PHA5759 Advanced Pharmacy Practice Experience Readiness
Transcript of PHA5759 Advanced Pharmacy Practice Experience Readiness
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PHA5759 Advanced Pharmacy Practice Experience
Readiness Spring 2021
1 Credit Hours – [Satisfactory-Unsatisfactory Grading]
This course offers students with a capstone experience that provides a transition from the
first three years of the curriculum to the fourth year of Advanced Pharmacy Practice
Experiences (APPE). The capstone experience provides learning activities and assessments
that simulate student responsibilities during an APPE.
Teaching Partnership Leader
Lisa Vandervoort, Pharm.D.
Email: [email protected]
Office: Lake Nona Campus
Phone: 407-313-7013
Office Hours: Please see the Canvas course site for posted office hours.See Appendix A. for Course Directory of Faculty and Staff Contact Information.
Entrustable Professional Activities
This course will prepare you to perform the following activities which the public entrusts a Pharmacist to
perform:
1. Collect information to identify a patient’s medication-related problems and health-related needs.
2. Analyze information to determine the effects of medication therapy, identify medication-related problems, and
prioritize health-related needs.
3. Establish patient-centered goals and create a care plan for a patient in collaboration with the patient, caregiver(s), and other
health professionals that is evidence-based and cost-effective
4. Implement a care plan in collaboration with the patient, caregivers, and other health professionals.
5. Follow-up and monitor a care plan.
6. Collaborate as a member of an interprofessional team.
7. Identify patients at risk for prevalent diseases in a population.
8. Minimize adverse drug events and medication errors.
9. Maximize the appropriate use of medications in a population.
10. Ensure that patients have been immunized against vaccine-preventable diseases.
11. Educate patients and professional colleagues regarding the appropriate use of medications.
12. Use evidence-based information to advance patient care.
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13. Fulfill a medication order.
Course-Level Objectives
Upon completion of this course, the student will be able to:
1. Demonstrate time-management skills necessary to balance multiple practice-related responsibilities with
attention to patient care priorities.
2. Perform simulations related to practice tasks that are student expectations during APPES and are related
to the entrustable professional activities and the Pharmacists’ Patient Care Process. Specifically:
a. Collect information to identify a patient’s medication-related problems and health-related needs.
b. Analyze information to determine the effects of medication therapy, identify medication-related problems,
and prioritize health-related needs.
c. Establish patient-centered goals and create a care plan for a patient in collaboration with the patient, caregiver(s), and
other health professionals that is evidence-based and cost-effective
d. Implement a care plan in collaboration with the patient, caregivers, and other health professionals.
e. Follow-up and monitor a care plan.
f. Collaborate as a member of an interprofessional team.
g. Minimize adverse drug events and medication errors.
Maximize the appropriate use of medications in a population.
h. Educate patients and professional colleagues regarding the appropriate use of medications.
i. Use evidence-based information to advance patient care.
j. Fulfill a medication order.
3. Demonstrate professional demeanor including communication skills during all activities that occur during the course.
4. Demonstrate self-awareness of abilities in the practice-setting and in accomplishing continuous
professional development.
Course Pre-requisites
1. Completion of all coursework in Blocks 1-18 of the Pharm.D. curriculum.
Course Co-requisites
1. None.
Course Outline
Please routinely check your campus calendar and the Canvas course site for any messages about changes in the
schedule including meeting dates/times, deadlines, and room changes.
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This experience requires presence on your campus from 8am-5pm each day unless otherwise indicated. (See
scheduling in Canvas)
Similar to an APPE activity, the team/care provider will contact you at unscheduled times and request a
consult/assistance. During the week, you will receive a Canvas communication to provide the following
consults/assistance at times that are not listed in the schedule below. Please watch your emails closely since
their consults/activities are time sensitive and you must be prepared to address the consult/assistance when it
is requested. The communication will also indicate when the consults/activities are due.
Performance will be evaluated using Appendices A-K and Canvas Multiple Choice Questions (Multiple Choice
Questions (MCQ) that have 6-25 options for answers).
Below are the consults/activities that will occur during the week. These will be graded using rubrics in the
Appendices and via Canvas Multiple Choice Questions:
1. Pharmacokinetics consult. (initial recommendations via MCQ and graded SOAP note and follow up;
graded with a rubric)
2. Provide recommendations using protocols.
3. Drug information questions (graded with a rubric)
4. Address issues that arise with patients across the week (potential ADR, medication error, need for follow
up of monitoring parameters, patient education plans)
5. Transitions in Care (graded via Canvas)
6. Review orders and approve dispensing of products.
Date/Time Activity Assessment Learning Objective
EPA
Prior to Start of the Pre-APPE Readiness Week (due by 5 pm on Feb 26th)
Not required in Spring 2021
1. Contact the preceptor bysubmitting an email(done prior to eachAPPE)
2. Identify a set ofinformation resources(must fit in coat pocket)
3. Identify data collectionform that you plan onusing to workup/monitorpatients.
1. Graded onprofessionalcommunication
2. Ungraded butessential for theweek.
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2l
2a
N/A
N/A
N/A
Monday, March 1st 8:30am – 9:30am
Orientation and overview of the week (all campuses will be synchronously 3. Course
requirement
4 N/A
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Date/Time Activity Assessment Learning Objective
EPA
(Synchronous Session – Active Learning Room on your campus)
connected or recorded video)
Complete the self-awareness assessment and start of course survey
(self-awareness)
Monday, March 1st 8:30 am
You will receive your topic assignment. You will present your topic assignment later in the week according to the schedule posted in Canvas.
