Your Rotation Syllabus: A WorkshopPCSP Preceptor ConferenceDecember 15, 2011

Kate Gerrald, PharmD, BCPS (krgerrald@presby.edu)Tiffaney Threatt, PharmD (tbthreatt@presby.edu)

Objectives•Review a standard course syllabus and

identify essential components.•Describe strategies to plan, implement

and evaluate students during introductory pharmacy practice experiences.

•Develop a tailored syllabus incorporating rotation specific objectives, practice opportunities, and assessments.

If You Build It……•As a team, use your LEGOS to create an

original structure.•Create a set of instructions for building

your structure.•Ask the facilitator to take a photo of your

structure.•When finished with your instructions, trade

instructions and LEGOS with another team. (Be sure to disassemble and put blocks back into bag before giving to other team.)

Trade and Build•Assemble the other team’s LEGO kit using

their instructions.

Think about the following questions while you assemble the kit:•Are any of the instructions particularly

helpful in assembling the model? If so, what are they?

•How easy or difficult was the model to assemble? What features of the model do you think made it easy or difficult to assemble?

When your team is finished, compare your structure with the other team’s picture of the model.

•Were you able to assemble it correctly?•What features of the instructions made

them particularly easy to use?•What features were not particularly

helpful?•How could the kit’s instructions be

improved?

What is a Syllabus?▫A tool for communicating the rotation.▫Introduction to a course of study.▫Summary outline of important factors.▫Indicator for what students can expect and

what will be expected of them.

The Typical Syllabus Includes:1. Preceptor Information2. Pre-rotation requirements for student

a) Intern license to displayb) Portfolio for review by preceptor

3. Schedule4. Dress code/logistics5. Required/recommended preparation

The Typical Rotation Syllabus (Continued)

6. Expectations7. Rotation Goals and Objectives8. Assignments/Projects/Activities9. Rotation Calendar10.Grading and Evaluation Guidelines

Ability Based Education•Outcomes▫Also referred to as objectives

•Practice▫Active learning activities to meet objectives

•Criteria▫Rubrics or expectations of practice

opportunities•Feedback▫Assessment and constructive criticism

Objectives•Description of knowledge, skills or

behaviors you want your student to exhibit at the end of your rotation and/or activity▫Written with action verbs

describe, calculate, demonstrate

•Provides guidance in planning activities•Provides students with expectations•Provides guidance in assessing student

progress

ObjectivesQualities of well written objectives

Qualities of poorly written objectives

• What the learner will be able to do

• Measurable

• Specific & clear

• Result of instruction

• Description of what instructor will accomplish

• Not measurable

• Lacking clear expectations

• Outline of instruction

Example of objectives• Know drug therapy for key

disease states

• Be familiar with why a specific drug therapy is selected

• Understand prescription processing

• Select and recommend drug therapy for cardiovascular diseases

• Explain rationale for drug therapy choices

• Describe the steps of prescription processing

Cognitive thinking domains & objective verbsRecall(Knowledge/ Comprehension)• Choose• Define• Label• Locate• Select• Classify• Describe• Identify

Interpretation (Application/ Analysis)

• Apply• Develop• Relate• Analyze• Compare• Contrast• Differentiate• Solve

Problem-solving(synthesis/ evaluation)• Arrange• Critique• Justify• Recommend• Organize• Formulate• Generate• Compose• Prove• Prioritize

Develop your rotation objectives

• Work in small groups according to your practice sites to brainstorm 2-3 overall course objectives for your rotation (15 min)

• Later you will develop an activity that will feed directly into the course objective.

Objectives from group•Collect patient data and input accurately•Apply HIPAA laws/requirements to practice

and explain how to carry out HIPAA requirements

•Describe what group of medications you will be monitoring in the pharmacokinetics program and describe the process for monitoring.

•Develop a good communication base….•Select a patient and conduct a medication

reconciliation

ACPE Guideline 11.2

Assignments and Projects•Active Learning▫Requires learner to formulate answers to

questions based upon knowledge▫Encourages learner to ask new questions

and continue to search for new knowledge to provide better, more complete answers

▫Develops critical thinking and problem-solving skills.

