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Gallery Walk! Resources: http://www.theteachertoolkit.com/index.php/tool/gallery-walk https://serc.carleton.edu/introgeo/gallerywalk/what.html https://www.cte.cornell.edu/teaching-ideas/Two-Minute-Teaching-Tips/Gallery-Walk.html What: Use of white boards or large sticky notes posted around a room. Each sticky note/white board has a topic listed. As an example, a Gallery Walk could be used for teaching Antifungal Pharmacotherapy. Each sticky note would have a topic such as“Azoles”, “Echinocandins”, “Candida”, etc. I recommend having 5 or more sticky notes/topics for each Gallery Walk. How: Learners are divided into teams that can range from one student per team to 10 or more. Each team is assigned a topic/sticky note and given a unique color of marker. When the instructor says go, the team has a set time (usually 30 seconds to 1 minute) to write down everything they know about the topic on the sticky note in front of them. After the time is up, they rotate to the next sticky note and topic. They have to write down everything they know on that topic, but cannot repeat anything that another team has already written on that sticky note. Once all teams have rotated through all topics, the instructor walks to each sticky note and reads each statement aloud. The class then decides if the statement is accurate or not. If it is not accurate, the instructor will strike through it. The winning team is the one that has the most accurate statements, (as identified by the unique color of marker), in total across all topics. A non-competitive form of the Gallery Walk is to evaluate all statements and identify the top 3 statements that should be known about each topic. Students then have a more focused understanding of each topic. Who: Small or large groups, though smaller teams may be more effective Classroom or practice site When/Why: Goal of this strategy is to quickly assess the baseline knowledge that a learner has going into a lecture. While it could be used at the end of a lecture as a review of content recently taught, I prefer to use the Gallery Walk as a way to focus my teaching. By identifying the gaps in student knowledge, (such as subtopics rarely or never mentioned by any teams), and well understood areas (such as subtopics mentioned by all teams), the instructor can focus class time on information that may need clarification. Estimated classroom time: 15-20 minutes What topics: Almost any content Any topic that has clear subcategories/topics (I have also used with disease states such as diabetic ketoacidosis) Identified gaps and misinformation from previous clinical experience/education related to DKA 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. It also has quite a bit of noise with all of the teams rapidly discussing the topic. They also tend to respond with commentary regarding the accuracy of their statements on a topic (and when the instructor strikes through inaccurate ones). Gallery Walk was a success with heterogeneous groups of learners and could be an opportunity for interprofessional education and communication

Interview with Dr. Tim Ulbrich, PharmD, RPh Tim Ulbrich is a professor of pharmacy practice and associate dean of student success at Northeast Ohio Medial University (NEOMED) College of Pharmacy. He graduated from Ohio Northern University with his Doctor of Pharmacy and completed residency training in community/ambulatory care at The Ohio State University College of Pharmacy. After paying off more than $200,000 in non-mortgage debt, Tim is working to empower pharmacists and pharmacy students to take control of their financial future. He is the creator of the Your Financial Pharmacist blog, co-host of Your Financial Pharmacist Podcast and co-author of Seven Figure Pharmacist: How to Maximize Your Income, Eliminate Debt and Create Wealth. Questions? Comments? Recommend someone for an interview? Contact us [email protected] or find us on twitter @twopillspodcast! Highlights (full transcript at www.twopillspodcast.com): One of the mentors in a faculty development session to the residents discussed evidence based teaching. In school, we always heard about evidence based medicine and evidence-based patient care, but I had never really thought about approaching teaching in a scholarly way. For me, that was a fundamental shift. It was no longer about coming into the classroom and being a sage on the stage and everyone was just going to absorb all that great knowledge that I had. For me, that was a shift to seek out the best practices in active learning, team-based learning, and problem-based learning. For me, it's all about creating a learning environment that is adaptable to the styles of the people in the room. It focuses on them as the learners and takes the focus off me as the educator. What I've come to realize is that can look different in any given class or level of learner or size of the class. Flexibility in the classroom for me is important. I have this topic and this amount of time and that's important, but I also need to be able to be ready to pivot. If I am in the classroom and I see that things are not going well or that we need to engage in the material in a different way, then I think we need to make a move. That has really become my style as I've become more confident and comfortable in the classroom. I really try to get rid of the focus off of myself. I really try to shift the focus to the learners in that setting. My vision was to create this community of pharmacists who learned together and didn't have to feel like they were alone. It's kind of an unsaid story that you make a great income, so don't worry about the financial piece. As I shared my story and was vulnerable with my story, people were saying-that's me! I think I gave people permission to say I'm stressed out about this and this is hard. Once we give permission to have that conversation, that's when we start to work towards solutions. When I think about progression, I think about the first year taking apart the anatomy of a student loan. Understanding the basics of interest and how it's calculated, budgeting, and goal setting. You then start to layer on topics throughout the second, third, and fourth year. We can be a little more proactive rather than reactive instead of just talking to students when they graduate. If we are doing it along the way, then we can tie it to career discussions. We have a professional development advising team. Now, they can fold personal finance into all of these broader career discussions. If there is no personal finance discussion at your institution currently, the easiest place to start is to do a Capstone or to tie it to a student organization. Maybe you implement a personal finance elective and better yet implement a longitudinal progressive course across the curriculum. When I can see the student take a deep breath and realize that they can see the whole picture and they feel like they have clarity around the path that they should take to get there. To me, I walk