Not graded but you will be graded during your presentation on Friday.
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Monday, March 1st 8:30 am
You will receive information about your verbal defense case
Not graded but you will be graded during the verbal defense session on Tuesday am
Monday, March 1st Review PPCP video Ungraded assessment activity checked for completeness Missed assignments will be assessed under professionalism
2a,2d,2e 2,4,5
Monday March 1st 9:00-4:30 You will receive alerts from Clinical Pharmacy Service (Canvas) during the day that need to be addressed by a given deadline (e.g., 1 hr)
Monitor the Clinical Pharmacy Service Notifications and provide appropriate response within time limit
Assessment of the requested consultation activity.
2e,2h 5,8
Tuesday March 2nd 8:30am-10:30 am or 10:30 am-12:30 pm
Verbal defense. A group of 24-30 students will beassigned a facilitator toanswer questions on thecase and related issues.Attend on Zoom
Graded via rubric 2a, 2b, 2h
Tuesday, March 2nd 8:30
You will be assigned a set of patients to work up. (On Wednesday you will be expected to provide a summary of the patient and your recommendations
Not graded but you will be graded during Wednesday rounds.
2a,2b,2c 1,2,3
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Date/Time Activity Assessment Learning Objective
EPA
during rounds with a pharmacist preceptor. During rounds you will also be expected to explain your rationale for your plan and answer other questions typical of rounds.
Tuesday March 2nd 8:30-4:30 You will receive alerts from Clinical Pharmacy Service (Canvas) during the day that need to be addressed by a given deadline (e.g., 1 hr)
Monitor the Clinical Pharmacy Service Notifications and provide appropriate response within time limit
Assessment of the requested consultation activity.
2e,2h 5,8
Wednesday, March 3rd 1 hour prior to assigned round time
Each student will receive updated information about the patients assigned on Tuesday and need to prepare for rounds.
Not graded but you will be graded during Wednesday rounds
2a,2b,2c 1,2,3
Wednesday, March 3rd 8:30-10:30 Groups 17-24; 31-
32; 43-47
10:30-12:30 Groups 1-8; 25-
27; 33-37
1:00-3:00 Groups 9-16; 28-30;
38-42
Participate in a rounding experience with an attending pharmacist/faculty member and 5 other students.
Attending pharmacist/faculty member will evaluate your recommendations for the patient, rationale, and communication skills during the rounding experience.
2c,2d 4,5
Wednesday, March 3rd 8:30am-4:00pm You will receive alerts from Clinical Pharmacy Service (Canvas) during the day that need to be addressed by a given deadline (e.g., 1 hr)
Follow up on patients assigned. You will receive alerts from Clinical Pharmacy Service (Canvas) during the day that need to be addressed within a narrow window of time.
Assessment of the requested consultation activity.
2e,2h 5,8
Thursday, March 4th All day you will receive alerts from Clinical Pharmacy Service (Canvas) during the day that need to
Follow up on patients assigned. You will receive alerts from Clinical Pharmacy Service (Canvas) during the day that need to
Assessment of the requested consultation activity.
2a,2d,2e 2,4,5
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Date/Time Activity Assessment Learning Objective
EPA
be addressed by a given deadline (e.g., 1 hr)
be addressed by a given deadline (e.g., 1 hr)
Thursday March 4th One hour prior to assigned clinic time
Review clinic patients 2a,2d,2e 2,4,5
Thursday March 4th 8:30-6:00 Student attends
for 1.5 hours at assigned
time
Attend ambulatory care clinic and complete assigned duties.
Assessment of the requested activity
2a thru 2e 1,2,3,4,5
Thursday March 4th One hour after assigned clinic time
Complete any patient care note documentation from clinic
Patient care note will be graded
2d 4
Friday March 5th 8:30-10:30 Groups 9-16; 28-
30 ,38-42
10:30-12:30 Groups 17-24;
31-32; 43-47
1:00-3:00 Groups 1-8,25-
27,33-37
In-service presentation and topic discussion via zoom
In-service/topic presentations will be graded.
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Friday, March 5th After in-service presentation/topic discussion
Complete the Peer reviews and self-awareness assessment and evaluate the course.
Submission Missed assignments will be assessed under professionalism
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Friday March 19th Complete Personal Plan of Improvement
Submission Missed assignments will be assessed under professionalism
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Required Textbooks/Readings
Each student will develop a set of electronic and paper-based resources to personally use when accomplishing
the week of activity. These resources must fit within the student’s lab coat pocket.
