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Your Rotation Syllabus: A Workshop. PCSP Preceptor Conference December 15, 2011 Kate Gerrald, PharmD , BCPS ([email protected]) Tiffaney Threatt, PharmD ([email protected]). Objectives. Review a standard course syllabus and identify essential components. - PowerPoint PPT Presentation
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Your Rotation Syllabus: A WorkshopPCSP Preceptor ConferenceDecember 15, 2011
Kate Gerrald, PharmD, BCPS ([email protected])Tiffaney Threatt, PharmD ([email protected])
Objectives•Review a standard course syllabus and
identify essential components.•Describe strategies to plan, implement
and evaluate students during introductory pharmacy practice experiences.
•Develop a tailored syllabus incorporating rotation specific objectives, practice opportunities, and assessments.
If You Build It……•As a team, use your LEGOS to create an
original structure.•Create a set of instructions for building
your structure.•Ask the facilitator to take a photo of your
structure.•When finished with your instructions, trade
instructions and LEGOS with another team. (Be sure to disassemble and put blocks back into bag before giving to other team.)
Trade and Build•Assemble the other team’s LEGO kit using
their instructions.
Think about the following questions while you assemble the kit:•Are any of the instructions particularly
helpful in assembling the model? If so, what are they?
•How easy or difficult was the model to assemble? What features of the model do you think made it easy or difficult to assemble?
When your team is finished, compare your structure with the other team’s picture of the model.
•Were you able to assemble it correctly?•What features of the instructions made
them particularly easy to use?•What features were not particularly
helpful?•How could the kit’s instructions be
improved?
What is a Syllabus?▫A tool for communicating the rotation.▫Introduction to a course of study.▫Summary outline of important factors.▫Indicator for what students can expect and
what will be expected of them.
The Typical Syllabus Includes:1. Preceptor Information2. Pre-rotation requirements for student
a) Intern license to displayb) Portfolio for review by preceptor
3. Schedule4. Dress code/logistics5. Required/recommended preparation
The Typical Rotation Syllabus (Continued)
6. Expectations7. Rotation Goals and Objectives8. Assignments/Projects/Activities9. Rotation Calendar10.Grading and Evaluation Guidelines
Ability Based Education•Outcomes▫Also referred to as objectives
•Practice▫Active learning activities to meet objectives
•Criteria▫Rubrics or expectations of practice
opportunities•Feedback▫Assessment and constructive criticism
Objectives•Description of knowledge, skills or
behaviors you want your student to exhibit at the end of your rotation and/or activity▫Written with action verbs
describe, calculate, demonstrate
•Provides guidance in planning activities•Provides students with expectations•Provides guidance in assessing student
progress
ObjectivesQualities of well written objectives
Qualities of poorly written objectives
• What the learner will be able to do
• Measurable
• Specific & clear
• Result of instruction
• Description of what instructor will accomplish
• Not measurable
• Lacking clear expectations
• Outline of instruction
Example of objectives• Know drug therapy for key
disease states
• Be familiar with why a specific drug therapy is selected
• Understand prescription processing
• Select and recommend drug therapy for cardiovascular diseases
• Explain rationale for drug therapy choices
• Describe the steps of prescription processing
Cognitive thinking domains & objective verbsRecall(Knowledge/ Comprehension)• Choose• Define• Label• Locate• Select• Classify• Describe• Identify
Interpretation (Application/ Analysis)
• Apply• Develop• Relate• Analyze• Compare• Contrast• Differentiate• Solve
Problem-solving(synthesis/ evaluation)• Arrange• Critique• Justify• Recommend• Organize• Formulate• Generate• Compose• Prove• Prioritize
Develop your rotation objectives
• Work in small groups according to your practice sites to brainstorm 2-3 overall course objectives for your rotation (15 min)
• Later you will develop an activity that will feed directly into the course objective.
Objectives from group•Collect patient data and input accurately•Apply HIPAA laws/requirements to practice
and explain how to carry out HIPAA requirements
•Describe what group of medications you will be monitoring in the pharmacokinetics program and describe the process for monitoring.
•Develop a good communication base….•Select a patient and conduct a medication
reconciliation
ACPE Guideline 11.2
Assignments and Projects•Active Learning▫Requires learner to formulate answers to
questions based upon knowledge▫Encourages learner to ask new questions
and continue to search for new knowledge to provide better, more complete answers
▫Develops critical thinking and problem-solving skills.
