work around the patient experience with CMM and the
value it brings, as well as the impact of pharmacist-delivered CMM on physician burnout and well-being.
cable to any setting where pharmacists provide patient care and for any patient care service provided by pharmacists. AACP has been working on an initiative for the patient care process to be adopted into curricula and into practice.
And they are looking at implementation outcomes. “This study is just as much about effective strategies for implementation, to ensure effective implementa- “Our accrediting body now has this in tion, as it is about does it work. I just the standards, that schools and colleges want to say that because so many stud- of pharmacy need to pay attention to ies focus on, ‘Well, does it work? What’s the patient care process throughout the impact on cost and utilization?’ and their curricula. Just putting that in a this study will do that, those findings standard doesn’t tell people what that are still pending, but this study is as is or how to do that,” said Roth Mcmuch if not more about strategies to Clurg, who hopes the dissemination of ensure effective implementation,” Roth her team’s common language document McClurg said. will help schools in their efforts to incorporate and assess the process. Other findings still pending include the impact on quality metrics like diabetes, Another way by which McClurg hopes hypertension, heart failure and othto create a community of learning ers, as well as the impact on healthcare around her work, she and her team are utilization, largely hospitalizations and developing a technology platform that ER visits. “Then rolling all of that up will walk a team or a site or a pharmainto a cost analysis, hoping to generate cist through what they call a CMM ima few different return-on-investment plementation and improvement system. models for the different types of sites “You would enter this technology portal and cohorts that we have in the study,” and you would have all of the guidance Roth McClurg said. and resources you need to understand what CMM is, and then it would take Sustaining the Work you through a variety of different asRecognizing the need for consistency sessments to find out where you are and in the delivery of patient care, the JCPP guide you through the implementation released the patient care process, appli- and improvement process,” Roth McClurg said. A series of about 10 steps, some of them more interactive than others, this tool would even give participants the option of having a coach. “We’re really excited about the findings coming out of our work and we’re trying to package it in a way that can benefit the profession and healthcare, and can assist pharmacists and healthcare teams in scaling and sustaining their own services,” Roth McClurg said. P Athena Ponushis is a freelance writer based in Ft. Lauderdale, Fla.
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Shoring Up a Data Deficit UF College of Pharmacy researchers secure $1.5 million grant to study hormonal contraceptive drug interactions. The University of Florida College of Pharmacy received a $1.5 million grant to study hormonal contraceptive drug interactions that lead to unintended pregnancies from the Bill & Melinda Gates Foundation.
drugs likely to interact with them: HIV medications, anticonvulsants and antifungal agents. The unintended pregnancy rate in Africa is much higher than in the rest of the developed world, offering the most opportunity for impact.
Dr. Stephan Schmidt, an associate professor of pharmaceutics and 2018 AACP Catalyst, says the grant should improve patient care for those who need to take hormonal control agents, not only for birth control, but also for difficult menstruation.
Determining the Right Dose
“It gives us a very rich opportunity to really have an impact in an area that needs an impact because of sparse data,� Schmidt said. The study will examine three or more of the most popular hormonal contraceptives in the United States, Europe and Africa, respectively, when taken with
A decades-long trend in prescribing hormonal contraceptives is to prescribe the lowest dose of estrogen possible to avoid unwanted side effects. But co-medications often cause estrogen or progesterone to be metabolized more quickly, leading to unintended pregnancies. Another common scenario is a comedication causing metabolism to slow, leading to higher estrogen levels that increase the risk of weight gain, heart disease and stroke. By inputting databases of clinical trials of hormonal control therapies into physiological-based pharmacokinetic,
or PBPK, models, researchers can use computer simulation to evaluate drug interactions between hormonal control agents and other drugs. Co-investigators Dr. Joshua Brown, an assistant professor of pharmaceutical outcomes and policy, and Dr. Almut Winterstein, a professor and chair of pharmaceutical outcomes and policy, will use real-world, pharmacoepidemiologic data to translate findings from the models to real-life patients to further identify clinically relevant drug interactions. Researchers can then determine appropriate dosage recommendations when administering with other interacting drugs. If a specific type of hormonal control agent interacts poorly with other drugs, prescribers can recommend an alternative therapy. After identifying proper doses of combined hormonal contraceptives, UF
Through a new Gates Foundation grant, UF researchers are hoping to better evaluate drug interactions between hormonal control agents and other drugs.
