Pharmaceutical Sciences, Faculty of
DSpace
Entry-to-Practice PharmD Program
University of British Columbia. Office of Experiential Education
Taheri, Asal
Lau, Gilly
Mira, Aileen
PHRM 473 PRACTICUM HANDBOOK FOR STUDENTS AND PRACTICE EDUCATORSSelected Advanced Pharmacy Practice Experiences (APPE)Entry-to-Practice PharmD ProgramEffective May 2018 – 2019Setting Course Coordinator Inpatient Direct Patient Care (DPC) Asal Taheri Outpatient Direct Patient Care (DPC) Gilly Lau Non-Direct Patient Care (NDPC) Aileen Mira PHRM 473 Practicum Handbook Copyright © 2018 UBC Faculty of Pharmaceutical Sciences, Office of Experiential Education. All Rights Reserved. 2 Table of Contents Acknowledgement ........................................................................................................................................ 4 Introduction .................................................................................................................................................. 5 SECTION 1 – GENERAL INFORMATION.......................................................................................................... 6 1.1 Office of Experiential Education ................................................................................................ 6 1.2 Policies ....................................................................................................................................... 9 1.3 Educational Outcomes ............................................................................................................. 10 SECTION 2 – SELECTED ADVANCED PHARMACY PRACTICE EXPERIENCE (APPE) ........................................ 12 2.1 Direct Patient Care Practicum Goals and Learning Objectives ................................................ 13 2.1.a Knowledge................................................................................................................ 13 2.1.b Skills (Provision of Pharmaceutical Care) ................................................................. 14 2.1.c Attitudes and Behaviors (Professionalism) .............................................................. 16 2.2 Non-Direct Patient Care Practicum Goals and Learning Objectives ........................................ 19 2.2.a Skills.......................................................................................................................... 19 2.2.b Attitudes and Behaviors (Professionalism) .............................................................. 20 2.3 Assessment Processes.............................................................................................................. 22 2.4 Grade Assignment .................................................................................................................... 24 2.4.a Supplemental Assessments ..................................................................................... 25 2.5 Overview: PHRM 473 Course Activities ................................................................................... 26 2.6 Course Schedule ....................................................................................................................... 27 2.6.a Example 4-week PHRM 473 Course Schedule ......................................................... 27 2.6.b Example 8-week PHRM 473 Course Schedule ......................................................... 29 SECTION 3 – REQUIRED COURSE ACTIVITIES .............................................................................................. 31 3.1 Handbook Instructions ............................................................................................................. 31 3.2 E*Value Learning Modules Coursework Process ..................................................................... 32 3.3 Practicum Specific Manuals ..................................................................................................... 34 3.3a PHRM 473 (NDPC) LEAP Practicums ......................................................................... 34 3.4 Student Introduction Resume .................................................................................................. 35 3.5 Learning Contract4,6 ................................................................................................................. 37 3.6 Service – PHRM 473 (DPC) ....................................................................................................... 39 3.7 Provision of Pharmaceutical Care – PHRM 473 (DPC) ............................................................. 41 PHRM 473 Practicum Handbook Copyright © 2018 UBC Faculty of Pharmaceutical Sciences, Office of Experiential Education. All Rights Reserved. 3 3.8 Drug Information Response4 – PHRM 473 (DPC) ..................................................................... 44 3.9 Presentation14 – PHRM 473 (DPC) ........................................................................................... 47 3.10 Self-Assessment ..................................................................................................................... 50 REFERENCES ................................................................................................................................................ 53 SECTION 4 – APPENDIX 1: REQUIRED FORMS ............................................................................................. 54 4.1 UBC Pharmacy Learner Health and Safety Orientation ........................................................... 54 4.2 72-Hour Checklist ..................................................................................................................... 56 4.3 OEE Resume Template ............................................................................................................. 59 4.4 Learning Contract Form ........................................................................................................... 62 4.5 Self-Assessment ....................................................................................................................... 64 4.6 DPC Practice Educator Assessment of Student ........................................................................ 65 4.7 NDPC Practice Educator Assessment of Student ..................................................................... 70 4.8 Student Evaluation of Practice Educator and Practice Site ..................................................... 73 4.9 Student Evaluation of OEE Course ........................................................................................... 75 PHRM 473 Practicum Handbook Copyright © 2018 UBC Faculty of Pharmaceutical Sciences, Office of Experiential Education. All Rights Reserved. 4 Acknowledgement UBC’s Point Grey Campus is located on the traditional, ancestral, and unceded territory of the Musqueam people. The land it is situated on has always been a place of learning for the Musqueam people, who for millennia have passed on in their culture, history, and traditions from one generation to the next on this site. The Office of Experiential Education would like to thank the many individuals who have generously permitted the adaptation of their materials in the revision of our learner handbooks and policies, with individual recognition to Ann Thompson, Andrea Cameron, Harriet Davies and Doreen Leong. These handbooks would not have been possible without the hard work of students Alice Wang and Deanna Lo and their assistance with the compilation of materials. We would also like to recognize Marguerite Yee, Amin Bardai, Rosemin Kassam and Angela Kim-Sing for their past contributions to our program. Thank you to the following groups for their collaboration and sharing of ideas: College of Pharmacists of British Columbia British Columbia Pharmacy Association Canadian Society of Hospital Pharmacists Drug and Poison Information Centre Association of Faculties of Pharmacy of Canada Pharmacy Experiential Programs of Canada PHRM 473 Practicum Handbook Copyright © 2018 UBC Faculty of Pharmaceutical Sciences, Office of Experiential Education. All Rights Reserved. 5 Introduction The mission of the Office of Experiential Education is to create and facilitate the structured learning opportunities necessary for students to develop the knowledge, skills and professional attributes required for direct-patient care roles and innovative pharmacy practice upon graduation. The Office of Experiential Education is responsible for the facilitation of more than 1000 placements each year for our entry-to-practice pharmacy programs (B.Sc.(Pharm) and Pharm D) and the Canadian Pharmacy Practice (CP3) Program for our international pharmacy graduates. Working closely with our experiential education sites and partners, we aim to provide students with valuable hands-on experience within a variety of pharmacy practice settings under the supervision and guidance of qualified pharmacist practice educators. Experiential education is an integral component of student learning. Students begin experiential education with the introductory pharmacy practice experience (IPPE) practicums in the early years of the program and continue to the advanced pharmacy practice experience (APPE) practicums in fourth year. These practicums are progressive and structured to provide students with the learning experiences necessary to develop and refine the student’s communication and technical skills and the ability to apply the necessary knowledge and skills to provide evidence-based patient-centered care within the real-world work environment. By the completion of their programs, we strive for our students to gain confidence in clinical decision making, be proficient in the delivery of direct patient care and be valued as a collaborative member of the health care team. The Faculty is grateful to the many dedicated pharmacists that enthusiastically embrace our students at their practice sites each year. Our practice educators are the backbone of our experiential education program and their unwavering commitment and dedication is invaluable to the professional growth of our students. We thank each of our practice educators for their ongoing collaboration with the Faculty and the critical role they play in the clinical education of our students. Kind regards, Dr. Janice Yeung, BSc.(Pharm), ACPR, Pharm D Director, Office of Experiential Education PHRM 473 Practicum Handbook Copyright © 2018 UBC Faculty of Pharmaceutical Sciences, Office of Experiential Education. All Rights Reserved. 6 SECTION 1 – GENERAL INFORMATION 1.1 Office of Experiential Education Dr. Janice Yeung Director (604) 827 4846 janice.yeung@ubc.ca Ms. Tricia Murray Program Administrative Manager (604) 827 0183 tricia.murray@ubc.ca Faculty Course Coordinator & Portfolio Course Number, Description Mr. Gilly Lau Structured Practical Training & Community Engagement (IPPE) (604) 827 4044 gilly.lau@ubc.ca PHRM 171 Introductory Pharmacy Practice Experience (IPPE) – Outpatient I PHRM 473 Selected Advanced Pharmacy Practice Experience (APPE) – Outpatient Direct Patient Care Settings Ms. Kayla Fang Service Learning & Community Engagement (Non-Rx) (604) 827 0041 kayla.fang@ubc.ca Dr. Neelam Dhaliwal Practice Educator Development & Community Engagement (Rural/Remote) (604) 827 4243 neelam.dhaliwal@ubc.ca PHRM 270 Community Service Learning PHRM 271 Introductory Pharmacy Practice Experience (IPPE) – Outpatient II PHRM 371 Introductory Pharmacy Practice Experience (IPPE) – Outpatient III Mr. Paulo Tchen Student Transition (Outpatient), Community Engagement (APPE), & Community Outreach (604) 827 0173 tchen6@mail.ubc.ca PHRM 471 Advanced Pharmacy Practice Experience (APPE) – Outpatient PHRM 473 Practicum Handbook Copyright © 2018 UBC Faculty of Pharmaceutical Sciences, Office of Experiential Education. All Rights Reserved. 