Presenter:
Larry Leung
Authors:
Lim R, Ranger, H, Grey M, Chang S, Micallef J, Leung L
Poster Abstract:
Background: The UBC Entry-to-Practice PharmD Neurology Module primarily relies on didactic lectures to cover complex neuroscience concepts and advanced pharmacotherapy. This approach builds foundational knowledge, but offers limited opportunities for students to engage directly with patient perspectives — a critical component in preparing future pharmacists for patient-centered care. Therefore, this project has developed an educational framework centering on Patient Educators (PEs) living with chronic diseases to enhance pharmacy students’ understanding of neurological conditions through a patient-centered lens.
Methods: The BRAIN framework was developed based on Fink’s Taxonomy of Significant Learning to create a cohesive, patient-focused learning experience, bridging theoretical learning and real-life practice. The BRAIN framework consists of three core components, used in combination with didactic instruction: 1. Highlight — asynchronous content where students are introduced to PEs 2. Laser/energize — interactive case-based study sessions which allow for application of knowledge 3. Reflect — integration of PE voices throughout each aspect of the BRAIN framework and didactic lectures
Preliminary outcomes: Formal student feedback was collected through an open-ended survey after completion of the Neurology Module. Initial feedback was overwhelmingly positive, with common themes being appreciation for the highlights, practice questions, and study sessions. However, there was mixed feedback on the amount of repetition due to overlap between Highlight and lecture content.
Next steps: This pilot lays the foundation for integrating a new patient-centered, academic framework across additional modules in the PharmD curriculum. The conducted evaluation will guide refinement and determine its broader application in additional healthcare education.
Keywords: Patient-centered education, Pharmacy, Educational framework
