Jim Woulfe's involvement in educating health professionals started in the early nineties, and for the last eleven years he has been working as an educational designer in academic settings. He has long experience in the use of technology-based learning in health education, and he has published and presented on skills development, delivery modes and assessment in pharmacy education.
Jim provides practical support to the Graduate School of Health academic staff in the design, production, use and evaluation of blended learning methodologies. His role includes ensuring that eLearning sites and face-to-face instruction contribute seamlessly to the student learning process.
Lucas, C, Woulfe, J, Lonie, JM, Williams, KA & Smith, L 2019, 'Pharmacy students’ perceptions of ePortfolios in pharmacy education', Pharmacy Education, vol. 19, no. 1, pp. 162-170.View/Download from: UTS OPUS
© 2019 FIP. All rights reserved. Aims: To investigate perceptions of an ePortfolio structure, its utility to support pharmacy student learning, development of reflective capacity, and attainment of professional competencies. Methods: Mixed-methods two-phase study: Phase 1 (Quantitative): pre- and post-use, 6-item student survey; Phase 2 (Qualitative): 45-minute student focus group. Survey (n=49, RR 82%) and focus group respondents (n=12) provided their perceptions of ePortfolios. Statistically significant findings between Week 1 and Week 14 indicated that in addition to a time consuming exercise, students perceived that the current structure of the ePortfolio did not fully support their learning; development of their reflective capacity; self-directed learning skills; and professional practice. Conclusions: Pharmacy students perceived the ePortfolio needed improvements to reach its full potential. Students indicated that maintaining an ePortfolio is a useful tool to track professional competencies, linking digital evidence and reflections. Proposed suggestions were identified for improvement that would enable them to meet curricular competencies.
Stupans, I, McAllister, S, Clifford, R, Hughes, J, Krass, I, March, G, Owen, S & Woulfe, J 2015, 'Nationwide collaborative development of learning outcomes and exemplar standards for Australian pharmacy programmes', INTERNATIONAL JOURNAL OF PHARMACY PRACTICE, vol. 23, no. 4, pp. 283-291.View/Download from: UTS OPUS or Publisher's site
Stupans, I, Owen, S, McKauge, L, Pont, L, Ryan, G & Woulfe, J 2012, 'Development and trialling of a graduated descriptors tool for Australian pharmacy students', Assessment and Evaluation in Higher Education, vol. 37, no. 7, pp. 829-845.View/Download from: UTS OPUS or Publisher's site
Profession-derived competency standards are key determinants for curriculum and assessment in many professional university programmes. An Australian Learning and Teaching Council funded project used a participatory action research approach to enable the collaborative development of a graduated (or incremental) descriptors tool related to competencies, applicable to Australian pharmacy students at various stages within their university programmes. Consultations with pharmacy professional/ registration organisations, students, preceptors and academics throughout Australia were undertaken. Recording of key themes of discussions and progressive development of the tool occurred. Initial trialling of the tool in pharmacy programmes at two different Australian universities has indicated that students were ambivalent regarding the tool and, for example, its usefulness for self-assessment against competencies and its role in supporting learning. Preceptors, supporting students on placements, were however very positive about the tool, its usefulness in supporting learning and in supporting discussions between preceptors and students.
Kritikos, V, Woulfe, J, Sukkar, M & Saini, B 2011, 'Intergroup Peer Assessment in Problem-Based Learning Tutorials for Undergraduate Pharmacy Students', American Journal of Pharmaceutical Education, vol. 75, no. 4, pp. Article 73-Article 73.View/Download from: UTS OPUS or Publisher's site
Objective: To develop, implement, and evaluate a process of intergroup peer assessment and feedback using problem-based learning (PBL) tutorials. A peer-assessment process was used in a PBL tutorial setting for an integrated pharmacy practice course in which small groups of students graded each others' PBL case presentations and provided feedback in conjunction with facilitator assessment.