7 Ms. Aileen Mira Student Transition (Inpatient), Health Authority Engagement (IPPE) & Non-Direct Patient Care (NDPC) (604) 827 0782 aileen.mira@ubc.ca PHRM 251 Institutional Practice Skills Course PHRM 272 Introductory Pharmacy Practice Experience (IPPE) – Inpatient PHRM 473 Selected Advanced Pharmacy Practice Experience (APPE) – Non-Direct Patient Care Settings Ms. Asal Taheri Inpatient Practice & Health Authority Engagement (APPE) (604) 822 6107 asal.taheri@ubc.ca PHRM 472 Advanced Pharmacy Practice Experience (APPE) – Inpatient PHRM 473 Selected Advanced Pharmacy Practice Experience (APPE) – Inpatient Direct Patient Care Settings Mr. Larry Leung Interprofessional Education (604) 827 2482 larry.leung@ubc.ca IPE Activities are embedded or are scheduled on the Program Enhanced Activity Day (PEAD) Longitudinal Learning Mr. Jason Min Interprofessional Education (604) 827 2478 jason.min@ubc.ca IPE Activities are embedded or are scheduled on the Program Enhanced Activity Day (PEAD) Longitudinal Learning Faculty members provide support to practicum sites, practice educators, and students for any issues related to:  Course syllabi  Practicum-associated assignments and activities  Student assessment and evaluation  Student performance  Student absences  Personal injury or major illness of students on practicum  Any confidential issues related to the practicum PHRM 473 Practicum Handbook Copyright © 2018 UBC Faculty of Pharmaceutical Sciences, Office of Experiential Education. All Rights Reserved. 8 Should students have any questions or issues requiring discussion with a faculty member, please contact the front desk to schedule an appointment. Appointments are available Monday to Thursday, 8.30am to 3pm, Fridays 8.30am to 12 noon. Administrative Support Team Ms. Kimberly Mascarenas Senior Program Assistant (604) 822 3216 kim.mascarenas@ubc.ca Ms. Arleni Abanto Senior Program Assistant (604) 822 0433 arleni.abanto@ubc.ca Ms. Vicky Lai Front Desk (604) 822 8077 phar.oee@ubc.ca The administrative staff provides support to practicum sites, practice educators and students for:  General enquiries  Practicum scheduling and placements  Practice educator or student contact information  E*Value access  Tracking  Mailings, forms etc.  UBC Cards Off-Hours Issues If you have immediate safety concerns for yourself or others, please call 911. Crisis and After-Hours Contacts  Vancouver Crisis Line | 1 800 SUICIDE (784 2433)  Vancouver General Hospital | 604 875 4111  Campus Security | 604 822 2222  Crisis Centre BC | http://crisiscentre.bc.ca/  Victim Link | 1 800 563 0808 (services in 110 languages)  Empower Me | 24/7 accessible counselling services for students with AMS health care o Call 1 (844) 741-6389 (toll-free) from anywhere in North America to be directly connected to the Empower Me Clinical Response Center o Log in to Empower Me (https://ear.powerflexweb.com/1545/login_SC.html) using "Studentcare" as the password or o Download additional Empower Me student assistance tools through the iAspiria mobile app (http://aspiria.ca/students/?stu-link=map) by entering "Studentcare" as the Login ID and selecting "Student" in the dropdown menu  UBC Counselling Services | 604 822 3811 o On campus support Monday to Friday, 8.30am-4.30pm o https://students.ubc.ca/health-wellness/mental-health-support-counselling-services PHRM 473 Practicum Handbook Copyright © 2018 UBC Faculty of Pharmaceutical Sciences, Office of Experiential Education. All Rights Reserved. 9 1.2 Policies Please refer to the Entry-to-Practice PharmD Program Practicum Policies, Procedures & Guidelines. Students are also expected to review the UBC E2P PharmD Program Policies and Procedures as outlined on the E2P PharmD Program Hub on Connect. PHRM 473 Practicum Handbook Copyright © 2018 UBC Faculty of Pharmaceutical Sciences, Office of Experiential Education. All Rights Reserved. 10 1.3 Educational Outcomes The goal of the PharmD program is to graduate competent, caring pharmacists, ready to enter the rapidly evolving environment of pharmacy practice and to manage patient’s medication therapy. The learning opportunities in the program are designed to help students meet the Educational Outcomes for First Professional Degree Programs in Pharmacy articulated by the Association of Faculties of Pharmacy of Canada (AFPC) 1 and the Competencies of Entry Level Pharmacists articulated by the National Association of Pharmacy Regulatory Authorities (NAPRA) 2. The Educational Outcomes for First Professional Degree Programs in Pharmacy are structured around seven key pharmacist roles 1: 1) Care Provider: As Care Providers, pharmacy graduates provide patient-centered pharmacy care by using their knowledge, skills and professional judgement to facilitate management of a patient’s medication and overall health needs across the care continuum. Care Provider is the core of the discipline of pharmacy. 2) Communicator: As Communicators, pharmacy graduates communicate effectively in lay and professional language, using a variety of strategies that take into account the situation, intended outcomes of the communication and diverse audiences. 3) Collaborator: As Collaborators, pharmacy graduates work collaboratively with patients and intra- and inter-professional teams to provide safe, effective, efficient health care, thus fulfilling the needs of the community and society at large. 4) Leader-Manager: As Leaders and Managers, pharmacy graduates engage with others to optimize the safety, effectiveness and efficiency of health care and contribute to a vision of a high-quality health care system. 5) Health Advocate: As Health Advocates, pharmacy graduates demonstrate care for individual patients, communities and populations by using pharmacy expertise to understand health needs and advance health and well-being of others. 6) Scholar: As Scholars, pharmacy graduates take responsibility for excellence by applying medication therapy expertise, learning continuously, creating new knowledge and disseminating knowledge when teaching others. 7) Professional: As Professionals, pharmacy graduates take responsibility and accountability for delivering pharmacy care to patients, communities and society through ethical practice and the high standards of behaviour that are expected of self-regulated professionals. The Professional role is the overarching ethos of the discipline of pharmacy. Graduates should also recognize the four domains of the Model of Practice for Canadian Pharmacists (MSOP) developed by the National Association of Pharmacy Regulatory Authorities (NAPRA) 2. These domains encompass standards against which pharmacists’ performance can be evaluated when the pharmacists are undertaking the activities imperative for safe and effective practice in their daily work. PHRM 473 Practicum Handbook Copyright © 2018 UBC Faculty of Pharmaceutical Sciences, Office of Experiential Education. All Rights Reserved. 11 The Four Domains of MSOP for Canadian Pharmacists are: 1) Expertise in medications and medication-use 2) Collaboration 3) Safety and Quality 4) Professionalism and Ethics Students are also expected to review the UBC E2P PharmD Program Learning Outcomes as outlined on the E2P PharmD Program Hub on the learning management system Connect/Canvas. For your reference: 1AFPC Educational Outcomes for First Professional Degree Programs in Pharmacy in Canada 2017. Available at: http://www.afpc.info/system/files/public/AFPC-Educational%20Outcomes%202017_final%20Jun2017.pdf 2NAPRA Professional Competencies for Canadian Pharmacists at Entry to Practice. Available at: http://napra.ca/sites/default/files/2017-08/Comp_for_Cdn_PHARMACISTS_at_EntrytoPractice_March2014_b.pdf PHRM 473 Practicum Handbook Copyright © 2018 UBC Faculty of Pharmaceutical Sciences, Office of Experiential Education. All Rights Reserved. 12 SECTION 2 – SELECTED ADVANCED PHARMACY PRACTICE EXPERIENCE (APPE) Setting Course Coordinator Inpatient Direct Patient Care (DPC) Asal Taheri Outpatient Direct Patient Care (DPC) Gilly Lau Non-Direct Patient Care (NDPC) Aileen Mira PHRM 473 Practicum Handbook Copyright © 2018 UBC Faculty of Pharmaceutical Sciences, Office of Experiential Education. All Rights Reserved. 13 2.1 Direct Patient Care Practicum Goals and Learning Objectives As outlined in the AFPC Educational Outcomes for First Professional Degree Programs in Pharmacy in Canada, the provision of patient care and the role of care provider is at the heart of the discipline of pharmacy. The overarching goal of the direct patient care practicums across the four years of the UBC E2P PharmD program is to ensure that graduates have the knowledge, skills and professional attributes necessary to provide exemplary patient care. Below are the overall goals and learning objectives for all direct patient care (DPC) practicums within the UBC E2P PharmD program. 2.1.a Knowledge Goal Develop, integrate and apply the knowledge necessary to provide patient-centered pharmacy care to facilitate management of a patient’s medication and overall health needs across the care continuum. Learning Objectives The student will be able to: 1) Apply knowledge of the following to patient-specific clinical findings to make appropriate, patient-specific drug therapy recommendations: (AFPC CP1.1, SC1, SC2) a) Pathophysiology, risk factors, etiology, and clinical presentation of medical conditions, including symptoms, physical assessment, relevant diagnostics, and laboratory findings b) Pharmacology, pharmacokinetics, pharmaceutics, and evidence-based therapeutics 2) Apply knowledge of safe medication practices to optimize medication use for patients and health care delivery (AFPC CP3, LM1) 3) Apply knowledge of regulations and ethical principles through practice in accordance with the laws, ethical codes, and regulatory requirements (i.e. bylaws, professional standards, policies and/or guidelines) that govern pharmacy practice within their jurisdiction. (AFPC CP1, CP3.2, NAPRA 1.1, 1.2, 1.4, 1.5) PHRM 473 Practicum Handbook Copyright © 2018 UBC Faculty of Pharmaceutical Sciences, Office of Experiential Education. All Rights Reserved. 14 2.1.b Skills (Provision of Pharmaceutical Care) Goal Develop and demonstrate the clinical skills and professional judgement necessary to provide patient-centered pharmacy care to facilitate management of a patient’s medication and overall health needs across the care continuum. Learning Objectives The student will be able to: 1) Prioritize assigned work, identifying patients who are most likely to experience drug therapy problems and setting priorities to manage and balance patient care, workflow and practice requirements (AFPC LM2.2, LM4.2, PR3.1) 2) Establish and maintain a respectful, professional, and ethical relationship with the patient and/or their caregivers centered on the patient’s needs, values, desired level of care and health goals (AFPC CL1, CM1, CM2, NAPRA 2.1) 3) Gather, interpret and assess relevant history from the patient, his/her health records, caregivers, and other healthcare professionals including: (AFPC CP2.1, SC1, NAPRA 2.2, 2.3) a) Patient demographics b) Chief complaint/reason for encounter c) History of present illness d) Past medical history e) Family history f) Functional history g) Social history h) Nutritional status, dietary restrictions/needs, and exercise i) Review of systems utilizing a head-to-toe approach (i.e. signs/symptoms, physical exam, labs, diagnostics, imaging, microbiology) j) Health care team members involved in the care of the patient 4) Gather, interpret and assess a best possible medication history (BPMH), including: (AFPC CP2.1, SC1, NAPRA 2.2, 2.3) a) Allergy history b) Adverse drug reactions c) Current medications/medications prior to admission d) Past medication history e) Non-prescription medication history f) Immunization history g) Social drug history h) Medication experience and adherence PHRM 473 Practicum Handbook Copyright © 2018 UBC Faculty of Pharmaceutical Sciences, Office of Experiential Education. All Rights Reserved. 