Teaching electrocardiogram basics using dance and movement.

OBJECTIVE: To implement and assess an innovative approach to teaching electrocardiogram (ECG) rhythms using dance and movement. DESIGN: Recognition of ECG rhythms was taught to a group of third-year pharmacy students using dance and movement via collaboration with a dance faculty member. A control group was taught using traditional pharmacy lecture and PowerPoint slides. ASSESSMENT: A pretest and posttest were administered to both groups. There was a trend in test score improvement in the dance and movement group. After the sessions, a focus group was held to assess student perceptions using qualitative methods. Students thought the addition of dance helped them with speed of retention and recognition of ECG rhythms. Some students reported feeling out of their comfort zone. CONCLUSION: Interprofessional collaboration between pharmacy and dance faculty members resulted in an innovative teaching methodology for ECG rhythms that increased test scores.

Community-based collaboration with high school theater students as standardized patients.

OBJECTIVES: To describe a collaborative undertaking between a private school of pharmacy (Bernard J. Dunn School of Pharmacy) and a public high school (John Handley High School) in the development, and implementation of a partnership utilizing high school theater students as standardized patients. METHODS: High school theater students were trained to portray patients within the Standardized Patient Assessment Laboratory. The patient encounters were videotaped and evaluated by both peer and faculty members. Quantitative and qualitative analyses of semi-structured interviews, focus groups, post-encounter surveys of students and faculty members, and encounter grades were used to evaluate the outcomes. RESULTS: Pharmacy students exhibited competence in clinical assessment skills as evidenced by high encounter grades (91.5% +/- 6.8%) and 100% positive faculty feedback. The high school theater students self-reported that their improvisational skills improved through learning patient conditions and behaviors. Both schools met their mission statement and accreditation goals, including increased collaboration with the community. CONCLUSION: This model for collaboration between a school of pharmacy and a high school using adolescents as simulated patients was successful in creating a beneficial learning experience for both the theater and pharmacy students.

The planning and implementation of a faculty peer review teaching project.

OBJECTIVES: Describe the planning and implementation of a pilot peer review system, assess factors related to acceptance by faculty and administration, and suggest ways to increase the number of faculty members reviewed and serving as reviewers. DESIGN: A faculty-driven process was used to create a model for peer review. Faculty members completed a survey instrument with open-ended responses for indicating reasons for participation or nonparticipation, components of the evaluation process that they would like to see changed, and what they found most helpful or insightful about the process of peer review. ASSESSMENT: Faculty acceptance of and satisfaction with the peer review process is attributed to the development and implementation process being faculty driven and to peer reviews not being required for promotion and tenure decisions. Faculty members who were reviewed stated that the process was helpful and insightful and would lead to better teaching and learning. CONCLUSION: A successful faculty peer-review process was created and implemented within 6 weeks. All of the faculty members who chose to be peer reviewed or serve as reviewers reported satisfaction in gaining insights into their teaching, learning innovative approaches to their teaching, and gaining confidence in their teaching pedagogy. Techniques for achieving 100% participation in the peer review process should be addressed in the future.