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campus connection
Help Us Recognize Your Preceptors of the Year “Here we’ll be able to provide information to drug labels that are often void of actionable information.” —Dr. Larry Lesko
researchers will continue to maintain a database of models, making them open source for other researchers to explore. At a yearly public workshop, the UF researchers will share study results. “It is very exciting to be able to help improve the health care of a specific subset of the population. Here we’ll be able to provide information to drug labels that are often void of actionable information,” said Dr. Larry Lesko, an emeritus professor of pharmaceutics and a co-investigator on the study. Once researchers build the computer simulation models, they can change the model’s system and drug parameters to study hormonal contraceptive drug interactions among specific subsets of the population, and can include non-oral administered drugs. “I think we have an outstanding opportunity and partnership with the Gates Foundation to focus globally on women’s health,” Schmidt said. “We will try to reach out to private industry for additional partnering and sharing of drug interactions data that may accelerate our research.” P Reprinted with permission from UF College of Pharmacy.
AACP is launching a search for 2018 Preceptors of the Year with the goal of providing programming, resources and tools that will enhance the professional development of adjunct/affiliate preceptors. Recipients are given a two-year complimentary AACP individual affiliate membership beginning January 2019. Using the online submission form schools can identify up to three adjunct/affiliate preceptors. AACP requests that one member of the Experiential Education Department completes the online submission form in order to reduce multiple submissions from an institution. Submit your Preceptor of the Year here: http://bit.ly/PreceptorsOfTheYear. Questions? E-mail membership@aacp.org.
New Investigators: Build a Foundation for Future Extramural Funding Success Letters of Intent for the New Investigator Award are required and due by 5:00 p.m. ET on Tuesday, July 31. Applications are due by 5:00 p.m. ET on Wednesday, Sept. 5. The 2019 New Investigator Award (NIA) portal is now open for submissions. The NIA provides up to $10,000 in start-up funding for research programs led by new pharmacy faculty. Funding provided by the NIA helps faculty interested in establishing an independent research career generate pilot data often needed to compete for larger grants in the future.
For more information and to submit a letter of intent visit the NIA website at http://bit.ly/NewInvestigator.
Opening Soon: Scholarship of Teaching and Learning (SOTL) Grants The Scholarship of Teaching and Learning Grants, sponsored by AACP and the American Foundation for Pharmaceutical Education (AFPE), will be available again in 2019. The grants provide research funding for active members of AACP who are engaged in educational research. It is important to the future of the Academy that faculty are engaged and creating new knowledge in this area in order to further advance the discipline of teaching and learning. Proposals must address an issue of Priority #3 of the strategic plan.
Online submissions will open in Fall 2018. To learn more visit http://bit.ly/SOTLGrant.
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Stage, Screen and Story:
A Novel Approach to Pharmacy Instruction By Jane E. Rooney
Schools of pharmacy are incorporating the arts and humanities into the curriculum to give students more insight into patients’ experiences, foster greater empathy and strengthen the patient-provider connection.
