N.V RAMA RAO,CIPS, GUNTUR

STRATEGIC PLAN MISSION:- To provide Pharmacy education of excellent quality

to students with high academic and leadership potential with particular emphasis upon the recruitment, retention and graduation of pharmacy.

VISSION:- To educate the best pharmacist in the world a

producing global leaders

OBJECTIVES Develop and implement quality assurance plan for experiential

programe every year. Increase number of preceptors receiving orientation /training by 25%. Increase professional practice sites by 10% Establish one certificate training programe in emergency

preparedness. Enhance alumni engagement – increase alumni participation as

preceptors by 5% annually. Expansion of global impact on public health- to get these objectives Provide international rotation experiences to minimum of 10% of the

final year classes. Establish partnership with international schools of pharmacy to

provide curriculum content, and train Pharm.D’s in abroad.

OUTCOMES AND LEARNING OBJECTIVES

ESSENTIALS PRACTICE AND CARE:1,Patient Centered Care(Care Giver) provide

patient centered care as the medication expert for that prepare objectives

2,Medication Use System management(Manager)Manage patient health care needs using human,

financial, technological and physical resources to optimize the safety and efficacy of medication use systems.

3,Health and wellness(Promoter):Design prevention, intervention and education all

strategies for individuals and communities to manage- chronic disease and improve health and wellness.

4,Population-based care(Provider) :Describe how population based care influences patient centered care and influences the development of practice guidelines and evidence based best practices.

APPROACH TO PRACTICE AND CARE

1,Problem solving(Problem Solver):- Identify problems, explore and prioritize potential strategies and design, implement and evaluate a viable solution.

2,Educater:- Educate all audiences by determining the most effective and enduring ways to impart information and asses understanding.

3, Patient – Advocacy(Advocate):-Assure that patient’s best interests are represented.

4,Interprofessional Collaboration(Collaborator):-Actively participate and engage as the health care team member by demonstrating mutual respect, understanding and values to meet patient care needs.

5, Cultural Sensitivity(Includer):- Recognize social determinates of health to diminish disparities and inequities in access to quality care.

6, Communication (Communicator):-Effectively communicate verbally and nonverbally when interacting with an individual, group, or organization.

PERSONAL AND PROFESSIONAL AND DEVELOPMENT

1,Self – Awareness(Self Aware):- Examine and reflect on personal knowledge, skills, abilities, beliefs, biases, motivation and emotions that could enhance or limit personal and professional growth.

2,Leadership(Leader):-Demonstrate responsibility for creating and achieving standard goals, regardless of position

3,Innovation and entrepreneurship(Innovator):-Engage in innovate activities by using creative thinking to envision better ways of accomplishing professional goals.

4,Professionalism(Professional):- Exhibit behaviors and values that are consistent with the trust given to the profession by patients, other health care providers and society.

My philosophy of Education• WRITE THE ANSWER THE FOLLOWING• PLS respond to each item indicating whether you agree or disagree by choosing appropriate no using following code• 1= Strongly Agree 2=Agree 3= Neutral 4= Disagree 5= Strongly Disagree• 1. Most students who do NOT perform well lack the motivation to work hard.• ---- 1, 2, 3, 4, 5• 2. My role as a preceptor is to provide students with the knowledge they need to be competent practioner. …. 1, 2, 3, 4, and 5• 3. Every preceptor teaches ethics, either directly or by example. ---- 1, 2, 3, 4, 5• 4. What students learn during a rotation should be the sole responsibility of the preceptor. ---- 1, 2, 3, 4, 5.• 5. Only students, who have demonstrated competency during their rotations should receive positive evaluation from their