The student may also use their personal laptop to access online resources such as the following:
AccessPharmacy, McGraw-Hill Professional, New York, NY (This resource is available through the UFHealth Science Center Library.) http://accesspharmacy.mhmedical.com/book.aspx?bookid=1593 - Thefollowing resources will be frequently used:
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o Nemire R, Kier K, Assa-Eley MT. Pharmacy Student Survival Guide. 3rd Edition. McGraw-Hill.
o Brunton L. Goodman and Gilman’s The Pharmacological Basis of Therapeutics, McGraw-Hill
Professional, New York, NY, 12th Edition, 2011. ISBN-13:978-0071624428; ISBN-10:0071624422
(Available in Access Pharmacy)
o Dipiro, J, Talbert R, Yee G, Matzke G, Wells B, Posey L. Pharmacotherapy – A pathophysiologic
approach. McGraw-Hill Professional, New York, NY, 10th Edition, 2017. ISBN-13: 978-
1259587481; ISBN-10: 1259587487 (Available in Access Pharmacy)
o Other available resources include: Multiple textbooks, Calculators, Pharmacotherapy Casebook
and Care Plans, Cases, Self-Assessments and Multimedia Videos
Krinsky DL, Ferreri SP, Hemstreet B, et al. Handbook of nonprescription drugs: An interactive approach
to self-care. 18th ed. Washington, D.C.: American Pharmacists Association; 2015.
Guidance with textbooks/readings available online via the UF libraries 1. Use UF VPN to access UF Libraries Resources when off-campus.
2. The UF HSC library staff can assist you with questions or issues related to accessing online library
materials. For assistance contact your College of Pharmacy librarian or visit the HSC Library Website at
this URL: http://www.library.health.ufl.edu/
Suggested Textbooks/Readings
The student is also expected to retrieve primary literature references as needed to address patient care
needs. These may be accessed through the UF Health Sciences Center Library.
Other Required Learning Resources
N/A
Materials & Supplies Fees
None
Student Evaluation & Grading
This course is graded using a Satisfactory-Unsatisfactory grading scheme. Requirements for a grade of
Satisfactory are listed below. To pass the course with a grade of Satisfactory, any assessments with a grade that
is not Satisfactory (S) will require development of a personal plan for demonstrating competency during the first
APPE. (See Appendix K)
If more than 4 items starred below are Unsatisfactory, a grade of Incomplete (I) may be assigned until the
personal plan is satisfactorily completed. If the personal plan/remediation is/are not satisfactorily completed, a
grade of U (Unsatisfactory) will be assigned.
The faculty will use Appendices A-G to assess performance.
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There will also be peer assessments using Appendices K and L
Assessment Item Rubric Criteria for Satisfactory
Pharmacist Patient Care Process
Rounding* Appendix A Assessed as Ready by Facilitator
Verbal Recommendation Diabetes Clinic Patient* Appendix G Assessed as Ready by Facilitator
Verbal Recommendation Warfarin Clinic Patient* Appendix G Assessed as Ready by Facilitator
Self-Care Patient Recommendation* Appendix D Assessed as Ready by Facilitator
Communication
Verbal Defense* Appendix H Assessed as Ready by Facilitator
Vancomycin SOAP Note for Initial Dose* Appendix F Assessed as Ready by Facilitator
Diabetes patient SOAP Note* Appendix F S or S+ on rubric
Diabetes patient interview* Appendix I Assessed as Ready by Facilitator
Warfarin patient interview* Appendix I Assessed as Ready by Facilitator
Application of Knowledge* 80% or above combined average on activities listed below
Antimicrobial Stewardship Cases MCQ Combined average
Medication Reconciliation/Transitions in Care Case MCQ Combined average
Vancomycin case and follow up MCQ Combined average
Anticoagulation case and follow up MCQ Combined average
Pain Cases MCQ Combined average
Drug Interaction Cases MCQ Combined average
Utilize evidence to advance patient care
Drug Information Question #1* Appendix B S requires a total of at least 40/50
In-service presentation* Appendix E Assessed as Ready by Facilitator
Pharmacy Practice* 80% or above combined average on activities listed below
Community Cases MCQ Combined average
Inpatient Verification MCQ Combined average
IV Room Cases MCQ Combined average
Oncology Case MCQ Combined average
Heparin Protocol MCQ Combined average
MTM Cases MCQ Combined average
Professionalism^* 80/100 points
Submission of Survey on time 10 points
Attendance 5 points for each infraction
Verbal and Written Communication 10 points for each infraction
Timeliness of Submissions of Activities 5 points for each infraction
Completion of Peer Evaluations and PPCP video 10 points for each infraction
Topic Discussion Participation Appendix C 20 points for lack of participation
Timeliness of Submission of Personal Plan for Improvement
Appendix J 25 points if not completed and submitted
^Professionalism-For each infraction the students will lose the amount of points next to each item listed. A score of
<80 points will lead to remediation.
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Rounding of grades:
Final grades in Canvas will be rounded to the 2nd decimal place. If the decimal is X.495 or higher, Canvas will
round the grade to X.50. The above scale depicts this policy and grades are determined accordingly. Grade
assignment is made using this policy and NO EXCEPTIONS will be made in situations where a student’s grade is
“close.”
