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Dr Cherie Lucas

Biography

Dr Cherie Lucas ( also known as Dr Cherie Tsingos-Lucas) is a registered pharmacist, pharmacist immuniser and clinical educator with more than 16 years of academic pharmacy teaching experience from The University of Sydney. She has lectured, tutored, examined students and written examination papers for both the undergraduate and Masters of Pharmacy courses at The University of Sydney. She has also mentored students and facilitated in the Intern Training Program. Her professional work includes many years as a  clinical hospital pharmacist in various areas including: HIV/AIDS, haematology, respiratory, oncology, cardiology, ophthalmology, dermatology and clinical drug trials. Furthermore, attaining a Grade 2 specialist clinical pharmacist position in the area of HIV/AIDS from Royal Prince Alfred Hospital, Sydney. During her time as a specialist clinical pharmacist Cherie participated as part of a multidisciplinary team delivering direct pharmaceutical care to patients and providing education to medical, allied health and nursing staff. Other areas of pharmacy practice in which Cherie has been involved include: community pharmacy, industry (clinical research for national and international drug trials), broadcast pharmacy, drug information services, research and academia. Her love for university teaching led her to complete the Graduate Certificate in Educational Studies (Higher Education) at The University of Sydney.

Her extensive experience in clinical pharmacy and teaching undergraduate and Masters of pharmacy students led to her PhD research focusing on reflective practices in the areas of pharmacy practice and education. This research has led to curriculum innovations. More specifically, Cherie has pioneered the integration into an undergraduate curriculum, a novel reliable assessment strategy, namely, the RACA (Reflective Ability Clinical Assessment) to enhance students’ reflective thinking ability, counseling and decision-making skills.

Cherie’s research involves both quantitative and qualitative methodologies, with expertise in analyses utilising a variety of statistical methods including: ANCOVA, ANOVA, and multiple regression procedures.

Dr Cherie Tsingos-Lucas currently serves on the Editorial Board: Currents in Pharmacy Teaching and Learning, is an internationally published researcher with more than 12 first-author publications in peer-reviewed journals, has presented her research at international meetings including Boston, USA (2014), Prato, Italy (2015), Aberdeen, Scotland (2016) and has co-authored a pharmacy book chapter with international collaborators.

Any HDR (PhD and/or Masters by research) student who is interested in research with Cherie as an Associate Supervsior, should complete the following Formal Expression of Interest Form

Professional

CONFERENCE AND INVITED PRESENTATIONS

1.Tsingos-Lucas C, Bosnic-Anticevich S, Smith L. (2016). Students' and Pharmacy Educators' Perceptions of Integrating The Reflective Ability Clinical Assessment (RACA) into an Undergraduate Curriculum. (Oral presentation, The University of Sydney, Proceedings of the Australasian Pharmaceutical Science Association (APSA) Conference, 2nd-5th Dec 2016.

2. Tsingos-Lucas C, Bosnic-Anticevich S, Schneider CR, Bartimote-Aufflick K, McEntee MF, Smith L. (2016). Inter-rater reliability using a reflective rubric to assess pharmacy students' reflective thinking. (Oral presentation, University of Aberdeen, Scotland, UK, proceedings of the 19th ISPW Pharmacy Conference, 19th-22nd July 2016).

3. Gibson A, Aitken A, Buckingham Shum S, Knight S, Ryan P, Jarvis W, Nikolova N, Tsingos-Lucas C, Parr A, White A, Sutton A. (2016) Using Writing Analytics for Formative Feedback. (Oral presentation, University of Technology, UTS Teaching and Learning Forum, 22nd Nov 2016).


4.Tsingos-Lucas C, Bosnic-Anticevich S, Schneider CR, Bartimote-Aufflick K, McEntee MF,  Smith L. (2015) The reliability of a rubric to assess reflective thinking. (Oral presentation, Higher Degree Annual Research Conference, The University of Sydney, 19th-20th Nov, 2015).

5.Tsingos C, Bosnic-Anticevich S, Schneider CR, Smith L. (2015) Development and Integration of the Reflective Ability Clinical Assessment (RACA) into an undergraduate pharmacy curriculum to enhance reflective capacity. (Abstract Accepted for publication in Pharmacy Education; International oral presentation, proceedings of the 8th Pharmacy Education Symposium, Prato Italy, 5-8 July 2015.