preceptors. ---- 1, 2, 3, 4, 5• 6. The internship evaluation system encourages students to become good problem solver. ---- 1, 2, 3, 4, 5• 7. Preceptor values are an important factor in the manner in which they teach and evaluate students. ---- 1, 2, 3, 4, 5• 8. Learning is more than an accumulation of facts. ---- 1, 2, 3, 4, 5• 9. Preceptor should make a conscious effort to reinforce the basic sciences. • ---- 1, 2, 3, 4, 5• 10. All faculty, including preceptors, should help students integrate information from a variety of sources. ---- 1, 2, 3, 4, 5• 11. Preceptors should have a clear understanding of what students need learn during their rotations. ---- 1, 2, 3, 4, 5• 12. Telling students what they need to know is the most effective mode of helping them to learn. ---- 1, 2, 3, 4, 5.• 13. Problem solving id domain specific. A good problem solver needs to have specific information related to the problem to be

solved... ---- 1, 2, 3, 4, and 5

• 14. Instructional strategies which require students to be active and accept responsibility for their own learning result in improved performance as health care professionals. ---- 1, 2, 3, 4, 5

• 15. Preceptors have a unique opportunity to help students develop their problem solving and critical thinking skills. ---- 1, 2, 3, 4, 5.

Self Assessment of ones ability to show concern for students’ feelings,interests,problems• SHOW CONCERN FOR STUDENTS ‘FEELINGS, INTERESTS, PROBLEMS• Directions:- Complete the following exercise by circling on e of three responses, have explain why u have chosen that answer.• 1. If a student told me that his work was suffering because of a fight with his wife , I would say….• a) “Too bad. You cannot let outside things have such an effect on your school work”• b) “Let’s talk about it and if we can get your mind back on your work”• c) “You are old enough to handle your own love life”• d)• 2) When I know member of a student’s family is ill, I…• a) Would just hope he gets his rotation completed.• b) Enquire about the person and ask if any different arrangements need to be made about doing his work.• c) Donot say anything because I don’t know how to bring up the subject.• D)• 3) When a student brings up something she read in a professional journal only tangentially related to the topic we are discussing , I

….• a) Tell her to quit trying to get me off the track.• b) Tell her to get mind back on the subject we are discussing• c) Try to find a way to use her information in our discussion• d)• 4) When a student asks if the she can do a community research project on public health during her rotation, I would respond• a) Let’s see where we can work it into your schedule and determine what resourses would be necessary.• b) We do not have time for that on his rotation• c) That’s not part of the assigned curriculum, and besides, I do not know anything about the community and how it contributes to

public health.• D)• 5) When another preceptor tells me about how he used a new technique for teaching students about “over – the –counter” drugs, I

would say…• a) “This is a well established internship, not a set up to let everyone do their own thing. In the real world, people do not keep trying

new things but stick with the tried true”• b) “You are breaking your neck for nothing. Neither the students or pharmacy faculty appreciate your efforts”• c) “Sounds pretty good. What kind of results did you get and could you explain it to me sometime?”• d)• this is ability towards quality education and experience with practical exposure

STARTING ASPECIALITY PRACTICE EXPERMENTAL ROTATION

• Lecture Outline:-Role of preceptor in the learning process.

• Pre-rotation preparation -Syllabus - Calendar • Writing rotation goals • Orientation • Developing rotation activities.

References

• FACULTY DEVELOPMENT 1.WWW.OUCOM.OHIOU.EDU

• THE COMMUNITY PHARMACIST EDUCATOR• 2.WWW.PHARMACIST.COM/EDUCATION• PRECEPTOR TRAINING RESOURCE NETWORK• 3. WWW.PHARMACISTSLETTER.COM

ROLE OF PRECEPTORS IN THE LEARNING PROCESSLearning Objectives:-

1,Recognize the stages of learning and their importance of preceptors.

2, Define Four roles of the preceptors in developing students clinical skills, industrial, research analyzing need skills.

3, List methods to identify appropriate teaching role for different clinical teaching situations.

4,Identify the methods to effectively integrate learner development in to daily practice.

Ex-audio& videos,games,make easy learning steps, handouts to practice.

