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PACIFICUNIVERSITYPRECEPTORMANUAL
PacificUniversitySchoolofPharmacy
222SE8thAvenue,Suite451Hillsboro,Oregon97123
http://www.pacificu.edu/pharmd/FAX#503-352-7398
Contacts:
AnitaCleven,PharmD,DirectorofExperientialEducation&AssistantProfessorOffice:503-352-2648
[email protected]
CourtneyKraus,PharmD,CoordinatorforExperientialAdvancement&AssistantProfessorOffice:503-352-7363
[email protected]
RoseDahl,CoordinatorforExperientialEducationOffice:[email protected]
NoraGarfias,CPhT,CoordinatorforExperientialEducation
Office:[email protected]
JacksonRoss,MAT,CoordinatorforStudentandExperientialAffairs
Office:[email protected]
RevisionDate:July1,2016
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DISCLAIMER
Thismanualisnotacontract.TheSchoolofPharmacyreservestherighttomodifythepoliciesandproceduresdescribedinthissyllabusatanytime.Studentsandpreceptorswillbenotifiedofanychanges.Questionsand/orclarificationspertainingtopoliciesandproceduresorotherissuesshouldbedirectedtotheDirectorofExperientialEducation.
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TableofContents
Introduction............................................................................................................................................................4
PacificUniversitySchoolofPharmacyBackground..................................................................................................4Accreditation...........................................................................................................................................................4Mission,Vision,Values............................................................................................................................................4PacificUniversitySOPExperientialEducationProgram............................................................................................5DescriptionofIPPECurriculum.........................................................................................................................................5DescriptionofAPPECurriculum.......................................................................................................................................6
PreceptorExpectations...........................................................................................................................................8
SiteExpectations.....................................................................................................................................................8Overview.................................................................................................................................................................8AffiliationAgreements............................................................................................................................................8PreceptorLegalResponsibilities..............................................................................................................................9PreceptorRequirementsandResponsibilities..........................................................................................................9PreceptorEducation..............................................................................................................................................10FERPA....................................................................................................................................................................10PrivacyGuidelinesforStudentRecords..........................................................................................................................10ImportantFERPAReminders..........................................................................................................................................12FERPAQuiz......................................................................................................................................................................12
PreceptorBenefitsandResources.........................................................................................................................14
PreceptorResourceOverview...............................................................................................................................14HowtoAccessCEIthroughE*Value.......................................................................................................................15HowtoAccessPharmacistLetter...........................................................................................................................17HowtoAccessEducatorPerformanceReports......................................................................................................18HowtoCompleteanEvaluation............................................................................................................................20HowtoViewStudentAPPECourseObjectives.......................................................................................................21AppointmentGuidelines.......................................................................................................................................23GettingtoKnowyourStudent...............................................................................................................................25Beforethestartofrotation............................................................................................................................................25Firstday/weekofrotation..............................................................................................................................................25Throughoutrotation.......................................................................................................................................................25AdditionalOnlineResources..................................................................................................................................25Suggested..............................................................................................................................................................26ChecklistforPreceptors.........................................................................................................................................26Preparingfortherotation..............................................................................................................................................26Duringtherotation.........................................................................................................................................................27ExampleLearningExperienceDescriptionforanInternalMedicineAPPE..............................................................28
GeneralOutcomes.................................................................................................................................................32
Professionalism.....................................................................................................................................................32AdvancedPharmacyPracticeExperienceLearningOutcomesandCompetencies..................................................32
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IntroductionPacificUniversitySchoolofPharmacyBackgroundTheSchoolofPharmacyatPacificUniversityoffersathree-yearcurriculumleadingtotheDoctorofPharmacydegree.TheSchoolislocatedinHillsboro,Oregoninastate-of-the-artHealthProfessionsbuilding.ThenewHealthProfessionsCampuscomprisedofeighthealthprofessionalSchools(includingpharmacy),providesarichanddiverselearningenvironmentforthestudentpopulation.Developingopportunitiesforstudentinteractionandcollaborationisafocusofthefacultiesfromthedifferentdisciplines.Theprogramadmitteditsfirstclassinthefallof2006,andtheaverageclasssizeisabout100students.Thecompetency-basedcurriculum,withcoursesdeliveredinamodifiedblockdesign,supportsourmission.Thestructureprovidesaschedulethatallowsstudentstostudyonetopicatatimebeforemovingontoanothercontentarea.Thismethodofeducationallowsstudentstomastereachtopicwithahighlevelofmasteryandpromotestheintegrationofconceptsinaplannedandsequentialmanner.
Thecompetency-baseddesignencouragesteamworkandcollaborationamongstudentsandremovesthecompetitivenaturecharacteristicofmanyprofessionalcurriculums.Teamteachingbyourfacultyandtheutilizationoftechnologyfurtherenhancethestudent'sexperienceatPacificUniversitySchoolofPharmacy.
Aspartoftheireducation,studentscompleteexperientialcomponentsofthecurriculumthroughouttheirfirstandseconddidacticyears;withthethirdyearbeingdevotedentirelytoadvancedclinicalexperience.
AccreditationSchoolsandcollegesofpharmacyareaccreditedbytheAccreditationCouncilonPharmacyEducation(ACPE)135SouthLaSalleStreet,Suite4100,Chicago,IL60503,312/664-3575;FAX312/664-4652,websitewww.acpe-accredit.org.TheDoctorofPharmacyprogramofthePacificUniversity,SchoolofPharmacy,wasawardedfullaccreditationstatusduringtheJune24-29,2009meetingoftheACPEBoardofDirectors.
Acomprehensiveself-studyevaluationwascompletedbytheAccreditationCouncilforPharmacyEducation(ACPE)infall2014.TheACPEBoardofDirectorsreviewedtheDoctorofPharmacyprogramforpurposesofcontinuedaccreditationatitsJanuary2015meeting.TheaccreditationtermgrantedfortheDoctorofPharmacyprogramextendeduntilJune30,2023.Afocusedon-siteevaluationtomonitorprogressonafewACPEstandardsoccurredinspring2016.
Mission,Vision,ValuesMissionWepreparedynamicpractitioners,leaders,andscholarstopromotepatientadvocacyandadvancetheprofessionofpharmacytodeliverinnovativeandcollaborativepatient-centeredcareindiversepopulationsbybuildinganinterprofessional,learner-centeredcommunity.
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VisionCreateandsustainaninterprofessionalcommunityofexcellenceineducation,scholarshipandpracticewhichiswidelyrecognizedandrespected.Values
• Innovationinteaching,learner,andScholarship• Leadershipinpatientandprofessionaladvocacy• Collaboration&Collegiality• Integrity• Diversity&Inclusion
PacificUniversitySOPExperientialEducationProgramDescriptionofIPPECurriculum
• Students completea totalof four IPPEs that takeplaceduring their first and secondprofessionalyear.
• IPPEsone,twoandfourareatthesamesitelocationwiththesamepreceptortoallowforextendedstudentgrowthanddevelopment.
