Dr. Cicely Roche

Cicely Roche joined the TCD Education for Sustainable Development project, as a Fellow in ESD, in May 2023, and is currently on secondment (September 2023) from both her Associate Professor position at the School of Pharmacy and from her TCD Education Fellow/Academic Developer position with the Centre for Academic Practice. Cicely's key interests are in the areas of development of ethical/moral reasoning competencies, ePortfolio for experiential learning, use of curriculum design to drive competencies development, reflective practice and Programme-Focused approaches to assessment. Her PhD (2016) explored the development and evaluation of moral reasoning competencies in pharmacists, i.e. abilities underpinning decision-making through the ambiguity inherent in moral dilemmas (Roche & Thoma, 2017). She continues to research approaches to curriculum design that scaffold participants' development of competencies that support ethically defensible decision-making through ambiguity. Dr Roche's current research explores the adaptation of this approach for use in Academic Online Modules associated with in-service placements for 4th year pharmacy students (Roche et al, 2019) and in Interprofessional Learning (FHS Dean's Innovation in Teaching Award 2018 and 2022). Cicely joined the School of Pharmacy & Pharmaceutical Sciences as an Associate Professor in the Practice of Pharmacy in 2009 (Half-time). Cicely has also worked as a Trinity Education Fellow/Academic Developer with the Centre for Academic practice (part-time) since 2016, during which time she has led on e.g.: (a) a multi-institution development of digital badges in Programme-Focussed Assessment, (b) TCD staff development initiatives on 'Reflecting on and evaluating teaching in Higher Education' and 'Embedding Reflection in the Curriculum' and (c) TCD profiling of assessment practices. Cicely was awarded a Provost's Teaching Award in 2015, and holds an MEd in Higher Education Teaching & Learning (Roche, 2014). She also holds MSc Degrees in both Healthcare Ethics and Law (Roche & Kelliher, 2009), and in Community Pharmacy. She continues to work part-time as an employee Community Pharmacist. She is a past President of the Pharmaceutical Society of Ireland (PSI) (2001 to 2003), chair of the PSI Fitness to Practice Committee (Health)(2009 to 2019),founding chair and member of the Pharmacy Law and Ethics Association (Ireland) and a past member of the Boards of the Irish Medicines Board (IMB now HPRA)(2006-2011) and the Irish Centre for Continuing Pharmaceutical Education (ICCPE) (2004-2012).

  Education for Sustainable Development   Education research   Moral reasoning competencies development   Neo-Kohlbergian theory   Pharmacy   Professional Development and Reflective Practice   professional Identity Formation   Professionalism and Ethics   Programme Focussed Assessment

Education for Sustainable Development, Trinity College Dublin ESD Project 2023-current. Moral reasoning Competencies Development in Community Pharmacists in Ireland. (PhD thesis). Professional ethics education as proposed in 'Moral Development in the Professions: Psychology and Applied Ethics' (Rest & Narvaez, 1994) incorporates the Four Component Model (FCM) of morality, namely moral sensitivity, reasoning , motivation and implementation, as interactive elements in the development of a professional (Bebeau & Monson, 2008; Bebeau, 2002; Bebeau & Thoma, 1999). Moral reasoning, which reviews the development of moral reasoning competencies, as measured by a psychometric measure known as the DIT2 (Rest et al, 1999a, 1999b), following educational intervention(s) incorporating profession-specific dilemmas, is a key area of interest for both research and teaching/mentoring student development. Research in other professions, e.g. dentistry (Bebeau, 2002) and business (Jones, 2008), indicates that even relatively short profession-specific educational programmes (referred to as an intervention for the purposes of this research) can lead to significant improvements in moral reasoning competencies, especially when the design, development and delivery of the intervention is context-appropriate. The Professional Role Orientation Inventory, a measure of professional Identity formation, has been adapted for the pharmacy profession and is being investigated as a potential tool for use by practicing pharmacists and for evaluation of student development. ePortfolio for experiential learning is a further area of research currently being progressed - with the support of a FHS teaching innovation award Cicely leads a multidisciplinary team, involving students and staff/preceptors in Pharmacy, Medicine and Dentistry, the project explores how ePortfolio for experiential learning might further address competence assessment challenges in Sophister health professional curriculums.