15 5) Develop a prioritized medical problem list, identifying both the patient’s active and chronic issues (AFPC CP2.2, SC1, NAPRA 2.3) 6) Identify and justify a prioritized list of all actual and potential patient-specific drug therapy problems (AFPC CP2.2, HA1, SC1, SC2, NAPRA 2.3, 2.4) 7) Determine the desired outcomes and patient-specific medication-related and non-pharmacological goals of therapy, specifying measurable endpoints, target values and associated timeframes (AFPC CL1.1, CL1.3, CM1, CM2.1, 2.4, CP1.4, CP2.3, HA1, SC1, SC2, NAPRA 2.5.1) 8) Identify a prioritized list of all viable therapeutic alternatives through integration of relevant patient data, best available evidence and comparing and contrasting the pros and cons of each alternative, including assessment of efficacy, safety, patient factors, administration issues and cost. (AFPC CP1.5, CP2.3, SC1, SC2, NAPRA 2.5.2, 2.5.3) 9) Identify, justify and defend a list of appropriate, patient-specific recommendations for identified drug therapy problems (AFPC CP2.3, SC1, SC2, NAPRA 2.5.4, 6.1) 10) Create and implement a care plan in collaboration with the patient and healthcare team members through communication means as appropriate, including, but not limited to: (AFPC CL1, CL2, CM1, CM2, CP2.4, HA1, LM1.4, SC1, SC2, SC4, NAPRA 2.5, 2.6, 2.7, 3.1, 6.1, 7.1, 7.2, 8.1, 8.2, 8.3, 8.4) a) Obtaining consent b) Making appropriate patient-specific therapeutic recommendations c) Making a referral and/or consulting others d) Adapting, initiating, discontinuing, dispensing or administering medication as authorized e) Engaging the patient or caregiver through education and counselling, empowerment and self-management f) Communicating the rationale for the care plan within the circle of care 11) Develop an appropriate, patient-specific monitoring plan and/or plans for continuity of care, specifying efficacy and safety endpoints, target values, frequency and timeframes for monitoring (AFPC CL2, CP2.5, NAPRA 2.5.8) 12) Provide follow up evaluation and assessment of effectiveness, safety and patient adherence and tolerance to drug therapy (AFPC CP2.5, SC1, SC2, NAPRA 2.8) PHRM 473 Practicum Handbook Copyright © 2018 UBC Faculty of Pharmaceutical Sciences, Office of Experiential Education. All Rights Reserved. 16 13) Proactively document patient-related healthcare issues, care plans and medication orders/clarifications in a clear, concise, and organized manner, fulfilling professional and legal requirements (AFPC CM1, CM2, CL2.3, LM1.4, NAPRA 1.5) 14) Effectively respond to medication- and practice-related questions and educate others in a timely manner, utilizing systematic literature search, critical appraisal skills, and appropriate means of communication (verbal or written, as appropriate) (AFPC CM1, CM2, SC1, SC2, SC4, NAPRA 6.1, 6.2, 7.1, 7.3) 15) Advocate for the health and wellness of patients and the community, promoting disease prevention and facilitating patient access to the health care system and required services (AFPC LM1.1, LM3.1, HA1, HA2, NAPRA 5.1, 5.2) 2.1.c Attitudes and Behaviors (Professionalism) Goal Demonstrate the attitudes and high standards of behavior expected of self-regulated professionals for delivering pharmacy care to patients, communities and society through ethical practice. Learning Objectives The student will consistently: 1) Demonstrate the attitudes, qualities, ethical principles, commitment, and characteristics of a professional as expected by patients, other pharmacists, regulatory bodies, and other healthcare professionals including demonstration of, but not limited to: (AFPC PR1, PR2, NAPRA 1.4) a) Accountability b) Attire and appearance c) Confidentiality d) Honesty and integrity e) Punctuality 2) Demonstrate responsibility and commitment to their own learning and the ongoing refinement and advancement of critical thinking, scientific reasoning, problem-solving and decision-making skills through the demonstration of, but not limited to: (AFPC LM3, PR3, NAPRA 1.4) a) Self-directed learning b) Self-evaluation c) Personal reflection d) Receptiveness to feedback e) Adaptability and openness to change PHRM 473 Practicum Handbook Copyright © 2018 UBC Faculty of Pharmaceutical Sciences, Office of Experiential Education. All Rights Reserved. 17 3) Demonstrate an understanding of the role of the pharmacist within the healthcare team, practicing within their scope of practice and all legal and ethical requirements (AFPC CP1, PR1, PR2, NAPRA 1.1, 1.2) PHRM 473 Practicum Handbook Copyright © 2018 UBC Faculty of Pharmaceutical Sciences, Office of Experiential Education. All Rights Reserved. 18 For each direct patient care practicum, students will be expected to achieve these learning objectives at the corresponding expected performance level for their respective program year which is described in the below table. The below table also provides guidance on patient complexity and characteristics commensurate with year level, however the practice educator and/or designated pharmacist will determine if the expectations on "patient complexity” for course activities are met. This may or may not be within the “patient characteristics” parameters that are suggested below, as a number of other factors may contribute to complexity, including: psychological (e.g. cognitive impairment), social (e.g. affordability of treatment), biological (e.g. organs affected, degree of dysfunction), health-care system related (e.g. number of involved health care providers). These dimensions should also be taken into account when assessing the student’s level of performance in the care of their patients. Practicum Course Expected Level of Performance Student Characteristics3 Expected Patient Complexity Patient Characteristics PHRM 171 Novice Has incomplete understanding and minimal or "textbook" knowledge without connecting it to practice. Approaches tasks mechanistically. Little or no conception of dealing with complexity. Needs close supervision or instruction. LOW Medical Conditions: 1-3 Number of medications: 3-5 PHRM 271 PHRM 272* Advanced Beginner Has a working understanding and knowledge of key aspects. Tends to see actions as a series of steps. Appreciates complex situations, but only able to achieve partial resolution. Able to achieve some steps using own judgement, but supervision needed for overall task. LOW-MODERATE Medical Conditions: 3-5 Number of medications: 5-7 PHRM 371 MODERATE Medical Conditions: 5-7 Number of medications: 7+ PHRM 471 PHRM 472 PHRM 473 Competent Has good working and background understanding. Now sees actions at least partially in terms of longer-term goals. Copes with complex situations through deliberate analysis and planning. Able to work independently to a standard that is acceptable though may lack refinement. Able to achieve most tasks using own judgement. MODERATE Medical Conditions: 5-7 Number of medications: 7+ * As second year students PHRM 272 students are expected to perform at the level outlined above. However, given the short duration and the observational nature of the practicum the assessment of the performance will be different compared to the other direct patient care practicums. Please review the additional information in the Assessment of Student Learning, A Guidebook for Practice Educators. PHRM 473 Practicum Handbook Copyright © 2018 UBC Faculty of Pharmaceutical Sciences, Office of Experiential Education. All Rights Reserved. 19 2.2 Non-Direct Patient Care Practicum Goals and Learning Objectives As stated in Section 1.3 Educational Outcomes, the primary goal of First Professional Degree Programs in Pharmacy in Canada is to graduate Medication Therapy Experts that provide exemplary patient care by using their knowledge and skills to benefit patients, communities and populations. However, it is acknowledged that the goal of university education extends beyond solely preparing graduates to enter into direct patient care practice as the roles that pharmacists are expected to fulfill will continue to evolve and expand. Error! Bookmark not defined. Non-direct patient care (NDPC) practicums will build on the knowledge, skills and behaviors learned in the introductory pharmacy practice experiences with general overarching objectives involving an emphasis on the Communicator, Collaborator, Leader-Manager, Scholar, and Professional AFPC role domains within the framework of the UBC E2P PharmD program’s Cognitive Model. Below are the overall goals and learning objectives for NDPC practicums within the UBC E2P PharmD program, with the exception of PHRM 473 NDPC LEAP.1 Students will be expected to achieve these learning objectives, at the expected level of performance as outlined in the Non-Direct Patient Care Practice Educator Assessment of Student form.1 Specific practicum objectives and outcomes will largely depend on the nature of the practicum and may vary between practice site/settings. Specific practicum expectations and activities are detailed in the specific practicum manuals associated with each specific practice site/setting. 2.2.a Skills Goal To prepare students for the role a pharmacist in diverse and innovative practice settings by providing student pharmacists with unique practicum opportunities to be able to demonstrate and integrate the knowledge, skills, and behaviors associated with AFPC Outcomes including but not limited to the Communicator, Collaborator, Leader-Manager, and Scholar role domains. Learning Objectives The student will be able to: 1) Demonstrate the ability to communicate appropriately verbally, non-verbally, in writing, or via communication technology with students, patients, clients, pharmacy colleagues, health care providers, and/or community partners in lay and/or professional language as appropriate. (AFPC CM1.1, CM1.5, CM 2.1, NAPRA 7.1, 7.2 7.3) 1 Please refer to the PHRM 473 NDPC LEAP Practicum Manual for specific details regarding the NPDC LEAP practicum. PHRM 473 Practicum Handbook Copyright © 2018 UBC Faculty of Pharmaceutical Sciences, Office of Experiential Education. All Rights Reserved. 20 2) Demonstrate the ability to collaborate with various stakeholders, including fellow students, pharmacy colleagues, community partners and individuals from other professions as appropriate, in a respectful, positive, and professional manner. (AFPC CL1, CM1, CM2, NAPRA 8.1, 8.2, 8.3) 3) Demonstrate the application of leadership and management skills by (AFPC LM2, LM3, LM4; NAPRA 1.4, 9.1, 9.2)1: a) Contributing to and/or advancing the goals and objectives of the practice setting and/or profession and, b) Managing time efficiently, prioritizing assigned activities/projects, and meeting assigned activity/project deadlines within expected timeframes. 4) Respond effectively to practice-related questions and/or provide evidence-supported decisions, and educate others in a timely manner, by utilizing systematic literature search and critical appraisal skills to formulate and communicate appropriate responses. (AFPC CM1, CM2, SC1, SC2, SC4; NAPRA 6.1, 6.2, 6.3, 7.1, 7.2, 7.3). 2.2.b Attitudes and Behaviors (Professionalism) Goal Demonstrate the attitudes and high standards of behavior expected of self-regulated professionals for delivering pharmacy care to patients, communities and society through ethical practice, in a variety of pharmacy practice settings. Learning Objectives The student will consistently: 1) Demonstrate the attitudes, qualities, ethical principles, commitment, and characteristics of a professional as expected by patients, other pharmacists, regulatory bodies, and other healthcare professionals including demonstration of, but not limited to: (AFPC PR1, PR2, NAPRA 1.4) a) Accountability b) Attire and appearance c) Confidentiality d) Honesty and integrity e) Punctuality 2) Demonstrate responsibility and commitment to their own learning and the ongoing refinement and advancement of critical thinking, scientific reasoning, problem-solving and decision-making skills through the demonstration of, but not limited to: (AFPC LM3, PR3, NAPRA 1.4) 1 Canadian Hospital Pharmacy Residency Board Accrediation Standards. https://www.cshp.ca/sites/default/files/residency/CPRB-Accreditation-Standards-2010.pdf PHRM 473 Practicum Handbook Copyright © 2018 UBC Faculty of Pharmaceutical Sciences, Office of Experiential Education. All Rights Reserved. 