School of Pharmacy Co-Curricular Assessment

School of Pharmacy Co-Curricular Assessment

School of Pharmacy Loma Linda University

Standard 4. Personal and Professional Development Professional Development Course Sequence LLUSP’s Doctor of Pharmacy curriculum includes a six-course sequence entitled “Professional Development.” Within the Professional Development course sequence, all of the key elements for Standard 4 are addressed.

• Self-Awareness: During the first-year professional development course sequence, students are required to maintain a “self-awareness” journal. In the first half of the journal, students reflect on their own learning within the classroom setting. In the second half of the journal, students reflect on and propose innovative ideas and solutions regarding issues or situations they encountered in their introductory pharmacy practice experiences in the community setting. Students write reflective essays for outreach activities required in their courses. Data on students’ achievement of self-awareness is provided in Upload 4.03.

• Leadership: Students work in small groups on projects included in the professional development course sequence. Each group is assigned a group leader who is responsible for ensuring the group remains focused and is organized. This approach gives students who might otherwise not assume leadership roles an opportunity to work on leadership skills. Outcomes data on co-curricular activities addressing leadership is provided in Upload 4.02.

• Innovation/Entrepreneurship: Students are introduced to the idea of innovation and entrepreneurship during the first-year Professional Development sequence. The aforementioned self-awareness journal assignment provides opportunities for students to innovate by encouraging them to analyze everyday activities in community practice environments and propose changes that would make them more efficient and effective. Assessment data from students’ reflections addressing innovation/entrepreneurship is provided in Upload 4.04.

• Professionalism: Early on in their first year, all students participate in the development of a class pledge of professionalism. The concept of professional identity is presented to the entire class. Students then work in small groups to provide input regarding what values and ideals they believe must be present in their class pledge. A small subset of the class (typically 8-10 students) take the input provided by their peers and draft a pledge, which is then presented to the class for discussion and final editing. During their white coat ceremony, students recite their class pledge together. Afterwards, students produce a two-three-minute video of themselves speaking on their professional identity. Outcomes data on professionalism is provided in Upload 4.01. P1 students also develop their first curriculum vitae as part of the Professional Development course. Student leaders from Phi Lambda Sigma (PLS) present to the class

what should be included in a curriculum vitae and provide them with examples prior to each student writing one for his/herself. Students are then assigned PLS mentors who review their curriculum vitae and provide them with feedback to improve the documents. During the P2 year, students work to develop a professionalism checklist which they subsequently use to evaluate their P1 colleagues during a Market Night outreach event. This activity gives them an opportunity to consider what behaviors constitute professional conduct so that professionalism is reinforced. Second-year students also receive a refresher lecture on curriculum vitae development and are required to review and update their curriculum vitae. They are paired with PLS mentors who review and provide feedback. During the third year, students learn to write a letter of intent. Instructors use an anonymous peer editing process to critique the letters, and feedback is provided to students. In addition, students are asked to record a short video interview describing their ideal job and what they see as their personal strengths.

Pharmacy Practice I-III Course Series Pharmacy Practice I-III courses are scheduled in students’ third year with the expectation that students will pull together much of the therapeutics they have learned over the previous two years in the curriculum. Students work in groups on a weekly basis to review patient cases, identify problems, think critically about how the problems affect one another, and apply guidelines, as well as analyze primary literature to make confident and informed decisions. This course also allows students to work with other student providers and encourages them to demonstrate professionalism while developing their communication and teamwork skills. Each student is required to submit a self-assessment of their performance after each weekly session. Experiential Education Self-awareness, leadership, entrepreneurship and innovation, as well as professionalism are also addressed in the both IPPE and APPE course objectives. Students are evaluated by their preceptors on the components addressed in Standard 4 at the end of each rotation. Outcomes of CAPE Domain 4 areas addressed in IPPE and APPE rotations are provided in Uploads 4.09 and 4.10. Professional Organization Membership and Class Leadership Structure The School hosts eight professional organization chapters as well as Phi Lambda Sigma (the pharmacy leadership honor society) and Rho Chi (the pharmacy academic honor society). A total of 103 leadership roles are available to students as a result of our student professional organization structure. School administration has placed a limit on the number of student leadership roles any given student can hold in order to allow more students to serve in a leadership capacity and to

