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The global COVID-19 pandemic has not only posed a challenge to education but created an opportunity to spearhead a digital transformation and the novel delivery of a Pharm.D. curriculum. The process to transform the curriculum in a sustainable and iterative manner involved multiple steps including: (1) Communication, (2) Maintaining faculty engagement, (3) Allowing outside the box thinking, (4) Providing resources and tools and (5) Creating accountability and timelines. At our institution, we have been interested in digital transformation since completing our interview of global leaders. We began our journey using the current COVID-19 pandemic as an accelerant for change. Digital transformation in any industry is not a simple undertaking. However, with planning, aligned organizational interests, consistent and regular communication, provision of resources and tools, engaging faculty and creating accountability and timelines with deliverables the implementation can be successful. When the global pandemic wanes and educational institutions commence in-person classes, having undergone the stages of digital transformation, we will be able to embrace these changes and transform education, not having to reproduce pre-pandemic educational systems.
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2015This report provides a primer for implementing interprofessional education (IPE) within pharmacy and health sciences curricula. In 2013, a panel of administrators and faculty members, whose institutions offered IPE, funded by the Josiah Macy Jr. Foundation, shared best collaborative practice models at the American Association of Colleges of Pharmacy (AACP) Annual Meeting. These presenters subsequently collaborated to write a primer as guidance for other institutions interested in successfully implementing and continuously enhancing the quality of IPE programs. In this article, these IPE faculty members provide a rationale for creating IPE reforms, discuss successful strategies for innovative IPE programs, and share lessons learned for implementing effective assessment tools. A structure and process for determining outcomes of IPE models are presented and strategies for exploring shared education opportunities across health professions and for integrating top-down and bottom-up methods for IPE programs are given.
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Model-independent masses of substellar companions are critical tools to validate models of planet and brown dwarf cooling, test their input physics, and determine the formation and evolution of these objects. In this work, we measure the dynamical mass and orbit of the young substellar companion HD 984 B. We obtained new high-contrast imaging of the HD 984 system with Keck/NIRC2 that expands the baseline of relative astrometry from 3 to 8 yr. We also present new radial velocities of the host star with the Habitable-Zone Planet Finder spectrograph at the Hobby-Eberly Telescope. Furthermore, HD 984 exhibits a significant proper motion difference between Hipparcos and Gaia EDR3. Our joint orbit fit of the relative astrometry, proper motions, and radial velocities yields a dynamical mass of 61 4 M Jup for HD 984 B, placing the companion firmly in the brown dwarf regime. The new fit also reveals a higher eccentricity for the companion (e = 0.76 0.05) compared to previous orbit fits. Given the broad age constraint for HD 984, this mass is consistent with predictions from evolutionary models. HD 984 B's dynamical mass places it among a small but growing list of giant planet and brown dwarf companions with direct mass measurements.
On January 31, 2020 our practice earned the National Committee for Quality Assurance (NCQA) credential for heart and stroke care. The program provides clinicians with tools that support delivery of high-quality care to patients with cardiovascular disease (CVD) or who have had a stroke. To earn NCQA recognition, clinicians submit data demonstrating that they meet specific criteria for the five clinical performance measures comprising the Heart/Stroke Recognition Program including:
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