21 a) Self-directed learning b) Self-evaluation c) Personal reflection d) Receptiveness to feedback e) Adaptability and openness to change 3) Demonstrate an understanding of the role of the pharmacist within various practice settings, practicing within their scope of practice and all legal and ethical requirements (AFPC CP1, PR1, PR2, NAPRA 1.1, 1.2) PHRM 473 Practicum Handbook Copyright © 2018 UBC Faculty of Pharmaceutical Sciences, Office of Experiential Education. All Rights Reserved. 22 2.3 Assessment Processes All assessments are guided by the programmatic assessment model for the E2P PharmD Program under the leadership of the Director of Student Assessment. The course assignments and activities are based on the course objectives, AFPC educational outcomes, and are in accordance with the UBC E2P PharmD Program’s Cognitive Model. Feedback is a critical component of a student’s growth and learning throughout their practicums. Practice educators are encouraged to provide verbal feedback and assessment of performance to the student on a daily basis. A formal formative assessment using the online Practice Educator Assessment of Student* form is completed by the practice educator at the midpoint of the practicum. This assessment reflects the practice educator’s observation and assessment of the student’s performance based on the criterion, and the rubrics and expectations of the University. The practice educator and student are expected to meet at the midpoint to formally discuss the student’s progress and review the completed formative assessment form. A formal summative assessment is completed at the end of the practicum using the same online Practice Educator Assessment of Student* form. The practice educator should consider all sources of information to assess overall student performance throughout the course of the practicum including, but not limited to, completed presentations, care plans, education and counseling, collaboration with team members, etc. By the end of the practicum, the student’s overall level of performance must be commensurate with their year level, as previously outlined. The practice educator and student are expected to meet on the last day of the practicum to formally discuss the student’s progress and review the completed summative assessment form. For two-week practicums such as PHRM 272, only one formal written summative assessment is completed at the end the practicum. All assessment forms are to be completed online on E*Value and are electronically submitted directly to the OEE upon completion. The primary practice educator and/or designate that is completing the assessment component of the course should have sufficient and multiple opportunities to interact with the student and observe their interactions to appropriately determine their level of performance in completing the course activities and learning objectives for the practicum. Depending on the practice environment and practicum itself, a student may regularly interact or be supervised by multiple pharmacists while onsite. In this case, there may be a designated pharmacist who will complete the formal midpoint and/or final assessment of the student and provide feedback after reviewing the course work and consulting with other pharmacists who have observed or interacted with the student as necessary. *Note: The Practice Educator Assessment of Student form varies depending on course and setting. The table below outlines the OEE Practice Educator Assessment of Student Forms used in each course and the frequency of formal assessment: PHRM 473 Practicum Handbook Copyright © 2018 UBC Faculty of Pharmaceutical Sciences, Office of Experiential Education. All Rights Reserved. 23 Course Assessment Form Frequency/Type PHRM 171 PHRM 271 PHRM 371 PHRM 471 PHRM 472 PHRM 473 (DPC) Direct Patient Care (DPC) Practice Educator Assessment of Student Midpoint Final PHRM 272 PHRM 272 Practice Educator Assessment of Student Final PHRM 473 (NDPC) Non-Direct Patient Care Practice Educator Assessment of Student Midpoint Final PHRM 473 (NDPC) LEAP Non-Direct Patient Care: LEAP - Practice Educator Assessment of Student Midpoint Final Practice educators are strongly encouraged to review the Assessment of Student Learning – A Guidebook for Practice Educators for further information on the assessment processes for the practicum courses. It is the responsibility of the student to immediately contact the course coordinator and alert them to any assessment scores below the expected level of performance at any point during the practicum to ensure appropriate support and guidance can be provided. PHRM 473 Practicum Handbook Copyright © 2018 UBC Faculty of Pharmaceutical Sciences, Office of Experiential Education. All Rights Reserved. 24 2.4 Grade Assignment The Pharmacy 473 practicums are Pass-Fail grading. Students must be successful in ALL the required course components in order to be successful in the course. The required course components for each course include: 1) Completion of Required Practicum Hours Students must complete the practicum hours in full per the respective practicum course. 2) Practice Educator Assessment of Student Students must meet the expected level of performance for ALL criteria as outlined and described in the Practice Educator Assessment of Student* form and consistently exhibit ALL elements within the Professionalism domain to successfully complete the practicum. 3) Evidence of Learning Students must ensure that all required course activities and assignments, as described in this handbook and the corresponding Practicum Specific Manual for the specific site/setting, are completed and verified by the practice educator as being completed satisfactorily and safely. The required submission components to demonstrate evidence of learning and verification of activity completion for each of the required course activities for the practicum courses must be submitted online in E*Value in a professional and organized manner by the specified deadline for submission, which is on the last OEE scheduled practicum block date at 11:59pm. The University of British Columbia grants the degree and therefore assigns the final course grade. Although satisfactory academic performance is a prerequisite to advancement, it is not the sole criterion in the consideration of the suitability of a student for promotion or graduation. The Faculty reserves the right to require a student to withdraw from the Faculty if that student is considered to be unsuited to proceed with the study or practice of pharmacy. UBC FOPS Academic Regulations: http://www.calendar.ubc.ca/vancouver/index.cfm?tree=12,213,397,392 Once all required course submissions and assessments of student performance are received, the University will determine whether the expected performance on course outcomes was achieved by the student. The final grade for the practicum (i.e. pass/fail) will be determined by the Faculty’s Student Progress Committee. Students must be successful in both 1) the Practice Educator Assessment of Student and 2) all components of the course to receive a pass (P) grade. The assessment is non-compensatory. This means that the expected level of performance must be met for all criteria listed and as described in the Practice Educator Assessment of Student* to be successful in this course component. PHRM 473 Practicum Handbook Copyright © 2018 UBC Faculty of Pharmaceutical Sciences, Office of Experiential Education. All Rights Reserved. 25 A fail (F) grade will be recommended to the Student Progress Committee, if one or more of the following instances occur. The student:  does not complete required number of practicum hours  does not meet expected level of performance for any element on the Practice Educator Assessment of Student*  does not consistently exhibit professional attributes and skills  does not submit required course submissions (evidence of learning) by the specified deadline  poses any risk to patient safety and is negligent in the provision of patient-centered care *Note: The Practice Educator Assessment of Student form varies depending on course and setting. The table in Section 2.3 Assessment Processes outlines the OEE Practice Educator Assessment of Student forms used in each course and setting. 2.4.a Supplemental Assessments As per Faculty policy (AP-13) on student progress, in general, no supplemental assessments will be granted for practicum courses. A failure in a practicum course normally requires the student to repeat the course at the next suitable opportunity in the following academic year. PHRM 473 Practicum Handbook Copyright © 2018 UBC Faculty of Pharmaceutical Sciences, Office of Experiential Education. All Rights Reserved. 26 2.5 Overview: PHRM 473 Course Activities Described below is a high-level overview of the general learning activities required for all PHRM 473 practicums in each setting (DPC or NDPC). An exception exists for PHRM 473 (NDPC) LEAP practicums (see Section 3.3.a PHRM 473 (NDPC) LEAP Practicums). As PHRM 473 is a diverse course with variable practice settings, the general activities outlined in this handbook form one part of the overall activities required for PHRM 473, and will be supplemented by activities as outlined in Practicum Specific Manuals (see Section 3.3 Practicum Specific Manuals). Expectations for all course and practicum specific activities should be discussed and confirmed early in the practicum with the practice educator and/or designated pharmacist. Direct Patient Care (DPC) (Inpatient or Outpatient) Non-Direct Patient Care (NDPC) (excluding LEAP) Error! Bookmark not defined. 4 Weeks 8 Weeks 4 Weeks 8 Weeks E*Value Learning Modules Coursework: First 72-Hour Requirements UBC Pharmacy Learner Health and Safety Orientation 1 1 1 1 72-Hour Checklist 1 1 1 1 E*Value Learning Modules Coursework: Practicum Activities Student Introduction Resume 1 1 1 1 Learning Contract 1 1 1 1 Activities Practicum Specific Activities Service Provision of Pharmaceutical Care Drug Information Response Presentations See Practicum Specific Manual Completed daily (no minimum) Suggested Minimum 8 1 1 See Practicum Specific Manual Completed daily (no minimum) Suggested Minimum 16 2 2 See Practicum Specific Manual n/a n/a n/a n/a See Practicum Specific Manual n/a n/a n/a n/a Student Evaluation of the Practice Educator and Practice Site 1 1 1 1 E*Value Learning Modules Coursework: Self-Assessment Self-Assessment 2 4 2 4 E*Value Learning Modules Coursework: Student Evaluation of the OEE Course Student Evaluation of the OEE Course 1 1 1 1 Practice Educator Assessment of the Student Practice Educator Assessment of Student 1 1 1 1 PHRM 473 Practicum Handbook Copyright © 2018 UBC Faculty of Pharmaceutical Sciences, Office of Experiential Education. All Rights Reserved. 27 2.6 Course Schedule There is no overall course schedule for PHRM 473. Students may have unique experiences and variable timing of activities in each practice site. Learning activities are scheduled by individual practice educators and practice sites, according to practice setting and practice site needs. Once set by the practice educator, students must adhere to the daily schedule, daily activities, and practicum hours as required in the Entry-to-Practice PharmD Program Practicum Policies, Procedures, and Guidelines. The example course schedules below may be used as a starting point to plan out weekly activities. 2.6.a Example 4-week PHRM 473 Course Schedule Week 1 Monday Tuesday Wednesday Thursday Friday  Complete the UBC Pharmacy Learner Health and Safety Orientation  Orientation to practice site, staff, & services.  