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Course Model Redesign for Continuity of Instruction

Course Model Redesign for Continuity of Instruction
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Author(s): Elizabeth A. Sheaffer (McWhorter School of Pharmacy, Samford University, USA), Katie Boyd (McWhorter School of Pharmacy, Samford University, USA) and Cheryl D. Cropp (McWhorter School of Pharmacy, Samford University, USA)
Copyright: 2022
Pages: 21
Source title: Handbook of Research on Updating and Innovating Health Professions Education: Post-Pandemic Perspectives
Source Author(s)/Editor(s): Channing R. Ford (Jacksonville State University, USA) and Kimberly B. Garza (Auburn University, USA)
DOI: 10.4018/978-1-7998-7623-6.ch006

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Abstract

The purpose of the chapter is to illustrate instructional models that were implemented by Samford University McWhorter School of Pharmacy to comply with COVID-19 social distancing restrictions. While the second half of Spring 2020 was completely online (statewide shutdown), the university remained open in a hybrid manner for the 2020-21 academic year. There are three sections in the chapter: didactic, interprofessional, and advanced pharmacy practice experiences. The didactic section discusses course delivery methods and active learning, office hours, remote testing, student feedback, and contingency planning. The interprofessional section illustrates some of the school's synchronous and asynchronous interprofessional learning activities before and during the COVID-pandemic, as well as interprofessional education assessment methods. The last section of the chapter discusses how advanced pharmacy practice experience “direct patient care” was redefined, examples of the experiences, and contingency plans that were put into place to ensure on-time graduation for the classes of 2020 and 2021 pharmacy students.

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