About

Jennifer Kirwin is a Senior Associate Dean of Academic Affairs and a Clinical Professor in the Pharmacy and Health Systems Sciences department at Bouvé College of Health Sciences, Northeastern University. She holds a Doctor of Pharmacy (PharmD) degree and is a Board Certified Pharmacist (BCPS) as well as a Fellow of the National Academy of Practice (FNAP). In her role, she oversees academic programs and initiatives within the college, contributing to the development and implementation of educational strategies in pharmacy and health sciences. Her professional focus includes advancing pharmacy education and fostering academic excellence within the college. As a senior leader, she plays a key role in shaping the academic landscape of the college, supporting faculty, and ensuring the quality of educational offerings. Her background and contributions are centered on enhancing the training of future health professionals and supporting the college’s mission in health sciences education.

Research topics

• Computer Science
• Medicine
• Medical education
• World Wide Web
• Family medicine
• Psychology

Selected publications

• Assessment of SOAP Notes in Colleges and Schools of Pharmacy

  2020

  • Computer Science
  • Medical education
  • Medicine
  Publisher

• Design and Implementation of the Health Professions Simulation Assessment, a Tool to Assess Students' Perceptions of Simulation Experiences

  Journal of Acute Care Physical Therapy · 2020

  • Computer Science
  • Medical education
  • Medicine

  Background: Simulation is an important educational method in the health professions. While several academic programs have shared simulation quality assessment tools that are intended to be used in a particular discipline, a valid and reliable assessment that can be used by a variety of entry-level health professions education programs is lacking. In order to improve and refine interprofessional simulation programs, a tool that is acceptable to the multiple professions that participate in interprofessional simulation education is needed. The purpose of this study was to design and analyze an evidence-based quality assessment tool that could capture students' perceptions of simulation experiences and could be used by multiple health professions. Subjects: The study included 329 students from different health professions majors who participated as part of their required coursework. Methods: An evidence-based Health Professions Simulation Assessment (HPSA) was created in 2016, pilot tested in 2017, and then disseminated to a larger cohort in 2018. The results of the second dissemination were analyzed using R software to understand the validity and utility of the tool. Results: The response rate for each question was more than 90% and the mean rate of agreement was 79.0% (±8.9%). We observed a high correlation among all pairs of questions (mean 0.51, SD 0.19). In addition, we performed hierarchical clustering and identified 4 clusters of questions that were highly correlated (preparation for experience, self-reflection/emotions, debriefing, and fidelity). Conclusion: An evidence-based tool was created that could be used in a variety of health professions programs to evaluate students' perceptions of the quality of a simulation. This easily administered tool demonstrated satisfactory agreement; the data gathered through its use may be used to improve the quality of simulations in entry-level health professions education programs. This tool was found to be acceptable to multiple professions and could be used in interprofessional student groups to obtain a shared assessment of a simulation. Further research is warranted to determine validity among interprofessional groups of students.

  PublisherDOI

• Impact of Early Implementation of Experiential Education on the Development of Interprofessional Education Knowledge and Skill Competencies.

  PubMed · 2019-01-01 · 11 citations

  articleSenior author

  BACKGROUND: Interprofessional education (IPE) is most effective when delivered as an experiential continuum. When to initiate IPE to undergraduate college students is unclear. This pilot project developed, implemented, and evaluated an IPE modular project introducing Interprofessional Communication and Teams and Teamwork IPE competencies to first-year allied health professions undergraduate students. METHODS: Students (n=127) were divided into two groups such that five different health science majors were represented in each. One group participated in an experiential 4-part IPE modular program, and one did not. Module components consisted of: a) an online IPE component; b) structured in-class IPE activities and discussion; c) an IPE CPR training course emphasizing communication, conflict resolution, and collaborative practice techniques; and d) an IPE CPR simulation with reflective debriefing session. Both groups' self-efficacy and confidence regarding targeted Interprofessional Communication and Teams and Teamwork IPE competencies were assessed at the same timepoints pre- and post-module using standardized Likert scale surveys. RESULTS: Results indicated a positive impact on modular group students' perception of changes in their interprofessional knowledge and skills compared with non-modular group students such that post-module students' self-efficacy and confidence ratings were both significantly higher. CONCLUSIONS: First-year allied health professions undergraduates benefit from experiential IPE targeting foundational communication and teamwork skills.