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A student pharmacist can open a textbook and get a straightforward, technically accurate explanation of a disease or medication. But what if that student read a piece of literature that offered a vivid description of someone suffering from illness? Or saw a play in which an actor portrayed what it looks like to live with a certain disease? Or had to create a dance based on a medication’s chemical structure? The arts and humanities are making their way into classroom instruction at several pharmacy schools as faculty attempt to broaden students’ understanding of the patient experience and ultimately enhance the patient-provider relationship. “The humanities are able to provide a much better depiction and scope of what people actually experience when they are ill,” explained Dr. Russell Teagarden, former VP of clinical practices and therapeutics at Medco Health Solutions. “The humanities give a fuller explanation as it relates to the prolonged illness experience. It lets students and practitioners get a better grasp of the fullness of that experience. The way that writers, artists, musicians, filmmakers and poets are able to render it in a very profound way makes a much bigger impact. It’s much more powerful and an entirely different experience of reading about an illness in literature rather than in a textbook.” Along with faculty at Touro College of to see the arts as essential to producing Pharmacy, Teagarden received AACP’s good clinicians,” Teagarden declared. “I Innovations in Teaching Award in 2011 don’t think it’s just nice to have, I think it’s for developing an elective course, “Illness critical to put it into the curriculum.” Performed and Imagined,” that explored how healthcare is interpreted and portrayed Art Shifts Perspective Evidence suggests that the arts can improve across several humanities genres, including clinical observation skills, attention to literature, art, film and drama. The intent, detail, empathy and understanding patients’ Teagarden said, was to expose students to complete stories. Dr. Susan Meyer, associate the humanities as a place to get a broader dean for education, University of Pittsview of illness and expand the scope of burgh School of Pharmacy, was one of sevinquiry they would have with any given disease. “We purposely used different genres to eral faculty members who helped develop a humanities elective course that would show students that getting a better picture bring together an interprofessional group to of an illness can be found in a lot of different share different perspectives about engagplaces. If you have a fuller understanding ing with patients and families. The course, of what people face, you’d hope that would “Literature and Film to Understand Patienttrigger empathy but also that you would Provider Experiences,” allowed students to ensure that treatment and diagnoses are “step out of the technical content and really better.” This approach also reinforces the idea behind narrative medicine: helping pro- focus on patient and provider experiences in a more holistic way,” Meyer said. “There viders understand a patient’s whole story. were lots of conversations about stereotypes Courses like these, along with visual arts and the importance of really listening to displays and other performance experiences, the patient. We explored the use of words, are engaging student pharmacists and alparticularly through some poetry, and what lowing them to gain a deeper understanding people might be thinking. There was a lot of of how patients live with illness, how medireflection.” cation impacts their lives and why more The idea for the course originated last year, empathic interactions with their healthcare when the provost selected the theme “huproviders can make a difference. “I’ve come
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“The students said they really learned a lot about themselves and they said it would change in a positive way their interactions with patients. Some had experience with underserved patient communities and were able to bring that to the conversation. Others said they would be much more aware of thinking about patients as the humans they are as opposed to just a disease state.” — Dr. Susan Meyer
manities in the university” for the year and made small grants available to advance the concept. Meyer said that a working group that thinks strategically about interprofessional education on campus—drawn from members of the six schools of health sciences and the school of social work—brainstormed different ways to engage students across professional boundaries and envisioned this course. Faculty members representing the various schools led the class, offered for the first time this semester. “We narrowed down our ideas to five books and three films, and with the grant money we purchased copies of those resources to provide to the students,” Meyer noted. “The grant supported development of instructor guides that would support the use of those eight learning resources.” However, once it was determined that the course would only be one credit, they shortened the syllabus to two movies and one book, along with some poetry. “We used Being Mortal, by Atul Gawande,” she said. “One of the films was a documentary about the use of music in treating patients with dementia called ‘Alive Inside.’ The other was a feature film called ‘The Doctor’ from 1991 starring William Hurt about a physician who has a terrible bedside manner but then becomes
a patient and it changes his perspective. It’s a really terrific teaching tool.” Meyer found teaching these materials to be a refreshing change and appreciated the thoughtful conversations that the films and writing sparked among students and faculty. “Being Mortal, which is about getting old and end-of-life planning, really challenged students to think about their own mortality and how hard it is to have these conversations,” she said. “Or even to project how you might feel about these choices at certain points in life when you might not be ready to think about it. The students said they really learned a lot about themselves and they said it would change in a positive way their interactions with patients. Some had experience with underserved patient communities and were able to bring that to the conversation. Others said they would be much more aware of thinking about patients as the humans they are as opposed to just a disease state.” Faculty members intend to offer the course again with different resources so students who like it can re-take it. Another book they initially considered was The Spirit Catches You and You Fall Down, which many institutions use with interprofessional stu-
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“Whenever you’re working with human beings, I think looking at the arts and things that touch the soul—and how it’s related to patient care and being attuned to empathy and patient stories—will help you be a better pharmacist by giving you an understanding that there are things inside that human that you won’t know about.” — Dr. Paul Ranelli
dents to explore the conflict between Eastern and Western medicine. The Diving Bell and the Butterfly, Wonder and The Running Dream are possible future texts, in addition to the film “Patch Adams.”
