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Happy fall y'all! Two Pills Podcast is back from summer break and better than ever!Resources: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5339583/ https://ep.bmj.com/content/105/4/236  Can you increase your confidence (intervals) in teaching biostatistics?!  Oh, biostatistics. A subject that strikes fear into anyone studying for an exam that contains them, someone presenting a journal club, or even analyzing your own data for research. Today, I am going to be describing a systematic approach to biostatistics that may help you in teaching the content and help your students with application.  Healthcare professionals are required to continuously update their knowledge; therefore, our students need the skills for life-long learning, as well as an appreciation for the scientific method. Biostatistics is the “basic science” of quantitative evaluation of evidence and students will need to require evidence for methods of: prevention, diagnosis, and therapy/management in the treatment of medical conditions. Students need to know how to interpret diagnostic procedures and apply them to individual patients. Students need to develop the skills to read the medical literature with confidence in their ability to evaluate the validity of articles.  Often, students are taught biostatistics in a lecture-based format. When I was taught biostats in professional school, I think I had last seen statistics in high school during AP statistics. As we'll discuss, repetition is key for understanding and applying biostatistics. After they initially learn about biostatistics, their first presentations on statistical analysis may be in the high-pressure environment of a journal club. I think we have all seen the spectrum of confidence that students have when presenting statistics in a journal club.   I first became interested in augmenting my teaching of biostatistics in an interprofessional setting. I was working with a medical residency and they wanted to increase the structure of their journal club/biostatistics curriculum. The milestones that I attempted to address were: PBLI -1: Locates, appraises, and assimilates evidence from scientific studies related to the patients' health problems  Level 1: Describes basic concepts in clinical epidemiology, biostatistics, and clinical reasoning Categorizes the design of a research study  Level 2: Identifies pros and cons of various study designs, associated types of bias, and patient-centered outcomes Formulates a searchable question from a clinical question Evaluates evidence-based point-of-care resources  Level 3: Applies a set of critical appraisal criteria to different types of research, including synopses of original research findings, systematic reviews and meta-analyses, and clinical practice guidelines Critically evaluates information from others, including colleagues, experts, and pharmaceutical representatives, as well as patient-delivered information  Level 4: Incorporates principles of evidence-based care and information mastery into clinical practice Level 5: Independently teaches and assesses evidence based medicine and information mastery techniques Resources: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5339583/ https://ep.bmj.com/content/105/4/236 For full episode notes and more information, visit www.twopillspodcast.com

Two Pills Tip: Positives of Pandemic Teaching and Learning! Resources: https://news.cengage.com/higher-education/survey-about-half-of-faculty-are-more-positive-about-online-learning-today-than-pre-pandemic-and-expect-to-keep-new-teaching-techniques-and-digital-materials-in-place-post-pandemic/  Congratulations! Finished the semester and graduated another class of students! While there are MANY things we want to leave behind in the pandemic and revert back to the before-times, I wanted to take a minute to talk about the positives of teaching during the pandemic. What do you want to continue in your teaching?  Stats: half of faculty (51 percent) are more positive about online learning today than pre-pandemic. Most faculty (71 percent) said their teaching in Fall 2020 was “very different” or included a “number of changes” and almost half (47 percent) expect those changes to remain post-pandemic...For full episode notes and resources visit us at www.twopillspodcast.com 

Two Pills Tip: Video Assignments! Having students create short, video content for online learning can increase STEM self‐efficacy (Campbell et al., 2020), and thus, making student content part of the course can be beneficial.  Students are (generally) VERY comfortable creating videos-Snapchat, TikTok, Reels, etc  Assign via link, immediately asks student to record, goes into folder you design for this assignment, student lists their unique link as answer to quiz  Practice, edit, assign short videos  Many different options-students can even set up a zoom meeting by themselves (I often do this so that I can have a creative virtual background), for informal, can just record on their phone and upload...For full episode notes and resources visit us at www.twopillspodcast.com

Interview with Gina Thomas!Gina brings more than 35 years of healthcare expertise to Nobis Rehabilitation Partners, LLC. Gina has held a number of clinical and leadership roles in non-profit acute care hospitals, for-profit, public, and private organizations.  Prior to Nobis, Gina served as the Chief Development Officer at Lumere where she built the commercial and marketing foundation. She brings a wealth of healthcare, clinical and operational knowledge and is known for 'connecting the dots' in healthcare. Prior to Lumere, Gina held business development and consulting roles at The Advisory Board and MedAssets with the early portion of her career devoted to clinical roles at 11 different healthcare organizations.​​Gina is a licensed Registered Nurse and holds a Master's of Business Administration. She currently serves as an adviser to the Co-Founders at CoverMe and Inlightened. Gina has also served as a leader or adviser on a number of professional non-profit organizations.Full episode notes and more available at www.twopillspodcast.com

How are you preparing for the semester? Welcome to 2021! I hope you all had a great holiday! I ended up contracting Covid, so I have not been recording recently. Thankfully, my symptoms were mild and I am excited for the new year! I think many of us are cautiously optimistic and hopeful about what 2021 could bring. As we start January, consider this question-how prepared are you for the semester? You may have taught the same content in previous years, but how could you improve it this year? Have you switched to remote learning? If you switched to remote learning in Spring 2020, it was probably more of an emergent online teaching situation rather than a prepared and fully thought out plan. Now, you have some time left to prepare! Based on the resources listed at twopillspodcast.com, I have some areas to keep in mind as you plan for Spring 2021. Clarity: Students and instructors have had to increase our flexibility over the past year. With changes in how students attend class, how we teach, and how we take students on rotations-there have been quite a few variations to adapt to. Clarity of due dates and expectations can only help during this time. In my experience, overcommunication and with a variety of methods can help students meet or exceed expectations. Have a calendar, syllabus, course platform, emails, and/or verbal reminders. While it may feel excessive, a specific type of communication is likely preferred for some students over another type. Encourage students to set alerts, reminders, and organize their calendars/planners at the beginning of the semester. If, and more likely when, we are to see changes to the way we teach or the way students attend class, I recommend over-communication and reminders of these changes as well. For full episode notes and more information head over to www.twopillspodcast.com

Interview with Dr. Meredith White about the fun and function of using Bitmoji in the (virtual) classroom!

Conquer your presentations with Canva! Resources: https://www.canva.com/learn/10-ways-to-take-your-lessons-to-the-next-level-with-canva/ https://practicaledtech.com/2020/01/07/ten-things-you-can-do-with-canva-in-your-classroom/ https://www.bespokeclassroom.com/blog/2017/7/29/op660qadw8b5uzt4tq28ws3ryljfik What is Canva? Web/app based platform Free, then pay for use of certain images, more templates, etc Build your own worksheets/exercises I use frequently for brief presentations. I search “blank presentation” and then modify the template of the presentation. I enjoy the beautiful designs-so much better than the traditional slide shows we are used to. Additionally, we have to remember that most of our students have been seeing slideshows since they started school. Many of use utilized chalk/dry erase in addition to these slideshows. Our presentations should be consciously designed and engaging. It *is* different than traditional slideshows. Bullet points/outline is not as easily formatted-it’s more of a free flowing design I used the newsletter function to create a fun creative syllabus Professional looking certificates/awards Created digital escape room content Unique templates like a timeline, gantt chart, etc Editing functions: Gridlines Slide sorter to see everything Copy function to copy similar slides Download and present easily! Can download as jpg, pdf, ppt, etc Everything looks so professional! Full episode notes and more information available at www.twopillspodcast.com

Resources: https://teacheveryday.com/escape-room-in-the-classroom/ https://www.edtechteam.com/blog/2017/08/break-out-of-classroom/ https://sites.google.com/site/digitalbreakouttemplate/home Escape rooms are SO hot right now. I have seen diabetes escape rooms, gram positive infections escape rooms, and even interprofessional education escape rooms. They sound daunting and difficult to create. However, after making my first one, I can tell you-if you have worksheets, you can create an escape room! Who: I piloted it in my elective, so a smaller group. Students were in teams of 2-3. What: This was an end of course review for an infectious disease elective Where: Classroom When: End of course Why: -Allows you to review many concepts in a short amount of time -Students are entirely immersed in the content as they attempt to solve the locks -Timer naturally creates sense of urgency and competition .... Full episode information available at www.twopillspodcast.com

Interview with Dr. Vanessa Holtgrave, PsyD, MSDr. Holtgrave is a professor of clinical and forensic psychology and a licensed clinical psychologist in the State of California. She has extensive experience in psychological assessment and diagnosis. She works closely with psychiatric medical professionals as part of a forensic team, provides consultations, and coordinates patient care with medical professionals in a psychiatric setting. Over the years she’s has worked within the prison system, juvenile detention facilities, and within community mental health. Questions? Comments? Recommend someone for an interview? Contact us twopillspodcast@gmail.com or find us on twitter @twopillspodcast! Highlights (full transcript at www.twopillspodcast.com): Forensic psychology is the intersection of mental health and the legal system. There are many branches. It could be police psychology, correctional psychology, and expert witness testimony; there are so many different areas. Clinical psychology is working more in the community where you might be working with individuals with severe and persistent mental illness. They cross over where you may be working with similar individuals in the correctional setting. It's not really it like CSI like everyone thinks. I really love working with other professionals. On the forensic team, we work with psychiatrists, psychiatric nurse practitioners, public defenders, judges, case managers, all kinds of different professionals. It's nice to be able to bounce ideas off of each other in a respectful way. It's a focus on how do we get this person help so that they stay out of the justice system? I really wanted to challenge myself after getting my Ph.D. and one of my friends started teaching and said that she needed someone to teach clinical assessment. I thought everyone would be fighting for that class because it's so exciting. I just loved it so much. I think new faculty should invest in Red Bulls. Being a professor does not have to be so dichotomous. You can have high standards for your students, but also be supportive. You also want to make the student experience fun. You don't have to have that be at the sake of standards. I see that that kind of dichotomous approach where you have to be strict with your grading and then can't be supportive or give them additional opportunities. I wish someone had told me that lectures don't have to be perfect. I probably spent 20 to 30 hours on my lecture and then worried about if there would be extra time and I wanted to make sure to include the specific active learning strategies. You can let yourself get too lost in that rabbit hole. I wish someone had told me that they didn't have to be perfect because students will still have their questions about the content and what is most important is that they're learning. Each person has their own coping skills or lack of coping skills. They have their own support system or lack of support system. What a person is going through is not something that you have gone through. Patience, clients, and students, humble me and remind me to be sensitive to the fact that they have their own experiences. Our students are a bunch of superheroes. They balance school with everything else going on in their lives. As faculty and Scholar practitioners, we need to remember that these students are coming from a different place and all need different types of support. It's not being needy or putting in less effort. They just may need a different type of support or level of support. For me, it's about making the time for people in your life. It may be deciding that I'm not going to open my laptop or I'm not going to work from home. It sounds like an anti resolution. I'm going to go hiking with my friends this weekend and I'm going to make the time for it. If I were to describe happiness on a certain day, it comes from those kinds of interactions.

