B5 - Transition from “fact-based teaching” to “complex clinical problem solving”

Conference Hall A - Section A

Organised by FIP’s Academic Pharmacy Section, in collaboration with IPSF


Carl Schneider (The University of Sydney, Australia) and Linda Garrelts MacLean (Washington State University, USA)


With an increasing focus on interprofessional education, pharmacists are increasingly trusted to offer suggestions and make interventions to improve patient care. Available data suggest that interventions by pharmacists not only decrease costs but also improve patient outcomes. To prepare future pharmacists to navigate a complex care environment, new skills need to be developed.

In order for pharmacists to be effective interprofessional team players, strong clinical decision-making skills are required. Such skills need to be developed over time in a safe environment before demonstration in a practice setting. This session will introduce a range of current and future simulation activities including augmented and virtual reality.

The second focus of this session will be on how affective skills are developed. An effective team player also requires strong communication and negotiation skills. These are an essential requirement for expanded activities that pharmacists undertake, such as disease state management, motivational interviewing, and goal-setting. Finally, FIP’s Pharmaceutical Workforce Development Goal 11 places a focus on collecting data to show the value of pharmacists in healthcare teams, but student pharmacists are rarely taught to collect such data in school curricula. An increased emphasis on both making interventions and collecting data with regard to the outcomes would likely provide ample justification for expanded pharmacy services in most health systems.

TED Talk-like presentations will be delivered by speakers who will engage the audience, providing an opportunity for the audience to debate and discuss the issues presented.


09:00 – 09:10 Introduction by the chairs

  1. 09:10 – 09:45 Learning to play safely: Simulation environments for clinical decision-making
    Rebekah Moles (The University of Sydney, Australia)
  2. 09:45 – 10:20 “Soft” skills aren’t so easy: Incorporating affective skills in pharmacy education
    Marietta Basson (North West University, South Africa)

10:20 – 10:40 Coffee/tea break

  1. 10:40 – 11:15 Focusing on the problem, not the disease state
    Jodie Malhotra (University of Colorado, USA)
  2. 11:15 – 11:50 Contributions of students in the practice environment
    Dalia Bajis (The University of Sydney, Australia)

11:50 – 11:55 Conclusion by the chairs

11:55 – 12:00 Room refresh

Learning Objectives

At the end of this session, participants will be able to:

  1. Differentiate potential methods for educating student pharmacists to not only make interventions but also collect and use data from those interventions
  2. Demonstrate how PWDG 11 may help to expand the use of pharmacy services
  3. Construct affective cognitive skill development in pharmacy curricula
  4. Draw ways to transition pharmacy education from fact-based (lower level Bloom’s taxonomy) to problem solving (higher level Bloom’s taxonomy).

Type of session: Application-based