5.Tsingos C, Bosnic-Anticevich S, Schneider CR, Smith L. (2015) Do reflective thinking skills improve when reflective activities are integrated into an undergraduate pharmacy curriculum? A cross-over repeated measures design. (Abstract Accepted for publication in Pharmacy Education, proceedings of the 8th Pharmacy Education Symposium, Prato, Italy 5-8 July, 2015.

7.Tsingos C, Bosnic-Anticevich S, Smith L. Do pharmacy students who prefer reflective learning achieve greater academic results? (Oral Presentation, Higher Degree Annual Research Conference, University of Sydney, Old Geology Lecture Theatre, 24th Nov, 2014)

8.Tsingos C, Bosnic-Anticevich S, Smith L. Are Australian undergraduate pharmacy students reflective learners and does this contribute to greater academic success? (International Oral Presentation, proceedings of the 18th ISPW Pharmacy Conference, Northeastern University, Boston, MA (7th August 2014)

9.Tsingos C, Bosnic-Anticevich S, Schneider C, Smith L. Implementation of the Reflective Ability Clinical Assessment (R.A.C.A.) into pharmacy curriculum to enhance reflective capacity: a pioneering assessment strategy. (Invited Oral presentation for the Institute for Teaching and Learning Research Seminar, Fischer Library, University of Sydney, 28th Oct, 2014)

10.Tsingos C, Nguyen K, Rudrawar S, Ghalayini M. Student generated examination questions in a case-based learning environment: a process to enhance student engagement, feedback and learning. (Presented at the Graduate Certificate in Educational Studies forum, Fischer Library, University of Sydney, 24th Oct, 2014)

11.Tsingos C. An Experimental Crossover Design study in Pharmacy. (Presented at the Graduate Certificate in Educational Studies forum, Fischer Library, Room 218, University of Sydney, 22nd August, 2014)

12.Tsingos C, Morrsion K, Nguyen K, Rudrawar S. Peer Observation of teaching in pharmacy. (Presented at the Graduate Certificate of Educational Studies forum, Carslaw, Room 354, University of Sydney. 9th May, 2014)

13.Lucas C. Do you want to swap jobs? (Proceedings of the SHPA 21st Federal Conference, Sydney Convention and Exhibition Centre, Darling Harbour, Sydney 19th-22nd November, 1993)

14.Lucas C. Will our HIV/AIDS Budget Blow Out? (Proceedings of the 5th National Conference on AIDS,  Sydney Convention and Exhibition Centre, Darling Harbour, Sydney 11/1992)

Image of Cherie Lucas
Lecturer, Pharmacy
Grad Cert Ed St (Higher Ed) (USyd), BPharm (USyd), PhD-Pharmacy (USyd)
 
Phone
+61 2 9514 4275

Research Interests

  • Pharmacy Practice and Education
  • Reflective Practice- Interprofessional, Multidisciplinary and Transdisciplinary Education
  • Writing Analytics
  • Innovative teaching and learning practices to enhance pharmacy edcuation
  • Learning Styles and approaches to learning; enhancing student engagement
  • Clinical reasoning and competency in pharmacy/health education and clinical practice
  • Curriculum Instruction, design and assessment (including e-learning processes)
  • Health Coaching
Can supervise: Yes
Cherie can supervise PhD students in an Associate Supervisor capacity

*Pharmacy practice - Clinical pharmacy practice *Glaucoma *HIV/AIDS *Reflective practice *Reflective Writing

Conferences

Tsingos, C., Bosnic-Anticevich, S., Schneider, C.R. & Smith, L. 2015, 'Development and Integration of the Reflective Ability Clinical Assessment (RACA) into an undergrdauate pharmacy curriculum to enhance reflective capacity', 8th Pharmacy Education Symposium, Pharmacy Education, Prato, Italy.
Tsingos-Lucas, C., Bosnic-Anticevich, S., Schneider, C.R., Bartimote-Aufflick, K., McEntee, M.F. & Smith, L. 2016, 'Inter-rater reliability using a reflective rubric to assess pharmacy students' reflective thinking', 19th ISPW Conference, Aberdeen University, Scotland.
View/Download from: UTS OPUS
Tsingos-Lucas, C., Bosnic-Anticevich, S. & Smith, L. 2016, 'Students' and Pharmacy Educators' Perceptions of Integrating The Reflective Ability Clinical Assessment (RACA) into an Undergraduate Curriculum', Australasian Pharmaceutical Science Association (APSA) 2016 Conference, The University of Sydney.
Gibson, A., Knight, S., Aitken, A., Buckingham Shum, S., Ryan, P., Jarvis, W., Nikolova, N., Tsingos-Lucas, C., Parr, A., White, A. & Sutton, N. 2016, 'Using Writing Analytics For Formative Feedback', UTS Teaching and Learning Forum, University of Technology, Sydney.
Tsingos, C., Bosnic-Anticevich, S., Schneider, C.R. & Smith, L. 2015, 'Do reflective thinking skills improve when reflective activities are integrated into an undergraduate pharmacy curriculum? A cross-over repeated measures design', 8th Pharmacy Education Symposium, Pharmacy Education, Prato, Italy.
Tsingos, C., Bosnic-Anticevich, S. & Smith, L. 2014, 'Are Australian undergraduate pharmacy students reflective learners and does this contribute to greater academic success?', 18th ISPW International Pharmacy Conference, Boston, MA, USA.