▫Promotes achievement of the rotation’s goals and objectives
Rotation Activities Exercise•Work in small groups according to your
practice site to create an “activities” sheet for your site that will meet your objective(s): (5-10 minutes)
•Discussion: 5 minutes
Sample Rotation Activities• Privately enter pt info into profile and counsel
patients in private•Entering different types of prescriptions for
processing•Access lab values in computer and document
appropriate information• In IV room, observe tech preparation of TPN and
demonstrate sterile technique• Teach/counsel patient according to socioeconomic
status•Answer phone calls and appropriately respond to
drug information after checking with pharmacist
Calendar of Activities
Calendar of Activities•Snapshot of the “game plan” for the
rotation•Provides structure and organization•List of Activities•Time Line•Due Dates
Assessing Student Learning•Summative assessment▫End of rotation evaluation▫Grading accountability▫End of the learning process
•Formative assessment▫Guides improvement in learning▫Part of the learning process
Formative Assessment•Criteria based▫Describe knowledge, skills, and attitudes
you want demonstrated▫Should be able to be used by another
instructor/pharmacist/peer/student•Evidence based▫What went right▫What when wrong▫How to get better
Example-Patient Case PresentationObjectives:• Assess a patient case and identify medical and drug-related problems.• Determine goals of therapy for each identified problem in the patient case.• Develop a pharmacy care plan for a particular patient case that includes monitoring
parameters.• Orally communicate patient case and care plan in a concise, complete, and organized
presentation.
Total Possible Points: 40 points (20% final grade) • Each student is expected to develop a pharmacy care plan for his or her case that will be the
basis for the patient case presentation. • The pharmacy care plan should include all references used and should be cited completely.
References should include, but are not limited to, clinical practice guidelines as well as primary literature. Please refer to pages 57-59 in BOH’s Pharmacy Practice Manual, 3rd edition, for proper procedures to cite references.
• References used should be included in the care plan. For instance, Patient’s A1C goal is <x% per the abc guidelines/group/study. It may be beneficial to include a separate page, or at the end of the care plan, of all references used as you would in a paper.
• Presentations are expected to be no more than 8 minutes long, with approximately 2 minutes for questions.
• Power points will not be used to conduct presentations, but rather an oral report will be given regarding the patient case.
• Presentations will be graded on assessment of the case, prioritization of the patient’s problems, the plan for the patient’s problems, and communication style.
Criteria 2 points 1 point 0 points ScoreSpeaking style Spoke clearly; easy to hear and
understand; speed of speech effective throughout
Difficult to hear or understand SOME things; speed of speech too fast or
too slow in parts
Difficult to hear or understand MOST things spoken; speed of
speech too fast or slow throughout
Distracters OR distracting
mannerisms
Uses NO distracters such as ‘um’ and NO distracting mannerisms
Uses FEW distracters and/or distracting mannerisms; OR uses
them infrequently during presentation
Distracters and/or distracting mannerisms used throughout
presentationx2
Eye contact Maintains contact with audience throughout presentation
Occasionally looked at audience Did not look at audience OR read directly from care plan
Questions Repeats ALL questions before answering; answers questions
confidently
Repeats MOST questions before answering; answers MOST
questions confidently
Does not repeat questions before answering; answers NO
questions confidentlyPatient case-
overviewAccurately and completely reports ALL relevant information relating
to patient case
Accurately and completely reports MOST relevant information relating
to patient case
Did not accurately and completely report relevant
information relating to patient case
x2
Patient case-assessment
Appropriately identifies each problem and correctly prioritizes
problem list
Appropriately identifies MOST problems OR prioritizes MOST
problem correctly
Does not identify problems AND does not prioritize problem list x2.5
Patient case—plan Discusses appropriate therapy to treat each patient problem AND
includes ALL appropriate monitoring parameters and a
follow-up plan
Discusses therapy to treat each problem that may be inappropriate OR fails to include ALL appropriate monitoring parameters and a follow-
up plan
Discusses therapy to treat problems that may be
inappropriate AND fails to include ALL appropriate monitoring
parameters and a follow-up plan
x5
Defense of recommendations
Student provides therapeutic rationale for treatment that is
evidence-based
Student provides therapeutic rationale for MOST problems that is
evidence-based
Student provides no therapeutic rationale for treatment that is
evidence-basedx2.5
***Faculty only ***Total Overall Score***CARE PLAN 2 points 0 points SCOR
ETimeliness Turned in 24 hours prior to presentation Turned in <24 hours prior to presentation x2References References used are appropriate References used are not appropriate
Student-oriented Feedback•Sandwich method▫Strengths▫Areas to improve▫Strengths, with motivating comments
•Multiple perspectives▫Should include self assessment▫Consider peer assessment
Develop your activity assessment plan
• Work in small groups according to your practice sites to brainstorm how you will assess your activity(10-15 min)
• Be sure to match the assessment to your objectives
Resources•Preceptor “Toolbox” ▫See PCSP Preceptor website (
http://pharmacy.presby.edu/experiential-education/preceptors/)
•Pharmacist’s Letter Preceptor Training & Resource Network
•Contact us at:▫[email protected]▫[email protected]