Peer Assisted Learning and Activities

ACPE Activity Number: 0204-0000-18-001-H04-P
Activity Date: January 23, 2018
Expiration Date: January 23, 2021
Activity Type: Knowledge-based  
CE Credits: 1.0 hour, no partial credit
Activity Fee: Members – Free / Non-Member – Not Available

Accreditation for Pharmacists

The American Society of Health-System Pharmacists is accredited by the Accreditation Council for Pharmacy Education as a provider of continuing pharmacy education.

This activity is a recording from a live webinar and those that claim credit for the live webinar should not claim credit for this activity.

Target Audience

This continuing pharmacy education activity is designed for pharmacists who serve as preceptors to any and/or all levels of learners (IPPE/APPE students, PGY1/PGY2 residents etc).

Activity Overview

Peer-Assisted Learning is used in various healthcare professions under various names such as peer-peer teaching, layered learning, near-peer tutoring, etc. As with various terms in literature, pharmacy profession application of the model has been limited. With the changing landscape of pharmacy practice and the health care system, a peer-assisted learning model may allow preceptors to focus more on a team approach of pharmacy services instead of the daily task. With the shift in experiential or clinical education from traditional pedagogical teachings to orienting students to direct patient care and self-directed learning, peer-assisted learning models serve as an avenue for preceptors to enhance clinical teaching and patient care. This activity will cover the current, relevant literature about current peer-assisted learning terminology and models related to pharmacy and other healthcare professions, and introduce the audience to best practices using sample application cases.

Learning Objectives

  • Describe pharmacy models of peer-assisted learning currently available in the literature.
  • Discuss models of peer-assisted learning from other health professions experiential or clinical education.
  • Review some best practices of peer-assisted learning using pharmacy residents and students.
  • Explain concepts learned to case examples to improve trainee’s learning.

Schedule of Educational Activities

  • Compare peer-assisted learning models and their application to pharmacy practice.
  • Use sample cases to describe best practices.

Faculty Information

  • Christi Jen, Pharm.D., BCPS, FAzPA, Clinical Pharmacist, Emergency Medicine, Banner Boswell Medical Center; Clinical Assistant Professor, University of Arizona College of Pharmacy, Tucson, Ariz.
  • Amanda Jett, Pharm.D., BCACP, Clinical Assistant Professor, Sullivan University College of Pharmacy; Residency Program Director, Center for Health and Wellness, St. Matthews Community Pharmacy PGY-1 Pharmacy Residency, Louisville, Ky.
  • Angela (Dee) R Thomason, Pharm.D., BCPS, Assistant Director, Experiential Education, Samford University McWhorter School of Pharmacy, Birmingham, Ala.


In accordance with the Accreditation Council for Continuing Medical Education’s Standards for Commercial Support and the Accreditation Council for Pharmacy Education’s Standards for Commercial Support, ASHP requires that all individuals involved in the development of activity content disclose their relevant financial relationships. A person has a relevant financial relationship if the individual of his or her spouse/partner has a financial relationship (e.g. employee, consultant, research grant recipient, speakers bureau, or stockholder) in any amount occurring the in the last 12 months with a commercial interest whose products or services may be discussed in the educational activity content over which the individual has control. The existence of these relationships is provided for the information of participants and should not be assumed to have an adverse impact on the content.

In keeping with this requirement, ASHP ask that all faculty, advisory board members, planning committee members, content development consultants, and staff complete a disclosure form for each program in which they are involved. Anyone who refuses to disclose relevant financial relationships must be disqualified from any involvement with a continuing pharmacy education activity.

  • Faculty, planner, ASHP Staff and consultants report no relevant financial relationships pertinent to this activity.

Methods and CE Requirements

This activity consists of recorded faculty slides presentations, active learning activities, discussion, and handouts. Participants must participate in the entire activity and complete all the required components to claim continuing pharmacy education credit online at ASHP eLearning Portal. Follow the prompts to claim and view or print the statement of credit immediately or within 60 days of completing the activity.

Per ACPE requirements, CPE credit must be claimed within 60 days of being earned.

System Technical Requirements

System Requirements Courses and learning activities are delivered via your Web browser and Acrobat PDF.  Users should have a basic comfort level using a computer and navigating web sites.

View the minimum technical and system requirements for learning activities.