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 [email protected] 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.

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 [email protected] 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

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 [email protected] 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 [email protected] or find us on twitter @twopillspodcast. Thank you again for listening!

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 [email protected] 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 [email protected] or find us on twitter @twopillspodcast. Thank you again for listening!

Resources: http://www.celt.iastate.edu/teaching/facilitating-learning-with-technology/choosing-your-technology/lightboard http://citl.illinois.edu/citl-101/online-strategy-development/develop-or-revise-an-online-course/online-course-in-a-box/building-your-course/recording-lectures/lightboard-your-whiteboard-for-video https://flippedlearning.org/how_to/how-to-make-a-lightboard-for-less-than-100/ What: Part chalkboard and part projection screen When the glass is written on using a fluorescent marker, the ink will glow and become plainly visible Camera on the other side of the glass records the video while reversing the frames to make the text readable From the teacher’s point of view, they’re writing on a surface similar to a chalkboard while facing a camera. From the student’s point of view, the teacher makes eye contact while writing in midair. Who All size classes Usually for flipped classroom as short videos to watch prior to class Can include visual aids like graphics or photos, but probably easiest to just start with text What topics: Math, chemistry, etc Equations; formulas, calculations, diagrams and very little text Using it before class to explain complex topics that would take up significant class time Where/How: Would need to find studio with it or make your own (often at library or other media areas at University) Need to make the lighted board and have video recording available Video can be shared via youtube, vimeo, or on your instruction platform such as Canvas or Blackboard When/Why: Often before class Students can control the pace Students can view it over and over as needed Great study tool Try to keep it short to increase engagement and keep attention

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 [email protected] 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