prevent overzealous students from spreading themselves too thin. Each student may hold no more than two officer positions during a single academic year. Exceptions are made for students who are members of either Phi Lambda Sigma, Rho Chi, or both. In addition to the School’s student professional organization leadership positions, each class has officer opportunities which further increases the number of leadership opportunities available to students. Co-Curricular Plan As a complement to the formal curriculum, in Spring 2019, the School developed a formal co-curricular plan (Upload 4.07). The plan consists of seven major co-curricular categories along with examples of acceptable activities under each category, the co-curricular requirements, instructions for faculty advisors regarding their responsibilities in monitoring student completion of co-curricular requirements, and a rubric to evaluate students’ reflections on participation in co-curricular activities. This plan helps to ensure that all students are exposed to the key elements in Standard 4, but it is also flexible enough to allow students to customize their participation in areas of interest to them. Students are required to complete a total of 100 hours of co-curricular activities prior to graduation with a minimum of four hours in each of the seven co-curricular categories: (1) professionalism and advocacy, (2) leadership, (3) innovation and entrepreneurship, (4) patient-centered care, (5) spiritual growth, wholeness, wellbeing and cultural sensitivity, (6) interprofessional experiences, and (7) life-long learning. For each co-curricular activity, students are required to write a 100-word reflection on the experience and how that activity contributes to their development as a pharmacist. Reflections are reviewed by each student’s faculty advisor. In Fall 2019, the School launched the co-curriculum plan using the Live-text VIA platform for students to document and reflect upon their participation in co-curricular activities. The School has also entered into a partnership with the American Pharmacists Association (APhA) to migrate our co-curricular plan onto the ADVANCE system in the 2020-2021 academic year. The ADVANCE team at APhA is working closely with School leadership to adapt the system to meet our co-curricular needs. LLUSP has piloted the system with P4 students in 2019-2020, and launched with all students with the 2020-2021 academic year. The team at APhA has actively used student and faculty feedback to further refine their system. Examples of co-curricular experiences available to students during different years in the program are provided in Upload 4.05. Examples of co-curricular opportunities, tools, and platforms utilized to capture students’ co-curricular activities, hours, and reflections are provided in Upload 4.06. In concert with the Co-Curricular Plan, the Office of Experiential Education coordinates and hosts a number of programs to assist students with professional and career development. These programs address issues such as challenges facing the profession and how to make oneself stand out in an interview. In addition, a coordinated effort has been made to invite to campus speakers who expose students to innovations in pharmacy practice. Students are afforded the opportunity to hear from and interact with pharmacists who have achieved success in their careers. These supplemental

presentations are scheduled throughout the P1-P4 years. Additionally, the Dean’s Forum focuses on leadership and entrepreneurship. During these sessions, successful innovators in pharmacy practice at state and national levels are invited to speak about their practice, challenges, and successes.

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Outcome assessment data summarizing students’ overall achievement of professionalism

LLUSP Professionalism Data

Percent P2 Students with Reflections on Professionalism Activities

Academic Year Cohort Exceptional Satisfactory Inadequate N

2015-2016 Class of 2018 37.7% 31.2% 31.2% 81

2016-2017 Class of 2019 7.2% 76.8% 15.9% 69

2017-2018 Class of 2020 26.2% 65.6% 8.2% 75

Reflection Prompts:

Describe an example of an interaction with a community member during this event. o In what ways did you demonstrate professionalism by the way you acted? o In the setting of your activity, what professional behaviors are most important and why? Did you

notice any instances where increased professionalism would have been beneficial? o How would the professional behavior you have just described enhance your performance in a

clinical setting?

LLUSP Co-Curriculum Reflections Academic Year 2019-2020

Professionalism & Advocacy Reflection Satisfactory Revise and Resubmit

NA N

Class of 2021 99.00% 1.00% 0.00% 25

Class of 2022 93.75% 0.00% 6.25% 16

Class of 2023 90.48% 2.38% 7.14% 21

Total 94.76% 1.21% 4.03% 62 Reflection Prompts:

Discuss something new you learned about the profession of pharmacy as a result of participating in this activity.

Describe how this activity expanded or refined your professional goals.

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LLUSP Statement of Continuous Professional Development for Students

In Spring of 2019 Loma Linda University entered into a partnership with the American Pharmacists Association to

pilot the use of the ADVANCE platform with students in the academic setting. ADVANCE was originally designed

as a tool that employers could use to monitor and track professional development activities for their employee

pharmacists. The platform takes the user through a series of steps in order to generate a professional

development plan. Users start by performing a self-evaluation to determine where they are at now. The systems

takes the user through a series of seven evaluation steps that assesses their strengths, skills, attributes, interest

areas, areas for growth and development, licensure, and wellbeing. Once the evaluation step is complete the user

moves on to analysis where they use the information generated through the evaluate step to create smart goals.