P1Year
Spring • Community(IPPE1)everyotherTuesday 64hours(8daysx8hours)
P2Year
Summer
• Community(IPPE2)• 3weeks
120hours(15daysx8hours)
• HealthSystem(IPPE3)• 6weeks
240hours(30daysx8hours)
Fall • Community(IPPE4)everyotherTuesday 56hours(7daysx8hours)
TOTALHealthSystem 240hoursCommunity 240hours
IPPE1CommunityInthisexperientialcourse,whichoccurseveryotherTuesday,studentsspendtimeatacommunitypharmacysite.EmphasisisplacedonintegrationofdidacticandexperientialcurriculaintheformofLearningBridgeassignments,orientationtopharmacypracticeincludingpatientandhealthcareproviderinteractions,medicationprocessingsystems,andlearninghealthcareproviderroles.IPPE2CommunityInthisexperientialcourse,whichoccursdaily,studentsspendadditionaltimeatacommunitypharmacysite.EmphasisisplacedonintegrationofdidacticandexperientialcurriculaintheformofLearningBridgeassignments,orientationtopharmacypracticeincludingpatientandhealthcareproviderinteractions,
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medicationprocessingsystems,andlearninghealthcareproviderroles.TheintentofthiscourseistobuildontheskillslearnedinpreviousIPPEcommunityexperiences.IPPE3HealthSystemInthisexperientialcourse,whichoccursdaily,studentsspendtimeatahealthsystemspharmacysite.EmphasisisplacedonintegrationofdidacticandexperientialcurriculaintheformofLearningBridgeassignments,orientationtopharmacypracticeincludingpatientandhealthcareproviderinteractions,medicationprocessingsystems,andlearninghealthcareproviderroles.IPPE4CommunityInthisexperientialcourse,whichoccurseveryotherTuesday,studentsspendadditionaltimeatacommunitypharmacysite.EmphasisisplacedonintegrationofdidacticandexperientialcurriculaintheformofLearningBridgeassignments,orientationtopharmacypracticeincludingpatientandhealthcareproviderinteractions,medicationprocessingsystems,andlearninghealthcareproviderroles.TheintentofthiscourseistobuildontheskillslearnedinpreviousIPPEcommunityexperiences.DescriptionofAPPECurriculum
• StudentscompleteAPPErotationsduringtheirthirdprofessionalyear.• Studentscompletefourcorerotations,whichincludeAdvancedCommunity,HealthSystem,
AmbulatoryCare,andInternalGeneralMedicine.• Studentsarealsorequiredtocompletethreeelectives,oneofwhichmustbePatient-Care.
P3YearCourse Hours
PHRM701AdvancedCommunityPharmacy 6weeks/240hours
PHRM702HealthSystemPharmacy6weeks/240hours
PHRM703AmbulatoryCarePharmacy 6weeks/240hours
PHRM704InternalGeneralMedicine 6weeks/240hours
PHRM705PatientCareElective 6weeks/240hours
PHRM706PatientCareorNon-PatientCareElective
6weeks/240hours
PHRM707PatientCareorNon-PatientCareElective
6weeks/240hours
PHRM711Self-Study/OptionalElective/InternationalExperience/NAPLEX&MPJEReview
6weeks/240hours
*Onlyforacademiccredit,doesnotcountforinternhours*
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AdvancedCommunityPharmacyTheadvancedcommunityrotationaffordsstudentstheopportunitytoeffectivelyparticipateinthepatientcaredecision-makingprocess.Emphasiswillbeplacedonthestudent'sabilitytodemonstratetheirunderstandingofcommondiseasestatesandtreatmentmodalitiesaswellastheirabilitytoprovidepharmaceuticalcare.Emphasiswillbeplacedondiseasestatemanagementinitiatives.HealthSystemPharmacyThepurposeofthisrotationisforstudentstogainprofessionalskillsinahealthsystempharmacysetting.Thehealthsystempharmacyrotationaffordsstudentstheopportunitytoeffectivelyparticipateinthepatientcaredecision-makingprocess.Studentswillparticipateinavarietyofclinicalactivities,functioningasanintegralmemberofthehealthcareteam.Emphasiswillbeplacedonthestudent'sabilitytodemonstratetheirunderstandingoffunctionalrolesofhealthsystempharmacyinprovidingconsistentqualitypatientcare.AmbulatoryCareThepurposeofthisrotationisforstudentstogainprofessionalskillsinanambulatorycarepracticeenvironment.TheAmbulatoryCarerotationaffordsstudentstheopportunitytoeffectivelyparticipateinthepatientcaredecision-makingprocess.Studentswillparticipateinavarietyofclinicalactivities,functioningasanintegralmemberofthehealthcareteam.Emphasiswillbeplacedonthestudent'sabilitytodemonstratetheirunderstandingofcommondiseasestatesandtreatmentmodalitiesaswellastheirabilitytoprovidepharmaceuticalcare.InternalGeneralMedicineThepurposeofthisrotationisforstudentstogainprofessionalskillsinanInternalGeneralMedicinesetting.TheInternalGeneralMedicinerotationaffordsstudentstheopportunitytoeffectivelyparticipateinthepatientcaredecision-makingprocess.Studentswillparticipateinavarietyofclinicalactivities,functioningasanintegralmemberofthehealthcareteam.Emphasiswillbeplacedonthestudent'sabilitytodemonstratetheirunderstandingofinternalgeneralmedicineandtheirabilitytoprovidepharmaceuticalcare.PatientCareElectiveThisexperiencemayoccurinanysettingwherethestudentwouldbeprovidingpharmaceuticalcaretopatients.ExamplesofPatientCareelectivesinclude:AdvancedCommunity,Cardiology,CriticalCare,Hematology/Oncology,HomeInfusion,HIV/AIDS,InfectiousDisease,LongTermCare,Nutrition,Pediatrics,SolidOrganTransplant,andTraumaSurgery.Patient/Non-PatientCareElectAElectiveclerkshipscanbeperformedinnon-patientcareenvironments.ExamplesofElectiveclerkshipsinclude:Compounding,DrugInformation,DrugUsePolicy,ManagedCare,PharmacyEducation,PharmaceuticalIndustry,PharmacyManagement,ProfessionalOrganizationsandPharmacyLeadership,orResearch.ElectiveclerkshipscouldalsoencompassanyAdvancedCommunity,Ambulatory,InternalMedicineorotherpatientcareelective.
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Patient/Non-PatientCareElectBElectiveclerkshipscanbeperformedinnon-patientcareenvironments.ExamplesofElectiveclerkshipsinclude:Compounding,DrugInformation,DrugUsePolicy,ManagedCare,PharmacyEducation,PharmaceuticalIndustry,PharmacyManagement,ProfessionalOrganizationsandPharmacyLeadership,orResearch.ElectiveclerkshipscouldalsoencompassanyAdvancedCommunity,Ambulatory,InternalMedicineorotherpatientcareelective.
PreceptorExpectationsSiteExpectationsOverviewTheSchoolstrivestodevelopandutilizeawidevarietyofpharmacypracticeexperientialsitesforstudenteducation.Thefollowingisabrieflistofthecharacteristicstheschoolstrivesforinanexemplarysite:
1. Meetsorexceedslegalandprofessionalstandardsrequiredtoprovidepatientcare.2. Serves a diverse patient population, provides sufficient experiences to complete the stated
objectives, and provides medical therapy management and patient care services for thepopulation.
3. Maintains access to informational resources and technological advances supportive of theexperience.
4. CommittedtoenhancingtheeducationofstudentsandPacificUniversity’smissionandvision.5. Management team, which is supportive of professional staff involvement in the education of
pharmacystudents.6. Preceptorprovidesdaily contactor hasqualifieddesignee to ensurequality student experience,
includingfollowupandassessment.7. Providessuperiorandsupportiveprofessionalstaff,whichresults insufficient timeforpreceptor
andstudenttointeractandenhancementofthelearningobjectives.8. Supportiveofpatientsandotherhealthcareprovidersbyprovidingeducationalworkshops.9. Whenapplicable,servesasanaccreditedsitefortrainingofpharmacyresidents.10. Involved in the advancement of the profession through collaborative relationships with other
healthcareproviders.AffiliationAgreementsAwrittenaffiliationagreementwillbeexecutedbetweeneachexperientialsite/corporation(facility)andtheSchool.Theagreementwilldefineresponsibilities,commitmentsandexpectationsofeachofthepartiesregardingtheeducationandtheexperienceofthestudents.Inaddition,theagreementswillincludeissuessuchashealthservices,malpracticeprovisions,criminalbackgroundchecks,studentdisclosures,immunizationpoliciesandprofessionalconductexpectations.