Owen, S, Ryan, G, Woulfe, J, McKauge, L & Stupans, I 2011, 'Collaborative development of an online pharmacy experiential learning database', Australasian Journal of Educational Technology, vol. 27, no. 7, pp. 1069-1081.View/Download from: UTS OPUS
Academics preparing students for experiential placements within professional programs require considerable curriculum planning and pedagogical expertise. Communities of practice involving workshops and online processes provide opportunities for collaborative work in developing quality curriculum materials and also in supporting widespread dissemination. The aim of an Australian Learning and Teaching Council funded project was to collaboratively establish an online repository of tasks and other associated resources. These tasks were intended for potential inclusion in the suite of activities that could be required to be completed in a pharmacy experiential clinical placement. An educational template and website were initially created, with over 90 academics and other industry partners subsequently attending a series of workshops to share ideas and develop the online materials. Online surveys regarding the tasks, written feedback concerning workshop processes and interviews were conducted as part of the ongoing evaluation processes to ascertain the effectiveness of the tasks and processes and to inform future directions. Workshops and follow up processes resulted in publication of twenty eight tasks, positive responses to the materials and to the collaborative processes
Owen, S, Stupans, I, Ryan, G, McKauge, L, Woulfe, J & Ingleton, C 2011, 'Nurturing a cross-institutional curriculum planning community of practice', Asia Pacific Journal of Cooperative Education, vol. 12, no. 1, pp. 39-50.View/Download from: UTS OPUS
This paper focuses on academic skill-building through using cross-institutional collaborative approaches in developing quality learning and assessment tasks for experiential placements. A curriculum planning template was used for the collaborative work, with materials developed being disseminated on a specially designed online repository website. Results, analyzed within a community of practice framework, indicate the activities. There is potential evident for building a more mature community of practice given the value of the collaborative learning process involved. This would need additional opportunities and leadership over an extended timeline. Some longer term changes in curriculum planning and impacts on wider networks are also evident. This case study provides a model which is relevant across all disciplines and which highlights professional learning occurring through collaborative academic work focused on relevant practice
Owen, S, Stupans, I, Ryan, G, McKauge, L & Woulfe, J 2010, 'Support needed by Pharmacy students in experiential placements: Stakeholders' expectations', Journal of Pharmacy Practice and Research, vol. 40, no. 2, pp. 97-100.View/Download from: UTS OPUS
From July 2010, Australian state and territory pharmacy registration boards will be replaced by a national body that will register health professionals and also accredit university pharmacy programs. Traditionally, assessment during the pharmacy internship year and national examination provide consistency at the post-graduation stages, but the endpoints of university programs have been derived within state and territory contexts. Aim: To determine the skills needed to gain competence within university pharmacy programs; and to identify the levels of support required by early and late placement students. Method: Students, academics and professional/ registration/preceptors were involved in state and territory focus groups. 140 participants completed a chart about their expectations regarding levels of supervising preceptor support required by students during experiential placements. Manual collation and comparative analysis was undertaken for early and late placement students. Results: Early placement students were consistently viewed by all stakeholder groups as needing assistance or minimal assistance. For late placement students, there were wide variations in responses in regard to levels of support expectations for competency functional areas and within and across state and territory groups, especially among academics from various institutions. Conclusion: There is variability across states and territories with respect to competency development in academic programs. This may present challenges within a national accreditation and registration context.
Woulfe, J, Williams, K & Ryan, G 2009, 'Evaluating pharmacy students' wiki-based collaboration', ASCILITE 2009 - The Australasian Society for Computers in Learning in Tertiary Education, pp. 1197-1199.
Final-year Master of Pharmacy (MPharm) students at The University of Sydney are required to submit a series of group-generated Problem-based Learning (PBL) cases. When submitted as word-processed, or paper-based documents, the cases are characterised by a fragmented approach, and academics often report that a patient-focus is lacking. Following a successful pilot in 2007, wiki format was introduced, with a view to encouraging a wholepatient approach to the task. In Semester 1 2008, students submitted their group cases on paper, and in Semester 2, via a wiki. At the end of each semester, students' views regarding the two case presentation formats were sought via self-completed questionnaires. At the end of the year, and independent of the students' course assessments and grading, an evaluation of the PBL assignments was carried out by an external evaluator. The overall performance using the wiki was much less than expected following the pilot. However overall scores indicated no significant difference between the two methods. © 2009 Jim Woulfe, Kylie Williams and Greg Ryan.