Remediation
Remediation will be as follows:
Verbal Recommendations or Rounding Meet with Course Coordinator or designee
Communication Meet with Course Coordinator or designee
Application of Knowledge Canvas assessments Retake or submit a plan to review
Drug Information Retake with a different question
Pharmacy Practice Canvas assessments Retake or submit a plan to review
Professionalism Meet with practicing pharmacy manager to discuss effects of unprofessional actions on patient care, pharmacy team and health care team.
Educational Technology Use
The following technology below will be used during the course and the student must have the appropriate
technology and software.
1. ExamSoft™ Testing Platform
2. Canvas™ Learning Management System
3. EHRGoTM Academic Electronic Health Record
For technical support, navigate to Educational Technology and IT Support Contact Information at this URL:
http://curriculum.pharmacy.ufl.edu/current-students/technical-help/
Pharm.D. Course Policies
The Policies in the following link apply to this course. Review the Pharm.D. Course Policies carefully, at this URL:
http://curriculum.pharmacy.ufl.edu/current-students/course-policies/
Makeup Assignments
Makeup assignments will be required for excused absences Students will be required to complete the makeup
assignment within one week of the completion of the course.
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Appendix A. Course Directory
Teaching Partnership Leader/Course Director: Lisa Vandervoort, Pharm.D.
Email: [email protected]
Office: Lake Nona Campus
Phone: 407 313 7013
Office Hours: Please see the Canvas course site for posted office hours.
Questions to Ask: Concerns about performance
Guidance when there are performance problems (failing grades)
General questions about content
Academic Coordinator: Misti Merrill
Email: [email protected]
Nicole Marlowe
Email: [email protected]
Natalie Hasty
Email: [email protected]
Absence/Tardy Email: [email protected] and email the course coordinator (Visit the course policy site for
further instructions)
Instructional Designer: Name: Julie Thomas
Email: [email protected]
Office: HPNP 4309 Phone: (352) 273-6284
Questions to Ask:
Issues related to course policies (absences, make up exams, missed attendance)
Absence/tardy requests (Only the Academic Coordinator handles absence requests)
Questions about dates, deadlines, meeting place
Availability of handouts and other course materials
Assignment directions
Questions about grade entries in gradebook (missing grades, incorrect grade)
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Assistance with ExamSoft® (Distance campus students may contact the Educational Coordinator for use
of SofTest and assistance during exams. The Academic Coordinator is the contact person for issues
related to grading and posting of ExamSoft grades.)
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Other Teaching Partnership Faculty Members:
John M Allen, Pharm.D., BCPS, BCCP, FCCM
Shauna Buring, Pharm.D.
Anthony M. Casapao, Pharm.D., M.P.H.
Teresa Cavanaugh, Pharm.D., BCPS
Lindsey Childs-Kean, Pharm.D., MPH, BCPS
Emily Cicali, PharmD
Kelsey Cook, Pharm.D., BCPS
Rhonda Cooper-Dehoff, PharmD, MS, FAHA, FACC, FCCP
Stacey Curtis, PharmD
M.S., FAHA, FACC, FCCP
Christina E. DeRemer, Pharm.D., BCPS, BCACP, FASHP
David DeRemer, Pharm.D., BCOP, FCCP, FHOPA
Eric Dietrich, PharmD, BCACP, CPC, CPB, CEMC
Randell Doty, PharmD
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Julio Duarte, PharmD, PhD
Eric F. Egelund, Ph.D., Pharm.D.
Amanda Elchynski, Pharm.D.
Michelle Farland, PharmD, BCPS, CDE
Carinda J. Feild, Pharm.D.
Reginald Frye, Pharm.D., Ph.D, FCCP
Jessica Huston, PharmD.
Adonice Khoury, Pharm.D., BCPS
Kalen Manasco, PharmD, BCPS, FCCP, FPPAG
Robin Moorman Li, Pharm.D., BCACP, CPE
Shannon A Miller, Pharm.D., BCACP
Carol Motycka, Pharm.D., BCACP
Khoa A Nguyen, Pharm.D.
Erin St Onge, Pharm.D.
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Jason Powel, PharmD
Priti Patel, Pharm.D., BCPS
Christopher Piszczatoski
Teresa Roane, Pharm.D., MBA, BCACP
Barbara Santevecchi, PharmD, BCPS, BCIDP
Janet Schmittgen, RPh
Nathan Seligson, Pharm.D.
Bethany Shoulders, Pharm.D., BCCCP
Steven Smith, Pharm.D., M.P.H.
Janel Soucie, Pharm.D
Kimberly Stultz, Pharm.D.
James Taylor, Pharm.D., CDE, BCACP
Veena Venugopalan, Pharm.D., BCPS
Karen Whalen, Pharm.D, BCPS, CDE
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Kristin Wiisanen, Pharm.D. FAPhA, FCCP
Lihui Yuan, PharmD, PhD, RPh
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Appendix A –
Rounding Rubric
Criteria Excellent (10 pts) Competent (8 pts) Needs Improvement (5 pts) Deficient (2 pts) Score
Collect Data Collects appropriate data points and can connect them to medication problem
Collects some of the appropriate data points and can connect them to medication problem
Collects appropriate data points but struggles with connecting them to medication problem
Does not collect appropriate data points
Knowledge of Disease State
Demonstrates in-depth understanding of disease state. Discusses signs/symptoms/lab values associated with disease state.