Interview with Dr. Tim Ulbrich, PharmD, RPh Tim Ulbrich is a professor of pharmacy practice and associate dean of student success at Northeast Ohio Medial University (NEOMED) College of Pharmacy. He graduated from Ohio Northern University with his Doctor of Pharmacy and completed residency training in community/ambulatory care at The Ohio State University College of Pharmacy. After paying off more than $200,000 in non-mortgage debt, Tim is working to empower pharmacists and pharmacy students to take control of their financial future. He is the creator of the Your Financial Pharmacist blog, co-host of Your Financial Pharmacist Podcast and co-author of Seven Figure Pharmacist: How to Maximize Your Income, Eliminate Debt and Create Wealth. Questions? Comments? Recommend someone for an interview? Contact us [email protected] or find us on twitter @twopillspodcast! Highlights (full transcript at www.twopillspodcast.com): One of the mentors in a faculty development session to the residents discussed evidence based teaching. In school, we always heard about evidence based medicine and evidence-based patient care, but I had never really thought about approaching teaching in a scholarly way. For me, that was a fundamental shift. It was no longer about coming into the classroom and being a sage on the stage and everyone was just going to absorb all that great knowledge that I had. For me, that was a shift to seek out the best practices in active learning, team-based learning, and problem-based learning. For me, it's all about creating a learning environment that is adaptable to the styles of the people in the room. It focuses on them as the learners and takes the focus off me as the educator. What I've come to realize is that can look different in any given class or level of learner or size of the class. Flexibility in the classroom for me is important. I have this topic and this amount of time and that's important, but I also need to be able to be ready to pivot. If I am in the classroom and I see that things are not going well or that we need to engage in the material in a different way, then I think we need to make a move. That has really become my style as I've become more confident and comfortable in the classroom. I really try to get rid of the focus off of myself. I really try to shift the focus to the learners in that setting. My vision was to create this community of pharmacists who learned together and didn't have to feel like they were alone. It's kind of an unsaid story that you make a great income, so don't worry about the financial piece. As I shared my story and was vulnerable with my story, people were saying-that's me! I think I gave people permission to say I'm stressed out about this and this is hard. Once we give permission to have that conversation, that's when we start to work towards solutions. When I think about progression, I think about the first year taking apart the anatomy of a student loan. Understanding the basics of interest and how it's calculated, budgeting, and goal setting. You then start to layer on topics throughout the second, third, and fourth year. We can be a little more proactive rather than reactive instead of just talking to students when they graduate. If we are doing it along the way, then we can tie it to career discussions. We have a professional development advising team. Now, they can fold personal finance into all of these broader career discussions. If there is no personal finance discussion at your institution currently, the easiest place to start is to do a Capstone or to tie it to a student organization. Maybe you implement a personal finance elective and better yet implement a longitudinal progressive course across the curriculum. When I can see the student take a deep breath and realize that they can see the whole picture and they feel like they have clarity around the path that they should take to get there. To me, I walk

Gallery Walk! Resources: http://www.theteachertoolkit.com/index.php/tool/gallery-walk https://serc.carleton.edu/introgeo/gallerywalk/what.html https://www.cte.cornell.edu/teaching-ideas/Two-Minute-Teaching-Tips/Gallery-Walk.html What: Use of white boards or large sticky notes posted around a room. Each sticky note/white board has a topic listed. As an example, a Gallery Walk could be used for teaching Antifungal Pharmacotherapy. Each sticky note would have a topic such as“Azoles”, “Echinocandins”, “Candida”, etc. I recommend having 5 or more sticky notes/topics for each Gallery Walk. How: Learners are divided into teams that can range from one student per team to 10 or more. Each team is assigned a topic/sticky note and given a unique color of marker. When the instructor says go, the team has a set time (usually 30 seconds to 1 minute) to write down everything they know about the topic on the sticky note in front of them. After the time is up, they rotate to the next sticky note and topic. They have to write down everything they know on that topic, but cannot repeat anything that another team has already written on that sticky note. Once all teams have rotated through all topics, the instructor walks to each sticky note and reads each statement aloud. The class then decides if the statement is accurate or not. If it is not accurate, the instructor will strike through it. The winning team is the one that has the most accurate statements, (as identified by the unique color of marker), in total across all topics. A non-competitive form of the Gallery Walk is to evaluate all statements and identify the top 3 statements that should be known about each topic. Students then have a more focused understanding of each topic. Who: Small or large groups, though smaller teams may be more effective Classroom or practice site When/Why: Goal of this strategy is to quickly assess the baseline knowledge that a learner has going into a lecture. While it could be used at the end of a lecture as a review of content recently taught, I prefer to use the Gallery Walk as a way to focus my teaching. By identifying the gaps in student knowledge, (such as subtopics rarely or never mentioned by any teams), and well understood areas (such as subtopics mentioned by all teams), the instructor can focus class time on information that may need clarification. Estimated classroom time: 15-20 minutes What topics: Almost any content Any topic that has clear subcategories/topics (I have also used with disease states such as diabetic ketoacidosis) Identified gaps and misinformation from previous clinical experience/education related to DKA 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. It also has quite a bit of noise with all of the teams rapidly discussing the topic. They also tend to respond with commentary regarding the accuracy of their statements on a topic (and when the instructor strikes through inaccurate ones). Gallery Walk was a success with heterogeneous groups of learners and could be an opportunity for interprofessional education and communication