Can we make teaching online more fun? Let’s talk about Post-its! We are all working on a transition to online teaching (or maybe you have already been teaching online)! How do you inspire students to brainstorm online? Can we go beyond message boards to something with more versatility? There are many ways to do this! Today, I am going to talk about online interactive post-it notes. The product that I am most familiar with for achieving this goal is Padlet. So, what are some ways that you can use this type of app to enhance your teaching? Resources: https://ditchthattextbook.com/20-useful-ways-to-use-padlet-in-class-now/ https://www.bookwidgets.com/blog/2017/08/30-creative-ways-to-use-padlet-for-teachers-and-students https://padlet.com/anissa1/iPadWorkshop2015 What is it? Web-based app that allows posting of notes on a digital wall (notes can be posted anonymously or attached to a username). Files, images, videos, and links can be uploaded to the wall. Notes can be moved around to arrange into categories, ranking, or however you would like! Full episode notes available at www.twopillspodcast.com

Interview with Dr. Taylor Steuber! Dr. Taylor Steuber, PharmD, BCPS is an Assistant Clinical Professor at the Auburn University Harrison School of Pharmacy and a clinical pharmacy specialist with the UAB Division of Internal Medicine at Huntsville Hospital. Dr. Steuber joined HSOP in August, 2016. He earned his Pharm.D. from the University of Missouri-Kansas City at MU in 2014. He went on to pursue a 24-month PGY-1/PGY-2 residency in pharmacotherapy with Indiana University and Butler University in Indianapolis. In his free time he enjoys anything sports or outdoors-related, particularly baseball, golf, fishing, and hiking. His goal is to one day visit all of the Major League Baseball stadiums.Full episode notes and info available at www.twopillspodcast.com

Diversity in Patient Cases!https://www.mededpublish.org/manuscripts/2705 https://www.aacp.org/article/diverse-universe https://libguides.massgeneral.org/c.php?g=650990&p=4565317 Summer has arrived and it’s a great time to update your patient cases! If you think about the patient cases that you use in class, how much diversity is incorporated into them? We know that for medical students, addressing diversity and cultural differences is imperative to ensure future physicians can competently care for the dynamic and increasingly diverse United States population. Medical students want to learn about diversity to broaden their educational experiences during medical school. Another way to think about this is: “The conditions in which people are born, live, learn, work, play, worship, intersect with culture and affect a wide range of health functioning and outcomes,” “A diverse workforce and culturally skilled clinicians and scientists are a societal need.” A great manuscript that I have linked in the show notes includes a checklist to guide case presentations to better reflect diversity. The checklists includes patient characteristics of race/ethnicity, sexual/gender identity, English language fluency, religion, socioeconomic status, disability, education level, and neighborhood. In this study, faculty members were asked to ensure each of their case scenarios incorporated at least two characteristics from the list and to consider these characteristics in guiding student discussions about how health disparities influence the delivery of patient-centered care. For full episode notes and information visit www.twopillspodcast.com

https://courseworks2.columbia.edu/courses/92710/pages/zoom-features-breakout-rooms http://blogs.oregonstate.edu/inspire/2020/04/17/facilitating-active-learning-with-zoom/ https://athelp.sfsu.edu/hc/en-us/articles/360029698994-Using-breakout-rooms Breakout! Hope everyone is wrapping up Spring semester and graduation! Since we have all switched to teaching remotely, I thought it would be a good time to discuss active learning online. Today, we’ll discuss breakout rooms. Breakout rooms are a fantastic way to initiate active learning in an online teaching environment. They are best in a class that is taught live or synchronous. I am going to talk less about how to initiate breakout rooms and more about the opportunities to engage students when using them. You can do almost any small group active learning in breakout rooms that you would in the class room. Students have full audio, video, and screen sharing capabilities. Peer-to-peer interaction and feedback can be incorporated. Like small groups in the classroom, they can also promote inclusion by providing an opportunity for low-stakes participation for learners who may be reluctant to chime in during large group sessions. Finally, breakout session activities can serve as a tool for formative assessment as the activities students complete can help instructors gauge achievement of the learning outcomes. For full episode notes and more info visit us at www.twopillspodcast.com

Podcast on the road at a pharmacy conference! Interview with Timothy Augnst, Ravi Patel, and Robert Pugliese!

Online teaching…am I doing this right? Resources: https://www.insidehighered.com/digital-learning/article/2017/11/15/peer-advice-instructors-teaching-online-first-time https://hub.jhu.edu/2020/03/12/how-to-teach-online-courses-coronavirus-response/ Hopefully, everyone has made it through the initial shock of a quick switch to online course delivery. As we wrap up our final lectures of the semester, I just wanted to give some tips on how to infuse a great deal of active learning into our new environment. Will teaching be the same as it was in January? No. Will it be perfect? No. Will students learn a great deal and faculty enjoy teaching? Yes! Feel free to send us an email if you have some great tips for a transition to online active learning! Create community: One of the major hurdles for online learning (and our current quarantine restrictions) is isolation. I read one comparison of learning to exercising. If you go to group classes in the gym, you are motivated, you have a sense of community, and you commit to showing up with the others in the class. If you have a treadmill, it is on YOU to show up and power through. It’s easier to make excuses and inadvertently miss deadlines. With online course delivery, we do not necessarily have the classroom to be our group setting. We need to emphasize the sense of community that we are providing students, just in a different way. We need to build connected, caring communities for our online students and the extent to which we respond and provide reassurance that we are here for them goes a long way in establishing relationships and building a sense of trust. It is amazing how receptive students are to quick email turnaround! Feedback should be timely as well, and specifically targeted to the work product being submitted. The dialogue should be varied and can include video chatting, discussion boards, emails and comments providing feedback on assignments. An advantage of using such methods is that the students need to log in to the course frequently, and frequent log-ins help keep students on track and aware of assignment due dates. The ultimate goal is for the students to feel that they are part of a collaborative atmosphere with the professor as well as other students. This helps with the retention and performance of students in the course. This can also be reaching out to your students, especially if they are your advisees. They may be facing housing instability, food insecurity, financial issues, health issues for themselves or family members, etc. Additionally, if you notice a significant change in how a student is performing in the course, it would be worth it to reach out to them or have their advisor reach out. I teach a course for students early in the program and I reached out to those who are less successful. With this change and how early they are in the program, they may be unaware of resources available or less likely to ask for help and feel that they need to “tough it out.” Advanced preparation: This switch to online delivery requires even more preparation than live in-classroom teaching. -How do you want to interact with students? -Message board? Voice thread? Chat box? Have them unmute? Raise their hands? For full episode notes and info visit www.twopillspodcast.com

https://www.edsurge.com/news/2018-02-12-five-ways-to-make-peer-feedback-effective-in-your-classroomhttps://www.wwu.edu/teachinghandbook/evaluation_of_learning/peer_review.shtml https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3355282/ http://andrewmiesner.wp.drake.edu/wp-content/uploads/sites/77/2014/06/Use-student-pharmacist-peer-feedback-during-a-journal-club-in-an-advanced-pharmacy-practice-experience.pdf Let’s talk assignments. In order to get to higher levels of learning, we need to go beyond multiple choice/true-false. However, what is the increased burden of grading?? Is there a way that we can increase application, evaluation, and synthesis without having hundreds of papers to grade?? A potential solution? peer evaluation. Peer assessment can be defined as the application of criteria and standards to evaluate and provide feedback on the work of peers or colleagues In a group project, peer evaluation provides accountability of all members We all have to give peer feedback in our careers whether providing peer review in manuscripts or presentations, reviewing policies/procedure, etc. We also have to give feedback to peers, other professionals, students, technicians/assistants, etc Benefits to our students include a requirement for critical thinking and going beyond just saying “great job!” with no actual feedback In an evaluation of peer assessment in health professions students in Belgium, they found that students tended to grade at the high end of their assessment scale with a narrow range, but found their assessment tool to be helpful in differentiating student contribution in group work In an Australian study, researchers found that although students tended to give their peers’ assignments higher marks than an expert, the quality of feedback was similar and students overall found it to be valuable Studies have looked at evaluation from students across different campuses. If have opportunity to evaluate students from a separate campus or university, would be more likely to receive unbiased feedback. Tips/tricks: Keeping the process anonymous increases students confidence and comfort in giving feedback to peers Have to decide written vs face to face. While face to face is valuable for learning to provide feedback in the future, students may prefer written due to the anonymity. Start small Try to do in class so they can ask you for help I like these general recommendations to students: good feedback should be constructive, specific, kind, justified and relevant. Really great appendix in a 2014 article by Miesner and colleagues (published in Currents in Pharmacy Teaching and Learning) that was given to students as a guide for feedback. Some highlights include: Feedback is communication from others that presents data to a person about what the others are experiencing and how this is impacting them. The purpose of giving feedback is to give a person insight that they may not see in themselves and provide them with your perception of their strengths and areas of improvement. Some guidelines for feedback— Full Episode Notes and Information Available at www.twopillspodcast.com

