Life Long Learning in Pharmacy - 8th International Conference
A Global Learning Journey
Ramsinniemi, Finland
Sunday June 28 - Wednesday July 1, 2009
http://lllp.pbwiki.com/
PROGRAM THEMES and KEYNOTE SPEAKERS
Sunday, June 28 Networking
Registration begins in the early afternoon, Opening remarks are scheduled at 17:00, followed by two brief presentations, entertainment, and a buffet dinner at 19:00.
Monday, June 29 The Roadmap for Success - Delivery Models and Outcomes
compare/contrast CPD and CE, levels/types of outcome assessment, relationship to competency, mandatory/voluntary learning
Keynote Presentation #1: Introduction to Educational Models and Learning Expectations
Zubin Austin, PhD, Professor in Pharmacy, Leslie Dan Faculty of Pharmacy, University of Toronto, Canada
In addition to his Faculty position, Zubin is the inaugural holder of the OCP Research Professorship in Pharmacy. His research interests include health professions education and practice enhancement. He has received over $5 million in external research funding, and he has published over 55 peer-reviewed manuscripts. Prof. Austin has received the Association of Faculties of Pharmacy of Canada New Investigator Award (2007) and the American Association of Colleges of Pharmacy Lyman Ward (2006). He is also an award winning educator, having been appointed to the University of Toronto Presidents' Teaching Academy in 2008, receiving the Government of Ontario's Leadership in Faculty Teaching Award in 2007, and being named undergraduate professor of the year on eight separate occasions.
Abstract
Ensuring competency is a critical function for educators, regulators, employers, and of critical importance to patients, yet different groups interpret the term "competence" in different ways. In this presentation, we will review the various meanings and contexts for competence, and the diverse educational models that have evolved based on these meanings. Recognizing that no uniform definition of competence is applicable to all situations, we will discuss the impact in practice and on practitioners of how "competence" is best defined and measured.
We regret to advise that Professor Francisco Batel Marques is unable to participate in the conference due to illness. We wish him all the best. We appreciate that Zubin Austin volunteered to undertake this presentation on relativley short notice.
Keynote Presentation #2: Learning Outcomes - the Goal of CPD/CPE
Professor Christine Boughey, Rhodes University, South Africa
Dean, Centre for Higher Education Research,Teaching and Learning, Rhodes University, Grahamstown
Chrissie Boughey (MA, MA, PGCE, DPhil) holds the position of Dean, Teaching and Learning at Rhodes University in Grahamstown, South Africa. In South Africa, she has been involved in a number of national initiatives intended to enhance the quality of teaching and learning including a curriculum responsiveness project and another project examining teaching and learning at research-intensive universities. At Rhodes University, she has been responsible for guiding curriculum development and for contributing to the development of academic staff as professional educators. She supervises widely at doctoral level in the field of higher education studies drawing students from a range of disciplinary backgrounds including pharmacy.
Abstract
In recent years, it has become increasingly possible to identify two main positions in learning theory. One position holds that learning is a neutral process dependent on factors inherent to the individual such a motivation, aptitude and intelligence. The other position sees learning as a sociocultural process which may require an individual to make changes at the level of identity.
These two positions have profound consequences for the way we think about learning outcomes. Outcomes, for example, are often broken down into knowledge, skills and attitudes. When this happens, these component parts are often not identified as being social and cultural in nature and the implications of the attainment of the outcome for an individual who does not share the same sociocultural assumptions as those writing the outcome tend not to be considered. An alternative view would understand an outcome (and, thus, competency) as a practice which arises out of a particular sociocultural context which may well be alien to some who need to attain it.
The presentation will explore the availability of such a sociocultural view of learning (and of learning outcomes) for CPD/CPE in a profession which is practiced in very diverse contexts and which is requiring its practitioners to make profound changes to the way they perceive themselves, their roles as professionals, and what they do on a daily basis.
Additional sessions on Monday will include workshops and concurrent contributed papers
Tuesday, June 30: Program Planning - Needs Assessment
learning needs assessment, relationship to outcomes/competencies, regulatory needs, quality components, target audience, budgeting, marketing
Keynote Presentation #3: Needs Assessment in Program Planning
Zubin Austin, PhD, Professor in Pharmacy, Leslie Dan Faculty of Pharmacy, University of Toronto, Canada
Abstract:
What individuals need to learn and what they want to learn may be different, yet much of adult education theory has not clearly differentiated these two important concepts. Educational needs assessment is an approach to program planning that recognizes both needs and wants at the micro (i.e. individual), meso (i.e. team or group) and macro (i.e. professional or societal) levels. This presentation will review principles of educational needs assessment to assist educators in more effectively designing and developing programs for diverse audiences that address what practitioners want to learn as well as what they need to learn. Using a triangulation approach to data collection and analysis, educational needs assessment provides program planners with a unique perspective and invaluable information on important curriculum and instructional design issues.
Upon completion of this session, participants will be able to:
a) compare and contrast models of educational needs assessment
b) describe a process for undertaking educational needs assessment within a pharmacy education context
c) discuss advantages and limitations of the educational needs assessment model
d) apply principles of the educational needs assessment model to curriculum development and instructional design
Additional sessions on Tuesday will include workshops, concurrent contributed papers, and posters
Wednesday, July 1: Program Delivery - Active Learning
active learning models, technology, evaluation tools, facilitating practice change, collaboration, interprofessional education
Keynote Presentation #4: Incorporating Active Learning into Program Delivery
Päivi Tynjälä, PhD, Professor, University of Jyväskylä, Finland
Learning and Teaching in Transformation, Institute for Educational Research
Päivi's research has focused on teaching, learning and the development of expertise, especially in university and higher education but also in working life. In particular, she has specialized in studies of learning at the interface of education and work. Professor Tynjälä has lead several large research projects in this field. She has published widely both internationally and nationally, including edited books Towards Integration of Work and Learning (ed. by M-L Stenström & P. Tynjälä, Springer, 2008); Higher Education and Working Life (Eds. by P. Tynjälä, J. Välimaa & G. Boulton-Lewis; Elsevier 2006) and Writing as a Learning Tool (Eds. by P. Tynjälä, L. Mason & K. Lonka; Kluewer 2001). She has also served as an expert in many educational development and evaluation projects both nationally and internationally. She is a member of the editorial board of the two newly launched journals –Vocations and Learning: Studies in Vocational, and Professional Education, and Journal of Writing Research. She also acts as a member of the review panel of the British Journal of Educational Technology.
The themes of the lecture: What is active learning, how to incorporate into live and home study programs, examples, impact on competency.
Abstract:
The purpose of the address is to examine the ways of learning in general, and workplace learning in particular, for continuous professional development. The first part of the presentation will indicate the importance of learning taking place at work and presents different forms of formal and informal learning. The model called integrative pedagogy will be presented as a promising approach to organizing learning. The second part points out the role of the individual on one hand, and the role of the organization on the other hand in supporting professional development. The significance of multi-professional team working and collaborative learning will be emphasized. Furthermore, examples of using modern technology and network tools for professional learning will be presented. The overall aim is to provide participants with ideas and conceptual tools for enhancing learning opportunities in everyday professional work.
Additional sessions on Wednesday will include workshops and concurrent contributed papers.
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