The final step is to create a professional development plan. The system generates suggested activities for the user

to consider engaging in given their current skills, areas of interests, as well as their areas for growth and

development.

We implemented the system for all students at the beginning of the 2020-21 academic year. It is our intention to

have students use the system on an annual basis to develop a professional development plan for each academic

year of their studies.

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Outcome assessment data summarizing students’ overall achievement of leadership

LLUSP Leadership Data

Percent P1 Students with Reflections on Leadership Activities


2015-2016 Class of 2019 21.8% 63.6% 14.5% 91

2016-2017 Class of 2020 2.2% 80.4% 17.4% 73

2017-2018 Class of 2021 13.7% 68.6% 17.6% 65

Reflection Prompt:

Describe the specific role you played during the event, using three action verbs such as you would use in a CV (e.g., designed, organized, presented, etc.). How did your activities contribute to the overall purpose of the event? What might have done differently to make the event more successful?

Did you play a leadership role in this activity? If so, describe the strengths you drew upon to carry out this role. If not, describe the qualities of the leaders that contributed to the success of the event.

Describe at least one trait that would be helpful to you to develop in order to be a more effective leader.


Leadership Reflection Satisfactory Revise and Resubmit

NA N

Class of 2021 98.75% 1.25% 0.00% 20

Class of 2022 89.58% 2.08% 8.33% 12

Class of 2023 100.00% 0.00% 0.00% 5

Total 95.95% 1.35% 2.70% 37 Reflection Prompt:


Discuss how you plan to utilize the experience gained during this activity to help you grow your leadership skills.

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Outcome assessment data summarizing students’ overall achievement of self-awareness

LLUSP Self-Awareness Data

Assessment data from all co-curricular activities during the 2019-2020 academic year.

Faculty advisors assessed student reflections based on the following scoring standard.

The reflection provides an impression of what the student learned as well as defined the student’s goals and areas for improvement. Reflection demonstrated self-assessment of personal/professional growth. Student commented upon how this experience will impact his/her career and/or personal life.

Rubric Element: Insight and Reflection

Satisfactory Revise and Resubmit

NA N

Class of 2021 98.31% 0.56% 1.12% 178

Class of 2022 90.43% 0.87% 8.70% 115

Class of 2023 90.09% 0.90% 9.01% 111

Total 93.81% 0.74% 5.45% 404

The 2019 Coronavirus Pandemic hit in the middle of the professional development course during which students

are asked to self-reflect on their learning as part of a self-awareness journal assignment intended to help students

further develop their self-awareness. This unfortunate event provided a wealth of opportunities for students to

self-evaluate and demonstrate their ability to be self-aware.

Below are examples of journal entries directly related to their ability to transition into an entirely new learning

environment and the self-insight they achieved as a result.

3/15/2020 Unfortunately, Dr. Bahjri was out sick for the latter half of the week this past week. This meant that on Friday, we got our first taste of a zoom lecture and what the next month and a half will be like. I like the idea of virtual classes, but know how dangerous it can be for students. Falling behind is a very real possibility and I have experienced it before. I told myself when the news broke that I will stay on top of things and keep working as if nothing had changed. Our lecture was going well, but the topic was a bit confusing to me. About half way through it, I laid down and stopped taking notes thinking to myself, “I am going to have to watch the lecture again anyways.” I began to zone out and the lecture was over before I knew it. I felt uneasy as soon as Dr. Bahjri wrapped up. I had done exactly what I feared during the very first lecture! I wasn’t just disappointed with myself, I was angry. I was angry because I had gone down the very same path

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during my time as an undergraduate and know how difficult playing catch up is. I knew that if I didn’t correct my mistake that same day, I wouldn’t learn. That night, I watched the whole lecture again and took brand new notes. I know that I have had lazy tendencies in the past, but this is something that I felt like I have squashed since starting pharmacy school. I am very proud of the student I have become, but know my flaws and know when my subconscious will begin to take advantage of certain situations. Moving forward, I must maintain my determination to learn and succeed even though it will be from the comfort of my own home. To combat this sense of complacency moving forward, I established a work space where I will be doing all of my virtual classes and will treat it as if I am sitting in SH128.