Photo credit: Paul Ranelli Photo credit: Richard Anderson.
Top: The cast of “Go Ask Alice” performs the opening musical number. Bottom: Jes Reyes, program coordinator at Avivo ArtWorks, and Dr. Paul Ranelli at the opening of “To Really See: Exploring the Medication Taking Experience” at the Minneapolis Central Library.
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Meyer is also researching some visual arts-based education initiatives. Pittsburgh’s medical school has worked with the Carnegie Museum of Art on a project to increase students’ observation skills; Meyer and a former P4 student wanted to pursue a similar opportunity with the Carnegie museums. “We thought that using the visual arts might be a place to connect students from different health professions using visual arts to trigger conversations,” she explained. “For example, looking at art by patients—what might the patient be communicating? Or what do different health professionals see in that art? It’s based on some literature about how visual arts can have an impact on observation skills, empathy and problem solving.” She sees signs that incorporating the humanities into pharmacy instruction could be gaining traction, noting that there is now an organization in medicine for the use of visual arts and there is a group of like-minded institutions talking about this. “Some of these students miss being able to read books and watch movies because the nature of health programs [doesn’t really allow time for that],” Meyer commented. She said the arts offer a good starting point for conversations in interprofessional academic settings. “When you have students talk together you can start to address some of the teamwork conversations by how you set up the class around visual art or reading to prompt them to talk about things from their perspective. It triggers this interaction among the students that they usually don’t have an opportunity to talk about. It’s a non-clinical way to start the conversation about the patient-provider relationship.”
campus connection
Art and Photo credit: Paul Ranelli
That mindset is what prompted Ranelli to think about new ways to connect the humanities to pharmacy instruction. While art does sometimes explore disease, physician relationships and other healthcare topics, he realized that we rarely see art focused on medication experiences. Two years ago he reached out to the Mixed Blood Theatre in Minneapolis and collaborated with its artistic director to create “Go Ask Alice,” a play, written by playwright Syl Jones, featuring a series of vignettes based on true stories about patients, pharmacists and providers navigating the healthcare system’s medication environments. “I wanted to focus on drawing a strong connection of stories related to that social object that so many of us take,” he said. “I thought a play would be a good way to tell stories about patients in a way that is entertaining and serious and fun. This play covered all those emotions.”
Photo credit: Paul Ranelli
Immersion in Visual Experiences For Dr. Paul Ranelli, a professor at the University of Minnesota College of Pharmacy, the arts can elicit visceral reactions that make it an ideal conduit for telling stories about medication and illness that will get audiences to see patients and patient-provider relationships in a new light. “Whenever you’re working with human beings, I think looking at the arts and things that touch the soul—and how it’s related to patient care and being attuned to empathy and patient stories— will help you be a better pharmacist by giving you an understanding that there are things inside that human that you won’t know about,” Ranelli explained. “It’s about drawing upon all those senses we have and not just being a science automaton. You can use these reactions you get from art to say, I never thought of it that way. For example, I never thought of drug therapy affecting the family, or how complicated it can be to get titrated on a mental illness drug.”
Top: Dr. Cheng Lo, pharmacist, speaks with interior design students at Phalen Family Pharmacy in St. Paul, as they help to build a more culturally sensitive and inviting pharmacy space. Bottom: A photo art piece, “Medicines Like Food, Food Like Medicine,” from the To Really See exhibit.
