Publication Type: Conference Paper/Unpublished Manuscript
Abstract: Issues in the Family: Psychological and Sociological Perspectives is a cross-listed (psychology, sociology and women studies) Inside-Out Prison Exchange class held within a Pennsylvania State correction facility. Half of the students (16) are undergraduate University students and the other half are "inside" SCI students. This course is part of a University-wide program to develop academic service- learning and directly relates to the University's commitment to Civic Engagement. Faculty development and support is provided through course release for designing new service-learning courses, extensive shared resources on service learning, faculty seminars and support for participation in relevant conferences. This service learning "culture" crosses the disciplines and offering interdisciplinary courses is encouraged. The Family course is taught by a psychologist and a sociologist and enhances the students' ability to see the complex issues that face families. Students are challenged to integrate these perspectives as they debate topics such as child-rearing, divorce and absentee parenting.

Publication Type: Conference Paper/Unpublished Manuscript
Abstract: To gain the public’s confidence, teacher preparation programs must demonstrate efficacy in developing teachers who positively influence student learning. This presentation describes a Data-Based-Literacy Project to meet this challenge.

Publication Type: Abstract
Abstract: Intent: InterSession is a two-week course for third year medical students in which they integrate clerkship patient experiences with didactic information learned during the first two years of medical school. The course is comprised of didactic, experiential, clinical and reflective components. This year, pharmacy practice faculty were introduced into the course and medical students were evaluated to see how receptive they were to the education. Process: Pharmacy and medical school faculty partnered to present didactic lectures and facilitate discussions in a small group format. Students were introduced to a case that described a family and throughout the course discussed optimal and realistic patient care for this family. The pharmacy faculty reviewed patient-focused pharmacotherapy for various diseases and students were asked to develop appropriate therapeutic regimens. Outcomes: Student evaluations completed at the end of the course focused on faculty performance and the InterSession design. The evaluations included comments by medical students that supported the importance of interdisciplinary education and the enhancement it provides to patient care. Implications: In the future, health care will be delivered increasingly by interdisciplinary teams. Therefore, it is important for students to train in such teams. Pharmacy faculty activity in this course has paved the way for future involvement in the interdisciplinary education of both medical and pharmacy students. The pharmacy faculty are preparing now for participation in the second part of this course and for involvement in various courses for the charter year of the new College of Pharmacy.

Publication Type: Abstract
Abstract: Objectives: To describe the development and implementation of a multidisciplinary team experience implemented to give students real life exposure to geriatric patients and the roles of other health care professionals.
Methods: Second and third year pharmacy students enrolled in an elective geriatric pharmacy course were teamed with occupational therapy (OT) and physical therapy (PT) students to assess geriatric residents in assisted living facilities. Resident participation was voluntary. A pre-experience meeting was scheduled to allow students to meet their OT and PT counterparts. Medication lists were obtained prior to the live visit to give pharmacy students an opportunity to develop a preliminary set of questions for the residents they were assigned. A meet-and-greet party was scheduled prior to the clinical patient encounter to allow students and residents to learn about one another. During the assessment visit, students were able to observe the other disciplines interact with the residents. An interdisciplinary class meeting was scheduled to allow each student group to present their care plan.
Results: Several barriers were encountered during the process, particularly with regard to coordination of student schedules and uneven participant numbers from the different disciplines. However, student feedback indicates the experience was positive, both from the standpoint of learning about other disciplines and gaining a better understanding of the challenges facing the geriatric patient.
Implications: A real-life multidisciplinary approach can enhance pharmacy students’ understanding of their role, and the roles of other practitioners, in the care of the older patient.

Publication Type: Abstract
Abstract: Objectives: To enhance professional development and multidisciplinary training at a local community hospital.
Methods: To support a university-wide QEP and profession-wide goals, the colleges of pharmacy and nursing identified clinical practice sites available to pilot interdisciplinary training. Pharmacy students on APPEs and students in Nursing Care of the Adult Client I or II course were assigned to work in multidisciplinary pairs. Students worked together one full day a week for a five week period on a specified patient unit. Activities included physical patient assessment, medication reconciliation and administration, and chart review. Late day, the students and faculty members would meet as a group to discuss patient cases, medication or care issues identified and resolved, and skills learned from the process. Students were asked to complete a five-question survey, both Likert scale and room for individual comments, in order to ascertain their attitudes and perceptions of the process. Survey items included awareness of responsibilities, communication and teamwork, patient care, and professional development.
Results: One rotation of students in fall 2006, N=13 (P4s and adult II nursing course), appeared to have an overall positive experience (overall score=5 being the most positive, and score=25 most negative). Two rotations of students will be participating this semester.
Implications: Training students in an interdisciplinary fashion may be perceived positively by pharmacy and nursing students in this initial effort. A goal for the future is to improve the experience and evaluate its impact on patient care and medication safety at the institutional level.