Demonstrates basic understanding of disease state. Identifies principle signs/symptoms/lab values associated with disease state.
Makes mistakes when presenting case- specific information about the disease state.
Not familiar with signs/symptoms/lab values associated with disease state.
Knowledge of Drug Therapy
Demonstrates in-depth understanding of the drug classes in the case. Recognizes alternative therapies for specific disease state.
States correct information and answers questions regarding the specific drugs listed in the case (MOA, dose, indications, etc)
Makes mistakes when presenting case-specific information about drug therapy
Unable to recall basic information about specific drugs listed in the case. (Indication, dose, etc)
Identify Medication Related Problems
Identifies all medication related problems
Identifies some of the medication related problems
Identifies some of the medication related problems with prodding
Does not provide medication related problems
Identify appropriate treatment goals
Provides appropriate treatment goals for all identified problems
Provides appropriate treatment goals for some identified problems
Provides appropriate treatment goals for some identified problems with prodding
Does not provide appropriate treatment goals
Treatment Plan Provides appropriate recommendations including dose, route, frequency or discontinuation if needed;
Provides some recommendations including dose, route, frequency or discontinuation if needed;
Provides some recommendations but does not include dose, route, frequency;
Does not provide appropriate recommendations or gives unnecessary recommendations;
Monitor Appropriate Endpoints
Provides appropriate therapeutic and toxic endpoints and timeframe for monitoring
Provides appropriate therapeutic and toxic endpoints but wrong timeframe for monitoring
Provides therapeutic but not toxic endpoints
Cannot provide appropriate endpoints for monitoring
Communicate Plan Clearly
Concise/efficient summary of patient problems w/ all necessary information
Concise/efficient summary of patient problems w/ most of the necessary information
Rambling/unorganized summary of most of the patient problems w/ the necessary information
Unable to present patient information or provide necessary information
Ready for APPEs 80 points Not Ready for APPEs (provide specific reasons why
below) 0 pointsFails to respond to get back to you questions within 3 hours subtract 5 points
Total Points = ____/160
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Appendix B – Drug Information Rubric
Improvement 10 points each
Drug related question provided YES NO
Answer provided using literature to support answer. YES NO
References provided in AMA or MLA format YES NO
At least one primary reference provided YES NO
No grammar or spelling errors YES NO
Final Score _______ of 50 points
Satisfactory requires at least 35/50 points
Comments:
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Appendix C – Topic Discussion Rubric
Criteria Excellent (10 pts) Competent (8 pts) Needs Improvement (5 pts)
Deficient (2 pts) Score
Engagement Actively engaged by providing comments and asking questions without prompting
Moderately engaged by providing comments and asking minimal questions
Somewhat engaged by providing comments when prompted but not asking comments
Does not provide comment even when asked
Preparedness Demonstrates preparedness by answering questions without referencing material
Moderately prepared as demonstrated by ability to answer questions with minimal reliance on material
Somewhat prepared as demonstrated by ability to answer questions with significant reliance on material. (spends significant amount of time flipping through notes etc)
Unprepared demonstrated by inability to answer questions even when referencing material
Communication Positive, inclusive, using proper grammar and pronunciation
Positive, inclusive with few grammar or pronunciation errors;
Not involved in the discussion
Attitude Positive attitude and supportive of others, actively listening
Mostly positive attitude and supportive of others
Positive attitude but interrupts others
Acts like doesn’t want to be there.
Overall Participated and added new information or ideas to the discussion
Participated and contributed but did not add new ideas to discussion
Participated but followed discussion, did not add to discussion
Poor participation overall
Total Points = ____/50 Satisfactory requires a score of at least 40/50
Comments:
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Appendix D – Clinic Assessment (Self-Care Rubric)
Self Care Rubric
Criteria Ratings Score
Introduction 10 points
Excellent Introduces self by name, title, position; smiles and greets patient warmly
8 points
Good Introduces self by name, title, or position (not all 3); lukewarm greeting
5 points
Average Minimal introduction; lukewarm to cold greeting
2 points
Below Average No introduction; cold or no greeting
Delivery and Communication
10 points
Excellent No grammar or pronunciation errors; effective gestures; appropriate tone and volume
8 points
Good Few grammar or pronunciation errors; no distracting gestures; appropriate tone and volume.
5 points
Average Some grammar or pronunciation errors; mildly distracting gestures; inappropriate tone or volume occasionally
2 points
Below Average Several major grammar/usage errors; distracting gestures/posture; inappropriate volume and/or tone
Empathy and Compassion
10 points
Excellent Multiple effective empathy statements; visible concern and compassion
8 points
Good Few empathy statements; some visible concern and compassion for patient
5 points
Average Minimal empathy, compassion or concern for patient
2 points
Below Average No empathy, compassion or concern for patient
Patient Assessment
10 points
Excellent Perfect patient engagement; questions always patient-centered and relevant collects all of SCHOLAR-MAC elements; maximally efficient.
