Creating International Opportunities in the Classroom

Authors

  • Kerry K Fierke Department of Pharmacy Practice and Pharmaceutical Sciences, College of Pharmacy,
 University of Minnesota

  • Margarette L Kading University of Minnesota
  • Doneka R Scott Office of Student Learning Assessment & Research, University of Minnesota


Keywords:

Global Classroom, International Practice, Leadership, Vision, Pharmacy Students

Abstract

Introduction: To address the need for students to develop a professional/practice vision with a global perspective, faculty at the University of Minnesota College of Pharmacy designed a course to introduce students to pharmacy practice in a variety of countries. The aim of this paper is to share with other pharmacy educators how to structure a course that teaches students how to develop a global perspective on healthcare, how to articulate that perspective, and how to begin to practice with a global conscience.

Course Description: The International Pharmacy Practice and Leadership Directed Studies course engaged students in self- discovery and reflection through a combination of structured and unstructured experiences taking place in various learning environments, including interactions with pharmacists from a variety of countries through online Skype discussions.

Evaluation: Students reported a variety of realizations in weekly journal entries and in a final presentation about their professional/practice vision.

Future plans: The course will evolve to include presentations by more international healthcare practitioners in addition to pharmacists, including nurses, physicians, and administrators. 

Author Biographies

Kerry K Fierke, Department of Pharmacy Practice and Pharmaceutical Sciences, College of Pharmacy,
 University of Minnesota


Assistant Professor

Margarette L Kading, University of Minnesota

Social and Administrative Pharmacy Graduate Student

Doneka R Scott, Office of Student Learning Assessment & Research, University of Minnesota


Assistant Professor

Director - Office of Student Learning Assessment & Research

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Published

01/01/2014

Issue

Section

Research Article