Educational Day Sponsor

The NACDS Foundation utilizes education, research and philanthropy to help improve patient outcomes and advance public health. Through its collaboration with academic institutions and public health entities, the Foundation seeks to uncover innovative care delivery models that can be replicated and scaled into real-world solutions.

Schedule

Tips for Completing the Form

• Please provide a brief description or abstract using the Objective, Methods, Results, and Conclusions fields below (not to exceed 280 total words).
• Type directly into the form or copy from an existing word processing document, as it will appear in the final format.
• Please remember ALL boxes must be completed.
• Please proofread your abstract, as accepted abstracts will be submitted to AJPE exactly as they are entered here.

Letter of Intent Criteria and Format

Letters of intent and applications will be received through AACP’s online submission website. Letters of intent should outline the innovation and be no longer than 2 pages (no smaller than 11 point font, single spaced with 1 inch margins). Letters of intent must include answers to the following questions:

• What was the purpose of this innovation? What teaching or learning challenge was being addressed by this innovation? How was the innovation implemented/tested? 
• How is this project innovative? How does this innovation build on current literature?
• What was the scale or scope of the innovation?  (e.g. Who was involved? What kind of change did this entail?)
• How was this innovation evaluated?  What data are (or will be) available to describe the effects on learning?  While student ratings/reports are useful, please include at least one additional source. Include one or two main takeaways from the evaluations. 
• If there have been any iterations, what have been the results, including any ripple effects?  What has been the dispersion of the innovation to date (if any)? How will this innovation continue to be used in your curriculum (i.e. future plans)? 
• How could this innovation be adapted to meet different learning outcomes and/or be transferred to another institution? 

Reviewers will evaluate letters of intent and will select 5 applicants/teams to move forward with submitting a complete portfolio.

Portfolio Criteria and Format

The portfolio must be no longer than 3000 words (no smaller than 11 point font, single spaced with 1 inch margins) not including cover page, abstract, appendices or bibliography. Appendices should be supportive of the portfolio and should not include additional text.

Portfolio Components

Cover letter (one-page maximum): Indicate the primary author to whom subsequent correspondence should be sent

Table of Contents

Abstract (250-word maximum, including author name(s), school name, and innovation title)

Description of the innovation 

Innovation is a multi-stage process (e.g. generation, development, adaptation) where ideas are transformed into new methods, processes, or approaches to advance education. Innovation involves intentional activity and structured creativity that is aimed at making education better. Innovation involves the application of an idea that is different, cutting edge or novel to the environment or organization. Innovation is not to be confused with invention, which is the creation of ideas.

• Does the applicant clearly describe the rationale/goals of the innovation? 
• Does the applicant describe specific learning objectives/desired outcomes of the innovation? 
• Are the specific learning objectives/desired outcomes stated in measurable terms? 
• What is the quality of the evidence provided that the innovation is appropriate for the learning objectives/desired outcomes? 
• Did the applicant include a description of the course/unit content? 
• Did the applicant indicate the appropriate learner audience/level of learner (e.g., pre-professional, first professional year, second professional year, faculty member, preceptor, practitioner etc.) for which the innovation is intended? 
• Does the applicant clearly describe what the learners do? 
• Does the applicant clearly describe what the instructor(s) do? 
• Does the applicant clearly describe resources used to support the project?

Data Source(s) and Analysis Plan

• Does the applicant include multiple sources of evaluative data in the analysis of the innovation? 
• Do the data relate to the stated learning objectives/desired outcomes? 
• Do the identified data sources provide varied perspectives on the innovation success (e.g. performance, student/peer/faculty feedback, etc.)? 
• Does the applicant use appropriate assessment tools? 
• Are data provided rather than anecdotal reports?
• Are the data appropriately analyzed?

Evaluation of Results 

• What is the quality of the evidence of learning as a result of this innovation? 
• What is the quality of the evidence provided demonstrating the impact of the intervention? 
• Does the applicant describe how the innovation helped students meet the learning objectives and the desired outcomes?

