In this article
| Table of Contents | ||||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|
|
| Panel | ||
|---|---|---|
| ||
SummaryThis article describes and provides examples of Collaborative Learning Experiences. |
What is a Collaborative Learning Experience?
Collaborative Learning Experiences allow ANZCAP members to engage with professional peers in collaborative evaluation and (collaborators) to document evaluation, feedback and guided reflection on a variety of significant professional experiences.
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 Collaborative Learning Experiences
There are 14 different types of 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 Collaborative Learning Experience.
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 and facilitates feedback and development goals. |
Collaborative LEADER | Evaluates the individual's leadership and management 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. 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 ability to complete 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. |
| Info |
|---|
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 particular scenario, the availability of a suitable collaborator and/or the requirements for contribution to ANZCAP recognition. |
Collaborative Learning Experience Workflow
All Collaborative Learning Experiences involve 3 steps for completion; Prepare, Observe & Reflect.
🧩 Prepare
🗓️ Engage
💭 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 Collaborative Learning Experience.
The pharmacist identifies 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).
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 them to:
Discuss evaluation of key skills of the experience
Identifying strengths & areas for development
Support creation of development goals
Upload evidence to support the Collaborative Learning Experience (optional)
Please refer to the individual article for each type of LX for more details instructions on the process for each type of LX.
Each type of 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 a Collaborative Learning Experience.
National Competency Standards Framework for Pharmacists in Australia
Each type of Collaborative Learning Experience has been mapped to the relevant domains within the National Competency Standards Framework for Pharmacists in Australia 2016.
| Info |
|---|
Can’t find what you are looking for? Search the ANZCAP knowledgebase or Contact us with your questions or request further assistance. |
Related articles
| Filter by label (Content by label) | ||||||||||
|---|---|---|---|---|---|---|---|---|---|---|
|