In this article

What is the Collaborative TEACH LX? 

The Teaching Development and/or delivery (TEACH) is a Workplace Based Assessment (WBA) tool that can be used to provide formative assessment as part of an approved training and development program and/or for inclusion towards ANZCAP recognition.

It can be used to facilitate exploration of a pharmacist's skills in either the development of educational material or resources and/or delivery of educational content to a group of learners through real-time or retrospective review of the educational situation. 

The main outcome of the interaction between pharmacist and collaborator should be to promote feedback and reflection of current professional practice in a situation that utilizes a combination of skills and knowledge including (but exclusive to); communication, expert knowledge, mentorship, presentation and group learning facilitation in a chosen professional area. 

Collaborative Teaching Development and/or Delivery (TEACH) Process 

When used for ANZCAP recognition a TEACH learning experience can be either collaborative or autonomous. A TEACH learning experience may be conducted in real-time or as a retrospective reflection. 

The process for completing a Collaborative TEACH is as follows: 

The final discussion aspect of the TEACH should be conducted in an appropriate working space that lends itself to privacy due to pharmacist comfort. 

Choosing a Situation or Skill

There is a wide variety of skills or situations that may be appropriate for reflection using the TEACH toolLX.

Examples

• Developing education content for pharmacists or pharmacy assistants

• Developing content for a Society of Hospital Pharmacist foundation seminar on a chosen topic 

• Facilitating a university undergraduate or intern training workshop 

• Developing content for an introduction learning package for new pharmacists rotating into your practice area

• Developing content for and facilitating an intern tutorial

• Developing education content for onboarding new staff into your pharmacy 

Prior to the TEACH scenario the pharmacist and collaborator should confirm the practice recognition level and clinical setting/topic that the situation will allow the pharmacist to show.

Practice Recognition Level

The TEACH Learning Experience is mapped to:

• Domain 5 of the National Competency Standards Framework for Pharmacists in Australia 2016

• . Please note that not all the domain 5 indicators listed in this document may be relevant to this Learning Experience.

• Domain 1, 2, 3, 4 and 7 of the Competence Standards for Pharmacists in Aotearoa New Zealand Pharmacists, 2023. Please note that not all the Domain 1, 2, 3, 4 and 7 behaviours listed in these competence standards may be relevant to this Learning Experience

Please refer to the ANZCAP recognition descriptors article for the further guidance on markers of performance for each ANZCAP recognition level. The pharmacist and collaborator should indicate on the learning experience tool in the Learning Experience which of the three levels of practice recognition (resident, register, consultant) they are currently practicing at or a candidate for. Please note that not all the domain 5 indicators listed in this document may be relevant to this Learning Experience. 

Complexity 

In some scenarios the same skill or situation may be used for pharmacists aiming for different levels of practice recognition. However, the complexity and expected knowledge and skills expected to be displayed will vary. 

The pharmacist and collaborator should come to an agreement on the complexity (low, medium or high) of the case in relation to the level of recognition the pharmacist is practicing at.

Collaborator 

The collaborator must be familiar with the TEACH toolLX. 

The Collaborator must ensure that they have the required expertise and scope of practice to confidently provide the candidate with feedback on the setting/topic being assessed in the TEACH learning experience.

The collaborator should ensure that they have directly observed a significant proportion or key stages of the skill being carried out by the pharmacist. Alternatively, if it is not appropriate for the collaborator to be present, they should have been involved in debrief discussions at key stages before, after and/or during the experience.   

Collaborators may come from a variety of health professional backgrounds e.g., pharmacy, medical, surgical. 

Further guidance for collaborators involved in this learning experience can be found here. 

Reflection, Feedback & Goal Setting 

The main aim of the TEACH Learning Experience is to promote feedback and reflection of a pharmacist's use of communication, expert knowledge, mentorship, presentation and group learning facilitation in an educational development or delivery scenario.  

Skill Evaluation

Within the TEACH tool LX there are key skills (and descriptors) that the pharmacist and collaborator should discuss during the feedback and reflection. Each skill should be evaluated with comments from the discussion and a marker of; Not yet met, meets, exceeds or n/a.

Feedback

The TEACH tool LX encourages use of the Pendleton feedback method to guide reflection. This method encourages self-reflection and proactive discussions for development. 

Development Goals

The pharmacist and collaborator are encouraged to utilize the SMART goal technique to develop any learning or development goals that are identified from the reflection and feedback discussion. 

Forms and Templates 

The Evidence of TEACH tool is available on the ANZCAP Digital platform. Ideally pharmacists and collaborators will enter relevant information into the digital tool in real time and confirm involvement and accomplishment of a Collaborative Learning Experience.  Alternatively, pharmacists may use TEACH tools from their own workplace and upload it to the digital platform where they can then confirm completion of documented directly into the ANZCAP digital platform as a Collaborative Learning Experience (LX). For further details step by step instructions on how to complete a Learning Experience on the ANZCAP digital platform do this please refer to the How to complete a Learning Experience article. 

If ANZCAP members wish to use a TEACH form from their own organisation, the completed form may be uploaded into the Supporting Evidence section of the LX. (Please note that for the LX to become validated the candidate must still complete all sections marked with an asterisk (*) and the collaborator must document their involvement via the electronic collaborator declaration process).

Related articles