Review completed Student Introduction Resume and 72-hour Checklist with practice educator.  Sign into E*Value.  Review Learning Contract (PLAN section) with practice educator.  Reflect on activities completed and have a plan for Week 2.  Establish expectations and mechanism for communicating with and reporting to practice educator.  Work on practicum activities as per the PHRM 473 Practicum Handbook, Practicum Specific Manual, and/or as directed by your practice educator or designated pharmacist.  Document and update E*Value Learning Modules Coursework Week 2  Work on practicum activities as per the PHRM 473 Practicum Handbook, Practicum Specific Manual, and/or as directed by your practice educator or designated pharmacist.  Document and update E*Value Learning Modules Coursework  Complete Self-Assessment Week 2.  MIDPOINT ASSESSMENT  Revisit Learning Contract.  Reflect on activities completed have a plan for Week 3. Week 3  Work on practicum activities as per the PHRM 473 Practicum Handbook, Practicum Specific Manual, and/or as directed by your practice educator or designated pharmacist.  Document and update E*Value Learning Modules Coursework  Reflect on activities completed have a plan for Week 4. PHRM 473 Practicum Handbook Copyright © 2018 UBC Faculty of Pharmaceutical Sciences, Office of Experiential Education. All Rights Reserved. 28 Week 4  Work on practicum activities as per the PHRM 473 Practicum Handbook, Practicum Specific Manual, and/or as directed by your practice educator or designated pharmacist.  Complete and review all required course work with practice educator or designated pharmacist and submit to E*Value Learning Modules Coursework site by deadline as required  Revisit Learning Contract and complete ACT and REFLECT sections.  Provide practice educator with feedback.  Document and update E*Value Learning Modules Coursework  Complete Self-Assessment Week 4.  FINAL ASSESSMENT  Complete Student Feedback Evaluation Surveys on E*Value. PHRM 473 Practicum Handbook Copyright © 2018 UBC Faculty of Pharmaceutical Sciences, Office of Experiential Education. All Rights Reserved. 29 2.6.b Example 8-week PHRM 473 Course Schedule Week 1 Monday Tuesday Wednesday Thursday Friday  Complete the UBC Pharmacy Learner Health and Safety Orientation  Orientation to practice site, staff, & services.  Review completed Student Introduction Resume and 72-hour Checklist with practice educator.  Sign into E*Value.  Review Learning Contract (PLAN section) with practice educator.  Reflect on activities completed and have a plan for Week 2.  Establish expectations and mechanism for communicating with and reporting to practice educator.  Work on practicum activities as per the PHRM 473 Practicum Handbook, Practicum Specific Manual, and/or as directed by your practice educator or designated pharmacist.  Document and update E*Value Learning Modules Coursework Week 2  Work on practicum activities as per the PHRM 473 Practicum Handbook, Practicum Specific Manual, and/or as directed by your practice educator or designated pharmacist.  Document and update E*Value Learning Modules Coursework  Complete Self-Assessment Week 2.  Revisit Learning Contract.  Reflect on activities completed have a plan for Week 3. Week 3  Work on practicum activities as per the PHRM 473 Practicum Handbook, Practicum Specific Manual, and/or as directed by your practice educator or designated pharmacist.  Document and update E*Value Learning Modules Coursework  Reflect on activities completed have a plan for Week 4. Week 4  Work on practicum activities as per the PHRM 473 Practicum Handbook, Practicum Specific Manual, and/or as directed by your practice educator or designated pharmacist.  Document and update E*Value Learning Modules Coursework  Complete Self-Assessment Week 4.  MIDPOINT ASSESSMENT  Revisit Learning Contract.  Reflect on activities completed have a plan for Week 5. Week 5  Work on practicum activities as per the PHRM 473 Practicum Handbook, Practicum Specific Manual, and/or as directed by your practice educator or designated pharmacist.  Document and update E*Value Learning Modules Coursework  Reflect on activities completed have a plan for Week 6. PHRM 473 Practicum Handbook Copyright © 2018 UBC Faculty of Pharmaceutical Sciences, Office of Experiential Education. All Rights Reserved. 30 Week 6  Work on practicum activities as per the PHRM 473 Practicum Handbook, Practicum Specific Manual, and/or as directed by your practice educator or designated pharmacist.  Document and update E*Value Learning Modules Coursework  Complete Self-Assessment Week 6.  Revisit Learning Contract.  Reflect on activities completed have a plan for Week 7. Week 7  Work on practicum activities as per the PHRM 473 Practicum Handbook, Practicum Specific Manual, and/or as directed by your practice educator or designated pharmacist.  Document and update E*Value Learning Modules Coursework  Reflect on activities completed have a plan for Week 8. Week 8  Work on practicum activities as per the PHRM 473 Practicum Handbook, Practicum Specific Manual, and/or as directed by your practice educator or designated pharmacist.  Complete and review all required course work with practice educator or designated pharmacist and submit to E*Value Learning Module Coursework site by deadline as required  Revisit Learning Contract and complete ACT and REFLECT sections.  Provide practice educator with feedback.  Complete Self-Assessment Week 8.  FINAL ASSESSMENT  Complete Student Feedback Evaluation Surveys on E*Value. PHRM 473 Practicum Handbook Copyright © 2018 UBC Faculty of Pharmaceutical Sciences, Office of Experiential Education. All Rights Reserved. 31 SECTION 3 – REQUIRED COURSE ACTIVITIES 3.1 Handbook Instructions The following section describes the course activities, intended learning objectives and required evidence of learning to confirm the student’s safe and satisfactory completion of these activities for all PHRM 473 practicums with the exception of PHRM 473 (NDPC) LEAP.1 All practicum activities must be completed under the supervision of a practice educator and/or a designated pharmacist. The presentation of information in this handbook will follow the below format: Section Heading Definition In Practice Connection of learning activity to practice Description General context and concepts related to the activity are presented Learning Objectives Describes what the student will be able to do as a result of engaging in the learning activity Process How the student and practice educator will engage in the activity and steps involved Required Forms Details the documentation tools/forms that are required to complete the specific course activity Please see Appendix 1 on Canvas Accessory Resources Templates, guiding documents, requirements checklists (guides to aid practice educators in assessing and establishing expectations of course activities for students), and other resources available to support each course activity. Students are encouraged to discuss with their practice educator which resources are applicable to the practice site/setting. Accessory resources are available on Canvas for students and in the OEE Practice Educator Resource Centre for practice educators Verification of Activity Completion Requirements which students must complete as evidence of student learning and completion of the activity The practice educator will verify safe and satisfactory completion of each activity *STUDENTS ARE EXPECTED TO REVIEW AND UNDERSTAND ALL ACTIVITY REQUIREMENTS SECTIONS APPLICABLE TO THEIR PRACTICUM COURSE 1 Please refer to the PHRM 473 NDPC LEAP Practicum Manual for specific details regarding the NPDC LEAP practicum. PHRM 473 Practicum Handbook Copyright © 2018 UBC Faculty of Pharmaceutical Sciences, Office of Experiential Education. All Rights Reserved. 32 3.2 E*Value Learning Modules Coursework Process E*Value Learning Modules Coursework is an online tool utilized to track student completion of all required practicum activities. Students are expected to participate in each course activity and use this documentation tool to indicate completion. Practice educators are required to verify the completion of these activities on E*Value by the last day of practicum. Students are expected to be familiar with the use of E*Value prior to the start of their practicums. Detailed instructions on E*Value use will be posted on Canvas for students and on the OEE Practice Educator Resource Center for practice educators. There are four types of forms that are applicable to the PHRM 473 practicums on the E*Value Learning Modules Coursework site, each with requirements for either the student and/or the practice educator: E*Value Learning Modules Coursework: Form Name Applicable PHRM 473 Setting Student Submission Deadline Student Role Practice Educator Role First 72-Hours Requirements DPC NDPC NDPC LEAP 72 hours after beginning the practicum Complete form Not applicable – OEE to review Practicum Activities DPC NDPC NDPC LEAP By 11:59 pm on the last OEE scheduled block date of the practicum Complete form Verification required Self-Assessment DPC NDPC Every two weeks during the practicum; Last self-assessment due by 11:59 pm on the last OEE scheduled block date of the practicum Complete form Verification required Student Evaluation of the OEE Course DPC NDPC NDPC LEAP By 11:59 pm on the last OEE scheduled block date of the practicum Complete form Not applicable – OEE to review The following describes how each of these forms will be used during the practicum: 1) First 72-Hour Requirements Form Following the completion of the UBC Pharmacy Learner Health and Safety Orientation and the 72-Hour Checklist, the student is to login to E*Value, acknowledge the completion of both of these activities, listed under the First 72-Hour Requirements form of the E*Value Learning Modules Coursework site, and submit the completed form. This must be completed within the first 72 hours of the practicum beginning. The completed UBC Pharmacy Learner Health and Safety Orientation form must also be uploaded to Canvas. PHRM 473 Practicum Handbook Copyright © 2018 UBC Faculty of Pharmaceutical Sciences, Office of Experiential Education. All Rights Reserved. 33 2) Practicum Activities Following completion of ALL minimum requirements for each practicum activity for PHRM 473 as described in this course handbook (with the exception of PHRM 473 (NDPC) LEAP; see Section 3.3.a PHRM 473 (NDPC) LEAP Practicums), the Practicum Specific Manual for the specific practice site/setting, and as discussed with the practice educator, the student is to login to E*Value and acknowledge the completion of each respective activity, listed under the Practicum Activities form of the E*Value Learning Modules Coursework site. The student must submit the completed form for verification by the practice educator. This must be completed before the deadline for submission, which is 11:59 pm on the last OEE scheduled block date of the practicum. For some activities, the student will be required to complete specific documentation (e.g. completed learning contract form, patient care plans, follow-up evaluations, written correspondence with health care providers, etc.), as described under each specific course activity. It is the student’s responsibility to ensure all documentation completed is shared with their practice educator. Students are responsible for tracking these documents, which may be requested by the practice educator(s) on site and/or OEE for review at any time. Students must ensure the confidentiality of all patient information in their documentation. 