1. 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

3. 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

4. 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

5. 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

6. 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)

7. = 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 =

8. 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

9. 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

10. Learning outcomes for Students & Tutors

11. Sample task on Placement

12. Sample Competency

13. Sample student self-assessment

14. Self Assessment & Tutor Assessment

15. 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

16. 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.

17. 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.

18. 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

19. 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