8 points
Good Adequate patient engagement; questions are mostly patient-centered and relevant collects most of SCHOLAR-MAC elements; adequately efficient
5 points
Average Minimal patient engagement; questions are rarely patient-centered or relevant; minimal use of SCHOLAR- MAC elements; minimally efficient
2 points
Below Average Fails to engage patient; questions are irrelevant or not patient-centered; inefficient
Recommendation and Referral
10 points
Excellent Excellent recommendation; excellent supporting information and rationale provided
8 points
Good Adequate recommendation; adequate supporting rationale or information
5 points
Average Mildly inaccurate recommendation; incorrect and/or no supporting rationale or information
2 points
Below Average Severely inaccurate or inappropriate recommendation; failure to make recommendation
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despite adequate time
Counseling and Education
10 points
Excellent Excellent counseling and education; no errors; concise and efficient; assesses patient’s knowledge
8 points
Good Good counseling and education with minimal errors; mildly inefficient
5 points
Average Average counseling with errors made; minimal efficiency;
2 points
Below Average Inappropriate patient counseling; inaccurate education and counseling;
Content 10 points
Excellent No incorrect or inaccurate statements; excellent focus and organization
8 points
Good Few incorrect or inaccurate statements; adequate focus and organization
5 points
Average Some incorrect or inaccurate statements; some organizational or focus problems
2 points
Below Average Multiple incorrect or inaccurate statements; no organization or focus
Professionalism 10 points
Excellent Professional appearance
8 points
Good Adequate appearance
5 points
Average Below average appearance
2 points
Below Average Unprofessional appearance
Ready for APPEs 80 pointsNot Ready for APPEs (provide specific reasons why) 0 points
Total Points = ____/160
Comments:
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Appendix E – Inservice Presentation Rubric
Handout Organization/ Content
Information is organized in a concise and efficient manner with no spelling mistakes. Only pertinent information provided, limited to 1 page. At least 2 appropriate references provided. (10 points)
Information is mostly organized in a concise manner with few spelling mistakes. Some extraneous information provided, limited to 1 page. References provided but not medically appropriate. (7.5 points)
Information disorganized and inconsistent with many spelling mistakes. Extraneous information provided and/or went over the 1 page limit. No references provided. (5 points)
___ / 10 points
Presentation Introduction Greets audience warmly
and introduces self by name and title. Provides intended purpose of in-service. (10 points)
Needs prompting to introduce self to audience by name and title. Provides limited purpose of in-service. (7.5 points)
No greeting or introduction of self to audience by name and title. Does not provide intended purpose of in-service. (5 points)
___ / 10 points
Delivery Excellent communication with audience. Speaks with proper pace/tone and no distracting mannerisms or filler words. Maintains good eye contact. (10 points)
Slightly inconsistent communication with audience. Almost always speaks with proper pace with few distracting mannerisms and limited filler words. (7.5 points)
Does not communicate well with audience. Speaks too quickly or slowly. Displays distracting mannerisms and filler words. No eye contact made. (5 points)
___ / 10 points
Time Ability to present information concisely with all necessary details in the allotted time and assessed understanding by asking for questions. (10 points)
Presented information concisely but not within the allotted time and assessed understanding by asking for questions. (7.5 points)
Presented information ineffectively not within allotted time and did not assess understanding by asking for questions. (5 points)
___ / 10 points
Audience Both presented information and handout targeted toward correct audience. (10 points)
Presented information targeted for correct audience but handout did not correlate with audience. (7.5 points)
Presented information and handout were not geared toward correct targeted audience. (5 points)
___ / 10 points
Total Score = ____ / 50 points S requires a Score of at least 40/50 points
Comments:
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Appendix F – Patient Care Note (SOAP) Rubric
University of Florida College of Pharmacy Pharmacy Care Note Rubric for APPE Readiness
Criteria Ratings Proficient (S+) Competent (S) Deficient (S-)
COLLECT examples of what might be included in this section Subjective
CC
HPI
PMH
Medication history
Allergies
SH
FHObjective
Vitals
Labs
Diagnostic testsCurrent MedicationList
Pertinent signs andsymptoms, vitals, tests andlab information.
CrCl calculated
Current medication list
Allergies
Missing some pertinentinformation important forassessingconditions/medicationtherapy
Partial but accuratesummary of pertinentinformation
Complete medication listincluded
Some extraneousinformation included
Markedly lacking detailrequired to make anaccurate assessment
Inaccurate informationincluded
No allergy informationincluded
Pertinent lab values/resultsnot included
Incomplete medication list
ASSESS/PLAN
Assessment of current medical condition(s) For each condition:
Current Status
Goals of therapy
Drug therapyproblem(s) identified
Rationale
Assessment is completeand appropriate
Incomplete goal(s) oftherapy
Drug therapy problem(s)not identified
Incomplete rationale
No goals of therapy
Rationale notcommunicated clearly
Communication hard tounderstand
PLAN/IMPLEMENT
Plan For each condition:
Start/stop/continuespecific medicationdose, route,frequency, duration
Monitoringparameters forefficacy, toxicity
Follow-up (who,when, what)
Plan is complete andappropriate in every detail.