3/30/2020 This was the first class that we started after getting back from the break. Switching from in person schooling to online, has definitely created some difficulties because I found myself getting lazy. This is because I haven’t been surrounded by fellow students who motivate me to learn. I found that when I initially started the online school, I felt very unmotivated to study. If class started at 9 am I would wake up at 8:50, roll out of bed, and get on my laptop to begin class. After a relaxing spring break, I decided I didn’t want online schooling to make me a lazy person and cause me to fall behind in school. I decided that I would wake up an hour before class was supposed to begin. I found a 20 minute yoga/stretching Youtube video and decided to do this before class to wake up my brain and my body. Afterwards, I ate a healthy breakfast and found that I was much more alert and attentive when attending the zoom sessions for this class. I was able to learn and retain a lot more of the information during the zoom session, than I had previously. After class instead of going back to sleep or watch tv, I decided to stay in my dining room downstairs and work on homework/study so that I don’t fall behind in school. I feel that by practicing this morning routine instead of my previous one I will be much more successful in school.

4/3/2020 Now that I am in Utah with family around, I have found it increasingly hard to focus on school. Everyone else’s school programs have been changed to pass fail and they don’t spend much time studying. On top of this there are many children running around and crying. This is hard for me because I don’t study well with distractions around me. There also aren’t many rooms with desks or doors to create some seclusion and an optimal studying space. This has led to several opportunities to innovate. One thing that I did over spring break was build a bench that I can use as a desk for now (my wife wanted a bench, so I made a bench instead of a desk). I placed the bench/table in our bedroom so that I can now have my own room and study space. So far it is not the complete solution, but it has helped me to have more focused study sessions.

4/3/2020 Because both my parents are over 65 years old and I am still working at CVS and the hospital, I have been avoiding going home in the case that I get coronavirus and spread it to them. Despite being homesick and missing them, I know it’s the right thing to do for the sake of their wellbeing and accepted facetiming as a temporary solution. All classes transitioned to online, and I have honestly had the worst time getting accustomed to it. I am used to having structure in my life, and I felt that I lost that. Before this transition, I did all my studying on campus and only came home to sleep. I have always had trouble studying at home and especially by myself, so I stayed away until I got all my work done. However, I now have to readjust in order to finish my first year as strong as possible. My housemates aren’t as studious at this point of their life, so they often hang out talking or watching TV. This is a huge distraction for me, and I felt even more unmotivated than I already was. Looking back on quizzes, I noticed I lost some points because I had trouble concentrating and reading questions correctly. This was when I knew I couldn’t let this keep going for the sake of my education. Though I felt a little scared confronting my housemates, I eventually asked them if they could be quiet when I take my quizzes and it would only be max 30 minutes each time. I also moved my desk to my room and dedicated that spot for strictly studying. I further made detailed schedules for the weeks ahead, and posted it in front of my desk for me to check off. I have been feeling dejected and unprepared for this transition, but I am hopeful that these new changes will help me get back on track for the remainder of the block. If I still find it difficult to concentrate, I plan to re-evaluate quicker than before in order to not let bad habits proceed and resolve my issues as soon as possible.

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4/5/2020 Initially, I was unruffled upon receiving the announcement that our pharmacy department would be closed and classes would be shifting to online. Since I usually help my mother take care of my father who is in cancer remission as well as my 90-year-old grandmother, I thought this educational transition would be more convenient for me to be there for my family. I come to realize that I was struggling the first week after being back from a week of spring break. My bedroom automatically turned into a space not only for sleeping, but also for studying and learning new materials via zoom. With my constant presence at home, I have also become the pillar to assisting all of my family’s needs. I found that it was harder to get back into a productive flow when there were consistent disruptions. This discovery made me realize that I was not as prepared as I initially thought in handling with this transition. I recognized I needed to take action and adapt to this change in order to achieve mental clarity, motivation, and full concentration on my academic endeavors. The first step I took was creating a home office earlier this week. I became aware of the importance in creating each space for specific intentions to maximize productivity as well as rest and recovery time. As for my family regularly requiring my attention, I recently had a discussion with them. We decided that I would post a schedule of my classes and studying hours so I can study as efficiently and effectively as much as possible, but also accommodate them when they need me.

4/5/2020 My last reflection was about we were going to start online classes. And although I still am motivated to remain focused it has been a struggle doing so while being stuck at home. During the first week I was super unfocused and 3/16/2020 - 4/5/2020 Online Classes unmotivated. After watching some videos on tips for increasing productivity while working from home I incorporated some of them like not staying in my PJs all day, eating healthy, working out, having a set space for studying and not staying in bed for class. My focus and motivation improved during the second week after implementing these tips, but I still feel like I need more improvement. Going into this 3rd week of classes I want to be more efficient with my time in order to be able to attend class, do all my assignments, have good study time and also be able to have some free time.

Below are example journal entries from previous years when students were not confronted with the uncertainty

and anxiety that have accompanied the pandemic.