Turns out, students enjoy throwing things. Especially at the instructor. One way to engage students is to *physically* engage them. I have done this with small groups of 10-12 up to 50+. One easy way is to bring them to call on students to answer questions during your discussion. Since my background is in infectious disease, I usually bring giant microbes. I’ll throw one to one student to have them answer the question. If it is a group who knows each other well, I will have the initial student throw the item to the next student to to answer the next question. This can also be a great way to come up with ideas in a brainstorming session. For example, let’s say you are asking the group to come up with causes of common complaints such as “chest pain” or “altered mental status.” The students can throw the toy to each other and each person has to come up with an accurate and unique addition to the ones that have already been mentioned. They have to listen to what others have already said and be reviewing potential possibilities as the ball is thrown. Ball toss: “This semi-review and wake-up exercise is particularly useful for re-energizing students when they have been working with material that requires heavy concentration. Craft an open-ended prompt (such as ‘In my lecture, what did you find particularly interesting? Important? Still unclear?’). Then have students stand up and form a circle facing each other. Toss a nerf ball or bean bag to a student and have him or her respond and then toss the ball to another student who also responds. Continue the exercise until everyone has caught the ball at least once and explained an important concept from the material just covered.” I once went to a teaching and learning session. The instructor asked us to brainstorm ideas around a topic. We went around the room and gave our idea to the group. We then threw it towards him as he was carrying a large trash can. The session was at the end of a long conference session and I found it SO memorable. I incorporated this idea into my selfcare talk on ophthalmology. Students were required to evaluate a real selfcare product from the OTC aisles in their groups. They had to discuss aspects such as indication, precautions/contraindications, and patient counseling points. When they finished, they threw the Ziploc bag containing their product into a large bin at the front of the room. Students were surprised at the opportunity to chuck an item across the room and it livened up the end of class. Another activity I read about, but have not done myself, is “Snowballs.” The instructor forms several blank pieces of paper into balls and throws them around the room. Each time a “snowball” lands on a desk, the recipient must write three takeaways from today’s (or yesterday’s) class, and then throw it onward. After nine ideas are on each page, pause for students to debrief the pages in groups. A couple of tips for making this successful: Know your audience-do they know each other well? Will students feel comfortable answering questions individually? Or calling on others? Use soft items. This should be a given, but you definitely don’t want to cause any risk of harm to the students or yourself or the building. Know your time limit. Like all active learning, know when too long is too long. Plan in advance and then stop if needed. Good luck!

Interview with Dr. Fagan and Dr. Fransisco!Dr. Susan C Fagan is Jowdy Professor of Pharmacy and Assistant Dean at the Augusta campus of the University of Georgia College of Pharmacy. She is known nationally and internationally for her research in Stroke and was named “Distinguished Research Professor” at UGA in 2013. Currently the Interim Director of Interprofessional Education, she uses her knowledge and experiences as part of an Interprofessional Stroke Team, to develop coursework and ensure graduates are “practice ready” and collaborative upon graduation.Dr. Francisco received his B.S. in pharmacy at the University of North Carolina-Chapel Hill in 1976. At UK he completed a doctor of pharmacy degree and a pharmacy residency with an emphasis in geriatrics in 1979. Upon completing his residency, he joined the faculty of the University of Georgia College of Pharmacy as assistant professor in the Department of Pharmacy Practice. In 1985, he relocated to Virginia where he developed off-campus teaching and practice sites at Eastern Virginia Medical School in Norfolk, Va. as a faculty member at Virginia Commonwealth University School of Pharmacy. He also taught in two family practice residency programs and worked with five community teaching hospitals in eastern Virginia to develop clinical pharmacy services. He also established and taught a course in sports medicine at Old Dominion University and worked with the Area Health Education Center to develop health-related community programs. He returned to the University of Georgia in 1988 as associate dean in the College of Pharmacy. His areas of emphasis include drug interactions, infectious diseases, and physical assessment. He has been recognized for his clinical expertise and service by the Eastern Virginia Medical School and the American Society of Health-System Pharmacists and for his teaching accomplishments by the Teaching Academy and the University of Georgia College of Pharmacy.

Interview with Dr. LaDisa and Dr. Bartelme!Dr. LaDisa received her Pharm.D. (2001) from Drake University in Des Moines, IA. After graduation, she completed a PGY-1 Pharmacy Practice Residency at Barnes-Jewish Hospital in St. Louis, MO (2002). Since completing her residency, she has practiced as an inpatient clinical pharmacist and inpatient pharmacy clinical coordinator at Aurora Sinai Medical Center in Milwaukee, WI. In 2012, she joined the faculty at CUWSOP in the Department Pharmacy Practice. Dr. LaDisa practices as an inpatient clinical pharmacist in an acute care GI/GU surgical unit at Aurora St. Luke’s Medical Center in Milwaukee, WI. This practice involves multidisciplinary collaboration to provide evidence-based, patient-centered recommendations to optimize drug therapy related to pain, nutrition, infectious disease, and transitions of care. At St. Luke’s Medical Center, she also serves as a preceptor for pharmacy IPPE and APPE students, as well as PGY-1 residents.Dr. Bartelme earned her Pharm.D. from the University of Minnesota-Twin Cities College of Pharmacy (COP) with an emphasis on leadership in 2009. She continued at the COP as a PGY1 resident in a 24-month ambulatory care leadership residency. During residency, she spent half her time teaching at the COP and the other half as an ambulatory care pharmacist. The first year she practiced in a family medicine clinic that had established pharmacy services. In the second year, she developed a new pharmacy practice at another clinic. After residency, Dr. Bartelme took a position as a faculty member at Concordia University School of Pharmacy. She currently teaches in the Applied Patient Care courses, the women's health pharmacotherapy module, and co-coordinates the women's health elective. She is an ambulatory care pharmacist at the Ascension Columbia-St. Mary's Germantown Clinic where she provides anticoagulation monitoring services, diabetes management services, and comprehensive medication reviews. She earned board certification as an Ambulatory Care Pharmacist in 2011.

New year, new active learning strategies! New year, new active learning! If you are reviewing your material to teach for spring semester, jazz it up! This is the time! Resources: https://cft.vanderbilt.edu/guides-sub-pages/active-learning/ https://www.ajpe.org/doi/full/10.5688/ajpe759186 Active learning definitions: -Instructional activities involving students in doing things and thinking about what they are doing (Bonwell and Eison, 1991) -Approaches that focus on developing students’ skills than on transmitting information and require that students do something—read, discuss, write -Students’ efforts to actively construct their knowledge -Opposite of passive learning…aka reading slides to students Here are some strategies to get you started: Think-Pair-Share -Give students a problem/case -Students first think about problems alone (think) -Students then discuss the topic with another student (pair) -Students discuss the topic with a larger group (share) Muddiest Point -Students spend 1-2 minutes answering questions about anything that remains confusing/misunderstood about the lecture Games -Select a game that you like, select objectives for the lecture/session, then overlay the content onto the framework of the game! Audience Response Systems (ARS)/Clickers -Can be integrated into a classroom session for a quick formative or summative assessment Case Studies -Require students to apply their knowledge, skills, and attitudes to solve a problem relating to the course material -Helps prepare students for case-based exam questions

Interview with Dr. Vanessa Holtgrave, PsyD, MS Dr. Holtgrave is a professor of clinical and forensic psychology and a licensed clinical psychologist in the State of California. She has extensive experience in psychological assessment and diagnosis. She works closely with psychiatric medical professionals as part of a forensic team, provides consultations, and coordinates patient care with medical professionals in a psychiatric setting. Over the years she’s has worked within the prison system, juvenile detention facilities, and within community mental health. Questions? Comments? Recommend someone for an interview? Contact us twopillspodcast@gmail.com or find us on twitter @twopillspodcast! Highlights (full transcript at www.twopillspodcast.com): Forensic psychology is the intersection of mental health and the legal system. There are many branches. It could be police psychology, correctional psychology, and expert witness testimony; there are so many different areas. Clinical psychology is working more in the community where you might be working with individuals with severe and persistent mental illness. They cross over where you may be working with similar individuals in the correctional setting. It's not really it like CSI like everyone thinks. I really love working with other professionals. On the forensic team, we work with psychiatrists, psychiatric nurse practitioners, public defenders, judges, case managers, all kinds of different professionals. It's nice to be able to bounce ideas off of each other in a respectful way. It's a focus on how do we get this person help so that they stay out of the justice system? I really wanted to challenge myself after getting my Ph.D. and one of my friends started teaching and said that she needed someone to teach clinical assessment. I thought everyone would be fighting for that class because it's so exciting. I just loved it so much. I think new faculty should invest in Red Bulls. Being a professor does not have to be so dichotomous. You can have high standards for your students, but also be supportive. You also want to make the student experience fun. You don't have to have that be at the sake of standards. I see that that kind of dichotomous approach where you have to be strict with your grading and then can't be supportive or give them additional opportunities. I wish someone had told me that lectures don't have to be perfect. I probably spent 20 to 30 hours on my lecture and then worried about if there would be extra time and I wanted to make sure to include the specific active learning strategies. You can let yourself get too lost in that rabbit hole. I wish someone had told me that they didn't have to be perfect because students will still have their questions about the content and what is most important is that they're learning. Each person has their own coping skills or lack of coping skills. They have their own support system or lack of support system. What a person is going through is not something that you have gone through. Patience, clients, and students, humble me and remind me to be sensitive to the fact that they have their own experiences. Our students are a bunch of superheroes. They balance school with everything else going on in their lives. As faculty and Scholar practitioners, we need to remember that these students are coming from a different place and all need different types of support. It's not being needy or putting in less effort. They just may need a different type of support or level of support. For me, it's about making the time for people in your life. It may be deciding that I'm not going to open my laptop or I'm not going to work from home. It sounds like an anti resolution. I'm going to go hiking with my friends this weekend and I'm going to make the time for it. If I were to describe happiness on a certain day, it comes from those kinds of interactions.

