In this article
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SummaryThis article describes and provides examples of Collaborative Learning Experiences. |
What is
ana Collaborative Learning Experience?
Independent Collaborative Learning Experiences allow ANZCAP members to autonomously record, self evaluate and self-reflect engage with professional peers in collaborative evaluation and reflection on a variety of significant professional experiences.
Compared to other categories of learning experiences Independent Learning Experiences do not require collaboration with peers for feedback or for the professional experience to be peer reviewed.
Independent This type of Learning Experience requires the direct involvement of a collaborator. The collaborator will have directly observed significant proportion of the professional experience included in the learning experience to ensure that they are able to engage in the evaluation and feedback discussions. If direct observation is not possible then the collaborator should have engaged in the regular debrief sessions throughout the professional experience.
A collaborator should ensure that they have sufficient experience with the particular professional activity or scenario being included in the learning experience and/or experience within the chosen area of practice. The collaborator can be from a range of multidisciplinary qualifications (pharmacy, medical, nursing).
Collaborative Learning Experiences can contribute towards recognition of professional practice in a variety of ways by inclusion in both recognition portfolios and custom portfolios.
Types of
IndependentCollaborative Learning Experiences
There are 11 14 different types of Independent Collaborative Learning Experiences that can be used to document a broad variety of professional experiences. Please see the list below for the names and definitions of each type of Independent Collaborative Learning Experience.
Conference/Seminar report | Self-evaluation of attendance/involvement at seminar or conference and reflection of subsequent impact on practice | ||
Consumer Survey | Evaluates the individual's communication and consultation skills from the consumer perspective | ||
Independent Case Presentation | Self-evaluation of the ability to present a case to colleagues | ||
Independent Journal Club Presentation | Self-evaluation of the ability to present and discuss Case Based Discussion | Guided evaluation of the individual's skills in managing a retrospective clinical or non-clinical case and discuss feedback and development goals. | |
Clinical Competency Achievement Tool (ClinCAT) | Evaluates the individuals' overall pharmacy practice skills (clinical and non-clinical) and facilitates feedback and development goals. | ||
Collaborative Case Presentation | Evaluates the individuals skill when presenting a case to colleagues and facilitates feedback and development goals. | ||
Collaborative Journal Club Presentation | Evaluates the individuals skills when presenting and engaging discussion on scientific findings from a published journal with colleagues | Independent LEADER | Self-evaluates and facilitates feedback and development goals. |
Collaborative LEADER | Evaluates the individual's leadership and management capabilities | ||
Independent Non-Clinical Skill | Self-evaluates the individuals' non-clinical skills | ||
Independent QiPAT | Self-evaluates the individual's ability when involved in a quality improvement project | ||
Independent Supervision report | Self-evaluates an individual's ability to supervise skills and facilitates feedback and development goals. | ||
Collaborative QiPAT | Evaluates the individual's skills and involvement in a quality improvement project and facilitates feedback and development goals. | ||
Collaborative Peer Assessment | Evaluates the individuals performance using anonymous feedback from colleagues. Facilitates discussion of feedback and development goals. | ||
Collaborative Research Activity | Evaluates the individual's skills and contribution to a research project and facilitates feedback and development goals. | ||
Collaborative Supervision Report | Evaluates an individual's skills supervising a learner in either the clinical or non-clinical space. | Independent Research Activity | Self-evaluates Facilitates feedback and development goals. |
Collaborative TEACH | Evaluates the individuals skills when delivering and/or developing educational content for a group of learners. Facilitates feedback and development goals. | ||
Direct Observation of Non-Clinical Skills (DONCS) | Evaluates the individuals' non-clinical skills in real time and facilitates feedback and development goals. | ||
Direct Observation of Procedural Skills (DOPS) | Evaluates the individual's contribution ability to a research project | ||
Independent TEACH | Self-evaluates the individual's ability to deliver and/or develop educational content to a group of learners | ||
Reflective Report | Self-evaluates and guides individual reflection of a significant professional experience they have observed or been involved incomplete a procedural task or skill and discuss feedback and development goals. | ||
Manager Report | Supervisor records a longitudinal, global report on the individual's progress based on a range of assessments and skill development. | ||
Mini Clinical Exam (MiniCex) | Evaluates individuals' skills and knowledge in the holistic management of a clinical patient case in real time and facilitate feedback and development goals. |
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Some types of Learning Experiences are available in both the Independent and Collaborative category e.g. Supervision Report. The ANZCAP member may choose which category of LX is most appropriate for the professional experience they are recording. |
the particular scenario, the availability of a suitable collaborator and/or the requirements for contribution to ANZCAP recognition. |
Collaborative Learning Experience Workflow
All Independent Collaborative Learning Experiences involved involve 3 steps for completion:
Prepare
Engage andObserve
Reflect
🧩 Prepare
🗓️ Observe
💭 Reflect
*Pharmacist identifies an appropriate professional experience that is significant to their practice or is a significant learning experience and aligns it with the appropriate type of Independent Collaborative Learning Experience.
The pharmacist must independently determineidentifies an appropriate collaborator to engage in the learning experience.
The pharmacist and collaborator must agree on the following details of the professional experience:
Area of Practice
Pharmacist engages in the professional experience (skill or situation).
Pharmacist completes To ensure that the collaborator is able to engage in the evaluation, feedback and goal development stages they must either:
Directly observe significant proportion of the professional experience.
Or if direct observation is not possible then the collaborator should have engage in the regular debrief sessions with the individual throughout the professional experience
Pharmacist and Collaborator complete the LX digital tool, which guides the pharmacist them to:
Engage in self-Discuss evaluation of key skills of the experience
Reflect on the experience by identifying strengths, Identifying strengths & areas for development &
Support creation of development goals
Upload evidence to support the Independent Collaborative Learning Experience (optional)
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*Pharmacists may have engaged in discussion with professional peers, mentors or managers to encourage reflective practice. However, the Independent Learning Experience digital tool should be completed by the pharmacist without collaboration. |
Each type of Independent Collaborative Learning Experience has it’s own digital tool on the AZCAP platform that will automatically guide ANZCAP members through each step of the process. Alternatively pharmacists may use a comparative workplace based assessment tool from their own workplace or organisation and upload it to the ANZCAP digital platform where they can then confirm completion of an Independent a Collaborative Learning Experience.
National Competency Standards Framework for Pharmacists in Australia
Each type of Independent Collaborative Learning Experience has been mapped to the relevant domains within the National Competency Standards Framework for Pharmacists in Australia 2016.
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