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TheAffiliationAgreementprohibitsthepublicationbythestudents,facultyorstaffmembersofanymaterialrelativetotheirclinicaleducationexperiencethathasnotbeenreviewedbytheFacilityandtheSchool,inordertoassurethatinfringementofpatients’rightstoprivacyisavoided.AnyarticlewrittenbyastudentthathasbeenbasedoninformationacquiredthroughtheirclinicaleducationexperiencemustclearlyreflectthattheSchoolorFacilitydoesnotendorsethearticle,evenwhereareviewhasbeenmadepriortopublication.Thisisaccomplishedbyrequiringthefollowingdisclaimertoappearwitheachsucharticlewritten:“TheopinionandconclusionspresentedhereinarethoseoftheauthoranddonotnecessarilyrepresenttheviewsoftheSchoolorFacility.”PreceptorLegalResponsibilitiesPreceptorsmustbeappropriatelylicensedinthestateinwhichtheypracticetopreceptstudents.AccordingtotheOregonBoardofPharmacy,apreceptormayprecepttwoschool-basedrotationalinternsatatime.Forthosestudentscompletingout-of-staterotationspleasecomplywithyourStatespecificinternrequirementsregardingthesubmissionofhoursandpreceptorrequirements.PreceptorRequirementsandResponsibilitiesPreceptorsareafundamentallycrucialelementintheeducationaldevelopmentofcompetentandprofessionalpharmacypractitioners.Theyguidestudentsthrougheducationalobjectives,instillvaluesandattitudes,andsupervisethestudent’sperformance.TheircontributioninthismannerismeaningfulandisanimportantcomponentoftheSchool’smissiontograduateexemplary,competentpharmacistspreparedtodealwiththedemandsandrewardsofcontemporarypharmacypractice.ThefollowingrequirementsandresponsibilitieslistedbelowareinaccordancewithACPEStandards.
1. Preceptorsmustbeappropriatelylicensedandingoodstandinginthestateinwhichtheypractice.2. Preceptorsshouldbeknowledgeableofandcompliantwiththematerialcontainedinthismanual
andtheappropriatecoursemanual.3. Preceptorsareexpectedtoinstillanddemonstrateprinciplesofprofessionalismandethics.4. Preceptorsareexpectedtoberespectfuloffellowpractitionersandalliedhealthprofessions,inas
muchasthePreceptorisarolemodeltothestudent.5. Preceptorsareresponsibleforclearlycommunicatingstudentexpectationsregardingperformance,
appearance,attitudeandmethodofpractice.6. Preceptorsareresponsibleforschedulinganorientationsessionwiththeirstudent(s).7. Preceptorsareresponsibleforidentifyinganacceptablereplacementtosupervisestudentsduring
absences.8. Preceptorsareresponsibleforfosteringanenvironmentofmutuallearning.9. Preceptorsshouldnotassumestudentcompetencybutdetermineitbyreviewingthestudent’s
performancethroughdiscussionsandobservation.10. Preceptorsareresponsibleforreviewingstudentprogressatregularintervalsduringthe
experienceandsharingtheirobservationswiththestudents.
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11. Preceptorsareexpectedtoprovideconstructivefeedbackthatisconveyedinprivateandinanappropriatemanner.
12. Preceptorsshouldinformstudentsofanyareasrequiringimprovementasearlyaspossible.13. Preceptorsareresponsibleforsubmittingamidpointandfinalassessmentbytheprescribeddue
date.14. Preceptorsareresponsibleforverifyingstudentattainmentofrequiredexperienceoutcomes.15. Preceptorsholdanaturalpowergradientoverstudentsanditisimportantthatpreceptorsnot
takeadvantageofthispowergradient.Ex:Itisinappropriateforapreceptortopurposefullythreatenorincitefearinastudent.ThefinalgradeforanyexperientialexperiencewillbeassignedbytheSchool.
FailuretocomplywithanyrequirementsandresponsibilitieslistedabovemayresultinrevokingpreceptorprivilegesfortheSchool.PreceptorEducationNewPreceptorsreceiveanewpreceptorpacketpriortoassumingtheresponsibilitiesofpreceptingstudents.Thispacketincludes:
• Preceptorinformationform• TitleIXdisclosure• Preceptorresourceslist• Informationonhowtoaccessonlinepreceptorresourceslist• FERPAinformation
Ongoingpreceptoreducationisprovidedinavarietyofwaysincluding:sitevisits,on-sitepreceptordevelopmentworkshops,telephoneandemailcommunications,viaonlinewebinars,andatlivein-stateandout-of-statepharmacymeetings.AdditionaltrainingtakesplaceviatheNWPECsupportedCollaborativeEducationInstitute(CEI)CEandPharmacist’sLetter.FERPAPrivacyGuidelinesforStudentRecordsWhatisFERPA?TheFamilyEducationalRightsandPrivacyActof1974,alsoknownastheBuckleyAmendment,helpsprotecttheprivacyofstudenteducationrecords.TheActprovidesfortherighttoinspectandrevieweducationrecords,therighttoseektoamendthoserecords,andtherighttolimitdisclosureofinformationfromtherecords.TheActgivestheUniversitytheresponsibilitytoprotecttheprivacyofthestudent’seducationalrecords.Studenteducationalrecordsareconsideredconfidentialandmaynotbereleasedwithoutthewrittenconsentofthestudent.Asapreceptor,youhavearesponsibilitytoprotecteducationrecordsinyourpossession.Legitimateeducationalneedtoknowisthebasicprincipletoconsiderbeforeaccessingstudentinformation.
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Theintentofthelegislationistoprotecttherightsofstudentsandtoensuretheprivacyandaccuracyofeducationrecords.TheActappliestoallinstitutionsthatarerecipientsoffederalaidadministeredbytheSecretaryofEducation.FurtherdetailsregardingtheFERPAActmaybeaccessedathttp://www.ed.gov/policy/gen/guid/fpco/ferpa/index.html.WhoisprotectedunderFERPA?Students,whoarecurrentlyorformerlyenrolled,regardlessoftheirageorstatusinregardtoparentaldependency,areprotected.StudentswhohaveappliedtobuthavenotattendedPacificUniversityanddeceasedstudentsdonotcomeunderFERPAguidelines.Whatareeducationrecords?Withcertainexceptions,aneducationrecordisanyrecord(1)fromwhichastudentcanbepersonallyidentifiedand(2)maintainedbythecollege.Educationrecordsincludeanyrecordsinwhatevermedium(handwriting,computermedia,print,e-mail,magnetictape,film,diskette,microfilmandmicrofiche,videooraudiotape,etc.)thatareinthepossessionofanyschoolofficial.Whenindoubt,assumethatanyitemthatrelatestoastudentisaneducationrecordandseekfurtherassistancefromtheregistrar'soffice.WhatisconsideredDirectoryInformation?DirectoryInformationisinformationthatisgenerallynotconsideredharmfuloraninvasionofprivacyifdisclosed.UnderthetermsofFERPA,PacificUniversityhasestablishedthefollowingasdirectoryinformation:
• Name• Address• Telephonenumber• E-mailaddress• Datesofattendance• Classschedule/roster• Previousinstitutionsattended• Majorfieldsofstudy• Fullorpart-timeenrollmentstatus• Awards• Honors• Degree(s)conferred(includingdates)• Pastandpresentparticipationinofficiallyrecognizedsportsandactivities• Physicalfactors(height,weight)ofathletes• Dateandplaceofbirth
PacificUniversitydoesnotreleaseDirectoryInformationtopartiesoutsidetheUniversity.ExceptionstothisguidelineincludeDeansLists,AcademicorAthleticHonors/Awardsorprograms,andinformationonstudentsattendingtheUniversitytohometownnewspapers.PacificUniversityismuchstricterthanmanyotheruniversitiesinregardstoFERPA.