Resources: https://teacheveryday.com/escape-room-in-the-classroom/ https://www.edtechteam.com/blog/2017/08/break-out-of-classroom/ https://sites.google.com/site/digitalbreakouttemplate/home Escape rooms are SO hot right now. I have seen diabetes escape rooms, gram positive infections escape rooms, and even interprofessional education escape rooms. They sound daunting and difficult to create. However, after making my first one, I can tell you-if you have worksheets, you can create an escape room! Who: I piloted it in my elective, so a smaller group. Students were in teams of 2-3. What: This was an end of course review for an infectious disease elective Where: Classroom When: End of course Why: -Allows you to review many concepts in a short amount of time -Students are entirely immersed in the content as they attempt to solve the locks -Timer naturally creates sense of urgency and competition .... Full episode information available at www.twopillspodcast.com

Fake It 'til You Make it... How to Teach Unfamiliar Topics!Help! How do I teach this unfamiliar topic?? Teaching what you don’t know. It seems to come up for all of us. Someone is sick, there are weather/transportation/scheduling issues, curricular changes, departures-for whatever reason, you have the exciting and often daunting task of teaching an unfamiliar topic. -First, keep the overarching objectives in mind-what should students know about this topic by the end of your time with them? Why are students being taught this information? If you are unsure, seek out someone who may be able to help-other faculty, department chair, etc. -Review as much background information as you can-perform a literature search, review previous lectures or other information, etc. -If possible, consider bringing in another expert or panel of experts. For example, if I am teaching an outpatient-focused topic while my training is primarily inpatient, I will contact my colleagues who practice in outpatient settings. They may be at my institution or others and are happy to help with questions. I find this helps with the “real world” application of the information, beyond the information that I can ascertain from the literature/guidelines. -Keep in mind that not being an expert can have its advantages. Experts often accidentally teach at the expert level, rather than at the beginning level (which happens to be where our students are). As a novice, you may be in a great position to teach the main concepts. -Assessment of student understanding. It may be helpful to assign a pre-class assessment that you can review prior to teaching. Something like a minute paper or muddiest point may allow you to identify knowledge gaps and misunderstandings prior to class. It may also give you insight into what students already feel comfortable with regarding the topic. -Try to resist straight lecturing. Though it is often the most comfortable way to teach unfamiliar material, (since everything is on slides in front of you), it is not helping your learners as much as it is making you comfortable. Try to insert some active learning throughout your teaching session to allow students to discuss, apply, and/or reflect on the content. -Finally, the age old advice-it is okay to say that you don’t know. When we start out teaching, we may think that we need to be seen as the experts who know everything about a topic. As you teach more and more, you realize how much you don’t know. If you have had 5 voices training, this would be considered moving from unconscious incompetence to conscious incompetence. Hope this is helpful as you create new content for Spring semester and volunteer to pick up new topics! Thanks for tuning into Two Pills Podcast! Resources: https://ucat.osu.edu/blog/teachers-talk-teaching-dont-know/ https://www.facultyfocus.com/articles/effective-teaching-strategies/strategies-for-teaching-unfamiliar-material/ Full episode info and notes available at www.twopillspodcast.com

Interview with Dr. Rita Olans!Rita Olans is a pediatric nurse practitioner who works as a NP hospitalist as well as a nursing professor in Boston, MA. When she isn't practicing and teaching, she thinking of other ways to knit together antimicrobial stewardship interventions into everything she does as she has a generation of children who are going to need those precious antibiotics. Find more information on this episode and all previous episodes available at www.twopillspodcast.com

This Two Pills Tip aims to help those oft-dreaded letters of recommendation become less of a burden! For a full transcription of today's episode visit www.twopillspodcast.comReferences:https://www.pharmacytimes.com/contributor/monica-v-golik-mahoney-pharmd-bcps-aq-id/2015/12/letters-of-recommendation-a-pharmacy-residency-programs-perspective http://pharmsci.uci.edu/write-letter-recommendation-pharmacy-school/ https://www.pharmacist.com/article/three-easy-steps-writing-letter-recommendation

Interview with Dr. Greg Bohall!Dr. Greg Bohall, Psy.D., C.R.C., MAC, ICADC, CADC-IIDr. Greg Bohall earned his doctorate in psychology (Psy.D.) in clinical forensic psychology in 2014 from The Chicago School of Professional Psychology. Dr. Bohall is currently pursuing his licensure as a psychologist in the State of California. He is nationally and internationally recognized as a Certified Rehabilitation Counselor (C.R.C.), a Master Addiction Counselor (MAC), and as an Internationally Certified Alcohol and Drug Counselor (ICADC). He also holds a Certified Alcohol and Drug Counselor-II (CADC-II) credential in the State of California.In his current role, Dr. Bohall provides clinical and forensic consultation to numerous organizations throughout the greater Los Angeles area where he authors grants for funding opportunities, develops programs for a variety of clinical and forensic populations, tailors documentation and organizational procedures, provides staff clinical training, and develops research protocols. He is also an adjunct instructor at The Chicago School of Professional Psychology. Dr. Bohall is the principal author of the text titled The Psychologist’s Guide to Professional Development (2017) through Springer International Publishing. He is also the principal series editor of the upcoming text series tentatively titled Dangerous Behaviors in Clinical and Forensic Psychology through Springer International Publishing where he is assessing intimate partner violence, affective and predatory violence, sexual deviance, psychopathy, terrorism, suicidality and self-injury, homicidality, and bullying and harassment in relation to various DSM-5 diagnoses and clinical orientations. Dr. Bohall’s current research interests include forensic assessment and rehabilitation, applicability of criminological theory in clinical practice, efficacy and processes of drug treatment courts, intimate partner violence, methods of interviewing and interrogation, and the underreporting of drug facilitated sexual assaults. Lastly, he has been appointed to the editorial board for the Journal of Aggression, Maltreatment, & Trauma and the Journal of Child Sexual Abuse.In his spare time, Dr. Bohall enjoys the viewership of non-intellectually stimulating movies (e.g., Stepbrothers, Ted, Dumb and Dumber), analyzing the science of bar operations by staring at the television show Bar Rescue, consuming buffalo wings with ranch dip, walking in serene settings, and the engagement in the closure of eyes to repair the body from the various daily damages (AKA sleeping).

Interview with Dr. Jenny Van Amburg!

Dr. Abbie Lyden: Grew up in Indiana, graduated pharmacy school from Purdue University and completed a PGY1 residency at Brigham and Women's Hospital in Boston. After finishing the residency she helped launch pharmacy services in the Emergency Department. In 2010, she made her way back to her midwestern homeland and joined the ED team at Northwestern Memorial Hospital, where she continues to practice clinically. She enjoys sharing her clinical experience with students at Rosalind Franklin University, particularly when utilizing active learning teaching strategies, where she serves as an Associate Professor. When not chasing her 18 month old daughter and 4 year old son around Chicago, she loves to travel, spend time with family and debate with her husband whether or not their kids will be Purdue or Notre Dame fans...Go Boilers!

Two Pills Tips: You'll Thank Yourself for Self-Reflection!Preceptor Self ReflectionYou have finished with students/residents/learners! Or you’re almost there! While everything is fresh, this is the perfect time to reflect on your experience as a preceptor and consider changes for next year. You will likely receive formal evaluation feedback from students, but self-reflection is key. This tip will discuss some questions to ask yourself to honestly self-evaluate your performance in guiding students on rotations. For full episode content, tips, and information visit us at www.twopillspodcast.com

Interview with Dr. Milena McLaughlin!In her own words Dr. McLaughlin is: "Philadelphia transplant to the Midwest with no immunosuppression required! I attended the oldest pharmacy school in the country (Philadelphia College of Pharmacy) and then completed a PGY-1 Pharmacy Residency at Maimonides Medical Center in Brooklyn, NY and an Infectious Diseases Fellowship at Northwestern Memorial Hospital (NMH) through Midwestern University (MWU). After 10 years of training (after all, pharmacists love to count by fives), I achieved my lifelong dream (at least since third grade) of becoming a math teacher (Clinical Pharmacokinetics). I am currently an Associate Professor at MWU and I am also an HIV/ID Clinical Pharmacist at NMH. Students often laugh at my really bad pharmacy jokes. In my “free” time you can find me baking castle shaped bundt cakes, crafting, or watching any Philadelphia sports team game."More episode information available at www.twopillspodcast.com

Resources: https://pubs.lib.umn.edu/index.php/innovations/article/view/537 Read More: https://www.ajpe.org/doi/10.5688/aj7307132 https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4584382/ Are you looking for a new form of active learning? Or do you want support for a form that you are already doing? Do you want your students to be more engaged, accountable, and responsible for their own learning? Let’s talk about the Jigsaw method for cooperative learning. Cooperative learning usually involves small groups of students who contribute to each other's learning. (I have primarily used this particular method for students on rotations). Student interactions lead to opportunities for improving communication skills, and problem-solving.The jigsaw method involves dividing up parts of the assignment or problem (jigsaw pieces) and then assigning groups of students to become “experts” in one area of the problem. Students learn the new material then teach their knowledge to peers. Everyone then is able to see the final completed puzzle with all of the unique pieces discussed. Benefits of the jigsaw method: -peer teaching and learning -facilitating small group discussion -active engagement -practically, as a preceptor, you do not have to plan the entire discussion -students are held responsible and accountable for their individual section of the material -SOTL studies indicate that students benefit from this method, whether the learner or the expert Full episode details and learning strategy guidelines available at www.twopillspodcast.com

VOLUME UP FOR SOME AWESOME CONTENT ON THIS EPISODE!!!Jeanne Frenzel, PharmD, PhD is an Associate Professor in the College of Health Professions at North Dakota State University. In her on words, Dr. Frenzel is a wife, mom, pharmacist, educator, scholar. Loves exploration and adventure. Serious about researching innovative pedagogies for teaching complex pharmacy practice skills to students using technology and simulation.