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About 100 people attended each of the play’s two performances, including students and faculty, and participated in a discussion led by Ranelli after the show. “The reaction was interesting,” he observed. “They said, wow, I never thought of that, or some people said, you know, that doesn’t put pharmacists in the best light. These scenes were based on stories from real patients. We were very truthful about the situations. Generally the qualitative statements [from surveys conducted on site] were very positive. It was all in the learning direction about understanding this better after they saw the play than before.” Ranelli hopes to incorporate the play into the curriculum or find a way to fund more performances. Given that the total production cost for one live performance is about $18,000, and the estimated cost to make a professional film that could be distributed to other institutions for educational use is around $50,000, he is searching for a “friendly wallet” to make one or both scenarios a reality. In addition to devoting time to “Go Ask Alice,” Ranelli helped bring to life an art exhibit that aims to encourage frank dialogue about the role of medication in our lives. He originally had an idea for a photography exhibit that explored what medicine meant to the artists. Then, at the Minnesota Public Health Association annual conference in 2016, he met Jes Reyes, the program coordinator at Avivo (formerly Spectrum) ArtWorks, which supports artists who are suffering from mental illness. “I described this idea to her, and she suggested focusing on all forms of art,” Ranelli said. They opened a traveling exhibit within 18 months called “To Really See: Exploring the Medication Taking Experience.” Another recent project examined how design ties into cultural sensitivity in medical environments such as hospitals and clinics. “What are the comfort factors for someone who’s in a very vulnerable position?” he wondered. “How does an environment contribute to decreasing stress? Pharmacies are set up for merchandise but I don’t know if the environment is really that comforting to people. Students should be interested in how their pharmacy is perceived by patients.” With that in mind, he embarked on an interdisciplinary effort with the university’s interior design department and Phalen Family Pharmacy in St. Paul to design a pharmacy to be more culturally sensitive and more inviting to the clientele rather than looking like another big box store. “It’s about getting patients to want to come to see you and be comforted by the environment,” he noted.
In a class assignment at the University of South Florida College of Pharmacy, students were separated into groups and asked to identify what makes a certain culture’s death rituals unique.
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Studying medication use behavior and exploring the social side of public health (human interaction with medication) is something that Ranelli believes is overlooked. “Social pharmacy looks at where pharmacy fits in within the big picture of healthcare,” he said. “Maybe [incorporating the arts into the curriculum] is superfluous to some, but anytime you’re working with human beings—and pharmacy is tied at the hip to patients—having a full breadth of experience in education and being able to carry that to your community is what builds relationships.”
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“Storytelling is an amazing teacher, as is reflection. Any time you connect students to material through active means and can provide a sense of relevance, I think it’s an effective way to learn about the patient experience.” — Dr. Heather Petrelli A Lighter Look at a Heavy Topic At the University of South Florida College of Pharmacy, Dr. Heather Petrelli, associate dean for student affairs, teaches a “Death and Dying for Healthcare Practitioners” course that uses text, film, media, the arts, guest speakers and field trips to explore the material. “Pharmacists are going to have to face patients who deal with death and dying on a regular basis, so they need to be aware and explore their own thoughts on mortality,” noted Petrelli, a former licensed therapist who earned her master’s degree in counseling and Ph.D. in educational leadership. “The course focuses on the grieving process from the perspective of the healthcare practitioner.” The inspiration for the course, which she first taught at another institution for three years and began teaching last year at South Florida, partly stemmed from seeing Carnegie Mellon professor Randy Pausch’s “Last Lecture.” Speaking with Pausch before his death gave her some ideas about how to present the materials. She decided to use different forms of art and media to make the course relevant and interesting to students. “It’s a heavy topic,” she acknowledged. “I wanted something that was relatable to the students. I personally love movies so we do a lot through that. One of the projects is a daily show and tell. Students are required to bring something to class where they are sharing something from literature, humor, art or music that addresses death and dying and loss. It doesn’t have to be personal. It can just be about those things. But they have to share how the item helps people overcome grief and loss.” Petrelli starts the class with a quiz from the reading and then goes into an interactive activity—a movie, video, TED talk, song or something related to the week’s topic and healthcare. “My favorite assignment is the death arrangements assignment,” she said. Students are randomly assigned a cause and age of death. Then, “students fill in a worksheet to plan their own funeral. As part of the assignment they have to determine the cost. It helps them really empathize
with caregivers of patients when they understand how arduous the process is. The last assignment is a paper exploring death in the media. Students have to choose from 50 movies to synthesize all the materials in the course and use a movie with personal relevance as a backdrop for sharing the impact of the course—understanding historical impacts and how it will affect their future patients and their own perspectives.” One of the movies she shows students is “Wit,” based on the play about an English professor who is diagnosed with terminal cancer and reflects on the importance of human compassion as she interacts with various caregivers. “Storytelling is an amazing teacher, as is reflection,” Petrelli said. “Any time you connect students to material through active means and can provide a sense of relevance, I think it’s an effective way to learn about the patient experience. “Historically, healthcare was focused on the biomedical model. Today, there has been a shift to continue to focus on the transactional or biopsychosocial model in which the patient and empathy is at the center.” She added that there are several other pharmacy faculty members who are incorporating the arts into coursework, some using Disney or Star Wars themes to engage students. Petrelli believes the humanities tap into something that society desperately needs: creativity and critical thinking. “If we lose creativity, we lose the ability to be innovative. A lot of students we have today have lost the ability to cope and lost the art of critical thinking. Their lives have been so managed. We need to use that side of our brain.” Through student feedback she discovered that people want to talk about death and dying but are often uncomfortable or afraid. “This course gives voice to that and allows an opportunity for people to share their emotions,” she continued. “As healthcare providers we must teach our students that mental health and our emotions are equally a part of the human experience. It’s part of the holistic aspect of patient care.” P Jane E. Rooney is a freelance writer based in Oakton, Virginia.