▫Promotes achievement of the rotation’s goals and objectives

Rotation Activities Exercise•Work in small groups according to your

practice site to create an “activities” sheet for your site that will meet your objective(s): (5-10 minutes)

•Discussion: 5 minutes

Sample Rotation Activities• Privately enter pt info into profile and counsel

patients in private•Entering different types of prescriptions for

processing•Access lab values in computer and document

appropriate information• In IV room, observe tech preparation of TPN and

demonstrate sterile technique• Teach/counsel patient according to socioeconomic

status•Answer phone calls and appropriately respond to

drug information after checking with pharmacist

Calendar of Activities

Calendar of Activities•Snapshot of the “game plan” for the

rotation•Provides structure and organization•List of Activities•Time Line•Due Dates

Assessing Student Learning•Summative assessment▫End of rotation evaluation▫Grading accountability▫End of the learning process

•Formative assessment▫Guides improvement in learning▫Part of the learning process

Formative Assessment•Criteria based▫Describe knowledge, skills, and attitudes

you want demonstrated▫Should be able to be used by another

instructor/pharmacist/peer/student•Evidence based▫What went right▫What when wrong▫How to get better

Example-Patient Case PresentationObjectives:• Assess a patient case and identify medical and drug-related problems.• Determine goals of therapy for each identified problem in the patient case.• Develop a pharmacy care plan for a particular patient case that includes monitoring

parameters.• Orally communicate patient case and care plan in a concise, complete, and organized

presentation.

Total Possible Points: 40 points (20% final grade) • Each student is expected to develop a pharmacy care plan for his or her case that will be the

basis for the patient case presentation. • The pharmacy care plan should include all references used and should be cited completely.

References should include, but are not limited to, clinical practice guidelines as well as primary literature. Please refer to pages 57-59 in BOH’s Pharmacy Practice Manual, 3rd edition, for proper procedures to cite references.

• References used should be included in the care plan. For instance, Patient’s A1C goal is <x% per the abc guidelines/group/study. It may be beneficial to include a separate page, or at the end of the care plan, of all references used as you would in a paper.

• Presentations are expected to be no more than 8 minutes long, with approximately 2 minutes for questions.

• Power points will not be used to conduct presentations, but rather an oral report will be given regarding the patient case.

• Presentations will be graded on assessment of the case, prioritization of the patient’s problems, the plan for the patient’s problems, and communication style.

Criteria 2 points 1 point 0 points ScoreSpeaking style Spoke clearly; easy to hear and

understand; speed of speech effective throughout

Difficult to hear or understand SOME things; speed of speech too fast or

too slow in parts

Difficult to hear or understand MOST things spoken; speed of

speech too fast or slow throughout

Distracters OR distracting

mannerisms

Uses NO distracters such as ‘um’ and NO distracting mannerisms

Uses FEW distracters and/or distracting mannerisms; OR uses

them infrequently during presentation

Distracters and/or distracting mannerisms used throughout

presentationx2

Eye contact Maintains contact with audience throughout presentation

Occasionally looked at audience Did not look at audience OR read directly from care plan

Questions Repeats ALL questions before answering; answers questions

confidently

Repeats MOST questions before answering; answers MOST

questions confidently

Does not repeat questions before answering; answers NO

questions confidentlyPatient case-

overviewAccurately and completely reports ALL relevant information relating

to patient case

Accurately and completely reports MOST relevant information relating

to patient case

Did not accurately and completely report relevant

information relating to patient case

x2

Patient case-assessment

Appropriately identifies each problem and correctly prioritizes

problem list

Appropriately identifies MOST problems OR prioritizes MOST

problem correctly

Does not identify problems AND does not prioritize problem list x2.5

Patient case—plan Discusses appropriate therapy to treat each patient problem AND

includes ALL appropriate monitoring parameters and a

follow-up plan

Discusses therapy to treat each problem that may be inappropriate OR fails to include ALL appropriate monitoring parameters and a follow-

up plan

Discusses therapy to treat problems that may be

inappropriate AND fails to include ALL appropriate monitoring

parameters and a follow-up plan

x5

Defense of recommendations

Student provides therapeutic rationale for treatment that is

evidence-based

Student provides therapeutic rationale for MOST problems that is

evidence-based

Student provides no therapeutic rationale for treatment that is

evidence-basedx2.5

***Faculty only ***Total Overall Score***CARE PLAN 2 points 0 points SCOR

ETimeliness Turned in 24 hours prior to presentation Turned in <24 hours prior to presentation x2References References used are appropriate References used are not appropriate

Student-oriented Feedback•Sandwich method▫Strengths▫Areas to improve▫Strengths, with motivating comments

•Multiple perspectives▫Should include self assessment▫Consider peer assessment

Develop your activity assessment plan

• Work in small groups according to your practice sites to brainstorm how you will assess your activity(10-15 min)

• Be sure to match the assessment to your objectives

Resources•Preceptor “Toolbox” ▫See PCSP Preceptor website (

http://pharmacy.presby.edu/experiential-education/preceptors/)

•Pharmacist’s Letter Preceptor Training & Resource Network

•Contact us at:▫krgerrald@presby.edu▫tbthreatt@presby.edu