Check out our crossover podcast episode with Queer Meducation! Queer Meducation is a platform to educate medical professionals and the public on LGTBQI and nonbinary healthcare. On our episode, KB and I discuss HIV meds then and now! Thanks to the host KB for such a fun episode! How do I motivate students to come to class prepared?? Resources: https://www.bellarmine.edu/docs/default-source/faculty-development-docs/10-motivating-students-to-come-prepared-to-class.pdf?sfvrsn=62a09081_2 Dirksen, J. (2012). Design for how people learn. Berkeley, CA: New Riders. http://otl.du.edu/teaching-resources/motivating-students-to-do-the-readings/ https://teach.its.uiowa.edu/sites/teach.its.uiowa.edu/files/docs/docs/Motivating_Students_to_Prepare_for_Class_ed.pdf Up to 70% of learners do not come to class prepared!Students often begin the semester prepared due to concerns of being called on or out of respect for instructor, but this typically gradually drops off throughout the course. Motivating students involves influencing human behavior, which is complex and challenging. There are so many factors we cannot control, so let’s focus on those that we can! >>>>> Find the full tip and episode information at www.twopillspodcast.com

Interview with Dr. Seena L. Haines, PharmD, BCACP, FAPhA, FASHP, FCCP, FNAP, BC-ADM, CDE. Professor and Chair, Department of Pharmacy Practice. The University of Mississippi School of Pharmacy.In her own words:In addition to being an aspiring yoga instructor, Dr. Seena Haines is a bit of a foodie who likes to travel. Her most recent travel adventures took her to Rome, Florence, Sorrento and Venice, Italy. Unlike her last two visits to Italy, this time she managed to stay away from gelato. Her son, Ian, will be driving soon. Watch out! Her dog, Jed Walker, is a total sweetheart who likes peanut butter more than life itself. Dr. Stuart Haines managed to steel Seena’s heart after they attended an invitational conference on diabetes management. Their mutual love of teaching and learning make for super interesting conversations at home. Ok, maybe not so much...

Tips for the busy preceptor- teaching while balancing patient care! Resources: Embracing challenges of precepting: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4062747/ Managing your time as a preceptor: http://ushp.org/resources/Documents/Sebranek%20Evans_USHPMidwinter2018_2ppHandout_FINAL.PDF -Planning -My schedule is that I have three students at a time and they are with me all day every day for 8 weeks. So, planning is essential. -My best piece of advice, and it may just be me, is to over-plan -I plan out the calendar in advance and give it to the students on the first day. It is, of course, subject to change. However, it shows them my expectations up front and allows them to (hopefully) manage their time. I even include when the drafts of presentations are due and any meetings that I would like for them to attend. -One of my best tips when it comes to planning is to provide more assignments/activities than you think is necessary. Our health science students are amazing-they are driven, have strong work ethics, and are eager to learn. The last thing I want is a bored student. Of course, the ideal is a student who is self-motivated to read the latest journal in their free time, but I think it is important to have more activities in mind rather than fewer. -By having sufficient independent work for your students, it also helps you as the preceptor to feel less overwhelmed. In the time that they are working independently, you can be preparing for your next committee meeting, working on an IRB proposal, responding to emails, etc. -Students can certainly help with any projects that you have, but also don’t feel like you need to originate all of their work. Before my students arrive, I reach out to several colleagues at my institution. I reach out to my physicians, pharmacy leadership, nursing leadership, and our infection preventionist. I tell them that I will have three students for x number of months and they would be happy to work on any handouts, case reviews, etc-basically whatever has been sitting on that person’s desk for a while. Our students may not do the project perfectly, but it at least gives the person a draft to work from. I think this does a few things. It reinforces the value of our students to others within the hospital and it reinforces the value of the work to the students. It is not just busy work for them to complete, it actually matters to someone (who may be outside of pharmacy). As an example, my students are working on a patient case review for an upcoming quality meeting, a brochure for a new drug at the infusion center, and a handout for staff on our C diff testing process. I coordinated the initial meetings/emails about these projects and then met with everyone involved to discuss deadlines. I think it is a win-win. -Patient care -Establish expectations -Be VERY specific-exactly how many patients they should work up, what time (to the minute) they should be ready, and what information they should be prepared to give you Read the full transcript at www.twopillspodcast.com !

Dr. Heidi Eukel takes us through a number of fresh ideas on interactive learning and shares how to avoid pitfalls she encountered while experimenting with learning games the first time around. In her own words: "I’ve been a professor (ugh, that word makes me feel old and boring) at my alma mater since 2009. I have the COOLEST teaching job ever – I practice in a licensed pharmacy that does not serve real patients – I take 15 student groups through 2-hour simulations on a weekly basis.My expertise (in my fake pharmacy) include MTM, dispensing, consultation, community pharmacy practice, and communication.I LOVE integrating pop culture into my teaching techniques – escape rooms, amazing race, minute-to-win-it, etc.My best tip for faculty: show the students that you’re human… I open lectures with a picture of my children being ridiculous (crying over the same toy, playing a trick on me, my clothing covered in baby food, etc.)My current research is: escape rooms in education (nursing education, pharmacy education, interprofessional healthcare education) AND engaging pharmacists in the opioid epidemic (I received a $120,000 grant from ND Human Services, taking a project state-wide now!)Highlights (full transcript at www.twopillspodcast.com):H: I always knew that I wanted to be a teacher. Exploring that Avenue of healthcare education was a little rocky for me. My expertise is in Community Pharmacy practice. My teaching is focused around motivating students to connect with their patients and to take that next step to be a pharmacist that makes a change. H: I use a technique that I learned from one of my colleagues called “read me.” I created a Word document called read me. It is all about what I need to do next time to make an activity better. I type it up quickly right after the activity and then I review it before implementing the activity the following year.One thing that went well for me is something that I piloted two years ago. It is in the area of communication. I often have Pharmacy student counsel each other in my Pharmacy. While they may think that they sound great, they may be using words that patients do not understand. Therefore, I implemented a self and peer assessment. They record themselves counseling. They pull up the rubric that I use and then assess themselves counseling. I also take that video footage and assign it to another student. It is random and Anonymous, but they also have to evaluate it. They have to provide detailed feedback. None of it is worth a grade, but it is all just formative feedback. I have seen it really help our student’s comfort and ability to counsel. H: My absolute favorite part of my career is mentoring students. I love seeing them choose what path they are going to take and reminding them that your path right after graduation is not a permanent decision. I also really love writing up the manuscripts for the research that I have done. The first few that I did were really hard and collaboration was very important. Now, after riding that bike for a while, it feels so much more natural. It is really fun to share what you are doing. It is great to connect with Pharmacy faculty around the country and around the world. It is exciting. Part of the difficulty is engaging students. They are very comfortable with boring PowerPoint lectures. They are not as comfortable in a pharmacy setting where they are performing in front of their peers and faculty... Full info available at www.twopillspodcast.com

If you have worksheets, you can create an escape room! Resources: https://teacheveryday.com/escape-room-in-the-classroom/ https://www.edtechteam.com/blog/2017/08/break-out-of-classroom/ https://sites.google.com/site/digitalbreakouttemplate/home Escape rooms are SO hot right now. I have seen diabetes escape rooms, gram positive infections escape rooms, and even interprofessional education escape rooms. They sound daunting and difficult to create. However, after making my first one, I can tell you-if you have worksheets, you can create an escape room! Who: I piloted it in my elective, so a smaller group. Students were in teams of 2-3. What: This was an end of course review for an infectious disease elective Where: Classroom When: End of course Why: -Allows you to review many concepts in a short amount of time -Students are entirely immersed in the content as they attempt to solve the locks -Timer naturally creates sense of urgency and competition .... Full episode information available at www.twopillspodcast.com

Dr. Angela Gomez has over twenty years of experience in the fields of continuing education, instructional design, performance improvement, coaching, mentoring, and project management. Angela's background includes a Bachelor of Business Administration degree from Wichita State University in Wichita, Kansas, a Master of Science degree and a Ph.D. in Educational Psychology from Texas A&M University. She is also a Board Certified Bariatric Educator. Dr. Gomez currently serves as Manager of Continuing Education Programs for Cardinal Health Innovative Delivery Solutions. She has served in this position since 2005 and manages the continuing education programs for over 3,000 pharmacists and pharmacy technicians. She has grown the program from 10 offerings in 2007 to over 200 offerings in 2018. She also assists pharmacists with developing professional development plans and honing their presentation and professional interaction skills. She regularly consults with the Texas A&M College of Pharmacy concerning educational deliverables and operates as an independent consultant to assist companies with the development of documentation and educational materials to bring their products and services to market, and to educate consumers on the proper use of the products.... Full bio and contact info at www.twopillspodcast.com

Resources: http://www.pnas.org/content/111/23/8410 https://community.acue.org/blog/three-misconceptions-using-active-learning-stem/ https://news.aamc.org/medical-education/article/flipped-classrooms-scrapping-traditional-lectures-/ Episode Notes:“Universities were founded in Western Europe in 1050 and lecturing has been the predominant form of teaching ever since” Scott Freeman, University of Washington “It’s almost unethical to be lecturing if you have this data…an abundance of proof that lecturing is outmoded, outdated, and inefficient.” Eric Mazur, Harvard University Our Learners Self-directed, problem-centered, prefer active involvement Millennial learners are participatory and prefer assembling information Need to recall extensive amounts of practical information Why active learning? Meta-analysis of 225 undergrad STEM studies Comparing student performance when exposed to traditional lecture vs. lecture with active learning Performance Traditional lecture = 34% Active learning = 22% Exam scores ↑ 6% Letter grade ↑ C+ to B- Active Learning Student centered Knowledge structures changing Contextualized knowledge Small groups Student dialogue Transformational Passive Learning Teacher centered Passive learning/memorization Knowledge out of context Individual Student listening Traditional

In his own words, "I laugh when I think back on my view of the world as a young man. I would describe my “purposeful academic journey” like this: Take a stick. Throw it into a stream. Watch where it ends up. I was a kid who thought that those who became valedictorians were just lucky. I barely got into pharmacy school and struggled once I got there, only figuring out what was going on as I was finishing my degree. I just knew I wanted to help people, and so I have."His prescription for life involves self-care; applying what we preach to our patients to our own lives! Eat well, get outside (with some sunscreen!), and take the extra time in the day to get on your feet and exercise! Sitting is the new smoking in major causes of disease and death in this country so get moving!