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Experience the Cuban Healthcare Delivery System with AACP Join AACP and your academic pharmacy colleagues on a special delegation to Cuba. Take advantage of this outstanding professional development opportunity to network with AACP leadership and your peers while gaining a holistic view of the Cuban healthcare delivery system and pharmaceutical industry. You can view more details on the AACP delegation website here: http://bit.ly/AACPtoCuba. Questions? Contact us at mail@aacp.org or complete a preliminary interest form here: http://bit.ly/AACPtoCubaForm. Dates: January 21–26, 2019; 6 days and 5 nights. Itinerary: View a preliminary itinerary here: http://bit.ly/AACPtoCubaItinerary Fee: The $4,750 fee includes group transportation within Cuba, meetings, accommodations in doubleoccupancy rooms, entry fees for cultural visits, the service of a national guide, and most meals.
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Preliminary Topics of Study These topics are open to revision based on the interests and make-up of the delegation: •
The three-tiered healthcare model in Cuba and the role of pharmacy in this structure
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The priorities for Public Health in the next few years
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Pharmaceutical distribution through the community health structure
• Advances and research developed in Cuba as a result of the U.S. Embargo •
Medical Education and Pharmaceutical Education
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The Cuban approach to wellness and preventative care
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Experience More of #PharmEd18 Expand your learning opportunities at Pharmacy Education 2018, July 21-25, in Boston, with engaging pre-sessions focused on admissions, personalized learning, grant proposals and more. Take advantage of exceptional pre-conference programming at the 2018 AACP Annual Meeting. But hurry, space is filling fast. Already registered but want to add a pre-session? That’s easy, just modify your existing registration by visiting https://my.aacp.org/Events/My-Registrations.
Pre-sessions Include: Admissions Workshop
Friday, July 20–Saturday, July 21 8:00 a.m.–5:00 p.m.
This pre-session will provide PharmCAS updates, WebAdMIT training, and featured sessions on student recruitment, holistic admissions, PCAT and more. The workshop is open to any staff from your college or school of pharmacy interested in sharing ideas, developing conversations and gaining insights on all things admissions.
Teachers Seminar: Personalized Learning: Striving for Greater Self-Awareness and Adaptability Saturday, July 21 8:00 a.m.–3:15 p.m.
Over the past several decades, pharmacy educators have discussed the importance of preparing students for contemporary practice, the need to change the educational paradigm to one that is student-centered, and strategies to assess student development of competencies deemed foundational to pharmacy practice. The contemporary personalized learning movement builds on elements of each of these and leverages technology and other tools to scale personalization to accommodate student diversity, optimize individual strengths and preferences and foster varied professional interests.
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Navigating Toward Major Gifts: A Development Program for Deans and Development Officers Saturday, July 21 8:30 a.m.–3:00 p.m.
Today’s deans shoulder responsibility for fundraising that in the past only a president might have assumed. To be successful, it is important to understand the sector and the competitive nature of philanthropy. This session is designed for deans, development personnel and other leaders, concluding with a panel presentation using successful case studies in pharmacy college philanthropic activities.
