The Academic Triathlete: Applying Triathlon Training Principles to Guide Academic Success

Introduction: Academic faculty are evaluated on their service, teaching, and research performance with the reward of tenure, promotion, and self-fulfillment. Triathletes spend numerous hours building their swim, bike, and run endurance in aspiration of crossing the finish line on race day. Given the workload required for academic and triathlon success, effective time and task management is essential. In this commentary, the authors posit that academic faculty can effectively structure their day-to-day “training” to achieve their career ambitions similarly to how a triathlete structures their training plan in preparation for a race. Perspective: Triathlon requires mastery of three disciplines - swimming, biking, and running - each of which requires specific training approaches, skills, and techniques. Likewise, the service, teaching, and research pillars of academia involve planning, development, and application of diverse knowledge, skills, and techniques. The authors apply the fundamental aspects and lessons learned of triathlon training to the planning and execution of faculty academic work. Implications: Through the adaptation of a triathlete training framework to an academic position, the reader will be prepared to cross the finish line and realize their career goals as an academic triathlete

Team-Based Decision-Making in an Objective Structured Clinical Examination (OSCE): Are Pre-Licensure Healthcare Students “Collaborative Practice-Ready”?

  Evaluation of pre-licensure students’ competency in team-based decision-making is lacking. The purposes of this study were to evaluate pre-licensure pharmacy students’ competency in team-based decision-making in the context of an objective structured clinical examination (OSCE), and to determine whether performance correlated with reflective assignment scores. Students’ self-assessment and conceptualization of team-based decision-making in practice was also evaluated. Twenty-three pre-licensure pharmacy students’ competency in team-based decision-making was evaluated in an OSCE station and with a reflective journal assignment; rubric scores for both evaluations were compared using Spearman’s rank order analysis. Students completed an 18-item questionnaire regarding attitudes, confidence, and perceptions related to team-based decision-making. Descriptive statistics and construct analysis with open coding were used to analyse questionnaire results. Mean OSCE station and reflective journal scores were 45% and 66.3%, respectively, and were not correlated. Students’ attitudes toward team-based decision-making were positive, and they reported performing associated behaviours during experiential education rotations. Students appropriately defined ‘team-based decision-making’ and were highly confident in performing related activities. However, students’ conceptualization of team-based decision-making did not align with the pharmacy program’s competency framework.  Three key themes were identified through the study analyses: 1) student performance is dependent on assessment context when evaluating collaborator-related competencies; 2) there is a mismatch between students’ perceived competency and objectively measured competence when collaborator outcomes were assessed within an OSCE; and 3) students’ perceptions of team-based decision-making do not align with the program’s competency framework. Future research is necessary to assess competency and perceptions of team-based decision-making in students from other healthcare professions, and to further evaluate whether pre-licensure students are “collaborative practice ready”.   Article Type: Case Stud

Using Assessment Design Decision Framework in understanding the impact of rapid transition to remote education on student assessment in health-related colleges: A qualitative study.

Maintaining integrity and validity with online assessment is a significant issue that is well documented. Overt policies encouraging educators to adopt e-Learning and implement digital services coupled with the dramatic change in the education system in response to the challenges posed by COVID-19, has furthered the demand for evidence-based approaches for the planning and delivery of assessments. This study employed the Assessment Design Decision Framework (ADDF), a theoretical model that considers key aspects of assessment design, to retrospectively investigate from a multi-stakeholder perspective the assessments implemented following the rapid transition to remote learning during the COVID-19 pandemic. One-to-one semi-structured interviews were conducted with faculty and students from the Colleges of Pharmacy, Medicine and Health Sciences. After inductive and deductive thematic analysis three major themes were identified. These reflected on the impact of sudden transition on assessment design and assessment plan; changing assessment environment; and faculty-student assessment related interactions which included feedback. The use of a comprehensive validated framework such as ADDF, to plan assessments can improve validity and credibility of assessments. The strengths of this study lie in the innovative adoption of the ADDF to evaluate assessment design decisions from both an educator and student perspective. Further, the data yielded from this study offers novel validation of the use of ADDF in circumstances necessitating rapid transition, and additionally identifies a need for greater emphasis to be attributed to the significance of timeliness of the various activities that are advocated within the framework

Global comparison of professional positioning by pharmacy programs towards prospective students

© 2020 Elsevier Inc. Background: Enrolment of capable prospective students for pharmacy programs is a major priority for the profession. The way in which these students perceive a future career in pharmacy may be dependent on how programs position the profession using recruitment material. Objectives: Objectives were to determine how top ranked pharmacy programs across 5 countries position the profession to prospective students on website recruitment material and to compare similarities and differences in how programs use speech acts within positioning statements. Methods: A qualitative, thematic analysis of publicly available online recruitment information extracted from the top 2 ranked English-speaking pharmacy programs (according to 2018 QS rankings) from each of Australia, Canada, New Zealand, United Kingdom, and the United States was completed. Results: Three positioning themes were identified: Pharmacists as health professionals and medicines experts; Pharmacists evolving role as care providers; and Pharmacist diversity in careers. Programs used questions, statistics, and carefully selected words to engage readers, backup statements with evidence, and market positioning statements to younger generations. Conclusions: Pharmacy programs position the profession using similar themes but use different strategies to relay positioning messages to prospective students. These findings may have implications for fostering prospective student interest in pharmacy programs