Discussion 

General Discussion 

• Does the applicant provide a sound rationale as to why the innovation was implemented? 
• Does the applicant include a significant discussion as to why the innovation was successful or not successful? 
• What is the quality of the evidence provided suggesting that the approach/material is effective? 
• What is the quality of the evidence provided suggesting that the approach/material is innovative? 
• Did the applicant include a description of planned modifications, including a sound rationale for each modification, as a result of the learner and peer evaluations and experience with the innovation?

Practicality/Workability/Transferability

• Does the applicant describe how this approach/material has been or could be implemented or adopted by others within their school or program? 
• Does the applicant describe the resources used in the creation or implementation of the project? 
• Does the applicant provide evidence of project sustainability (are exceptional resources required to implement or continue this innovation)? 
• Does the applicant describe how this approach/material may be implemented in other organizations?

Importance/Impact

• Does the application describe how this approach/material has benefitted the educational community (e.g. learners, colleagues, college, and institution)? 
• Does the applicant describe how others have built or will built upon the approach/material?  This could include how they will use results in future work.

Overall

• Is the approach/material described truly innovative in pharmaceutical education?

Bibliography

Appendices (optional)

Items appearing in the appendix are at the discretion of the individual applicant or team. Typical items may include, but are not limited to: charts, graphics, tools, instruments, or examples of student work products. Appendices should not include additional text.

Please contact Michelle Assa-Eley, Director of Education, with any questions at massa-eley@aacp.org.

The Council of Sections (COS) invites student pharmacists, graduate students, postdocs, residents and fellows at colleges and schools of pharmacy to submit poster abstracts for inclusion in a trainee poster competition at the 2020 Annual Meeting in Long Beach, California. In this competition, presentations will be judged onsite by multi-disciplinary teams, and one poster will be recognized in each of the following three categories: best poster by a student pharmacist, best poster by a graduate student, and best poster by a resident, fellow or postdoc.

The Council of Sections (COS) invites American Association of Colleges of Pharmacy (AACP) members to submit research and education poster abstracts for the 2020 Annual Meeting poster sessions on Sunday, July 19 and Monday, July 20, in Long Beach, California.

Deadline: Wednesday, February 19, 2020 at 11:59 P.M. (PST)

SUBMIT AN ABSTRACT

Americans with Disabilities Act

ADA Home Page: Contact the ADA information line at 1-800-514-0301 (voice) with questions.

AJPE Search for Americans with Disabilities Act (ADA)

AACP Student Services SIG Webinar: ADA: Understanding Reasonable Accommodations (webinar)

Coalition for Disability Access in Health Science and Medical Education

The Coalition advocates for health profession students with disabilities and strives to enhance awareness about these issues. It reflects the collaboration of educators in health profession schools who seek to respond to student accommodation needs during all phases of education and training. The Coalition is affiliated of the Association for Higher Education and Disability (AHEAD). Visit the Coalition’s website to access a robust collection of resources.

Welcome to the Women’s Health Curriculum and toolbox developed through a collaboration between AACP and the FDA's Office of Women's Health. This curricular framework outlines core competencies and performance-based learning objectives for use in either dedicated courses on women's health or in conjunction with other pharmacy courses. While these core objectives and competencies should be introduced by faculty and mastered by all pharmacy students, the curriculum is designed to be flexible in order to keep up with the ever-changing knowledge about women's health issues.

The curriculum contains multiple online resources to enhance discussions on the competencies and objectives. We will continually update and add to this framework and welcome your suggestions for topic areas and resource inclusion, which can be made by contacting Dr. Kelly Ragucci, Vice President of Professional Development. We hope you and your students benefit from this curriculum, and use it and its resources in creative ways. Women are not only patients, but caregivers and healthcare decision makers in our society, and learning about and incorporating into pharmacy practice knowledge about their unique health needs benefits us all.

Learning and Performance Outcomes

Learning Modules

Learning Resources

Assessing Women in General Practice