Early Career Faculty Program: Preparing a Successful Grant Proposal
Saturday, July 21 1:00 p.m.–4:00 p.m.
In this workshop, researchers and program officers will share tools and insights to heighten the impact of your proposals. Learn how to identify funding sources, survey the landscape of funded research, set an objective that resonates with funders and develop a compelling research plan.
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AACP Annual Meeting Boston, Massachusetts July 21–25, 2018
Joseph T. DiPiro Excellence in Publishing Workshop: Editorial Pearls and Insights Into Successful Academic Publishing in AJPE Saturday, July 21 1:00 p.m.–4:00 p.m.
Participants will receive useful guidance and hands-on experience in manuscript preparation and the review process with the editorial team for the American Journal of Pharmaceutical Education. During small group exercises, participants will have the chance to discuss their manuscript with AJPE editors.
Administrative and Financial Officers SIG Program Sunday, July 22 10:00 a.m.–4:15 p.m.
The Administrative and Financial Officers (AFO) SIG programs are designed for administrative and financial officers as well as other AACP participants interested in key administrative issues influencing the operations of colleges of pharmacy. Building relationships is essential to working collectively and establishing team environments. At the annual meeting, the SIG will host several sessions including operationalizing diversity, equity and inclusion initiatives as well as other aspects of building relationships across the operational centers of a college.
Register Now Last call registration rates for Pharmacy Education 2018 end Wednesday, July 25. To register, visit https://www.aacp.org/ pharmacy-education-2018-registration.
Follow us!
Facebook: facebook.com/AACPharmacy Twitter: @AACPharmacy Instagram: @AACPharmacy Use the Annual Meeting hashtag #PharmEd18
www.aacp.org/PharmEd18
Boston Calling Rooms at the Marriott Copley Place and Hilton Boston Back Bay are booking fast! To reserve your room, visit www.aacp.org/ article/pharmacy-education-2018-hotel-andtravel. Explore all the city has to offer after programming ends at www.bostonusa.com.
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AACP greatly appreciates the support from our meeting sponsors, whose contributions make this event possible: Platinum Sponsors
Certiphi Screening is a leader in student screening, creating AACP’s centralized student screening program and helping individual schools and other fields of study build thorough, compliant student screening programs. Certiphi Screening also provides applicant screening services to top healthcare organizations. Certiphi Screening’s applicant screening services are endorsed by the American Hospital Association.
Educational Day Sponsor
Making Medicines: The Process of Drug Development is an innovative and interactive online course designed to examine fundamental concepts and techniques of the drug development process.
Gold Sponsors
The PCAT is a specialized test that helps identify qualified applicants to pharmacy colleges. It measures general academic ability and scientific knowledge necessary for the commencement of pharmaceutical education. The PCAT is constructed specifically for colleges of pharmacy.
Silver Sponsors
For more than 20 years, Liaison has streamlined the process by which higher education institutions identify, recruit and enroll best-fit students. More than 5,000 programs on over 800 campuses nationwide reach prospective students, outsource administrative tasks and create exceptional experiences for applicants across the full enrollment cycle—from first interest to first day on campus—through our admissions management and enrollment marketing solutions.
As healthcare in the United States shifts to a patient-centered, value-based system that rewards positive outcomes, the NACDS Foundation is researching innovative care delivery that improves patient health, system efficiency and the quality of care. The Foundation is particularly interested in projects that are scalable and sustainable, which increase accessibility, improve chronic disease conditions, and generally improve patient outcomes. Our educational initiatives include the NACDS Foundation Faculty Scholars and Executive Fellowship programs, providing faculty and Pharm.D. graduates with the opportunity to focus on meaningful patient-centered research in community pharmacy settings.
Rite Aid is a Retail Healthcare Company offering a unique consumer experience by providing access to and coordination of health services, products and expert advice.
Pharmacy CORE Higher Education Group, an education technology company, provides software solutions for experiential education, competency assessment, and electronic portfolios to over 100 colleges and universities.
Bronze Sponsors
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The University of Maryland School of Pharmacy leads pharmacy education, scientific discovery, patient care, and community engagement in the state of Maryland and beyond.