Resources: https://cft.vanderbilt.edu/2013/04/ask-professor-pedagogy-holding-class-outside/ https://www.ncbi.nlm.nih.gov/pubmed/29425171 https://www.ncbi.nlm.nih.gov/pubmed/29354083 Who: Small groups, such as experiential students on rotations What: We’ll do case discussions, SOAP notes, topic discussions, and evaluations outside. We have also done “park rounds” where we walk around the park and discuss teaching topics of rounds. (Nothing patient specific of course). Where: We have done “park rounds” b/c there was a park across the street from the hospital. For student discussions, we often find ourselves on benches outside the hospital. I enjoy having our discussions near the ambulance bay b/c it shows students a different side of patient care. It shows the role of the EMT and what the patients look like before they’re neatly in their hospital gowns and with lines in. When: Mine are often in the afternoon when it’s warmest. How: -Check your weather app to make sure the weather is cooperating. Students will complain if it’s too cold, too windy, etc. You don’t usually want to make multiple trips. -There are naturally more distractions outside-don’t expect to straight lecture and have students pay attention to you. Outdoors is best for discussions where all are actively participating. -Make sure you do not discuss anything patient specific. That should, of course, be a given all over the hospital but especially outdoors. I think having discussions outdoors actually reinforces the importance of patient privacy and HIPAA in my students. -Be sure to include engaging topics and those that are relatively brief. Attention spans are short, but especially with outdoor distractions. Consider limiting your time to 20-30 mins or less. -If you want to take outdoor learning to the next level, check out Forest Schools which originated in 1993. These schools are based on Scandinavian principles that emphasize human contact with nature. Why: We are under fluorescent lights most of the day. Why not get a little Vitamin D and sunshine? -Author Richard Louv came up with the phrase “nature-defecit disorder”-students have too much indoor stimulation, screen time, etc -Data studying children in an outdoor curriculum found that they scored higher on assessments in math and science compared to a traditional setting. - Improve recall: Improving recall can come from experiencing something new and unfamiliar. Classrooms where day in and day out the lighting, temperature, layout, and scenery are always the same does not have much to offer in this area. But moving the class outside opens up fresh stimuli for the senses. I certainly remember the SOAP notes and topics we discussed outside, much more than in the small conference room where the rest of our discussions take place. -Study of college students: By transforming an on-campus course into a blended course, we were able to conduct seminars outdoors in nearby nature while walking. These walking seminars were evaluated among 131 students and nine teachers leading the walking seminars. The responses to the student survey and teacher interviews indicate that discussions, sense of well-being and the general quality of the seminar improved, regardless of how physically active participants were the rest of the time. The study shows one way to increase physical activity with small means; in our case

Dr. Elizabeth Skoy is an Associate Professor of Pharmacy Practice at the North Dakota State University School of Pharmacy. She has a strong passion for innovation in education and within community pharmacy and uses this passion to drive her service, teaching and research. Book Recommendations: -- Classroom Assessment Techniques: A Handbook for College Teachers - Thomas A. Angelo, K. Patricia Cross-- What the Best College Teachers Do - Ken BainQuestions? Comments? Recommend someone for an interview? Contact us twopillspodcast@gmail.com or find us on twitter @twopillspodcast!Highlights (full transcript at www.twopillspodcast.com):My practice background is Community Pharmacy. I touch on the expansion of Community Pharmacy rather than the traditional roles. I teach non-sterile compounding, point-of-care testing like hypercholesterolemia and glucose, and some of the newer point-of-care test such as strep or influenza. I also teach in the immunizations course.Don't let the students or interns get lost in the regular workflow. Community pharmacies get busy, but don't forget about those teaching moments. Pull your learners into moments when you are calling providers are reviewing profiles. That way, they are exposed to more of the pharmacist role than the technician role. Bring them into those behind the scenes of behind the counter moments that we use our knowledge in our license for.I have always been passionate about service. A colleague and I decided to start up a medical mission rotation to Guatemala. We started it eight or nine years ago. As we were setting up this rotation, we were brainstorming how we could capture learning. It felt like surveys, preceptor evaluations, or even reflections would not capture the in-depth learning that is happening. So, we discovered the methodology of Photovoice. It uses a camera to capture a time, moment, or experience. We wanted to use photography to capture their learning. We found their reflections to be so much deeper doing that.From there, my colleague and I thought about how we could capture a medication experience. My colleague has a practice site in a psychiatric clinic. We decided to focus on patients who were taking medications for mental health. Our findings were fascinating and we learn so much from our participants. We noticed that the college students in our cohort had a slightly different experience than the other participants. We received a seed Grant from our School of Pharmacy to study our North Dakota State University college students. We then recruited college students to participate in Photovoice. It has drastically expanded in such a positive way. Our Counseling Center sat in on the interviews and thought that this could be a new way to approach group therapy. They have done some Photovoice sessions within the Counseling Center. Participants have often been resistant to group therapy due to stigma, anxiety, etc. When they were talking about a photograph, the focus was on the photo and not on them and their illness. We collected those photographs and reflections. It has become a campus-wide movement to start to talk about mental health from the viewpoint of our college students in a different way. A professor of photography on campus is working with us. She puts it really well by saying that “everyone can relate to a photograph”. Once we can agree that we can relate to a photograph, we come a step closer to being able to relate to someone with mental illness.So much of what I do is focus on collaboration. Everything is better in a team. I do not have all the answers or the strengths. Other people bring skills and information to the table. I try to take advantage of an

Exam Wrappers aka Error Analysis Exercises  Resources:  https://www.duq.edu/about/centers-and-institutes/center-for-teaching-excellence/teaching-and-learning/exam-wrappers  https://www.cmu.edu/teaching/designteach/teach/examwrappers/  https://www.facultyfocus.com/articles/teaching-professor-blog/strategy-work-look-exam-wrappers/  https://teachingcommons.stanford.edu/teaching-talk/exam-wrappers  Why: When students receive back a graded exam, they often focus on the single number/grade earned. While this focus is understandable, it can lead students to miss out on learning opportunities:  identifying their own individual areas of strength and weakness to guide further study;  reflecting on their preparation time and study strategies;   characterizing the nature of their mistakes to find any recurring patterns that could be addressed.  What: short handouts that students complete when an exam is returned to them. These exam wrappers direct students to review their performance and adapt their future studying. These exam wrappers may be the answer for students who need direction to help them improve their exam scores but aren’t sure where to start. 3 main questions to ask:  study skills used to prepare;  types of mistakes they made on the exam; and  what modifications might improve their performance on the next test.  We’ll break down the purpose of each question.  Question 1: Study skills used to prepare  Allows for reflection on what the student did right while studying and what they can improve on for next time. For example, if they write down that they crammed for the test, studied minimally, or studied concepts but not more specific problems, for example, they will begin to associate this method of studying with their presumably lower test grade. Alternatively, good study practices will support a higher test grade and let the student know they are studying optimally.  Question 2: Types of mistakes made on the exam  Self-analysis of which problems they answered incorrectly. Do they notice a trend with a certain concept or type of problem? Are any of the problems they had trouble with due to a possible lack of/inefficient method of studying? If so, they can look back to Question 1 and see where they might have fallen short in their studying habits (or lack thereof).  Question 3: Changes to improve performance on the next exam  Possible connections between how they study and what they had trouble with. If, through the prior two questions, they have found a trend (such as not studying a concept enough and subsequently missing most problems related to that concept on the test), the student knows how to direct their studying for the next exam.  When:  Students prepare for and take the exam using their typical study strategies.  Instructors hand out the exam wrappers alongside the exam results and class time (probably only approximately 10 minutes) is devoted to filling them out.   The instructor collects the exam wrappers. This step is necessary for a variety of reasons: if the instructor is making them an assignment, he/she needs to keep track of who has completed them. Additionally, collecting them and analyzing the students’ responses gives the instructional team a sense of strengths and weaknesses. To me, collection of the exam wrappers may depend on the class size and setting.  At the time when students should begin studying for the next exam, the instructor returns the completed exam wrappers (from the previous exam) to students so they can revisit their responses. Another option is to give students a few minutes to reread their exam wrappers and then take a few minutes for students to share effective study strategies.  How:   Sample questions for an exam wrapper:  Approximately how much time did you spend preparing for this exam? ______    Find full episode content and resources available at www.twopillspodcast.com