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FERPAstatesthateachstudenthastherighttowithholdanyoralloftheinformation.PacificUniversitywillhonorthestudent’srequesttorestrictthereleaseof“DirectoryInformation.”Oncerestricted,thatinformationcannotbereleasedwithoutthewrittenconsentofthestudent.ImportantFERPAReminders
• Donotdisplaystudentscoresorgradespubliclyinassociationwithnames,studentIDnumbersorotherpersonalidentifiers.
• Donotputpapers,projects,andassignmentscontainingstudentnamesandgradesinpubliclyaccessibleplaces.Studentsshouldnothaveaccesstoscoresandgradesofotherstudents.
• Donotsharestudentrecordinformation,includinggradesorgradepointaverages,withotherpreceptorsorstaffmembersunlesstheirofficialresponsibilitiesidentifytheir"legitimateeducationalinterest"intheinformationforthatstudent.
• Donotsharebyphoneorcorrespondenceinformationfromstudenteducationrecords,includinggradesorgradepointaverages,withparents/guardiansorothersoutsidetheinstitution.
• Ifyouhaveanyquestionsorareunsure,pleasecontacttheDirectorofExperientialEducation.
WhatdoesthismeanforaPacificUniversitySchoolofPharmacypreceptor?
• Keepconfidentialstudentinformationprivateandsecure.• Avoiddiscussingprevious,currentandfuturestudentswithotherco-workersandpreceptors.• Itisreasonabletodiscusstheperformancelevelofastudenttootherpertinentpreceptorsif
sharingthisinformationwillimprovestudentlearningandpatientcare.• Specificrotationinformation,suchaspreviousevaluationsandgrades,cannotbeprovidedtoother
preceptorsunlessthestudentprovidesconsent.• Thestudent“owns”allinformationabouthim/herselfthattheuniversitymaintains,andcontrols
whogetsaccesstoit.• Youmayrequestinformationfromastudent,butnotrequirethestudenttoprovidethe
information,suchaspreviousevaluations.
FERPAQuiz(QuestionsfromCaseUniversitybutanswersbasedonPacificUniversityFERPAPolicy)
1. Yougetaphonecallfromsomeoneidentifyinghimselfasastudent,askingabouthisgradeonhisrotationwithyou.Canyougiveoutthatinformation?
a. Yesb. No
Answer:No,PacificUniversitydoesnotreleaseacademicinformationoverthephone.
2. Youreceiveane-mailmessagefromyouremployeraskingfornamesandaddressesforstudentswhohavepassedyourrotation.Theyhavegoodjobinformationtooffer.Canyouhelpstudentsgetjobsbygivingoutthatinformation?
a. Yes
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b. NoAnswer:No,withoutawrittenrequestforthereleaseofthisinformationfromthestudenttotheemployerwearenotallowedtosupplythisinformation(regardlessofthegoodintentionoftheemployer)
3. Yougetafranticphonecallfromanindividualwhosaysheisastudent’s(husband/brother/father)andmustgetintouchwithherimmediatelybecauseofafamilyemergency.Canyoutellhimwheresheisonrotationtoday?
a. Yesb. No
Answer:No;underPacificUniversity’spolicytheappropriateresponsewouldbetoreply:“Ifthepersonisinfactastudent,amessagewillbegiventothestudenttophonethemassoonaspossible”.
4. Isitwrongforpreceptorstoleavepersonallyidentifiableprojectsorcopiesofthemidpointevaluationsonthebreakroomtablewhereallemployeeshavelunch?
a. Yesb. No
Answer:Yes
5. Anunauthorizedpersonretrievesinformationfromacomputerscreenthatwasleftunattended.UnderFERPA,istheinstitutionresponsible?
a. Yesb. No
Answer:Yes.FERPArequiresthatanycomputerscreenwithstudentinformationbeclosedinordertoprotectstudentprivacy.
6. PreceptorXwantstoknowthelastrotationgradeofStudentYandsaysheisentitledtoitbecauseheishasthestudentonrotationthisspring.Doyougiveittohimwithoutfurtherquestion?
a. Yesb. No
Answer:No.ItwouldbemoreappropriatetoreferPreceptorXtotheRegistrar’sofficetoexplainwhyorhowthisinformationisneededtocompletehisresponsibilities.PriorgradeinformationcouldpotentiallybiasthePreceptor’sassessmentofthestudent.
7. Youreceiveasubpoenainthemail.Itappearstobealegal,courtorderedsubpoena.Shouldyousupplytheinformation?
a. Yesb. No
Answer:No,itisappropriatetoreferthisrequesttotheRegistrar’sofficeforevaluation.
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PreceptorBenefitsandResourcesPreceptorResourceOverview
• LibraryAccesso Databases
§ Examples:UpToDate,MedlineOvid,Micromedex,AccessPharmacy,DrugFactsandComparisons,LexiCompOnline,Stat!Ref
o E-Journals• PreceptorDevelopment
o CEI(seenextpage)o Pharmacist’sLetterforthePreceptoro LivePreceptorDevelopmentworkshops-someexamplesinclude:
§ TheMillennialGeneration,LearningStyles,andPharmacyPrecepting§ DevelopingGoodTeachingCases§ CriticalThinkinginExperientialEducation§ ChallengingLearnersinExperientialEducation§ PreceptingAcrosstheContinuum
• OpportunitiesforinvolvementintheSchoolofPharmacyo PharmacyPracticeDayso CareerFairo InterviewDayso PreceptorAdvisoryBoardo Collaborationwithfaculty
• OpportunitiesforProfessionalDevelopmento Educate,coach,andmentorintroductoryandadvancedpharmacystudentso Givebacktotheprofessionofpharmacyo Enhancecommunicationskills
• Benefitsofpreceptingstudentsforpharmacysiteandstaffo Integrateandexpandnewandcurrentclinicalserviceso Presentnewandupdatedinformationaboutmedications/treatmentsandtheprofessiono Opportunityforinterprofessionalcollaborationinaintegratedmedicalmodel
• Seeourwebsiteformoreinformationhttp://www.pacificu.edu/pharmd/alumnifriends/preceptor
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HowtoAccessCEIthroughE*ValueLogintoE*Value(www.e-value.net)usingyourE*Valuecredentials.PleasecontacttheOfficeofExperiential([email protected] )shouldyourequireassistancewithE*Valuecredentials.FromtheE*ValueWelcomepageunderthemenu,youmayclickonthepencilicontitledLearningModules,whichwillthengiveyouaccesstosubmenurightunderneaththemainmenu.FromthesubmenuclickCEI>>Link>>
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ThiswilltakeyoudirectlytoCEIHomepageandbeabletoviewamenuofallpreceptorrelatedCEsthatareallACPEaccredited.Selectthemodule(s)youwishtoreview.
Thenselect‘RegisterHere’locatedontheupperrighthandcornerofthemodule.Fromhereyoushouldbeableto‘RegisterforFree’.Thesystemwillsendyouaconfirmationemailandtherespectivemodulewillbeavailableonyourprofilepage.