Journal articles

Tsingos-Lucas, C., Bosnic-Anticevich, S., Schneider, C.R. & Smith, L. 2017, 'Using Reflective Writing: a Predictor of Academic Success in Different Assessment Formats', American Journal of Pharmaceutical Education, vol. 81, no. 1.
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Lonie, J.M. & Tsingos-Lucas, C. 2016, 'Cognitive and emotional considerations for pharmacists as they deliver care in new models of pharmacy practice: New directions in social pharmacy research', Research in Social and Administrative Pharmacy, vol. 12, no. 2, pp. 366-367.
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Tsingos-Lucas, C., Bosnia-Anticevich, S., Schneider R, C. & Smith, L. 2016, 'The Effect of Reflective Activities on the Reflective Thinking Ability in an Undergraduate Pharmacy Curriculum', American Journal of Pharmaceutical Education, vol. 80, no. 4, pp. 1-12.
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Objective. To determine the effectiveness of integrating reflective practice activities into a secondyear undergraduate pharmacy curriculum and their impact on reflective thinking ability. Design. A cross-over design with repeated measures was employed. Newly developed reflective modules based on real hospital and community pharmacy cases were integrated into the second-year pharmacy practice curriculum. A novel strategy, the Reflective Ability Clinical Assessment (RACA), was introduced to enhance self- and peer reflection. Assessment. Student responses (n5214) to the adapted Kember et al1 Reflective Thinking Questionnaire (RTQ) were compared before and after reflective activities were undertaken. Significant improvement in three indicators of reflective thinking was shown after students engaged in reflective activities. Conclusion. Integration of reflective activities into a pharmacy curriculum increased the reflective thinking capacity of students. Enhancing reflective thinking ability may help students make better informed decisions and clinical judgments, thus improving future practice
Tsingos-Lucas, C., Bosnic-Anticevich, S. & Smith, L. 2016, 'A Retrospective Study on Students' and Teachers' Perceptions of the Reflective Ability Clinical Assessment', American Journal of Pharmaceutical Education, vol. 80, no. 6, pp. 1-10.
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Lonie, J.M., Austin, Z., Nguyen, R., Gill, I. & Tsingos-Lucas, C. 2016, 'Pharmacist-based health coaching: A new model of pharmacist-patient care', Research in Social and Administrative Pharmacy.
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Tsingos-Lucas, C., Bosnic-Anticevich, S. & Smith, L. 2016, 'A Retrospective Study on Students' and Teachers' Perceptions of the Reflective Ability Clinical Assessment.', Am J Pharm Educ, vol. 80, no. 6, p. 101.
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Objective. To evaluate student and teacher perceptions of the utility of the Reflective Ability Clinical Assessment (RACA) in an undergraduate pharmacy curriculum at an Australian university. Methods. A mixed-method study comprising the administration of a 7-item student survey on a 6-point Likert-type scale and a 45-minute focus group/phone interview with teachers. Results. Student (n=199) and teaching staff respondents (n=3) provided their perceptions of the implementation of the new educational tool. Student responses showed significant positive correlations between self-directed learning, counseling skills, relevance to future practice, and performance in an oral examination. Seven key themes emerged from the teacher interviews. Conclusion. The study revealed both students and teachers perceive the RACA as an effective educational tool that may enhance skill development for future clinical practice.
Lonie, J.M. & Tsingos-Lucas, C. 2016, 'The use of Eriksonian Hypnosis to improve patient outcomes in pharmacy practice: A novel communication skill for pharmacists', Research in Social and Administrative Pharmacy.
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© 2016 Elsevier Inc.Motivational Interviewing, pharmacist-based health coaching and traditional patient counseling techniques all show merit in improving communication between patients and health care providers. However, in order to effectively utilize these techniques one should have the ability to draw upon internal cognitive and psychological resources. Some patients have difficulty obtaining optimal health outcomes due to an unconscious inability to learn and connect with psychological resources. When this is the case, other methods of communication may need to be considered. With the appropriate training, Eriksonian Hypnosis or the use of techniques such as hypnotic language patterns (HLP) have the potential to be implemented into pharmacy practice settings and assist those patients who have previously failed to make positive behavior changes and act upon their health issues.