Monitoring and follow-upinclude what, when, and bywho
Follow-up not specific
Plan is not consistent withassessment
Plan lacks enoughspecificity so it is difficultfor another provider tofollow plan
Suggested changes maycause patient harm
Monitoring not included
Follow up not included
Plan lacks enoughspecificity for anotherprovider to follow plan
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STRUCTURE
Spelling/grammar
Unsafeabbreviations
No grammatical or spelling errors No unsafe abbreviations used
1 grammatical/spelling errors 1 unsafe abbreviation used
No clear organization to note 2+ grammatical/spelling errors 2+ unsafe abbreviations used.
OVERALL GRADE
1. Proficient (S+) Must receive 50% or more proficient ratings and 0 deficient ratings to receive an overall score of proficient
Competent (S) Less than 50% proficient ratings and 0 deficient ratings
Deficient (S-) Any deficient ratings
If student receives a score of S or S+, the student will receive passing score.
If student receives a score of S-, the student will be required to rewrite the note until an S is achieved. A S- is considered an unsatisfactory grade
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Appendix G – Verbal Recommendation
Criteria Excellent (10 pts) Competent (8 pts) Needs Improvement (5 pts) Deficient (2 pts) Score
Collect Data Collects appropriate data points and can connect them to medication problem
Collects some of the appropriate data points and can connect them to medication problem
Collects appropriate data points but struggles with connecting them to medication problem
Does not collect appropriate data points
Identify Medication Related Problems and treatment goals
Identifies all medication related problems and treatment goals for all problems
Identifies some of the medication related problems and treatment goals
Identifies some of the medication related problems and treatment goals with prodding
Does not provide medication related problems
Treatment Plan Provides appropriate recommendations including dose, route, frequency or discontinuation if needed; adequate monitoring parameters
Provides some recommendations including dose, route, frequency or discontinuation if needed; limited monitoring parameters
Provides some recommendations but does not include dose, route, frequency; no adequate monitoring parameters
Does not provide appropriate recommendations or gives unnecessary recommendations; inappropriate monitoring parameters
Monitor Appropriate Endpoints
Provides appropriate therapeutic and toxic endpoints and timeframe for monitoring
Provides appropriate therapeutic and toxic endpoints but wrong timeframe for monitoring
Provides therapeutic but not toxic endpoints
Cannot provide appropriate endpoints for monitoring
Communicate Plan Clearly
Concise/efficient summary of patient problems w/ all necessary information
Concise/efficient summary of patient problems w/ most of the necessary information
Rambling/unorganized summary of most of the patient problems w/ the necessary information
Unable to present patient information or provide necessary information
Ready for APPEs 50 pointsNot Ready for APPEs (provide specific
reasons why below) 0 pointsTotal Points = ____/100
Comments:
Improvement
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Appendix H – Verbal Defense Rubric
Criteria Excellent (10 pts) Competent (8 pts) Needs Improvement (5 pts) Deficient (2 pts) Score
Overall Communication
Exhibits command of expression (fluency, grammar, vocabulary, tone, volume and modulation of voice, rate of speech and pronunciation) all of the time
Exhibits command of expression (fluency, grammar, vocabulary, tone, volume and modulation of voice, rate of speech and pronunciation) most of the time
Exhibits sufficient control of expression to be understood by an active listener
Communicates in a manner that often interferes and/or prevents understanding by audience
Professional Interaction
Exhibits finesse and command of nonverbal expression (eye contact, gesture, posture, use of silence) all of the time
Exhibits finesse and command of nonverbal expression (eye contact, gesture, posture, use of silence) most of the time
Exhibits enough control of nonverbal expression to engage a clinician willing to overlook deficiencies such as passivity or self-consciousness
Fails to engage the clinician or frustrates or antagonizes the clinician
Response to Clinician’s Questions
Responds perceptively, promptly, genuinely, appropriately, and without hesitation all or most of the time
Responds to cues appropriately and genuinely but some hesitation and prompting
Does not respond appropriately or genuinely some of time. Needs a lot of prompting
Does not respond appropriately or genuinely. Needs excessive prompting
Content and Rationale
Superior judgement and organization; focused answers; excellent use of literature/supporting information
Very good judgement and organization; mostly focused answers; good use of literature / supporting information most of the time
Appropriate response to the context; slightly inefficient organization; adequate, but not extensive, supporting information
Limited to no recognition of the problem; minimal plan and suboptimal approach; very little supporting information
Communications of Problems/Content
Superior judgement and organization, demonstrating both focus and flexibility with respect to the contex
Good judgement and organization, and superior at times; focused and flexible with respect to context the majority of the time
Appropriate response to the context, but organizational approach is formulaic and minimally flexible
Limited to no recognition of the problem and minimal ability to respond to the context; rigid approach in responding that often does not align with the context
Follow Up Option Taken
7.5 points NO
0 Points Yes
Post to Discussion Board within 24 hours
7.5 Points Yes