Pleasenotethatthepreceptormodulesareavailableatnochargeforpreceptors.
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HowtoAccessPharmacistLetterPreceptorsmayclickontheweblinkwww.pharmacistsletter.com/?referer=pacificu/ptrnwhichwilltakeyoutothePharmacistLetterWelcomePage(pleaseseesnapshotbelow).YoumayalsologontoE*ValueandfromtheWelcomePageclickonthelinkPharmacistLetter-CLICKHEREFORPHARMACISTLETTERACCESS,whichwillalsodirectyoutothePharmacistLetterWelcomePage.
FromtheWelcomePage,clickonI'mnewtoPharmacist'sLetter-signmeupforPreceptorCEandResources!Youwillbeaskedtosetupauseraccountandthenyouwillhaveaccesswiththatlogin.
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HowtoAccessEducatorPerformanceReportsPreceptorshaveaccesstoaggregatedataonevaluationscompletedbystudents.Toaccessthesereports,logintoE*Value(www.e-value.net)andnavigatetoEvaluations>>EducatorReports>>AggregatePerformance.
Youmaythenselectorfilterbytimeperiodofinterestyouwishtoview,coursetype,orevaluationtype.ReportsmaybegeneratedinHTMLorExcelformat.Afterselectingallfiltersclick‘Next’.
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Youmayviewaggregatedatainacondensedorexpandedview.Datamayalsobeviewedingraphicaldisplayssuchaspie,bar,andhorizontalgraph.Thefollowinginformationisincludedinthescale-typequestions:
• AverageScore• MinimumandMaximumScores(thelowestandhighestscoresreceived)• ApplicableAnswers(thenumberofresponsesthatwasusedtogeneratethereportdata)• Scale(theevaluationscaleusedforthequestion)
ToprintorrequestanemailedPDFofthereport,navigatetotheupperrighthandcornerandclickontheprintericonorPDFicon.
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HowtoCompleteanEvaluationPreceptorsarerequiredtocompleteevaluationsofthestudentstheyprecept.Tocompleteanevaluation,logintoE*Value(www.e-value.net)andnavigatetoEvaluations>>ToBeCompleted.
HereyouwillseealistofopenEvaluationsToBeCompleted.
• Click‘EditEvaluation’toworkontheevaluationonline.Remembertoclick‘SaveforLater’or
‘Submit’atthebottomofthescreen.Note:Thestudentwillnotbeabletoseetheevaluationuntilyouclick‘Submit’.
• Click‘View/Print’toviewacopyoftheevaluationonlineorselecttheprintericoninthetopright
cornertoprintacopy.
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HowtoViewStudentAPPECourseObjectivesPreceptorsmayviewAPPECourseObjectivessubmittedbytheirstudents.LogintoE*Value(www.e-value.net)andnavigatetoSchedules>>Reports>>Rosters.
SelecttheroleofPreceptorandclickNext.
Onthenextscreen,selectonlytheStartDatefiltertobeforethefirstdayofthestudent’srotation.(Theenddateisautomaticallysetto12monthsfromthecurrentdate.)ClickNext.
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Onthenextscreenisthescheduleofstudentsassignedtoyouforthetimeframespecified.Clickthestudent’snameandanotherwindowwillappear.
Inthenewwindow,doubleclickontheicontotherightofthewords“APPEPreceptorView–CourseObjectives.”Thestudent’sAPPECourseObjectivesforthatrotationwillappearinanewwindow.
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AppointmentGuidelinesAppointmentguidelinesforexternalindividualswhoareengagedinstudentlearningforPacificUniversitySchoolofPharmacyGoals
• Topromoteourlearner-centeredenvironmentbyrewardingPractitioner/Scientistdedicationtostudentlearning
• Toservethepharmacyprofessionbyprovidinganenvironmentforlearningthecraftofacademia• Tostrengthenourprofessionalrelationswiththepharmacyandscientificcommunity• Tocreateanavenuefordeliveryofcontentreflectingpracticeexcellenceforstudents
AppointmentsThefollowingappointmentsmayapplytoindividualswhoareengagedinstudentlearninginthedidacticor/andexperientialcurricula:
1. GuestSpeaker2. AffiliateInstructorofExperientialEducation3. AffiliateInstructorofPharmacyPractice/PharmaceuticalSciences4. AffiliateProfessorofPharmacyPractice/PharmaceuticalSciences
• Thisappointmentrequiresarecordofsubstantialsuccessinbothacademicandprofessionalactivities,associationwiththeSchoolforonefullyear,andmeetingoutlinedcriteria.
• AffiliateProfessors’namesandbiographiesofwillbelisted/updatedontheSchool’sfacultydirectorysite,andtheywillbeinvitedasnon-votingattendeestomonthlyfaculty/staffmeetings.
ApplicationandEvaluationforAppointments/Reappointments
1. TheAssistantDeanforPharmacyPractice(ADPP)andAssistantDeanforPharmaceuticalSciences(ADPS),inconjunctionwiththeDirectorforExperientialEducation(DEE),willawardtitlesofGuestSpeakerandAffiliateInstructorofExperientialEducation.• Titlesareawardedbasedonmeetingcriteria,andcontinuedpositivestudentor/andpeerevaluations
forteachingorpracticeskills,asapplicable.2. TheADPPandADPSwillawardtitlesofAffiliateInstructorandAffiliateProfessorofPharmacy
Practice/PharmaceuticalSciences.• Titlesareawardedbasedonmeetingcriteria,andcontinuedpositivestudentor/andpeerevaluations
forteachingorpracticeskills.• Applicantsmustannuallysubmitanupdatedcurriculumvitae(CV),orprovideanannualreport
summarizingtheirservicestotheSchooloverthepastyearandothersignificantprofessionalandscholarlyaccomplishments.
• TheADPPandADPSwillrequestmaterialsduringAprilofeachyear.TheCVorannualreportmustbereturnednolaterthanMay1.
3. Appointment/annualreappointmentforallindividualsexceptGuestSpeakersisconfirmedbytheDeanuponformalletterofnominationbytheADPPorADPS.
Theaboveindividualsdonotreceivetenureorextended-termappointments,andreceiveneitherasalarynoremploymentbenefitsfromtheUniversity.
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AppointmentguidelinesforexternalindividualswhoareengagedinstudentlearningforPacificUniversitySchoolofPharmacy:
GuestSpeakerAffiliateInstructorofExperientialEducation
AffiliateInstructorofPharmacyPractice/Pharmaceutical
Sciences
AffiliateProfessorofPharmacyPractice/Pharmaceutical
Sciences
Degree Degreenotrequired
Healthcareprofessional(includingPhD)withactivelicensureasapplicable
BPharm(or)PharmDw/activepharmacistlicensure;(or)PhD
PharmDw/activepharmacistlicensure(or)PhD(or)equivalentterminaldoctoratedegree
TeachingResponsibilities
1-3podiumhours(or)1-9instructionalsupporthoursperyear
N/A
4-10hourspodium(or)10-29hoursinstructionalsupportperyear
11+hourspodium(or)30hoursinstructionalsupportperyear
AdditionalRequirements:AtleastONEofthefollowing
ExperientialInstruction N/A
DirectlypreceptsorsupervisesIPPEand/orAPPEstudents
DirectlypreceptsorsupervisesIPPEand/orAPPEstudents(includesdidacticcoursesPP1-4)
DirectlypreceptsorsupervisesIPPEand/orAPPEstudents(includesdidacticcoursesPP1-4)
ServicetoSchool N/A N/A
Ex-OfficioofficertoastandingcommitteeincludingPreceptororSchooladvisoryboards
Ex-OfficioofficertoastandingcommitteeincludingPreceptororSchooladvisoryboards
Research/Scholarship N/A N/A
Mentorsandengagesstudentsinresearchandscholarshipendeavors
Mentorsandengagesstudentsinresearchandscholarshipendeavors
Author:SOPExecutiveCommitteeDateRev.:Jan2016
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GettingtoKnowyourStudentBeforethestartofrotation
1. Provideasurveywithquestions,forexample:• Whatdoyouexpecttolearnonthisrotation?• Whatrotationshaveyoubeenonthisyear?• Asofrightnow,whatareyourplansaftergraduating?• Identifyyourprofessionalareasofstrengthandareasforimprovement.• Review/reflectonthetenetsofprofessionalism.