CONTENT BASED LEARNING• We design training as it learning were like

filling up an empty vessel. Ex:- students

Learners Centered :- When actually ,it’s a complex and active

process of transformation.Remember the goals is to develop the

student’s clinical and practical and research thinking skills

• “It’s not what you tell them that matters; it’ what they

take away”.

CHARACTERISTICS OF ADULT LEARNERS

• Like to h input into their learning and value a) Active involvement in clinical activities b) Skills that are meaningful and relevant to

practice. c) Regular feedback. d) Time for reflection.

• Shift from thinking about what you want to teach….to what they want to

learn.

ROLE OF THE PRECEPTOR• Pharmacist:

Expert source of all knowledge • Teacher:

Listen, question, encourage, doubt…. But don’t always provide the answer show the paths to browse

• Supervisor:

Procedures, syllabi, policies, assessment, grading • Person:

Develops an atmosphere of trust and mentoring.

INDIVIDUALIZING YOUR TEACHING TECHNIQUE

• Direct instruction: Direct learner to connect specific to their practice problem Teach how a new piece of content relates to other pieces. Introduce new content in the context of solving a patient

care problem.• Modeling: Teach strategies to help clarify problems. Teach the patterns that characterize different categories of

patient care problems.Ex:- specific-dose , brand, time, Explain out loud what you are thinking as you solve a

problem.

INDIVIDUALIZING YOUR TEACHING TECHNIQUE

• Coaching: give learners opportunities to practice solving direct

patient care problems coupled with feedback on their strategies.

Provide sufficient problem – solving practice . Ask learners to explain our loud what they are thinking

as they solve a problem.• Facilitating: Teach learners to evaluate their own work and think

independently.

PREPARING ITEMS PRIOR TO THE ROTATION

• : Syllabus- teacher should have it.• Make time table for every hour in the week and

month• year calendar • In this which topic u are going take at particular day.• This should give to student before orientation

classes .. So student should can ready for it.• Never surprise with new topic..tell them prior to

class

ACADEMIC PLAN COMMUNITY SERVICES

S NO

WEEKS WORK SCHEDULE

(9AM-1.00PM)

WORKSCHEDULE

(02.00 PM -04.45 PM)

JOURNAL CLUB RESEARCHHOUREVERY

THURSDAY

HEALTH DAYS MEDICAL AWARNESS

CAMP 2,4

SATURDAY

ISPOR ACTIVITY

01 MONDAY CLERK SHIP THEORY CLASSES

NOV-02WORLD

PNEUMONIA DAY

NOV-08(SATURDAY)

NOV-08(SATURDAY)

02 TUESDAY CLERK SHIP THEORY CLASSES

NOV-14WORLD

DIABETES DAY

NOV-29(SATURDAY)

03 WEDNESDAY CLERK SHIP THEORY CLASSES

04 THURSDAY CLERK SHIP SEMINARS/CASE PRESENTATIONS

RESEARCH HOUR *GUEST LECTURE

FROM GENERAL MEDICINE

05 FRIDAY CLERK SHIP SEMINARS/CASE PRESENTATIONS

EVERY FRIDAY

06 SATURDAY CLERK SHIP SEMINARS/CASE PRESENTATIONS

CHALAPATHI INSTITUTE OF PHARMACEUTICAL SCIENCESDEPARTMENT OF PHARMACY PRACTICE

GOVT GENERAL HOSPITAL, GUNTUR2014-15 YEAR CALANDER.

PURPOSE OF ROTATION SYLLABUS

• To provide clarity regarding the purpose of the learning experience.

• To provide structure (time tables)• To make the evaluation criteria clean and

specific. Feedback forms

ESSENTIAL SYLLABUS COMPONENTS

• Rotation name, site name and type of experience.

• Preceptor name and other contact people for the experience.

• Goals/description for the experience. Treat like an abstract, describe basic

things students will do

SYLLABUS BODYlesson plan

• Core of your syllabus should contain: a) Objectives ( what you want students to

learn) b) Activities(what they are going to do) c) Evaluation criteria (how you are going to

document their learning. Student assessment form three time in a year tell them differences.

d) Policies

STUDENT GOALS AND OBJECTIVES Schools often have set goals and objectives for specialty

rotations – use as your guide Identify school requirements. Your site is unique, develop your own.