Rachele Pojednic, PhD, EdM is an Assistant Professor of Nutrition at Simmons College and a former research fellow at the Institute of Lifestyle Medicine, Harvard Medical School. Dr. Pojednic’s work has a specific focus on physical activity and nutrition interventions for the prevention and treatment of non-communicable chronic disease. She is also the founder of the Strong Process Forum, a one day Boston-based wellness conference that includes three curated panels of scientists, farmers, journalists, athletes, clinicians and innovators designed to integrate evidence based knowledge into the health and wellness space.  Dr. Pojednic received her PhD from the Tufts University Friedman School of Nutrition Science and Policy in Biochemical and Molecular Nutrition & Exercise Physiology. Her research at Tufts was completed in the Nutrition, Exercise Physiology and Sarcopenia laboratory at the USDA Human Nutrition Research Center on Aging at Tufts, where she was awarded the Ruth L Kirschstein National Research Service Award by the National Heart, Lung, and Blood Institute.  While at Tufts, Dr. Pojednic examined the molecular interaction between human skeletal muscle and vitamin D as well as novel contributions of speed and velocity to overall muscular power with aging.  References: NY Times Blog Tamar Haspel- Washington Post Journalist Katherine Pett @nutritionwonk Kevin Folta @kevinfolta Pema Chodron- "Fail, Fail Again, Fail Better" Highlights (full transcript at www.twopillspodcast.com): I am an Assistant Professor at Simmons University here in Boston in the Nutrition department. I have a PhD in Nutritional Biochemistry, so I think about how food affects our bodies at the molecular level. I also started a conference here in Boston, the Strong Process forum. It is an all-day conference where we bring together experts in their fields and all of the people that want the information that the experts are putting out. I always say that the academics suck at Instagram. We try to pull the two worlds together. The academics are then talking to the people in the Fitness and Wellness space. The Fitness and Wellness people are than informing the scientists. They are teaching them how to communicate their message to a lay audience. It is a nice back and forth. I also walk the talk and I am an indoor cycling instructor here at Flywheel Sports and I am an ambassador with Specialized Bicycles. L: Can you expand on why scientists suck at Instagram and how we can improve our communication about what we are doing? R: Half of my brain has been in pretty high-level research in academia. The other half of my brain has been in the Fitness and Wellness space with my undergrad degree in exercise physiology. I started out as a personal trainer and worked as a strength coach for a lot of teams here. I found that most people in the Fitness and Wellness space are getting their information second, third, and fourth hand. I really wanted to bring those two worlds together. We are so privileged in the academic space to go to conferences and get exposure to the people doing the best research at the highest level. How can we get that information to people who need it? They are the enthusiastic and passionate practitioners on the ground. How do we teach the academics to be the first hand source of knowledge for the Fitness and Wellness experts? At Strong Process, we have three panels: move, eat, and rest. We fill them with three experts each. We design them like a TED Talk. The moderator is a wellness expert. We try to blend this idea of trust between both worlds. I wrote a paper that is under review that describes how clinicians do not trust personal trainers with their patients. We need to build this bridge of trust between those two worlds. I saw a huge gap and Strong Process is trying to fill that up.

Two Pills Tips: Pecha Kucha Your Way Out of Boring Lectures! Resources: https://remixhumanities.wordpress.com/2010/11/03/pecha-kucha-in-the-classroom-tips-and-strategies-for-better-presentations/ http://www.pecha-kucha.org/what http://chronicle.com/blogs/profhacker/challenging-the-presentation-paradigm-in-6-minutes-40-seconds-pecha-kucha/22807 https://www.usm.edu/sites/default/files/groups/speaking-center/pdf/teach_with_pechakucha.pdf http://tlt.cofc.edu/2012/10/25/pecha-kucha-in-the-classroom/ What: Pecha Kucha is the Japanese term for the sound of conversations or chit chat. These presentations encourage conversations and not just delivering bullet point information in pre-designed slides. It is a presentation with 20 slides at 20 seconds each. The presentation is set with a timer to advance the slides every 20 seconds. 20 seconds is enough time to make a point, but not to ramble. As the speaker, there is a limit to the amount of text you can say in 20 seconds. It forces the speaker to be concise and the audience to be more engaged. Why: Traditional lecture slides are full of way too much text that is in the same format with each mouse click. Students are more inclined to lean back and potentially sleep, especially if they already have the slides that you are reading. Plus, our learners have seen these same text heavy slides for their entire education. We may remember chalk boards (even my college calculus classes), overhead projectors (were still used in my biochemistry class in pharmacy school), and dry erase boards. Our learners, however, have likely received information in a slide format since their early childhood education. I’m not saying that lectures with slides are bad, but they are very familiar. Let’s talk about images in lecture. They are often lame clip art, captured from an image search, or just generally used to make a slide look less full of text. In a pecha kucha, the image is often the entire slide. It forces the speaker to talk about the image, not read the text next to it. Where: Any topic that is visually stimulating. Pecha kuchas are a beautiful way to present global health or public health topics. Maybe students use their own photos captured on a rotation. I have also seen Pecha Kuchas on issues such as electrolyte disorders. Each slide is a different aspect of the disorder, such as hyperkalemia or hyponatremia. I like those ideas for Pecha Kucha because they are a single focus and you can certainly describe them with 20 slides. If you need inspiration for topics, you can find many Tedtalks that are in this style. Again, the focus is on the images and not the text. Who: Electives, rotation students. Instead of students presenting a report or proposal, have it in this style. Students either work individually or as partners. Larger teams would be more difficult for each person to be able to present. If presenting as partners, it would be advisable for one partner to present 10 slides and another partner to present the other 10 slides. This presentation style may appeal to those who struggle with public speaking. The presentations are given at a faster pace and for only a few minutes (6:40). How: The speaker (either faculty or student) designs a 20 x 20 presentation. Yes, there are constraints. However, constraints stimulate creativity and encourage take home points over details. Pecha Kucha also encourages studen

Questions? Comments? Recommend someone for an interview? Contact us twopillspodcast@gmail.com or find us on twitter @twopillspodcast! Highlights (full transcript at www.twopillspodcast.com): Meghan Jeffres graduated pharmacy school from University of Wyoming, PGY1 at Intermountain Healthcare in Salt Lake City Utah, PGY2 at Barnes-Jewish Hospital in St. Louis Missouri, Assistant to Associate professor at Roseman University College of Pharmacy in Las Vegas Nevada, then back to Assistant at the University of Colorado Skaggs School of Pharmacy. She loves creating, doesn’t mind assessing, hates writing about it. L: I just have to say after knowing Meghan and working with her, I disagree with that last sentence. She is fantastic at all three of those. M: Quality of output does not necessarily mean enjoying the process. But thank you. I came in to Academia through the side door. The first classroom I was in was at Roseman, which is a 3 year accelerated program with a block schedule. Students are in class from 8 to 3 and you are responsible for that day. You have six hours to teach and spend that time with them. You are forced to schedule time in your lectures to do things. The time management is an interesting process to learn. Roseman really focused on Mastery of learning and it was a 90% pass-fail curriculum. On average, your curriculum should be ⅓ to 1/2 Active Learning. Since then, I have become an advocate for active learning. Now, I'm really looking at the scholarship of active learning. One thing that I thought would be mundane was going through worksheets. In the classroom, as infectious disease teachers, there is no standard textbook. We are often creating our own content. I give them that basic information ahead of time in a flipped classroom kind of way. Then, in class, we go through a skeleton of a workbook. I thought students might find it boring, but they are so into it. They think it's really effective. Handouts, worksheets, workbooks, or something I do all the time. Surprising part is that it is effective and yet rudimentary. It's not graded and all of it is focused on their learning and their benefit. What has not been effective was taking ID fundamentals and skipping a couple of steps. That led to asking them to apply things that they were maybe not ready for. That can be very frustrating for even your highest achieving students. It will cause them to check out. There has to be gradual steps from memorization to application in the real world. There can be assuming that they can make connection or links that haven't been assessed yet in the classroom. For someone who is new to teaching, I think the best thing is to sit in the classroom. It does not have to be your content area. You should go listen to both clinical and science folks. It takes time, but your first year as faculty is when you probably have the most flexibility to do it. If there is another pharmacy school nearby, broaden your horizons and go there to listen. There are two things to look for. One is what is the teacher doing and two how are the students responding. Sometimes it's hard to take something that you created and put it out into the world, even to your own classroom. It will be critiqued and picked apart. There's a concern that they will hate this thing that you developed or put time into. Is it going to be embarrassingly terrible? You have to be risk tolerant. It also comes with practice. You also get much better at planning. You do not want to wing it or just have it be a free-for-all. Things go sideways quickly. It comes from repeated efforts of trying new things. You will just get better at trying new things. That in itself is a skill. When I was first introduced to strength finders, I thought that was such a great concept. Stop trying to fix what you're bad at and go ahead and spend time in what you're good at. That felt like a permission slip for me. One of the

Resources: http://pediatrics.aappublications.org/content/early/2015/12/07/peds.2015-3679 https://www.ncbi.nlm.nih.gov/pubmed/?term=24004439 This topic is a little different from our didactic-focused interventions. However, for those of us who participate in rounds or any experiential education in patient care, I think it is an important question. When I think about rounds, I think about how beneficial it can be for all participants. The process encourages attendings or faculty to teach, residents to both teach and learn as part of practice, and students to learn. However, I have also seen a less enthusiastic approach to rounds. Sometimes, it is just getting through the morning to move on to discharges, clinic follow up, etc. So, I started thinking-how can we make rounds a more well-rounded experience? Bedside rounds, or family-centered rounds in pediatrics, can be defined as conducting attending rounds, including patient presentations and discussions, in the patient’s room with nursing and family present. If you look around an ICU team (as an example) and consider the amount of salaries standing in a circle (physicians, residents, nurses, pharmacists, case managers, social workers, dieticians, PT/OT, and more)-it would behoove us to make the best use of each professional’s time. Areas of education in rounds include skills such as bedside physical examination teaching, effective communication, and encouragement of trainee independence. A first step to improving the educational experience on rounds is to have a specific plan/road map. Preparation instills confidence in both the teacher and the learner and facilitates the learning process. It allows you to maximize the learning outcomes rather than just repeating the same process day after day. Defining each person’s role on the team has multiple benefits to improving education on rounds. This ensures that each person is involved, breaks down barriers between educator and learner, engages the team, maintains interest, ensures efficient rounds, validates the learner’s input, and allows equal opportunities between learners. Devise a plan beforehand on what can be taught to act as a guide but still be flexible to improvise. No two days of rounds will be the same. Having a plan also allows for good time management and prioritizes educational opportunities to focus on the learner’s needs. I have seen this be successful in a variety of ways. For example, presentations and team goals can be set at the beginning of the week. Each presentation is then planned and topics are decided on, therefore providing clear expectations. Some attendings will choose to review a certain article in the main journal of their expertise. It becomes a group discussion facilitated by the attending and allowing the attending to provide his/her expertise. Some residents have created quizzes based on topics discussed during the week. Other residents may opt to review an OB strip each week or an EKG each week just to provide exposure to the team. If you are able to collaborate with another department, maybe your team visits radiology once weekly, pathology once weekly, or microbiology once weekly. One resident I worked with had a focus on physician wellness and started each day of rounds with DzGratitude Roundsdz where each team member said something that they were grateful for..... Full content available at twopillspodcast.com

