Using PebblePad to facilitate health care students’ transition to professional practice Dr Eileen O’Leary, Dr Kevin Murphy, Dr Margaret Bermingham, & Dr JJ Keating School of Pharmacy, University College Cork, IRL

Build digital capacity to facilitate transition Challenge Opportunity Chemistry Pharmaceutics Anatomy Biochemistry Pharmacology Microbiology Physiology Clinical Practice Build digital capacity to facilitate transition Laboratory Workshops Lectures Placement Inpromptu Community Based Learning Across 5 years of the Integrated MPharm

ePrePP - electronic Preparation for Professional Practice Facilitate Healthcare-students transition to Professional Practice A virtual platform to facilitate IPL Platform to record, monitor, assess and provide feedback on competencies and record CPD To create and provide ready access to learning resources

Student Involvement – Focus group One-Stop shop for information Easy Access/readily available Identifying knowledge Gaps Greater emphasis on IPL Operates on a mobile device Standardise teaching and maximise learning opportunities

Staff Requirements Student Privacy and Security of Info Integrate with Blackboard Student Privacy and Security of Info Allows collaboration & IPL Single Sign-on Facility Track and assess competencies Operates on a mobile device Generate reports Free Life-long access Premade & custom designed templates (students as users & creators)

= Technology to facilitate transition to Professional Practice Staff Students Document & Record Learning – Competencies Reflect on Learning & Training – Reflection Diary Identify & Fulfil Knowledge Gaps – Digital Resources Staff Facilitate feedback & assessment Tracking CPD =

Supported Teaching Strategies Reflection templates Scaffolded & guided learning Independent learning Creativity and Imagination Record of learning & competence Peer, self & teacher led assessment Collaborative learning Formative and summative feedback Interactive learning Supported Use of Technology Premade templates No programming knowledge needed – you can do it yourself! Readily configurable templates All submissions in the one place All submissions secure Students can create CV, Templates, Webfolios etc also

Most Proud of! Workbooks for Placement Workbook for behaviour assessment in Lab Mimic of the CCSAT Used to self-assess against the Core Competency Framework Mimic of the IIOP CPD Cycle Used for Hospital visit Impromptu learning Webfolio for Pharmaceutical Chemistry team project Test potential for virtual synchronous and asynchronous IPL Worksheet of activities assessing behaviours across all Year 1 Worksheet of behaviours linked to calculations assessment

Learning outcomes for Students & Tutors

Sample task on Placement

Sample Competency

Sample student self-assessment

Self Assessment & Tutor Assessment

Love! The duplicate button Ability to create a customised workbook Ability to ‘amend’ workbook after it is rolled out Variety of ‘measurement scales’ Everything is submitted to the one place Auto-submit Collections Can add evidence to support achievement Option of workbooks/worksheets as one use only

Key reasons for choosing PebblePad Support Ability to develop in-house bespoke templates relatively easily Ability to maintain and improve templates Confidentiality and security of students information Single sign on and integrated with Blackboard Student owns it and it migrates with them on graduation – student record We found that PebblePad supports: Flexibility for student and tutor in relation to learning, structuring templates and assessing. Autonomy of learning – students self-asses, identify learning needs and plan learning. Just-in-time learning – many students learn in different ways and at different paces. Having access to information on a need to know basis is possible using links in PebblePad.

Showcasing ‘future readiness’ with PebblePad The students have documented evidence that they consistently obtained the required competencies to be a professional pharmacist which can support their declaration of ‘fitness to practice’. The students have practice at completing continuing professional development cycles, identical to those they will be required to complete as professional pharmacists. The students have experience using the CCSAT which they will be required to use to identify learning needs as a professional pharmacist. Students have documented and reflected on learning and have documented evidence of achievement that is readily searchable, collateable and transferable for prospective employers. The emphasis and value placed on non-formal and informal learning and the advantage that such learning has to students holistic development is gaining momentum (Werquin, 2010), pebblepad is a vehicle that students can exploit to document and record this experiential learning.

Current USER Base Pharmacy, UCC Nursing, UCC 70 First year students 70 Placement tutors 6 Demonstrators 7 Academic Staff, 1 Admin Staff, 1 Technical Staff Nursing, UCC 9 nursing students and preceptors IT Tralee (ePrePP partners) 60 Third year students TCD (ePrePP partners) 60 pharmacy Students

Acknowledgements Colleagues In School of Pharmacy Dr JJ Keating, Dr Kevin Murphy, Dr Margaret Birmingham ePrePP Executive Committee Prof Henry Smithson (General Practice, UCC), Caroline O’ Connor (Nursing, UCC), Dr Bettie Higgs (OVPTL, UCC), Catherine Burke (Project Assistant), Eirin O’ Connell (Project Manager) Grace O’Leary, LTU, UCC National Forum for Enhancement of Teaching and Learning In Higher Education, Ireland PebblePad