11/05/2018 Normally every week for biochemistry Dr. Davis has reading posted for us to read before class. Every week I skim it but overtime I have noticed it hasn’t helped my learning in class that much. This past week I decided not to read and the reading was on the quiz. That’s when I realized how much I need to read regardless if I feel it will benefit me or not. Dr. Davis even asked the class how many of us read and only a few people raised their hand. Dr. Davis then proceeded to tell us how the reading helps us with in class material and gives a basis on the topics we learn in class. That day in class Dr. Davis discussed content. I somewhat understood the material, but it was not very specific and I feel that I needed to study more to be able to fully grasp the concepts. I would not be able to teach the material to someone else at this point in time. Yes, I feel like the concept can be further applied to disease states and how conditions and medications work in the body.

11/11/2018 I feel like physiology helps us to understand how the drugs work and I feel like the information is very dense and difficult to grasp. I know that this is important for my career, but I wish that it was taught in a manner that is more easy to grasp and not as dense. I am motivated to learn this information, because I know that it will help me in the long run and due to the information being the basis of everything else we will be learning in the future. I think I need to understand the general idea and know it well enough to be able to apply the knowledge of the drugs to the specific process. I will be going to his office hours and studying much more over Thanksgiving break to solidify the information.

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11/13/2018 A majority of the time in selfcare I find myself doing material for other classes such as law and studying for an upcoming quiz. I record the lecture and make sure I know what is going on around me. However today I decided to not study and just focus in selfcare regardless of having a quiz. I made sure to wake up earlier that day to study for the quiz I had later on. During lecture I made sure to take notes of what the guest lecturer was teaching. There were questions that I had as lecture was in progress. I then went home that night to go over the material again that was taught in class and I found it that when I went to review the material 2 days later, I still remembered. Even when I am focusing in class, I have a hard time focusing 100% but that day I made sure I was and that night I reviewed that material. Doing those two steps made me remember the material so much more and I had to spend less time reviewing it again.

11/14/2018 Every Wednesday there are case studies that are given to a group for Biochem and we present/discuss those case studies with Dr. Davis. There is about 15 people in each group and we meet twice before our presentations with Dr. Davis. Each week we have questions in the case study that often many people in the group do not understand. However there are times when certain people understand the question more but do not care to explain to the group. There was a specific question in the case study that I related to this particular time because I spoken with Dr. Davis in office hours so I was very familiar with the question and how to answer it. Often times I don’t contribute a whole lot to the cases because there are some people who prefer talking. However this week I took initiative and spoke up about the question and I noticed it surprised people because I tend to stay quiet about the cases unless asked (which is not often) I don’t contribute much not because I don’t have the knowledge but because I noticed others who are much more willing to talk. But the only way I can get out of this mentality is to talk more and be more outgoing with my classmates.

11/26/2018 I have always thought that all that classes I have been in so far have been beneficial to my learning experience. First block of biochem there were many things that we were learning and I couldn’t see the relation to pharmacy. Now that block B has started and the material is almost finished I realized how important block A was because a lot of the material learn has come back into block B. Dr. Davis will be explaining a process and he described how it was a suicide inhibitor. If he hadn’t explained it as much as he had in block A I would have no idea what he was describing. As time goes on in biochem I’ve been learning how valuable the information is even though sometimes I don’t know how it relates, it somehow will connect another topic in that class or even another one which makes more sense. Such as in physiology we learned about cholesterol synthesis in the body. It did not make much sense but in biochem, cholesterol synthesis was discussed in great detail which made me understand both classes so much more.

11/30/2018 Since the beginning of physiology in block A, the amount of material learned is sometimes overwhelming to the point where I do not know where to begin with my studies. In the beginning I tried to study the material on my own before class and it noticed a difference when it came to understanding that material in lecture but overtime things got too hectic and I no longer had the time to look at material ahead of time. Now I have been reviewing the material the same day that it is taught in class. I will again review the material a few days later and I have noticed it has been easier to master the material. I realized in selfcare that if I pay attention 100% and review the material the same day it has been easier to memorize. With physiology, the type of review is different and I spend the time reviewing more like studying but I have noticed a difference in my studies and I hope it pays off for the end of the block.

12/3/2018 Today in physio, we learned about asthma drugs and I finally felt like what we were learning in respiratory is relevant. The class pace is really fast and our professor is really knowledgeable, he requires our attention and deserves it because he provides us with the necessary information to nourish our understanding of physio and how our choices of drugs affect the physical state of people internally. The material is challenging but it is doable with effort and dedication. My group and I are working hard to improve our studying skills and keep a good understanding of physiology.