  Publisher

• Implementation of a research capstone course with expanded flexibility

  Currents in Pharmacy Teaching and Learning · 2018-10-01 · 4 citations

  article1st authorCorresponding
  PublisherDOI

• Lessons Learned from Evaluating a Process for Systematic Curriculum Review

  American Journal of Pharmaceutical Education · 2018-01-04 · 6 citations

  articleOpen access1st authorCorresponding

  <b>Objective.</b> To describe an evaluation of and improvements made to a process of systematic curriculum review. <b>Methods.</b> The systematic curriculum review process was developed with the goal of continuous curriculum assessment and improvement. Information on impact and feedback on the processes were collected from curriculum committee experience and an anonymous web-based survey sent to instructors of courses offered by the pharmacy school, and current and past curriculum committee members. <b>Results.</b> Thirty (88%) participants completed the survey with 72% reporting course changes due to systematic curriculum review, such as changes to programmatic outcomes covered (77%), assessment strategies/grading (46%), course outcomes (38%), and content (38%). Based on feedback received, revisions were made to the process: changing the frequency of course review (from every 3 years to 4 years), including experiential and elective courses (supported by 63% of faculty), and streamlining the logistics of course review and presentation to the curriculum committee. <b>Conclusion.</b> The development of the systematic curriculum review process resulted in course improvements and a system to keep curricular mapping current. It was valuable in the most recent preparation of the self-study and could be readily transferred to other institutions.

  PublisherOA PDFDOI

• Suggested pharmacy practice laboratory activities to align with pre-APPE domains in the Doctor of Pharmacy curriculum

  Currents in Pharmacy Teaching and Learning · 2018-06-28 · 19 citations

  review
  PublisherDOI

• Assessment of SOAP note evaluation tools in colleges and schools of pharmacy

  Currents in Pharmacy Teaching and Learning · 2017-06-01 · 30 citations

  article
  PublisherDOI

• Interprofessional Curbside Consults to Develop Team Communication and Improve Student Achievement of Learning Outcomes

  American Journal of Pharmaceutical Education · 2017-02-01 · 12 citations

  articleOpen access1st authorCorresponding

  <b>Objective.</b> To design and implement a series of activities focused on developing interprofessional communication skills and to assess the impact of the activities on students’ attitudes and achievement of educational goals. <b>Design.</b> Prior to the first pharmacy practice skills laboratory session, pharmacy students listened to a classroom lecture about team communication and viewed short videos describing the roles, responsibilities, and usual work environments of four types of health care professionals. In each of four subsequent laboratory sessions, students interacted with a different standardized health care professional role-played by a pharmacy faculty member who asked them a medication-related question. Students responded in verbal and written formats. <b>Assessment.</b> Student performance was assessed with a three-part rubric. The impact of the exercise was assessed by conducting pre- and post-intervention surveys and analyzing students’ performance on relevant Center for the Advancement of Pharmacy Education (CAPE) outcomes. Survey results showed improvement in student attitudes related to team-delivered care. Students’ performance on the problem solver and collaborator CAPE outcomes improved, while performance on the educator outcome worsened. <b>Conclusions.</b> The addition of an interprofessional communication activity with standardized health care professionals provided the opportunity for students to develop skills related to team communication. Students felt the activity was valuable and realistic; however, analysis of outcome achievement from the exercise revealed a need for more exposure to team communication skills.

  PublisherOA PDFDOI

• Essential skills for pharmacy graduates reported by advanced pharmacy practice experience preceptors

  Currents in Pharmacy Teaching and Learning · 2015-07-26 · 16 citations

  article
  PublisherDOI

• A Reflective Teaching Challenge to Motivate Educational Innovation

  American Journal of Pharmaceutical Education · 2014-06-01 · 21 citations

  articleOpen access
  PublisherOA PDFDOI

Frequent coauthors

• Jenny A. Van Amburgh

  10 shared

• Margarita V. DiVall

  Northeastern University

  10 shared

• Donna M. Qualters

  Northeastern University

  7 shared

• Michael J. Gonyeau

  6 shared

• Jennifer Trujillo

  University of Montana

  5 shared

• Kristin Curry Greenwood

  5 shared

• John W. Devlin

  5 shared

• Zhiguang Huo

  University of Florida

  4 shared

Labs

• Department of Pharmacy and Health Systems SciencesPI