With over 5,000 Walmart & Sam's Club Pharmacies nationwide, we offer affordable access to crucial medications, supply immunization services and provide patients with one-on-one consultations.
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Happily Ever After…At Work By Maureen Thielemans Annie McKee, Ph.D., has always been passionate about experiences in the workplace. But early on in her career, and throughout graduate school, she started to wonder why peoples’ passion for work was high, yet their happiness at work was low. So she spent years studying leadership and management theories, helping people develop their emotional intelligence and learning how to work better together. (Hint: relationships play a big role.) On Sunday, July 22, McKee will share more of her insights with attendees during the Opening General Session at Pharmacy Education 2018. But first, she spoke with AACP about finding balance, fulfillment and ultimately happiness in our working lives.
AACP: What’s one thing people could start doing today to improve their happiness at work?
McKee: We have to take responsibility for our own happiness. That means not giving in to the temptation to blame others, whether that’s a boss, a colleague or a culture that’s not great. Step #1 is to say, “It’s not perfect, but what can I do?” Step #2 is to take time out for reflection and consider, “What is it about my work that I actually feel good about?” Most of us can find something. Then try to see if you can emphasize some of those aspects of work. AACP: Is there anything Annual Meeting attendees might be surprised to hear during your keynote?
McKee: We often put ourselves in a box that’s really small when it comes to how much freedom we have in the workplace, but we usually have a lot more freedom to make changes than we think we do. We can make changes of all sorts, often in very practical ways: how we spend our time, who we talk to, and choosing to be optimistic rather than pessimistic are great things to try. People are also surprised, and relieved, to hear that despite what we’ve all heard, “You can’t be friends with people at work,” well, you actually can and should be close to the people you work with. You don’t have to go on vacation with them, or even go out to dinner, but you do need trust, warmth, laughter and fun.
AACP: How do you incorporate happiness strategies into your own work life?
McKee: One of the things I write about is “happiness traps” and one of the most dangerous is the overwork trap. This is exactly what it sounds like: Just. Working. Too. Much. For those of us who love our work this is an insidious, even seductive trap. We find ourselves, for all the right reasons, putting aside other aspects of life for the job—to the extent that we start to feel pressure and burnout. I really struggle with that, not only because I love my work but because I have a lot of pressures in my job and it’s very easy to find myself slipping down that proverbial slope. I have to be very mindful to do the things I love and be with the people I care about.
AACP: What advice would you give your younger self? McKee: Be brave…sooner. And do what you love. I got there, but it took me longer than it should have. Maureen Thielemans is director of communications at AACP and editor of Academic Pharmacy Now.
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Pharmacists Help People Live Healthier, Better Lives.
1400 Crystal Drive, Suite 300 P Arlington, VA 22202 703-739-2330 P www.aacp.org
Register Now for the 2018 Fall Institute Strategies to Promote a Culture of Well-being Among Students and Faculty October 15–17 | Hyatt Regency Dulles | Herndon, Va.
Stress, anxiety and tragedy are disruptive to student learning. Colleges and schools of pharmacy should provide mindful programs to support an environment of well-being for students, and faculty, which will help minimize the impact of these pressures. Plan to attend the 2018 Fall Institute where expert speakers will address student mental health and programs that contribute to dealing with stress in order to facilitate learning.
Register now: http://bit.ly/2018FallInstitute
Who Should Attend: • Student affairs professionals at the college or university level • Chief wellness officers • Faculty/student advisors • Human resource professionals • Faculty and administrators in academia
Save the Date
February 23–26, 2019 Tampa, Fla. Microsessions at INvolve 2019 Packing information and insight into 10-minute segments, microsessions are an innovative way for meeting attendees to engage on different strategies and tactics that address important issues. This shorter format provides an opportunity for participants to hear multiple approaches and success stories. Presenters will provide a brief, 5–7 minute overview of their programs related to a specific topic, followed by a 3–5 minute Q&A.
We are seeking proposals for microsessions for the INvolve 2019 meeting. The topics are: • Student leadership • Preparing students to work in corporate structures • Regional campuses Interested in submitting a topic? Visit http://bit.ly/IN19Microsessions. Proposals in the form of a 250 word abstract will be accepted Sept. 10–Nov. 12.