Goals = broad and general: -e.g., Prepare the student to provide accurate, well-

referenced, and timely responses to information enquiries. -e.g., Determine the appropriate background information

necessary to answer drug information inquiries ; Select the most appropriate reference(S) to answer a drug information enquiry.

FINAL TIPS ON WRITING OBJECTIVES

• Ability based out comes: Describe knowledge, skills, & attitudes

students should gain from the experience.• Write objectives that are measurable: - Bad example :- “up on completion of this

experience the student should be ------------understand…”

- Good example:- “describe “ or demonstrative …… you to transfer objectives to evaluation.

TIPS FOR ROTATION ACTIVITIES

• Patient Care Activities.• Discussions.• Meetings• Projects.• Exams.• Papers.• Presentations

TIPS ON EVALUATION CRITERIA

• Types of Evaluation: - Assessing a specific activity:- a) e.g., grading a student’s formal oral

presentation. b) Method rarely dictated by colleges.• Comprehensive evaluation: a) e.g., midpoint and final evaluation. b) Many colleges use a single evaluation

template.

• Weighting: How many points assigned to each activity?• Decide which parts of experience are most important. -Consider how much time is spent on each activity -Don’t forget about professional behavior! * Attendance, punctuality, professional attire,

teamwork, professionalism, enthusiasm, follow through. • Other aspects to consider: -Direct observation of performance - Report of Performance by other clinicians. - Formal evaluation of educational presentation. -Formal oral and /or written testing.

TIPS ON EVALUATION CRITERIA: Weighting Your Rotation

ROTATION POLICIES

• Attendance policies (e.g., tardiness, unexcused absence and impact on final grade)

• Student conduct (e.g., attire, confidentiality, academic dishonesty)

• Procedures for evaluating preceptor/experience• Regarding/activities to complete prior to rotation • Required tools (e.g., blood pressure cuff, reference

book, calculator)• Information about the site(e.g., Parking, meals)

IMPORTANCE OF ROTATION CALENDAR

• “If the syllabus is a roadmap for the ratation, the calendar is turn – by – turn directions, providing structure that students clearly crave”- R.Doty.

• Calendars can very on level of detail; -Provide specific times/dates for all activities, or - Set a side large blocks of time for activities. Or - Combination of both.• No ideal calendar exists, do what works for you!

HOW TO DEVELOP A CALENDAR

• Starts with a blank calendar and plug in events, assignment dates.

• Consider the following Questions - What is going to happen daily? weekly? Occasionally? -What deadlines need to be noted?(assignment due

dates) -School events, holiday?• Your first calendar will not perfect; will be refined over

time after first few students tell you what you did wrong

ORENTATON AND THE FIRST DAY

• Your first face-to- face meeting with the student - “you never get a second chance to make a good first

impression. -Set clear expectations.• Providing a formalized orientation leads to -Clear communication and a solid foundation of

information. -Clear understanding of the practice site, staff duties, and

overall expectations. -Clear and appropriate time frames for each part of the

orientation, rather than rushing through.

TIPS FOR THE FIRST DAY

• Prepare a detail plan / orientation checklist• First day should be devoted to formal

orientation• Best orientation carried out by preceptors

themselves

ORIENTATION POINTS TO COVER• Review course objectives and evaluation criteria.• Explain expectations for student’s dress and grooming.• Tour site, point out important places on site layout, introduce

student to team• Provide overview of other personnel and supply necessary

contact information. - If you are the only person they know , students will come to you for everything.

• Review computer access and uses.• Discuss expectations for what the student will be doing hourly,

daily, weekly, overall.• Go over specific assignments requiring detailed instruction.