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12/5/2018 We had a huge biochemistry quiz that was cumulative and included all the material of the whole block. It was really fulfilling to go over the whole material and review everything that is needed for the upcoming final. Finals week is stressful and exhausting and requires a lot of work. Being able to finish studying for biochemistry a week early contributes a lot to reduce the stress and fear and the load of work that is needed before the exams. I have been managing my time between group studying and self-studying to optimize my outcome in studying as some classes require some of each style of studying.

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Outcome assessment data summarizing students’ overall achievement of creative thinking

LLUSP Innovation Data

Percent P2 Students with Reflections on Innovation Activities


2015-2016 Class of 2018 21.8% 41.0% 37.2% 81

2016-2017 Class of 2019 25.0% 71.9% 3.1% 69

2017-2018 Class of 2020 21.4% 73.2% 5.4% 75

Reflection Prompt:

Describe an example of an interaction you had with a community member during this event.

Are there factors that affected the effectiveness or efficiency of your interaction?

What programmatic innovations or changes can you suggest that would improve the quality of these kinds of interactions? Your suggestions should be

Realistic

Inexpensive

Sustainable (i.e., not dependent on individual behaviors)

What principles or features of this innovation would be most applicable to your future clinical practice?


Innovation & Entrepreneurship Reflection N Satisfactory Revise and Resubmit

NA

Class of 2021 29 99.14% 0.86% 0.00%

Class of 2022 17 83.82% 5.88% 10.29%

Class of 2023 17 86.76% 2.94% 10.29%

Total 63 91.67% 2.78% 5.56%

Reflection Prompt:

Describe how this experience helped you understand the importance of creativity in the profession of pharmacy.

Describe one way in which this experience enabled you to see the profession of pharmacy in a new light.

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Description of processes by which students are guided to develop a commitment to continuous

professional development and to self-directed lifelong learning

LLUSP Co-Curricular Plan 2019-2020

Table of Contents LLUSP Co-Curricular Plan 2019-2020 ............................................................................................................ 1

Loma Linda University School of Pharmacy Co-Curriculum Plan 2019-2020 ................................................ 2

Required Co-Curricular Activities .................................................................................................................. 5

Co-Curriculum Activity Petition..................................................................................................................... 6

Co-Curriculum Activity Reflection Writing Prompts ..................................................................................... 7

Co-Curricular Activity Reflection Grading Rubric .......................................................................................... 8

Life-Long Learning Reflections Assessment Academic Year 2019-2020 ....................................................... 9

Life-Long Learning Co-Curriculum Hours Submitted Academic Year 2019-2020 ......................................... 9

Class of 2022 Pledge of Professionalism ..................................................................................................... 10

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Loma Linda University School of Pharmacy Co-Curriculum Plan 2019-2020

To prepare student pharmacists to be team- and practice- ready upon graduation, the Loma Linda University School of Pharmacy has created a Co-Curricular plan to enhance student learning outside the classroom and within the community. This plan requires student participation in activities both within the community and the profession to help students develop the skills of: Professionalism and Advocacy; Leadership; Innovation and Entrepreneurship; Patient-Centered Care; Spiritual Growth, Wholeness, Wellbeing and Cultural Sensitivity; Interprofessional Experiences, and Life-Long Learning. Students will be given the opportunity to participate in events that best mesh with their interest and individual career goals while simultaneously enjoying an exposure to a broad array of co-curricular activities.

Professionalism and Advocacy

Participate in a CV workshop Attend a residency information session Participate in a mock interview event Attend a networking or roundtable event Present a poster at a regional, state, or national meeting Present a poster at the LLUSP Research Day Compete in the local ASHP Clinical Skills Competition Compete in the ACCP competition Attend a state-wide Legislative Day Attend a local pharmacy association meeting Attend a state pharmacy association meeting Attend a national pharmacy association meeting Volunteer at a state or national pharmacy association meeting Attend an intern/career fair

Leadership

Serve as an officer in a professional organization Attend a state-wide Legislative Day Serve as a volunteer at the annual LLU Open House * Participate in an association mentoring program Volunteer at a state or national pharmacy association meeting * Participate in CAPS-LEAD Serve on a school standing committee Participate in the Phi Lambda Sigma national leadership challenge Organize a student wellbeing event Serve as a Pharmacy Student Network Mentor

Innovation and Entrepreneurship

Participate in the AMCP P&T competition Present a poster at a regional, state, or national meeting Present a poster at the LLUSP Research Day Conduct a research project Attend a networking or roundtable event Volunteer at a state or national pharmacy association meeting * Participate in the NCPA Business Plan Competition