Interview with Dr. Diana Rangaves! Dr. Diana Rangaves is a pharmacist, philanthropist, and ethics professor turned writer. An accomplished educator, award-winning teacher, and business professional, she uses her powers for good. Diana is a foster mom for PapHavenRescue.org and lives in California with her dogs and pasture pets, in their forever home. She is the author of Embrace Your Excellence: A Psychopharmacology Primer and Mirror to the Soul and Escape into Excellence: Building a Foundation for Honest Decision-Making. References: The Four Agreements, Don Miguel Ruiz The Power of Myth, Joseph Campbell A New Kind of Science, Stephen Wolfram Resources: The Wizard of Oz, Alice in Wonderland, and Carpool Karaoke with Paul McCartney Questions? Comments? Recommend someone for an interview? Contact us twopillspodcast@gmail.com or find us on twitter @twopillspodcast! Highlights (full transcript at www.twopillspodcast.com): My teaching strategies are related to reading apprenticeship. In reading apprenticeship, we use interactive keywords and think aloud's, think pair and share, questions, and we map things. Critical thinking skills are embedded in reading apprenticeship. It is so important that once a student leaves school, they have those tools in the real world. For those of you who are considering a career in Health Sciences, you can change your environment, use your degree for multiple reasons, you are not just boxed in. After teaching for a while, I realized I could be teaching the same few courses forever. After a while, you can't integrate new stuff. I ended up writing two textbooks. They're called “Embrace Your Excellence” and “Escape Into Excellence.” “Escape into Excellence” talks about ethics and how to develop critical-thinking skills. It uses real-life case studies. It takes you from the beginning about what is ethics, what are values, how do we learn our values-all the way full circle to passing and death. How do we stand in silence and honor the people in our lives we care about who are ready to pass? “Embrace Your Excellence” is a psychopharmacology book. It introduces people to mental health, mental health issues, the pharmacology involved, including opiates and hallucinogenics. It adds the holistic piece to it with real life student cases and students writing about their experiences. It helped create a full package that students like. A lot of it was written by students for students. When I wrote, “Escape into Excellence,” we determined that all author royalties would go back to charity. Education is so important. For both “Embrace Your Excellence” and “Escape into Excellence,” all author royalties go back to Santa Rosa Junior College Foundation to support education. The royalties of my children's values book, “The Adventures of Rosie Posie Papillion,” go to pap haven rescue. It's a heart project and labor of love to impact and give back. We had to learn these skills on the fly when we got out, when we read a book, and here is a textbook that schools can use to further that endeavor. One topic was IV therapy. I brought in empty vials and bags and tubing. I gave them a scenario that included stuffed animals like dinosaurs, poodles, and others. Each doll had a flash card around their neck with a scenario. It Incorporated education, pharmacology, and calculations. Each team had a team leader who read the case. Each team member then took one of the questions And explained the answer to the other students. Each team member had a teaching moment. It gives them confidence, practice speaking, and all in a peer environment that was safe. No one was judging them, no one giving them a certain number of points, and it was a very relaxed environment. They were able to do every sensory experience within that one exercise. It is applicable to any topic. Don’t ever be afraid to step into the unknown. Fear is the worst reason in the world to do somethi

Cards Against Humanity/Apples to Apples Resources: http://www.techsavvyed.net/archives/3811 https://insidetheclassroomoutsidethebox.wordpress.com/2016/06/19/apples-to-apples-edu-style/ What: • Word association games • Shared goal by all players to complete a phrase by matching the dealer’s card to a card in their hand to earn points • Everyone has a unique set of cards in their hand, and thus the phrases can vary wildly, depending on the preference of the player. How: • Learners are divided into teams that can range from 4 students per team to 10 or more. • In each round, one player (the ‘judge’) turns over the top prompt card and the others, who each have a hand of 8-10 cards, anonymously throw down a single card in response.  • Two sets of cards— a “judge” lays a category word or phrase and participants have to secretly lay a card from their hand that they believe best represents the word/phrase. The judge selects which card was the closest/funniest/most interesting/best. The card that the judge chooses earns a point. Who: • Small or large groups, though smaller teams may be more engaged • Classroom likely most conducive What topics: • Almost any content, usually as a review • Any topic that has clear subcategories/topics • So, for pharmacotherapy of diabetes, the topic card could be “DPP4’s, insulin, GLP-1’s, etc” and then students would have to use adjective/descriptor cards “hypoglycemia, weight gain, nausea, etc” and the best card wins • For heart failure, could use each drug class as a topic card and the descriptor cards could be “hypokalemia, mortality benefit, etc” When/Why: • Goal of this strategy is to provide an immersive active learning strategy for review and association/correlation of complex topics. • Though would take time to set up and print, could be used over and over • Estimated classroom time: 15-20 minutes Other: • This active learning strategy, like many, requires the instructor to be comfortable with a small amount of chaos. Learners typically enjoy this game and become competitive. • To add descriptor cards, could use “NOT cards”-so “NOT hypoglycemia” as a descriptor • Templates available online (see links in show notes)-probably want to print on cardstock for longer-lasting cards

Hi! I’m Lauren and I wanted to thank you for checking out “Take Two Pills and listen to this podcast!”  Each episode, we interview innovative educators in health, medicine, and more!  You know that feeling when you go to a conference, take lots of notes, and come home inspired and ready to implement new ideas? Then, you get back to hundreds of emails, a full meeting schedule, and those great ideas get pushed to the back burner for day to day tasks.  The goal of this podcast is to keep up inspiration by hearing exciting ideas from educators in all areas of health sciences! We want to talk to pharmacists, physicians, nurses and nurse practitioners, psychologists, PT, OT, speech therapy, nutrition, public health, and more.  If you work with health sciences students or you would like to in the future, this podcast is for you!  If you have an idea for an inspirational educator who we should interview, we would love to hear from you! Please send us an email at twopillspodcast@gmail.com or find us on twitter @twopillspodcast In addition to our full length episodes, we’ll also be providing short quick listening episodes that are brief discussions of a teaching idea/concept that could be implemented in your next class.  If you have an idea for a quick teaching tip or just want to reach us, feel free to email us at twopillspodcast@gmail.com or find us on twitter @twopillspodcast. Thank you again for listening!

Interview with Dr. Eleanor Vogt, PhD, RPh Eleanor Vogt, PhD, RPh, is a faculty member in the UCSF School of Pharmacy.  She has been named the president of the board of directors for the American Pharmacists Association Foundation (APhAF). Vogt has had a distinguished career working in clinical pharmacy practice, the pharmaceutical industry, health policy and planning, regulatory affairs, and patient safety and advocacy, and even as a TV pharmacist, answering questions for the public in the 1970s. She was the first consumer representative on an FDA technical review committee, and served as Senior Fellow for the AMA’s National Patient Safety Foundation, testifying before Congress on this issue. Vogt joined the faculty of the UCSF School of Pharmacy’s Department of Clinical Pharmacy in 2004 and was awarded the UCSF Presidential Chair for 2004-2005. Questions? Comments? Recommend someone for an interview? Contact us twopillspodcast@gmail.com or find us on twitter @twopillspodcast! Highlights (full transcript at www.twopillspodcast.com): My teaching style is a learning style. I consider myself a learner and that's what it's all about. Someone asked me in the classroom who should learn the most? The teacher. If the teacher is not learning, then learning isn't happening. That's the process. I really try to live that. It's a community of learners, not a classroom. We're all learning together. It's a dialogue. Learning is an internal active change process. When we have real dialogue, the real excitement and learning takes place. The answer is in the room. Having people share their experiences is what it's all about. The dynamic that goes really well for me is when everyone is involved. Sometimes that takes physical movement. I like to have people get up and move. When looking at the kinds of thoughts that medical students generate, such as imposter syndrome and thinking why did I get here. I'm not good enough. I shouldn't be here. That leads to shame, which leads to anxiety and depression. So, if we turn it around and we say that our thoughts are going to be of appreciation and gratitude and positive stories, that leads to my feelings of I am good enough. I feel confident, I am focused, I'm centered, and that leads to resiliency. Major universities are demonstrating that what happens on the outside is a reflection of what is happening on the inside. These include our perceptions and our filters that are transparent to us. We just see right through them. The exciting thing is that you can change! You can change your perception and you can change your thinking. We know so much about the benefits of breathing. In school, we teach students about inhalers and treatment for respiratory diseases. But the respiratory system is so fascinating. When you breathe in, and I invite your listeners to take a breath, be aware at the top of your in breath. And then especially at the bottom of your out-breath. There is a point at which nothing happens. Don't hold your breath, just be aware. Put your awareness when it happens. At that point, your body is in perfect balance. Both systems are in perfect balance. We call it a rest and restore point. It's potent healing. It costs nothing. It's readily available every few seconds. Not only is it physiologically healing, but it can change your perception. If you are talking to someone who is upset, you can put your focus on your own Still Point, you will find that you will become more relaxed. You'll be surprised what comes out of your mouth when you're in this more relaxed and focused state. You're no longer just reacting to the situation. You are speaking from your authentic self. It's really a mind-altering technique. And it's so simple. The prescription I give everyone, which is choose to feel good. We have the ability to change what we think. There are some wonderful simple techniques if you need them like The Still Point, like m