2. Request(butdonotrequire)student’sCVorresumeforreview.3. Ifyoursitehasawidevarietyofexperiencesandduetothelengthoftherotation,thereareonly
somanyexperiencesthatthestudentcanparticipatein,createalistofalloftheexperiencesanddeterminewhicharerequiredvs.optional,thenhavethestudentidentifytheirareasofinterest.
Firstday/weekofrotation
1. Reviewthestudent’sself-assessmentoftheirskills2. Determinehowthestudentlearnsbest
• Utilizethelearningstylesresourceonpacificuniversityexperientialeducationwebpageathttp://www.pacificu.edu/pharmd/alumnifriends/preceptor.cfm
Throughoutrotation1. Checkinwithyourstudentonaregularbasis
• Whatisworkingwell?• Whatcouldbeimproved?
2. Provideinformalfeedbackonaregularbasis3. Reviewthestudent’sself-assessmentatmidpointandfinalevaluation4. Taketimetoprovidein-person,formalfeedbackatthemidpointandfinalevaluation
AdditionalOnlineResourcesFoundat:http://www.pacificu.edu/pharmd/alumnifriends/preceptor.cfm
• PlanningRotations-Diagramsofkeydecision&designpointswhenfirstplanningtoimplementpharmacyrotations.Designedforpreceptorsandleadershiptogothroughtogether.
• MaximizingPreceptorResources-Tipsonhowtomakethemostofpreciouspreceptortime/resourceandhavestudentshelpthepharmacyachieveimportantgoals.
• RotationSyllabusTemplate-AcompletetemplateforanInternalMedicinerotationthatcanbeeasilyadaptedforanytypeofrotation.
• RubricExample-Solvingthepuzzleofthemysterious“rubric”!Anexampleofhowtocommunicateyourexpectationsofthestudentduringyourrotation.Studentscanalsouseforself-assessment.
• ThankYou&TipsForGreatPrecepting-Tipsheetforpreceptorsandourappreciationforyourhelpeducatingourstudents.
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SuggestedChecklistforPreceptorsPreparingfortherotation
£ Decidewhatyouwishthestudenttolearnoverthecourseoftherotation.Exampleconsiderations:• Commondiseasestatesseen• Commonlyuseddrugs• Medicationreconciliation• Formularyissues• Provideeducationneeds• Patientand/ormedicationsafetyissues• Regulatoryrequirements• Qualityimprovementopportunities
£ Decidetowhatdegreeyourrotationisflexiblearoundthelearningdesiresofthestudent.£ Writerotationobjectives(gainteamconsensusifapplicable).£ Designapre-rotationassessmentofstudentability/needsthatcanbecompletedatthebeginning
oftherotationtoguideapproach.Canalsobeusedtotrackprogressduringtherotation,orattheend
£ Documentyourexpectations,forexample:• Hours• Communication• Attire• Degreeofautonomy• Documentationinelectronicmedicalhealthrecordorothercharting• Projects• Numberofpatientsandwhatanidealstudentwouldbeexpectedtodo• Meetingattendance• Lunch• Site-specificpoliciesthatmustbefollowed(forexample,cellphoneuse)
£ Identifyanyrequiredreadingsfortherotation.£ Identifyanytopicdiscussionsfortherotation.£ Compilelistofprojectsthatstudentcanworkonduringrotationthatwillhelpthedepartment,and
providestudentwithproductiveworktodoin-betweenpatientcareactivities.£ Identifyanylearningopportunitieswithothers(watchingasurgery,roundingwithanRN,visitinga
clinic,etc.).£ DesignasyllabusorLearningExperienceDescriptionfortherotation(seepage27forexample).£ Workoutthelogisticsofanypreceptorhandoffs(schedulechanges,vacation,etc.).£ Communicatewithnursing,physiciansandotherhealthcareprofessionsthatwillbeinteracting
withyourstudents&seekcollaborationopportunities.£ Providealistofprotocols,readings,formulary,procedures,antibiograms,intervention
documentationformsetc.thatwillhelpthestudentperformin-linewiththedepartment.£ Explaintothedepartment/staffwhattypeofrotationthestudentwillbecompleting.£ Attainagreementfromanytechnicians,pharmacists,etc.whowillbetrainingthestudentand
supplyrotationobjectivesandstudentevaluationcriteria.£ Sendoutnotificationtootherprovidersthatwillbeinvolvedwiththestudents’learning.
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Duringtherotation
£ Orientation• Reviewsyllabus• Rotationrequirementsandexpectations• Communicationpreferences• Evaluation/reviewschedule• Storageofpersonalpossessions• Layoutoffacility,“glossaryofterms”usedinthefacility,bednumbersperunit,etc.• Tour• Describewhereyouexpectthestudentshouldbeperformingbythemid-point,andfinal
assessments£ Pre-rotationassessment(snapshotexamofwherethestudentisatsoyouknowhowtoadjust
needs)£ Reviewpre-rotationassessmentperformanceandsurveyoflearningdesires/needs&agreeaplan
ofactionfortherotation.£ Schedule–daily,weekly,anyrequiredmeetings,etc.£ Meet/touchbasewithstudentdailyandagreehowtocommunicatewithyouduringtheday.£ Evaluations–explaintheschedule,andwhatismeasured/included(maybemorefrequentatthe
beginningofarotation,oratthebeginningoftheacademicyear).£ Obtainfeedbackfromothersinvolvedwiththestudentrotation.£ Journalclub–typicallyatleastonceduringtherotationtobuildskillsinevaluatingliteratureand
encouraginganevidence-basedapproach.£ Topicdiscussions–typically1to2perweek,oftenrunbythestudent.£ Reviewinterventions–mayrequirestudenttocompleteandhandinbeforekeyevaluationpoints,
orreviewdaily/weekly.£ Patientload–titrateupasstudentisabletotakeonmoreconcurrentpatients.£ Projects–typicallyatleast1projectthatrunslongitudinallythroughtherotation.Schedule
milestonesforthestudenttoencouragethemtokeepprogressing,andforyoutohelpshapedirectionasnecessary.
£ Exam?Somerotationshaveamid-pointorfinalexamincorporatedintothem.Notmandatory.Couldhavestudentre-sittheorientationexamtodemonstrateprogress.
£ Considerusing“One-minutepreceptor”techniquefrequentlyduringtherotationtoprovidetimelyfeedbackonprogress:https://ohio.app.box.com/s/dxnxmtxrz0q9h9oi4xwrfqsbv4co7ung.
£ Conductatminimum,midpointandfinalassessmentsofthestudent(usingscheduledevaluations).Itmaybeusefultodoafirstweekassessmentasroutine,andestablishifstudentneedsmoreoversightthananticipatedinitially.
£ AdvisetheSchoolofanyconcernsrelatedtostudentperformanceasearlyaspossible.