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Patient-Centered Care

Serve at one of the affiliated free clinics * Serve at an LLU-sponsored health fair * Serve at Camp Conrad Chinnock * Complete a certificate training program Serve at a TELACU outreach event * Serve at Redlands Market Night * Provide Medicare Part D Counseling *

Spiritual Growth, Wholeness, Wellbeing and Cultural Sensitivity

Serve on a mission trip * Serve at one of the affiliated free clinics * Serve at Camp Conrad Chinnock * Serve at a TELACU outreach event * Attend a Wil Alexander Wholeness Series lecture * Serve at a feeding of the homeless event * Serve as a volunteer in a food pantry * Serve as a tutor* Serve as a volunteer at Curtis Middle School * Serve as a volunteer in the CKC Music Program * Participate in Whole Person Spiritual Care *

Interprofessional Experiences

Serve at one of the affiliated free clinics * Serve on a mission trip * Serve at Camp Conrad Chinnock *

Life-Long Learning

Attend a local pharmacy association meeting Attend a state pharmacy association meeting Attend a national pharmacy association meeting Attend a state-wide Legislative Day Attend a networking or roundtable event Conduct a research project Become BCS, ACLS, or PALS certified Complete a certification program (e.g. immunizations, MTM, travel medicine)

The list of acceptable events is dynamic and should grow over time. Students can petition the Office of Professional Affairs and Community Engagement to have events added to the list.

Policies and Procedures

1. Each student must complete a minimum of 100 hours of co-curricular activities, at least 40 of which must be service activities, during the curriculum to be eligible for graduation. Students must document participating in a minimum of 4 hours cumulative in each of the above seven categories. For multi-day events such as mission trips, pharmacy association meetings, etc., a student may claim a maximum of 16 hours per event. These hours will be tracked by the Office of Professional Affairs and Community Engagement.

a. Activities marked with an asterisk (*) are service activities. b. Activities may be both co-curricular and service; that is, participating in a service activity

will also count towards the student’s co-curricular hour requirement.

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2. Documentation and tracking of the student’s co-curricular participation will be completed using the e-portfolio system.

a. Students will write a maximum 100 word reflection following each activity that is submitted for co-curricular credit. An appropriate prompt is provided for each activity based on the category for which the student is requesting credit.

b. Advisors will review at least two reflections each year and provide feedback to the student utilizing the included rubric. The student must receive a satisfactory score on all rubric items to be considered acceptable.

c. Advisors must provide written feedback in addition to completing the rubric for each reflection that is assessed. If the student did not satisfy the prompt to the advisor’s satisfaction, the advisor may request that the student rewrite the reflection or complete a reflection for another activity within that category to receive credit. If necessary, the student may need to participate in an additional activity within that category to complete an additional reflection.

d. If the advisor determines that the reflection and/or the activity must be resubmitted/repeated, the advisor must provide commentary outlining how the student can improve.

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Required Co-Curricular Activities

All students must complete the following co-curricular activities during their time at LLUSP. This list is subject to change; students will be notified of any additional required co-curricular activities. Students must still submit a reflection for each of the following required activities to claim credit.

Pharmacy Based Immunization Certification Program

o Patient-Centered Care: 8 hours

Whole Person Care: The CLEAR Model o Spiritual Growth, Wholeness, Wellbeing, and Cultural Sensitivity: 4 hours

Medication Therapy Management Certificate Program o Patient-Centered Care: 8 hours

Critical Event o Interprofessional Education: 4 hours

Interprofessional lab o Interprofessional Education: 4 hours

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Co-Curriculum Activity Petition

To have an activity count towards co-curricular requirements, please complete the following form. 1. Describe this category in 100 words or less. Who is involved in this activity? What will

participants be doing during this activity? How does this activity impact you as a student pharmacist?

2. How many hours will you participate in this activity? 3. Where will this activity take place? 4. Are other students able to take advantage of this activity? If so, approximately how many? 5. This activity fulfills the requirement for which of the seven co-curriculum categories? Check all

that apply. Professionalism and Advocacy Leadership Innovation and Entrepreneurship Patient-Centered Care Spiritual Growth, Wholeness, Wellbeing, and Cultural Sensitivity Interprofessional Experiences Life-Long Learning

6. If collaborating with an external organization for this event, please provide the contact information for the contact person/organization.

7. Please also include a flier or advertisement announcing this event (if applicable).

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Co-Curriculum Activity Reflection Writing Prompts

Professionalism and Advocacy

Discuss something new you learned about the profession of pharmacy as a result of participating in this activity.


Leadership


Discuss how you plan to utilize the experience gained during this activity to help you grow your leadership skills.