0 Points No
Ready for APPEs 50 points Not Ready for APPEs (provide specific reasons why below) 0 points
Total Points = ____/100
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Appendix I – Patient Interview Rubric
1. Competent (5pt)
Needs improvement (0 pt) Comments required for needs improvement
Points
Introduced self Did not introduce self
Non-verbal: good eye contact, calm body language, non-distracting gestures
Non-verbal: complete lack of eye contact, VERY NERVOUS body language, distracting gestures
Verbal: good pace, tone, word choice
Verbal: too fast/slow pace, too loud/soft/lecturing tone, word choice too advanced
Asked good amount of open-ended questions
Few open-ended questions – did not collect all the necessary information
Asked key questions: How to take medications – adherence / OTC/ etc
Missed key questions: How to take medications – adherence / OTC/ etc
Asked key questions: Dietary/exercise Lifestyle
Missed key questions: Dietary/exercise Lifestyle
Asked key questions: monitoring
Missed key questions: Monitoring
Asked key questions: Complication concerns/ ADRs
Missed key questions: Complication concerns/ ADRs
Ready for APPEs 40 points Not Ready for APPEs (provide specific
reasons) 0 pointsTotal = ______/80
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Appendix J – Personal Plan for Improvement
Directions: Use this chart to generate a personal plan for improvement in the EPAs/Competencies identified
below. Each EPA/Competency has a list of assignments where this competency was applied. Review your
performance over the APPE Readiness week and complete the information for a minimum of two (2)
EPA/competencies. If you received an unsatisfactory score for one of the assessment items listed under the
“Student Evaluation and Grading” section in the syllabus you must develop a plan for improvement for one of
the competencies associated with that activity. The last row is to identify 2-3 disease state or drug topics to
focus studying to increase base line knowledge prior to APPEs.
EPA/Competency Activity during which the competency was applied
What I need to
accomplish to meet my
expected performance (My Goals)
How I will prepare for performing this activity during an
APPE (My Learning Activities) For
example: I will accomplish thru
individual study/preparation
for APPE)
How I will assess my competency to
document achievement of “Satisfactory”
(Assessment) {For example, have a
preceptor observe you using the rubric; discuss
topic with preceptor}
Time management Assignments completed on time
Collect information to identify a patient’s medication-related problems and health-related needs
Rounds Transitions in Care Oncology Clinic patients Self-care patients
Analyze information to determine the effects of medication therapy, identify medication-related problems, and prioritize health-related needs.
Rounds Vancomycin F/U MTM Patient Anticoagulation Case Antimicrobial Stewardship
Establish patient-centered goals and create a care plan for a patient in collaboration with the patient, caregiver(s), and other health professionals that is evidence-based and cost-effective
Rounds Clinic patients Drug Interaction exercise
Implement a care plan in collaboration with the
Rounds Clinic Patients
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patient, caregivers, and other health professionals.
Transitions in Care Self-Care Antimicrobial Stewardship
Follow-up and monitor a care plan
Rounds Clinic patient Anticoagulation Case AG Protocol Case
Collaborate as a member of an interprofessional team.
Rounds Clinic patients
Minimize adverse drug events and medication errors.
Transitions in Care Verification activities IV Room Cases Oncology patient
Maximize the appropriate use of medications in a population.
Antimicrobial Stewardship
Educate patients and professional colleagues regarding the appropriate use of medications
Topic Discussion In-service Warfarin counseling
Use evidence-based information to advance patient care.
Drug Information questions Inservice
Fulfill a medication order. Verification exercises IV Room Cases
Demonstrate professional demeanor including communication skills during all activities that occur during the course.
Rounds Transitions in care Inservice Topic Discussion Dress/Lab Coat Signing in/out Peer evaluations
Disease State or Drug Topics to review prior to APPEs
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Appendix K- Peer SOAP Note Rubric
Using the SOAP note answer key, review your peer’s SOAP note and answer the questions below. Provide constructive feedback on the accuracy of the assessment and plan as well as your ability to follow the plan. (So if you were the pharmacist caring for the patient could you follow the plan based off the note alone?)
Criteria YES NO Comment-(If checked “NO” then must provide explanation)
Subjective and Objective Data
Complete with summary of pertinent info and not a lot of extraneous information
Assessment Prioritized problem list with assessment and goal listed for each. Evaluator agrees with assessment.
Therapeutic Plan Provides appropriate recommendations including dose, route, frequency or discontinuation if needed; adequate monitoring parameters Evaluator agrees with plan.
Spelling/ grammar/unsafe abbreviations
No grammar/spelling errors/unsafe abbreviations. Problem list in same order in assessment and plan
Communication After reading this note evaluator can determine the next steps in care of patient.
Comments:
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Appendix L – Peer Drug Information Question Rubric
10 points each Drug related question provided YES NO
Answer provided using literature to support answer. YES NO
References provided in AMA or MLA format YES NO
At least one primary reference provided YES NO
No grammar or spelling errors YES NO
Final Score _______ of 50 points Comments: