Jennifer
Prisco,
PharmD, RPh
Associate Professor and Assistant Dean of Interprofessional Programs & School Operations
Massachusetts College of Pharmacy and Health Sciences
Jennifer Prisco is Assistant Dean of Interprofessional Programs & School Operations and Associate Professor of Pharmacy Practice, School of Pharmacy, at MCPHS – Boston. Currently, she’s Co-Chair for the program’s self-study accreditation, Co-Chair for the Boston Campus Interprofessional Education Working Group, and Ex-Officio for the School of Pharmacy Interprofessional Education Committee. She is also helping with strategic planning, operations alignment, and executive council initiatives while in her current role. Her interests include interprofessional practice and education, educational evaluation and assessment, global/international pharmacy education, experiential site and preceptor development, experiential factors that influence post-graduate opportunities, skill integration, and continuous quality improvement.
Presenting at the Nexus Summit:
Background:Interprofessional Education (IPE) is a required component for the accreditation of many healthcare schools. As such, IPE is significantly embedded in curriculums including pharmacy and medical programs. In order to determine the effectiveness of IPE programs, it is essential to assess the individual learners and evaluate the program impact. There are many validated assessment tools available for evaluating IPE. The purpose of this study is to compare the change in pharmacy students’ self-evaluation towards IPE after case-based seminars with interprofessional-centered objectives…
Background:Over three academic years, students from pharmacy, physician assistant (PA), and dental schools collaborated on interprofessional, case-based nicotine cessation activities. Event evaluation was done through pre- and post-event surveys to gauge self-reported learning outcomes related to interprofessional education. In the 2021-2022 academic year, pharmacy and PA students piloted self- and peer-evaluation utilizing an abridged Interprofessional Collaborator Assessment Rubric (ICAR). The aim was to expand beyond self-evaluation and compare student self-evaluation to peer evaluators.…
Background: Literature has shown that interprofessional team-based care and standardized patients (SPs) significantly improve students’ retention of knowledge and perceptions compared to other forms of simulation. To enrich student experience and foster student success, the aim of developing this piloted Team Objective Structured Clinical Examinations (TOSCEs) was to design and implement interprofessional, structured clinical encounters and examinations with facilitator, peer, and SP formative feedback.Methods: Five standardized, interprofessional patient-centered cases were written, peer-…