3) Self-Assessment (Note: Self-Assessment does not apply to PHRM 473 (NDPC) LEAP practicums) At two-week intervals (i.e. for 4-week PHRM 473 practicums students will complete two self-assessments; for 8-week PHRM 473 practicums, students will complete four self-assessments), the student will complete a self-assessment of their progress on practicum, as detailed in Section 3.10 Self-Assessment. To complete the self-assessment documentation, the student must login to E*Value to submit a Self-Assessment form on their E*Value Learning Modules Coursework site, for PHRM 473, for verification by the practice educator. This must be completed every two weeks, and for the last self-assessment completed, this must be submitted before the deadline for submission which is 11:59 pm on the last OEE scheduled block date of the practicum. 4) Student Evaluation of OEE Course Following completion of the Student Evaluation of the Office of Experiential Education Course survey on E*Value, the student will acknowledge completion of this survey on the Student Evaluation of the OEE Course form and submit this form on the E*Value Learning Modules Coursework site. This must be completed before the deadline for submission, which is 11:59 pm on the last OEE scheduled block date of the practicum. Required Form(s)  UBC Pharmacy Learner Health and Safety Orientation form (see Appendix 1 on Canvas)  72-Hour Checklist (see Appendix 1 on Canvas) Accessory Resource(s)  E*Value Learning Modules Coursework Instructions (see Canvas) PHRM 473 Practicum Handbook Copyright © 2018 UBC Faculty of Pharmaceutical Sciences, Office of Experiential Education. All Rights Reserved. 34 3.3 Practicum Specific Manuals For each PHRM 473 practicum, individual Practicum Specific Manuals have been developed to further outline additional practicum-specific information such as expectations, learning goals and objectives, and activities. These manuals supplement the content outlined in this PHRM 473 Practicum Handbook. Students must familiarize themselves with the content in the Practicum Specific Manual for their specific practice site/setting, as students are required to understand and apply all information contained within. Students may be expected to complete a combination of course activities as outlined in this PHRM 473 Practicum Handbook and practicum specific activities as outlined in their Practicum Specific Manual. Should any further clarification be required, please contact the corresponding PHRM 473 course coordinator at the Office of Experiential Education. These Practicum Specific Manuals can be found on Canvas. 3.3a PHRM 473 (NDPC) LEAP Practicums The activities listed below (i.e. Sections 3.4 – 3.10) do not apply to PHRM 473 (NDPC) LEAP practicums. PHRM 473 (NDPC) LEAP students must refer to the PHRM 473 (NDPC) LEAP Practicum Manual for specific details regarding the NPDC LEAP practicum course activities, intended learning objectives and required evidence of learning to confirm the student’s safe and satisfactory completion of these activities. PHRM 473 Practicum Handbook Copyright © 2018 UBC Faculty of Pharmaceutical Sciences, Office of Experiential Education. All Rights Reserved. 35 3.4 Student Introduction Resume In Practice A resume is a documentation tool used to present personal academic achievements, work experiences, special skills, awards, and further roles and accomplishments in a structured and formal way. Pharmacists may share their resume with colleagues, organizations and employers to provide insight into who they are, in the context of their experiences. It also provides an avenue of demonstrating impact, in practice, within communities, and in other ways. Description of Activity Constructing, organizing, and maintaining a strong resume is an important skill for pharmacists. Students will develop and maintain a comprehensive resume for each of their practicum experiences. Students will use their resume as an opportunity to introduce their accomplishments, (e.g. academic achievements, awards), experiences (e.g. work experience, practicums, volunteering, teaching), community involvement (e.g. volunteer activities), and special skills, to the practice educator prior to the start of the practicum. In discussing their resume with their practice educator, students will have the opportunity to practice communicating their skills and experiences, in an informal manner, as part of their practice site orientation. Learning Objectives By the end of the practicum experience, within the level of complexity commensurate with year level, the student will have demonstrated the ability to:  Develop a current resume which accurately and comprehensively identifies their education, experiences, publications and posters, presentations, scholarships, certifications, awards, and/or professional associations  Communicate, both in writing and verbally, experiences and skills which identify and differentiate the student as an individual in a concise and structured manner Process 1) One week prior to the start of the practicum, the student will develop and/or update their resume using the OEE Resume Template and upload their resume in PDF format onto their E*Value account for viewing by the practice educator. 2) During the final pre-practicum communication with the practice educator, which occurs one-week prior to the practicum start date, the student must inform the practice educator that their resume has been uploaded and is available for viewing. 3) Within the first 72 hours of the practicum, the student and practice educator should review the student’s resume to gain an understanding of the student’s skills and experiences. PHRM 473 Practicum Handbook Copyright © 2018 UBC Faculty of Pharmaceutical Sciences, Office of Experiential Education. All Rights Reserved. 36 4) Student to acknowledge the completion of this activity under the Practicum Activities form on the E*Value Learning Modules Coursework site and submit form for practice educator verification. Required Form(s)  OEE Resume Template (see Appendix 1 on Canvas) Accessory Resource(s)  E*Value Student Introduction Resume Instructions (see Canvas) Verification of Activity Completion Direct Patient Care 4-Week & 8-Week Practicums  Student to upload completed resume to E*Value one week prior to start of their practicum experience and review resume with practice educator within the first 72-hours of the practicum.  Student is to acknowledge and confirm completion of this activity on the Practicum Activities form on the E*Value Learning Modules Coursework site.  Prior to/on the last day of the practicum, practice educator to verify satisfactory completion of this activity on the Practicum Activities form on the E*Value Learning Modules Coursework site. Non-Direct Patient Care 4-Week & 8-Week Practicums  Student to upload completed resume to E*Value one week prior to start of their practicum experience and review resume with practice educator within the first 72-hours of the practicum.  Student is to acknowledge and confirm completion of this activity on the Practicum Activities form on the E*Value Learning Modules Coursework site.  Prior to/on the last day of the practicum, practice educator to verify satisfactory completion of this activity on the Practicum Activities form on the E*Value Learning Modules Coursework site. PHRM 473 Practicum Handbook Copyright © 2018 UBC Faculty of Pharmaceutical Sciences, Office of Experiential Education. All Rights Reserved. 37 3.5 Learning Contract4,6 In Practice Practicing pharmacists must engage in self-assessment to identify learning needs and engage in self-directed learning to remain up-to-date and current; the continued expansion of the scope of practice for pharmacists both encourages and warrants this type of growth. A learning contract is one method of implementing the concept of self-directed learning.5 Description of Activity A Learning Contract is a written document that is developed by the student to identify learning goals and assess his/her progress towards attaining these goals throughout the practicum. Students are expected to create a learning contract for each practicum. This activity allows the student to plan and undertake learning activities to support the maintenance of competence and professional development required of a health care professional in the fieldwork setting.1 The Learning Contract should enhance and guide the student’s learning process throughout their required on-site activities.5 Learning Objectives By the end of the practicum experience, within the level of complexity commensurate with year level, the student will have demonstrated the ability to:  Identify and document their own learning goals  Develop an action plan to assess their progress toward obtaining these learning goals  Complete appropriate activities to achieve identified learning goals  Conduct personal reflection and self-evaluation  Reinforce their understanding of the role of self-directed and life-long learning in pharmacy practice Process 1) During the first 72 hours of the practicum, the student must identify, at minimum, three personal, site-specific learning goals, and document these goals in the “PLAN” section of the Learning Contract form. a) The learning goals must be realistic and attainable and take into consideration the context of the site, available resources, and time frame. They can be knowledge or skill based in nature; knowledge-related learning goals are generally centered on certain therapeutic topics while skill-related learning goals pertain to learning “how” to complete a task. b) Students may consider any constructive feedback provided to them by a practice educator(s) from past practicum(s), either verbally or as a part of a final assessment; or, students may consider other learning experiences (e.g. integration activities, seminars courses, etc.) they may have undertaken and received feedback on, if this is the first practicum. PHRM 473 Practicum Handbook Copyright © 2018 UBC Faculty of Pharmaceutical Sciences, Office of Experiential Education. All Rights Reserved. 38 2) By the end of the first 72-hours on practicum, the student is to review the “PLAN” section of their Learning Contract form with their practice educator and/or designated pharmacist. a) The practice educator may help to clarify and articulate these learning goals, as well as assist in identifying activities or resources to support the attainment of these proposed learning goals. b) The practice educator may also suggest or make modifications to the learning goals to ensure they are appropriate and attainable by the completion of the practicum. 3) At the mid-point of the practicum, the student is to re-assess the status of the Learning Contract with the practice educator to determine which learning goals have been met, and which ones still need to be met. 4) During the last week of the practicum, the student must complete the “ACT” and “REFLECT” components of the Learning Contract. Following which, the student will review and discuss with the practice educator the progress in achieving the stated learning goals. The Learning Contract is intended to be useful for students in maintaining continuity in learning needs as they transition to the next practicum or into practice. 5) Student to document completion and review of all three components, PLAN-ACT-RELFECT, of the Learning Contract with their practice educator and/or designated pharmacist on the Practicum Activities section of the E*Value Learning Modules Coursework site. Submit this form for practice educator verification. Required Form(s)  Learning Contract Form (see Appendix 1 on Connect/Canvas) Accessory Resource(s) - None Verification of Activity Completion Direct Patient Care 4-Week & 8-Week Practicums  Student to complete each section, PLAN-ACT-REFLECT, of the Learning Contract form at the appropriate intervals of time. Student to acknowledge and document completion on the Practicum Activities form on the E*Value Learning Modules Coursework site.  Prior to/on the last day of the practicum, practice educator to verify satisfactory completion of this activity on the Practicum Activities form on the E*Value Learning Modules Coursework site. Non-Direct Patient Care 4-Week and 8-Week Practicums  Student to complete each section, PLAN-ACT-REFLECT, of the Learning Contract form at the appropriate intervals of time. Student to acknowledge and document completion on the Practicum Activities form on the E*Value Learning Modules Coursework site.  