Your Rotation Syllabus: A Workshop

1. Your Rotation Syllabus: A Workshop PCSP Preceptor Conference December 15, 2011 Kate Gerrald, PharmD, BCPS (krgerrald@presby.edu) Tiffaney Threatt, PharmD (tbthreatt@presby.edu)

2. 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.

3. 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.)

4. Trade and Build • Assemble the other team’s LEGO kit using their instructions.

5. 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?

6. 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?

7. 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.

8. The Typical Syllabus Includes: • Preceptor Information • Pre-rotation requirements for student • Intern license to display • Portfolio for review by preceptor • Schedule • Dress code/logistics • Required/recommended preparation

9. The Typical Rotation Syllabus (Continued) • Expectations • Rotation Goals and Objectives • Assignments/Projects/Activities • Rotation Calendar • Grading and Evaluation Guidelines

10. 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

11. 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

12. Objectives Qualities 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

13. 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

14. Cognitive thinking domains & objective verbs

15. 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.

16. 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

17. 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 ACPE Guideline 11.2

18. 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

19. 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

20. Calendar of Activities

21. Calendar of Activities • Snapshot of the “game plan” for the rotation • Provides structure and organization • List of Activities • Time Line • Due Dates

22. 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

23. 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

24. Example-Patient Case Presentation Objectives: • 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.

26. Student-oriented Feedback • Sandwich method • Strengths • Areas to improve • Strengths, with motivating comments • Multiple perspectives • Should include self assessment • Consider peer assessment

27. 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

28. Resources • Preceptor “Toolbox” • See PCSP Preceptor website (http://pharmacy.presby.edu/experiential-education/preceptors/) • Pharmacist’s Letter Preceptor Training & Resource Network • Contact us at: • krgerrald@presby.edu • tbthreatt@presby.edu