• Rotation hours and attendance policy

• Review of required reading for the rotation• Terms and definitions for students completing a rotation in

an unfamiliar practice setting• Medical record system or pharmacy information system• Medication use policies (standard administration times,

approved abbreviations ,substitution guidelines)• Publications, journals, reference material available in library •

ORIENTATION POINTS TO COVER

DEVELOPING A TRAINING MANUAL FOR YOUR ROTATION

• Tell the story of your information• Organizational map of site/ department• Copy of your job description• Background reading material (medical

services or special patient population served)

JOURNAL CLUB• BAD: a)Students or preceptor does majority of talking. b) Students are nervous: focus more on “not looking

foolish “ than on learning c)other students are disengaged. d)Finish the session saying “I’am glad I survived that”

• GOOD: a) session is interactive

b) students are exited to share their knowledge and learn from you

c) Other students are engaged d) Finish the session feeling a sense of accomplishment rather than having simply completed a “task”

• “AEIOU”• OVERVIEW - Students conducts background research on: a) Disease state

b)Medications - Background info provides context a) Why do we care? - Provides good introductory transition

JOURNAL CLUB

JOURNAL CLUB

• “AEIOU”• Analysis - Structured questions prepared ahead of time by

preceptor *Basic questions a)Has the student read/prepared adequately?

* “Teaching questions” -Draw out key teaching points

a) Applicable to this article b)Applicable in broader sense to be applied in future to other articles

• “AEIOU”• Impact

- Synthesize findings/ discussions to conclude relevance on patient care

* ”Why do we care now?”

-Alterations to current standard of care* ”how will this effect care?”

-Provides good transition from theoretical to real-word

JOURNAL CLUB

JOURNAL CLUB

• “AEIOU”• Use -Structured “mini –case” prepared ahead of time by

preceptora) Given to student(S) after initial discussion concludes

- Higher level outcomesa)Can student(s) now utilize what they’ve learned?

-Provides preview of how student would perform in clinical setting

-Introduce relevant tools& guidelines

JOURNAL CLUB

• “AEIOU”• Expansion -Continuation of structured “mini-case”

prepared a head of time by preceptor *Especially effective if multiple students are on rotation with you

-Allows discussion of other disease states *Patients rarely have “1illeness” in the real-world

• Please see journal article: -Higher potency statins and the risk of new diabetes: Multicentre,

observational study of administrative databases.BMJ2014:348

• Please complete handout: -14 example questions covering each of the “AEIOU”

sections -Is a representative sample of structure and type of

questions you can ask your students *Obviously many more types of questions which

could be used …that’s students can pic from article

JOURNAL CLUB ACTIVE LEARNING ASSIGNMENT

NEWS LETTER

• Some institutions may have a formal news letter, weekly email or announcement.

-Provides a great service to staff -Gives students an opportunity to hone their

organization and written communication skills -It also provides to students a writing citation

for their curriculum vitae or professional portfolio • If your practice doesn’t have a service like this,

consider developing one with your students!

NEWS LETTER GUIDANCE FOR STUDENTS

• Clearly define the target audience for the newsletter• Topic should be applicable to practice - Allow the student to choose based on the interest• Write up should not be more than one page• Example:- topics related to departments -New drug - New study - Short review articles

-FDA Approved drugs

TAKE HOME MESSAGE PLAN FOR ACADEMIC YEAR SHOULD PREPARE YEAR CALANDER ROTATION TIME TABLES HOUR BASED LESSON PLANS – GOALS OBJECTIVES OUTCOMES PREPARRE GOOD ORIENTATION CLASS ONE CERTIFICATE PROGRAME INTER PROFESSIONAL COMMUNICATIONS JOURNAL CLUB TOPIC DISSCUATION NEWS LETTER EVLUATION SHEETS FEEDBACK FORMS THREE TIME IN YEAR AND GRADING PRECEPTOR FEEDBACK WHAT STUDENT EXPECTING FROM EACH PRECEPTOR PRECEPTOR TRAINIG PROGRAMS CASE PRESENTATIONS- PATIENT CENTERED CARE

THANK YOU . . .