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ExampleLearningExperienceDescriptionforanInternalMedicineAPPE
InternalMedicineRotation*StudentLearningExperienceDescription
Preceptors(Primary): Name,Title Name,Title Contactinfo Contactinfo
Preceptors(Secondary): Name,Title Name,Title Contactinfo Contactinfo
Purpose
ThepurposeoftheInternalMedicineRotationistoincreasethelearner’sknowledgeofcommonlyencounteredinternalmedicinediseasestatesandtheirappropriatepharmacotherapy,todeveloptheclinicalskillsnecessarytopromoteoptimalandrationaldrugtherapythroughacloseworkingrelationshipwiththeinternalmedicineservice,andtooptimizecommunicationskillstofacilitateeffectivedialoguewithpatientsandotherhealthcareprofessionals.Therotationwillbe6weeksinlengthandconsistofexperienceswiththeteachingserviceteams.
Description• Patienttypes:allpatientsadmittedtotheservice,includingadult,geriatric,andpregnant/lactating
patients.• Commondiseasestatesencounteredinclude:
o Communityacquiredpneumoniao HealthCare-associatedpneumoniao Acuterenalfailureo Skinandsofttissueinfectionso Urinarytractinfectionso Gastrointestinaldisorders–GI
bleeding,Crohn’s,UlcerativeColitis,Gastroenteritis,
o Pancreatitiso Asthmaexacerbationso COPDexacerbationso Diabeticketoacidosiso Withdrawal(opiates,
benzodiazepines,alcohol)
• Practicemodel:attendingpharmacist-pharmacistresident-pharmaciststudentteammodel.
Decentralizedclinicalserviceswithteamroundsandoccasionalorderverification.• Servicesprovidedinclude:participationwithinterdisciplinaryteamsandinmeetingstoaddress
medicationmanagementissuesthatarisewiththegoalofimprovedpatientcare.Transitionalcareservices,medicationhistories,andcoordinationwiththedischargeconciergeservicearealsoaresponsibilityofthepharmacyteam.Additionalpharmacyservicesprovidedmayinclude(butarenotlimitedto)pharmacokineticdosingofaminoglycosidesandvancomycin,therapeuticdrugmonitoring,evaluationandintervention,anticoagulant(heparin,warfarin,lowmolecularweightheparin)monitoringanddosingperguidelines,antibioticdosingandmonitoring,TPNdosingandmonitoring,patientmedicationteaching,anddrugtherapyin-services.Involvementinregulatoryinitiativesand/orresearchtoimprovepatientcarewillbeincluded.
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• Expectedcompetencyinpharmacyprotocolsorservicesbyendofrotation(ProvidencePharmacyPassPortcheckoff):learnersareexpectedtobringtheirProvidenceHealth&ServicesOregonRegionPharmacyPassPorttothefirstdayofrotationtodiscusswiththepreceptortheirprogressandplanforcompletionofitemsthatareanintegralpartofpracticeonthisrotation.Seenextpage,Activities,Roles,andResponsibilitiessectionforcompetenciesthatareexpectedtobecheckedoffbytheendofthisrotation.o Commonclinicalprotocolsandservicesonthisrotation:pharmacokineticdosingof
aminoglycosidesandvancomycin;anticoagulant(heparin,warfarin,lowmolecularweightheparin)monitoringanddosingperguidelines;antibioticdosingandmonitoring;renaldosingperguidelines;medicationhistories;patientmedicationteaching;anddocumentclinicalinterventionsini-Vents.
KeyReadingsandGuidelines• Priortoandthroughouttherotation,learnerswillbeaskedtoreadandcomepreparedtodiscuss
contentaboutdiseasestatemanagementofpatientscommonlycaredforonthisrotation.GeneralExpectationsandScheduleWhileintheLearningEnvironment
• PreceptorTeamExpectationsofLearners:Provideevidence-based,patient-centeredmedicationtherapymanagementwithinterdisciplinaryteams.Takeresponsibilityforclinicallymanagingpatientsontheassignedunit/team.Comepreparedtolearnandbeself-directedinyourlearning.Askquestions.Seekanswersonyourown.Clarifywhenyouareuncertain.Knowwhentoconsultwithyourpreceptor,whenyoucanansweronyourown,andwhentotriage.Developapositiveworkingrelationshipwithyourteam.
• OnsiteHours:7-3:30pmMonday-Friday(orasarrangedwithpreceptor)• Expectedattendanceatrecurringmeetingsoreducationalevents:
o MorningReport,DailyatTime(Place)o NoonConference,DailyatTime(Place)o MedicalGrandRounds,Wednesday
0800-0900(Place)o WeeklyPharmacySeminar,Dayof
Week,Time(Place)o MedicineAttendingClinicalTeaching
Rounds,Date/Time/Placedeterminedbyattendingphysician
o MorningReport,Daily,0800-0845,ConferenceRoom4
o NoonConferenceDaily,1215-1300,ConferenceRoom4
o MedicalGrandRounds,Tuesday0800-0900,SoutherAuditorium
o WeeklyPharmacySeminar,Tuesday,1500-1600(Place)
o MedicineAttendingClinicalTeachingRounds,Date/Time/Placedeterminedbyattendingphysician
• AttendanceismandatoryatWeeklyPharmacySeminar,QuarterlyProvidenceLearnersHub,MorningReport,GrandRounds,NoonConferenceandMedicineAttendingTeachingRounds.
• Learnersarerequiredtomakepresentationsandcompleteprojectsasassignedbytheirpreceptor. CommunicationwithPreceptors/Medical-SurgicalTeam
• Studentlearnersareexpectedtomakeupallabsencesduetoshort-termillness,accident,orpersonalmatters(e.g.,interninterviews,etc.).Make-uparrangementsaremadewiththeprimarypreceptor.Excusedabsencesforalllearnersmustbecommunicatedtotheprimarypreceptorpriortoanyabsence.UnexcusedabsencesorlongerabsencesmustbediscussedwithyourRPDor
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COP/SOPExperientialTeam.• Learnersshouldprovidetheirmedical/surgicalteaminformationregardingthebestmethodof
contactshouldquestionsariseregardingpatientcareissuesinthelearner’sabsence.Activities,RolesandResponsibilities
• ActivitiesofeachlearnerrelatedtothedifferentaspectsofpharmacycareandoversightofthedifferentlearnersisshowninAppendix-TeamRoles,ResponsibilitiesandExpectations.Althoughinthesamelearningenvironment,residentandstudentlearnerswillhavedifferentlevelsofresponsibilityinaccordancewiththeirlicensure,pastexperience,knowledgebase,skills,attitudes,andinterest.Residentswillassistinoverseeingstudentdailyactivitiesandprovidingfeedbackforstudentevaluations.
• Throughouttherotation,learnerswillbeexposedtobroaderareasofpracticeandwillhaveagraduatedexpansionintheirresponsibilitiesastheirknowledgeandskillsincrease:
• Studentswillinitiallyberesponsibleforfollowing3-5patients;bytheendoftherotationthey
shouldbefollowing5-7patients• Residentswillinitiallyberesponsibleforfollowing5-7patients;bytheendoftherotationthey
shouldbefollowingallpatients• Inadditiontodiscussionsandpresentationstotheirmedical/surgicalteamduringrotation,
individualstudentsandresidentswillbeassignedtopresentcases,journalclub,orprojectsattheWeeklySeminarorProvidenceLearnersHubthroughouttheyear.Seeseparateschedule.