Prior to/on the last day of the practicum, practice educator to verify satisfactory completion of this activity on the Practicum Activities form on the E*Value Learning Modules Coursework site. PHRM 473 Practicum Handbook Copyright © 2018 UBC Faculty of Pharmaceutical Sciences, Office of Experiential Education. All Rights Reserved. 39 3.6 Service – PHRM 473 (DPC) In Practice In all settings, pharmacists are ultimately responsible for ensuring that the care, services, and medications provided meet patient needs. Pharmacists must be familiar with work-flow policies, processes, and procedures onsite in order to minimize the risk for error. Additionally, pharmacists must constantly develop, evaluate, and modify these policies, processes, and procedures to continually improve their practice. Description of Activity Pharmacists are often conducting service activities, which are an essential part of the day-to-day operations of their practice site; students will also have the opportunity to participate in these activities during their practicums. These activities may be in the context of professional services and/or operational activities such as conducting medication reviews, applying for special authority, submitting reports, counseling, arranging medications on discharge, and dispensing medications to patients. Many of these workflow and operational functions have associated site-specific policies and procedures in how they are carried out and documented, in addition to legal and regulatory requirements. Learning Objectives By the end of the practicum experience, within the level of complexity commensurate with year level, the student will have demonstrated the ability to:  Prioritize and manage their time to balance pharmacy workflow, patient care, and practice requirements  Describe the legal, regulatory, and professional requirements outlined by legislative bodies (e.g. provincial law), regulatory bodies (e.g. College of Pharmacists of BC), and site-specific policies for the safe and complete provision of service activities  Communicate with patients, the pharmacy team, and other health care professionals to solicit and/or provide the information necessary to understand particular health needs and subsequently advance others’ health and wellbeing Process 1) During the first week of the practicum, the student will clarify and review with the practice educator, the site-specific policies and procedures required in order to engage in service activities. Students are encouraged to observe and ask questions to clarify the process for each service activity as needed. Service activities may include but are not limited to: a) Conducting medication review/reconciliation b) Medication counseling c) Clarifying prescriber orders d) Adverse drug reaction reporting e) Drug use evaluation f) Chart reviews PHRM 473 Practicum Handbook Copyright © 2018 UBC Faculty of Pharmaceutical Sciences, Office of Experiential Education. All Rights Reserved. 40 g) Patient Safety and Learning System (PSLS) reporting h) Prescription adaptation i) Allergy assessments j) Drug distribution and associated activities 2) Under the guidance and supervision of the practice educator and/or designated pharmacist, the student will participate in various workflow and service activities as they arise in daily practice. 3) The student will locate, review, and become familiar with the legal, professional, and regulatory requirements pertaining to each of the activities being undertaken. For example, students will locate, review and become familiar with the legal, professional, and regulatory requirements for prescription transfers. 4) Student to acknowledge the completion of this activity under the Practicum Activities form on the E*Value Learning Modules Coursework site and submit form for practice educator verification. Required Form(s) – None Accessory Resource(s)  Depending on the service activity, students may benefit from referring to various accessory resources on Canvas Verification of Activity Completion Direct Patient Care Practicums 4-Week & 8-Week Practicums  There is no minimum expectation for this activity. Students must participate in daily pharmacy workflow and service activities as required by the practice educator to successfully complete this course activity.  Student to acknowledge and document completion of this activity on the Practicum Activities form on the E*Value Learning Modules Coursework site.  Prior to/on the last day of the practicum, practice educator to verify safe and satisfactory completion of all activities, including this activity, on the Practicum Activities form on the E*Value Learning Modules Coursework site. PHRM 473 Practicum Handbook Copyright © 2018 UBC Faculty of Pharmaceutical Sciences, Office of Experiential Education. All Rights Reserved. 41 3.7 Provision of Pharmaceutical Care – PHRM 473 (DPC) In Practice The provision of pharmaceutical care is a primary responsibility of the pharmacist, although shared with physicians and other health care providers. Pharmacists may provide this service directly to patients and/or their caregivers; or they may manage/supervise or teach/train others to provide this care. Thus, the patient may vary depending on the specific responsibility pharmacists have in this role.7 Description of Activity Pharmaceutical care is the fundamental focus of all direct patient care practicum activities. Students are expected to take responsibility for and participate in the role of a pharmaceutical care practitioner through the integration of both cognitive (pharmacotherapy workup) and physical work (implementation of patient care process through collaboration with the patient, caregivers, and interdisciplinary team).9 Learning Objectives By the end of the practicum experience, within the level of complexity commensurate with year level, the student will have demonstrated the ability to7:  Assess the patient’s health status and needs  Develop a care plan with the patient that includes opportunities to adopt healthy behaviors, identifies and addresses determinants of health affecting the patient and access to health services and resources, and incorporates disease prevention, health promotion, and health surveillance  Support the patient to implement the care plan  Collaborate and communicate effectively with members of the health care team, including patients, pharmacy colleagues and individuals from other professionals  Support and monitor the patient’s progress with the care plan  Document findings, follow-ups, recommendations, information provided and patient outcomes Process4,7 1) Under the guidance and supervision of their practice educator and/or designated pharmacist, students are expected to provide pharmaceutical care for every patient to whom they are assigned to work up. This includes: a) Conducting patient assessments (including, but not limited to, gathering patient specific information, conducting patient interviews, allergy assessments etc.) to identify and prioritize drug therapy problems, b) Developing and implementing care plans that address the desired patient specific outcomes, and c) Completing follow-up evaluations, where feasible PHRM 473 Practicum Handbook Copyright © 2018 UBC Faculty of Pharmaceutical Sciences, Office of Experiential Education. All Rights Reserved. 42 2) The following considerations must be taken into account when completing this activity: a) Format: Plans may be simple or detailed, verbal or documented, and will vary depending on the individual patient’s requirements. While the specific format for care plans may vary by site, it should be consistent with the principles of pharmaceutical care described in the program curriculum and in Cipolle RJ, Strand LM, Morley PC Pharmaceutical Care Practice: The Patient Centered Approach to Medication Management, McGraw Hill, 2012. Students are also encouraged to look back on materials from preceding courses in the program curriculum to support their understanding of the patient care thought process. b) Confidentiality: Patient confidentiality must be maintained at all times when completing these activities. This includes ensuring that all patient information (e.g. labs, charts, written documentation) does not leave the practice site. c) Therapeutic Diversity: Care should be provided for a wide range of therapeutic scenarios. Students are expected, if possible, to care for patients with acute and chronic illnesses, and in various life stages, by the end of the practicum. d) Complexity: Care can be provided for patients with simple drug therapy problems or those with more complex problems. Regardless of the patient scenario, all components of the pharmaceutical care process are to be completed. Please refer to Section 2.1 Direct Patient Care Practicum Goals and Learning Objectives for further details on level of complexity for patient care activities for each course. e) Interprofessional Collaboration: Students will be expected to work closely with relevant members of the healthcare team to provide collaborative care, in a manner that encourages respectful dialogue and collaborative decision-making. This may include regular communication to share and document their assessment of the patient’s mediation-related needs and recommendations to address those needs. f) Documentation: Documentation of care on paper or electronic files and charts must be completed to the standards applicable in the given site. Practice requirements and level of independence in documentation should be discussed early in the practicum (see 72-Hour Checklist). Examples of forms for documentation and other accessory resources are available on Canvas. Students may also use site-specific forms, such as forms associated with Medication Review Services, however, the student must clarify with their practice educator which documentation method should be used to ensure compliance with professional, legal, site, and practice educator requirements and preferences. 2) Students must review all recommendations and documentation associated with these activities with the practice educator and/or designated pharmacist prior to discussing it with the patient/caregiver, physician, or other health care providers. 3) Student to acknowledge the completion of this activity under the Practicum Activities form on the E*Value Learning Modules Coursework site and submit form for practice educator verification. PHRM 473 Practicum Handbook Copyright © 2018 UBC Faculty of Pharmaceutical Sciences, Office of Experiential Education. All Rights Reserved. 43 Required Form(s) – None Accessory Resource(s) Each of the following can be found on Canvas:  Suggested for community settings: o Requirements Checklist for Care Plans o Pharmacotherapy Workup Notes – Assessment11,12 o Care Plan Form o Allergy Assessment Form o Follow Up Evaluation form  Suggested for health authority settings (inpatient & outpatient): o Requirements Checklist for Inpatient Presentation to Practice Educator o Inpatient Patient Work-Up Form o Working Up a Patient in the Inpatient Setting – A Student Guide o Medication Reconciliation Activity Verification of Activity Completion Direct Patient Care 4-Week Practicums  Provide pharmaceutical care as required under the guidance and supervision of the practice educator and/or designated pharmacist.  As a suggested minimum, students can be expected to assess and provide pharmaceutical care to a minimum of 8 patients. Note that this may vary depending on the practice site/setting.  Student to acknowledge and document completion of this activity on the Practicum Activities form on the E*Value Learning Modules Coursework site.  