Tsingos, C., Bosnic-Anticevich, S., Lonie, J.M. & Smith, L. 2015, 'A Model for Assessing Reflective Practices in Pharmacy Education', AMERICAN JOURNAL OF PHARMACEUTICAL EDUCATION, vol. 79, no. 8.
Tsingos, C., Bosnic-Anticevich, S. & Smith, L. 2015, 'Does a learning style preference for processing information through reflection impact on the academic performance of a cohort of undergraduate pharmacy students?', Pharmacy Education, vol. 15, no. 1, pp. 233-240.
&copy; 2015 FIP. Background: Reflective processes have shown to improve clinical decision making skills. Furthermore, students tend to develop certain learning styles, some utilising reflective processes while others do not. Aims: To investigate the relationships between reflective and non-reflective learning styles, and academic performance of pharmacy students. Methods: Kolb's Learning Style Inventory (Kolb, 2007) and a demographic questionnaire were administered to first year undergraduates. Analysis was conducted using the statistical procedure, ANCOVA. Results: 209 completed questionnaires (response rate 91%) indicated pharmacy students have a stronger preference for the assimilator (44%) learning style. Students who preferred to process information through reflection achieved greater academic success compared to those students who did not (p<0.05). Gender was also a significant factor (p<0.05). Conclusion: This study presents evidence that suggests aspects of effective learning may involve reflection. Further research into the methods by which pharmacy students prefer to learn and their relationship with academic outcomes are recommended.
Tsingos, C., Bosnic-Anticevich, S. & Smith, L. 2015, 'Learning styles and approaches: Can reflective strategies encourage deep learning?', Currents in Pharmacy Teaching and Learning, vol. 7, no. 4, pp. 492-504.
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&copy; 2015 Elsevier Inc. Background: Research in learning styles and learning approaches is extensive; however our understanding of the differences and misconceptions between these two important constructs is limited. Furthermore, most health disciplines have utilized research into learning styles and learning approaches to refine teaching modules or as a basis for understanding student cohorts, yet very few studies have been conducted in the discipline of pharmacy. Objective: This narrative review will discuss the misconceptions between the two constructs, the differences in their use and the important role reflection plays in both learning styles and approaches. Methods: A snowball method was utilized to locate peer-reviewed articles from the last 30 years. Results: The literature identified reflection may play a role in learning styles and approaches, which may influence academic performance. Conclusion: Understanding a cohort's learning style and approaches and the role reflection plays, particularly over time, may provide invaluable support for refining pharmacy curricula for enhanced academic performance and student learning.
Tsingos, C., Bosnic-Anticevich, S. & Smith, L. 2014, 'Reflective Practice and Its Implications for Pharmacy Education', AMERICAN JOURNAL OF PHARMACEUTICAL EDUCATION, vol. 78, no. 1.
Tsingos, C. 2013, 'Learning styles: Should they be considered?', Journal of Pharmacy Practice and Research, vol. 43, no. 4, p. 334.
Tsingos, C. 2013, 'Reflective practice: Learning from experience', Journal of Pharmacy Practice and Research, vol. 43, no. 3, pp. 249-250.
Lucas, C., Glare, P.A. & Sykes, J.V. 1997, 'Contribution of a liaison clinical pharmacist to an inpatient palliative care unit', PALLIATIVE MEDICINE, vol. 11, no. 3, pp. 209-216.
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Other

Lucas, C. 2016, 'The Relationship between Reflective Practice, Learning Styles and Academic Performance in Pharmacy Education.'.
Gibson, A., Knight, S., Aitken, A., Buckingham Shum, S., Ryan, P., Jarvis, W., Nikolova, N., Tsingos-Lucas, C., Parr, A., White, A., Sutton, N. & Tsingos-Lucas, C. 2016, 'Using Writing Analytics For Formative Feedback'.