Innovation and Entrepreneurship

Describe how this experience helped you understand the importance of creativity in the profession of pharmacy.

Describe one way in which this experience enabled you to see the profession of pharmacy in a new light.

Patient-Centered Care

Discuss how this activity changed or expanded your understanding of public health or the public’s perception of healthcare.

Describe one interaction with a patient and how you utilized your pharmaceutical knowledge to assist this patient.

Spiritual Growth, Wholeness, Wellbeing and Cultural Sensitivity

Explain how this activity expanded your understanding of spirituality and other cultures.

Describe how you will apply your learning from this experience to your life and practice of pharmacy.

Interprofessional Experiences

Explain how this activity expanded your understanding of the pharmacist’s role, as well as the role of other professions, in interprofessional patient care.

Describe one way in which you could have improved upon how you exemplified the role of a pharmacist during this experience.

Life-Long Learning

Describe an experience you had during this activity and how it will change your practice of pharmacy.

Describe something you would improve about this activity and how you would propose to modify this experience to improve it.

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Co-Curricular Activity Reflection Grading Rubric

Criteria Scoring Standard Assessment Advisor Comments

Formatting Student followed proper formatting as

outlined in the instructions provided, including (but not limited to) a title of the activity and the date completed.

Satisfactory ☐

Revise and

resubmit ☐

Cohesiveness and Relationship to the Profession

The reflection is clear and provides details

about how particular experiences were unique and beneficial. Reflection demonstrated understanding of how this activity relates to the pharmacy profession.

Satisfactory ☐

Revise and

resubmit ☐

Insight and Reflection

The reflection provides an impression of

what the student learned as well as defined the student’s goals and areas for improvement. Reflection demonstrated self-assessment of personal/professional growth. Student commented upon how this experience will impact his/her career and/or personal life.

Satisfactory ☐

Revise and

resubmit ☐

Student Effort and Mechanics

Student demonstrated effort to construct a meaningful essay and to provide evidence of personal reflection and introspection. Wording is appropriate and professional.

Satisfactory ☐

Revise and

resubmit ☐

Overall Comments:

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Life-Long Learning Reflections Assessment Academic Year 2019-2020

Life-Long Learning Reflection Satisfactory Revise and Resubmit

NA N

Class of 2021 99.17% 0.83% 0.00% 30

Class of 2022 89.29% 2.38% 8.33% 21

Class of 2023 87.50% 5.00% 7.50% 20

Total 92.96% 2.46% 4.58% 71

Life-Long Learning Co-Curriculum Hours Submitted Academic Year 2019-2020

Cohort Life-Long Learning

Hours

Service Related Life-Long Learning

Hours

Number of Submissions

Class of 2021 833.0 72.0 144

Class of 2022 611.8 10.5 97

Class of 2023 593.1 10.6 135

Total 2037.9 93.1 376

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Class of 2022 Pledge of Professionalism

Background

During Professional Development on Monday October 15, 2018 P1 students received a brief lecture on Professional Identity and developing a Pledge of Professionalism. Following the lecture all P1 students participated in a brainstorming session designed to elicit key words and/or phrases that they believed were important to include in their class pledge of professionalism. The class was divided into 10 groups and each groups worked as a team to determine what they believed was important to include in their class pledge of professionalism. They work of each group was documented on a large sticky note and those sticky notes were turned in to the course coordinator at the end of the class period.

The class officers took all 10 sticky notes and looked for terms, values, and sentiments that occurred frequently across the work that the teams turned in. Those terms and values were compiled and crafted into a pledge for the class to recite at their white coat ceremony. The pledge produced by the officers was then taken back to the entire class for review and edit. At the end of this session the pledge was adopted by the class via a formal voting process. Prior to the white coat ceremony, the class practiced the pledge and additional reflection on the importance of this document took place.

Pledge of Professionalism for the Class of 2022

We, the Loma Linda University School of Pharmacy Class of 2022, will uphold the integrity and responsibilities that are associated with the occupation of a pharmacist. We believe that competence, compassion and selflessness are key characteristics of a patient-centered pharmacist.

In order to become a patient-centered pharmacist, we will continuously:

Express empathy towards all individuals

Strive for academic and professional excellence

Collaborate with other health care professionals to improve patient care and make man whole

Foster a therapeutic alliance by encouraging patient involvement in their own care

Pursue spiritual, emotional, physical, and intellectual self-growth

In front of God, our family, friends, and faculty, we pledge to uphold these values and keep ourselves accountable for the wellbeing of our patients, community, and profession.

Documents

School of Pharmacy Co-Curricular Assessment