RotationWeek DailyPatientCareActivities OtherActivities/Deliverables LearningFocus
1Patientworkup,profilereview,identificationandresolutionofdrugrelatedproblems
Case/DzDiscussionTOPIC–PreceptorLed
WeeklySeminar/HubwithOtherLearnersatSite
TransitionsofCare;DischargeConciergeInterface
2 Asbeforeplus:Medicationhistories
Case/DzDiscussionTOPIC–ResidentLead
WeeklySeminar/HubwithOtherLearnersatSite
ChartDocumentationRenalDoseGuidelines
3
Asbeforeplus:DischargeConciergeInterface
Asbeforeplus:(RES)Helporient/trainnewlearners
Case/DzDiscussionTOPIC–StudentLead
WeeklySeminar/HubwithOtherLearnersatSite
IVtoPOGuidelines
4 Asbefore
Case/DzDiscussionTOPIC–PreceptorLed
WeeklySeminar/HubwithOtherLearnersatSite
Vancomycin/AminoglycosideProtocolNotes
5 Asbeforeplus:(STU)Helporient/trainnewlearners
Majorcasepresentation–BothLearners
WeeklySeminar/HubwithOtherLearnersatSite
Vancomycin/AminoglycosideProtocolNotes
6 AsbeforeProjectsDueWeeklySeminar/HubwithOtherLearnersatSite
AnticoagulantProtocolandEducation
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• Bytheendoftherotation,thelearnerwillhavecompletedthefollowingPharmacyPassPortcompetenciesandhadthemsignedoffbythepreceptor:o AntibioticGuidelineso KineticCalculatoro IVtoPOGuidelineso RenalDoseGuidelineso 3Vancomycin/AminoglycosideCertifiedNotes
EvaluationThelearnerisevaluatedagainstpredeterminedlearningoutcomes(seenextsection,RotationActivitiesMappedtoLearningOutcomes)thathavebeenchosenforthisrotationbythepreceptingteamwithinputfromtheresidencyorCOP/SOPexperientialprogram.Intheattendingpharmacist-pharmacistresident-pharmaciststudentteammodel,residentswillassistinoverseeingstudentdailyactivitiesandprovidingfeedbackforstudentevaluations.Thepreceptorwillprovidebothwrittenandverbalformativeandsummativefeedbackduringthecourseoftherotation.Theprimarypreceptormayseekinputfromotherhealthcareprovidersinvolvedinpreceptingorworkingwiththelearnerwhengivingfeedbackorcompilingtheirevaluation.Learnersarealsoexpectedtoself-reflectandself-evaluatetheirownprogressandtoprovidefeedbackonthelearningenvironmentandpreceptor.
Students:E*Value(ordesignatedprogrambyCollege/School)willbeusedfordocumentationofscheduledevaluations(bothformativeandsummativeperthechartbelow).Thestudentandpreceptorwillindependentlycompletetheevaluations.Thestudentandpreceptorwillthencompareanddiscusstheevaluations.Thisdiscussionwillprovidefeedbackonperformanceoftheactivitiesandstudentprogress.Evaluationswillbecompletednolaterthanduedatespecifiedbelow.
EvaluationScheduleAt-a-Glance
What Who When-DueDateFormativeWrittenMidpointSelf-Assessment Resident,Student Endofweek3
FormativeWrittenMidpointEvaluation Preceptor Endofweek3SummativeSelf-Assessment Resident,Student Beginningofweek6
SummativeEvaluation Preceptor Endofweek6PreceptorEvaluation Resident,Student Endofweek6
LearningExperienceEvaluation Resident,Student Endofweek6OtherNon-ScheduledEvaluations:Thelearnermayalsobeevaluatedusingadditionaldepartmentalskillscompetenciesorchecklists.WrittenorverbalfeedbackmaybeprovidedduringPharmacySeminarandProvidenceLearnersHub.Additionalcustomizedassessmentsand/orsnapshotsmaybeconductedatthediscretionofthepreceptorordirectiveoftheRPDorExperientialDirectortoassessthelearner’sskillinaparticulararea.Ifcriteriabasedchecklistsareapplied,learnerswillberesponsibleforself-evaluationusingthesamechecklists.*ThisLearningExperienceDescriptionexampleisadaptedfromProvidenceHealth&Services,Oregonregion.
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GeneralOutcomesTheoverarchinggoaloftheseexperiencesistohelpstudentsbecomeactiveparticipantsinthepharmaceuticalcareprocess.Students,underthesupervisionofthePreceptor,willlearnhowtointegratetheirknowledgeofpharmaceutics,pharmacology,pathophysiology,pharmacokinetics,andpharmacotherapywhendevelopingindividualpatientcareplans.Eachexperiencewillemphasizeandencourageoutcome-orienteddecision-making.Studentswillformulaterecommendationsandparticipateindecisionsaboutdrugtherapyconsideringeconomic,clinicalandhumanisticfactorssuchasefficacy,toxicity,costs,thirdpartycoverage,anddeliverymethods.Studentswillinteractwithpatientsandotherhealthcareprofessionals,monitorassignedpatients,attendandparticipateindailyrounds,conferencesanddiscussions.Studentswilldeveloplifelonglearningskillsthroughparticipationinjournalclubs,casepresentations,answeringdruginformationquestions,andattendanceatspecialconferences(suchasmedicalgrandroundsandpharmacydepartmentsponsoredlectures).Professionalism
Professional socialization isa lifelongprocess thatbeginsbeforeentry intopharmacyschool.Monitoringstudentprogress is essential tohelpensure continuedprogressionand reduce inconsistent socialization.Professionalism encompasses attitudes, values and behaviors, and of the three areas behaviors are themostmeasurable.ThefollowingstatementsarebasedoncompetenciesdevelopedinassociationwiththeNorthwestPharmacyExperientialConsortium.Thepharmacyinternwill:
1. Assess personal knowledge, skills, abilities, beliefs, biases, motivation, and emotions that couldenhanceorlimitpersonalandprofessionalgrowth.
2. Demonstrateresponsibilityforcreatingandachievingsharedgoals,regardlessofposition.3. Engageininnovativeactivitiesbyusingcreativethinkingtoenvisionbetterwaysofaccomplishing
professionalgoals.4. Exhibitbehaviorsandvaluesthatareconsistentwiththetrustgiventotheprofessionbypatients,
other healthcare providers, and society educating the public and health professionals regardingmedical conditions,wellness,dietary supplements,durablemedicalequipment,andmedical anddrugdevices.
5. Activelyseekengagementintheprofessionthroughservice.6. Developtheskills,attitudes,andvaluesnecessaryforself-directed,life-longlearning.
AdvancedPharmacyPracticeExperienceLearningOutcomesandCompetencies
The five learning outcomes and competencies described in the preceptor assessment of student werecreatedby theNorthwest Pharmacy Experiential Consortium (NWPEC). TheNWPECwas formed in 2006through the collaborative efforts of the Experiential Directors, Department Chairs, and Associate Deansfrom Idaho State University, Oregon State University/Oregon Health and Sciences University, PacificUniversity Oregon, University of Montana, University of Washington, University of Wyoming and
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WashingtonStateUniversity.TheMissionoftheNWPECistopromoteoutstandingpharmacyexperientialeducationprogramsforourstudentsandpreceptorsbystandardizingevaluationsofeducationoutcomesandpreceptortraining.ThelearningoutcomesandcompetencieswerederivedfromtheNWPECSchoolMissionandVisionStatements,AbilityBasedOutcomes,ACPE,theCenterfortheAdvancementofPharmaceuticalEducation,EducationalOutcomes(CAPE2013)andtheJointCommissionofPharmacyPractitioners(JCPP).Thesecompetenciesshouldbeattaineduponcompletionofthepharmacycurriculum.PreceptorsandstudentsareencouragedtocontacttheDirectorofExperientialEducationifclarificationisrequiredforaparticularcompetency.