Prior to/on the last day of the practicum, practice educator to verify safe and satisfactory completion of all activities, including this activity, on the Practicum Activities form on the E*Value Learning Modules Coursework site. Direct Patient Care 8-Week Practicums  Provide pharmaceutical care as required under the guidance and supervision of the practice educator and/or designated pharmacist.  As a suggested minimum, students can be expected to assess and provide pharmaceutical care to a minimum of 16 patients. Note that this may vary depending on the practice site/setting.  Student to acknowledge and document completion of this activity on the Practicum Activities form on the E*Value Learning Modules Coursework site.  Prior to/on the last day of the practicum, practice educator to verify safe and satisfactory completion of all activities, including this activity, on the Practicum Activities form on the E*Value Learning Modules Coursework site. PHRM 473 Practicum Handbook Copyright © 2018 UBC Faculty of Pharmaceutical Sciences, Office of Experiential Education. All Rights Reserved. 44 3.8 Drug Information Response4 – PHRM 473 (DPC) In Practice Providing drug information is intrinsic to the effective provision of direct patient care. Pharmacists are required to integrate and apply knowledge of pharmacotherapeutics, pharmacology, pathophysiology and other pharmaceutical sciences to the drug-related aspects of patient care, and to communicate that knowledge to other health care professionals and directly to patients. Description of Activity This activity allows students to respond to drug information questions or requests that pharmacists encounter on a daily basis. Learning Objectives1 By the end of the practicum experience, within the level of complexity commensurate with year level, the student will have demonstrated the ability to:  Identify and describe available drug information resources  Gather patient-specific information and background information relating to the drug information request, if applicable  Develop a systematic process, including identifying appropriate resources, to search for evidence relating to patient-specific drug information requests  Critically appraise information in the context of a specific drug information request and the patient and provide an evidence-based response  Document the drug information response using scientific writing skills and communicate information appropriately, with practice educator support, to the requestor  Recognize the role of pharmacists in enhancing patient care, and advancing the health and wellbeing of others, through the provision of drug information Process 1) The student to discuss and identify with the practice educator and/or designated pharmacist drug information requests that are routine for the practice site and resources and references available at the practice site to assist in the provision of drug information. 2) The student must complete drug information responses, as they arise in day-to-day practice at the site and are assigned by the practice educator and/or designated pharmacist. For each assigned drug information request: a) Clearly define the specific question being asked and when the response is due. Using the Drug Information Request and Response form (see Canvas), or an appropriate site-specific documentation tool, gather appropriate background information relating to the drug information request. Use additional support documents, such as the Pharmacotherapy Workup Notes Assessment11,12 form, Inpatient Work Up Form (see PHRM 473 Practicum Handbook Copyright © 2018 UBC Faculty of Pharmaceutical Sciences, Office of Experiential Education. All Rights Reserved. 45 Canvas), or additional patient assessment form, to assist in gathering pertinent patient information if the drug information request is patient specific. Students must carefully and precisely articulate and examine the question to which they will be providing a specific answer. b) Background information: Provide the general context from which the question arises. This general context is necessary when formulating the real question that needs to be answered and to ensure the information provided will be applicable and appropriate for the recipient of the drug information response. c) Complete a pharmacotherapy work-up10, in order to capture all relevant patient information if the drug information request is patient specific. d) Literature search and critical-appraisal:  Review How to Perform a Literature Search13 video (on Canvas).  Perform a search of the resources, references, and evidence to respond to the question. Consider the type/nature of the question (e.g. dosing, drug-interaction, adverse effects, etc.) to help guide the use of appropriate resources and use primary resources where possible.  Critically appraise and evaluate the information gathered in the context of the question. e) Response: Compose an evidence-based response, in written form if required, to the drug information request, using appropriate referencing and scientific-writing skills. Clearly answer the question that has been asked so that it is easy for the reader to understand or interpret; use separate headings (e.g. recommendation, rationale, etc.) to outline applicable sections. f) Indicate all references used to procure the answer. Where primary resources are used, they must be cited using Vancouver Style. 3) Student to present and review response to each drug information request with the practice educator and/or designated pharmacist in a timely manner. 4) If possible or if the opportunity arises, under the direct supervision of the practice educator and/or designated pharmacist, the student will provide the drug information response to the person requesting the drug information either verbally or in writing, as the situation requires. 5) If new information arises that changes the drug information response, the student will follow-up as required. 6) Student to acknowledge the completion of all activities, including this activity, under the Practicum Activities form on the E*Value Learning Modules Coursework site and submit form for practice educator verification. Required Form(s) – None PHRM 473 Practicum Handbook Copyright © 2018 UBC Faculty of Pharmaceutical Sciences, Office of Experiential Education. All Rights Reserved. 46 Accessory Resource(s) Each of the following can be found on Canvas:  Requirements Checklist for Drug Information Response  Drug Information Request and Response Form  “How to Perform a Literature Search” video13  Suggested for community settings: o Pharmacotherapy Workup Notes – Assessment11,12  Suggested for health authority settings (inpatient & outpatient) o Inpatient Work Up Form Verification of Activity Completion Direct Patient Care Practicums 4-week practicums  Students are expected to engage in responding (verbally and/or in writing) to any drug information requests presented to them while on site.  As a suggested minimum, students can be expected to complete 1 written drug information response as outlined in this activity. Note that this may vary depending on the practice site/setting.  Student to acknowledge and document completion of this activity on the Practicum Activities form on the E*Value Learning Modules Coursework site.  Prior to/on the last day of the practicum, practice educator to verify safe and satisfactory completion of this activity on the Practicum Activities form on the E*Value Learning Modules Coursework site. Direct Patient Care Practicums 8-week practicums  Students are expected to engage in responding (verbally and/or in writing) to any drug information requests presented to them while on site.  As a suggested minimum, students can be expected to complete 2 written drug information responses as outlined in this activity. Note that this may vary depending on the practice site/setting.  Student to acknowledge and document completion of this activity on the Practicum Activities form on the E*Value Learning Modules Coursework site.  Prior to/on the last day of the practicum, practice educator to verify safe and satisfactory completion of this activity on the Practicum Activities form on the E*Value Learning Modules Coursework site. PHRM 473 Practicum Handbook Copyright © 2018 UBC Faculty of Pharmaceutical Sciences, Office of Experiential Education. All Rights Reserved. 47 3.9 Presentation14 – PHRM 473 (DPC) In Practice Health care professionals commonly utilize presentations to consolidate their learning, share therapeutic knowledge and build on communication skills. Pharmacists must communicate effectively and demonstrate fundamental knowledge with diverse audiences, including patients, peers, and other health care professionals, in daily practice. Description of Activity Presentations enable students to develop their skills as scholars and communicators1. Students are provided with the opportunity to prepare and deliver presentations designed to meet the learning needs of a specific audience. Learning Objectives By the end of the practicum experience, within the level of complexity commensurate with year level, the student will have demonstrated the ability to:  Identify the learning needs of an audience  Select pertinent research/information to address the learning needs of the audience  Use an evidence-based approach to evaluate research/information gathered, where applicable  Organize and display information in a coherent and comprehensive format for delivery  Demonstrate knowledge in the specified topic area  Adopt verbal, non-verbal and written communication techniques to facilitate and deliver effective presentations appropriate to the audience  Facilitate and/or respond to discussions on a topic  Identify areas of strength and areas for improvement for future presentations Process For each presentation, under the direct supervision of the practice educator and/or designated pharmacist, the student must: 1) Plan: With the practice educator, select the specific topic for a presentation. The presentation may be: a) Education, practice, or research-related b) In any format (e.g. formal case presentation, journal club, in-service, drug category presentation, research/project presentation, etc.) c) Presented to any audience (e.g. health practitioners, patients, care providers, students, pharmacy staff) as determined by the practice educator d) Presented with another student and/or learner on site PHRM 473 Practicum Handbook Copyright © 2018 UBC Faculty of Pharmaceutical Sciences, Office of Experiential Education. All Rights Reserved. 48 2) Prepare: Prepare for the presentation on their own time outside of the onsite practicum hours. When preparing their presentation, the student should remember to: a) Structure presentation for allotted time and tailor content to learning needs of the intended audience b) Prepare their presentation in advance to allow time for review and feedback by the practice educator and incorporation of the suggested edits as required c) Develop clear and effective visual aids or presentation tools as required. Prepare handouts in advance of the presentation if applicable. All such materials must be reviewed by the practice educator and/or designated pharmacist before distribution. d) Practice to ensure an organized and well-paced presentation e) Anticipate and prepare for questions the audience may have in advance 3) Deliver: Conduct the presentation with clear delivery, tailored to the audience. a) Keep track of time and pacing of the presentation. b) Use appropriate verbal communication for the intended audience to articulate information with correct terminology. c) Use appropriate non-verbal communication to show confidence, enhance interest and audience comprehension. d) Listen carefully and effectively respond to audience questions; do not guess at an answer. 4) Following completion of each presentation, the student should request to receive feedback and comments from the practice educator and/or designated pharmacist, in order to implement any required changes prior to the next presentation. The Presentation Evaluation form is a tool that can be provided to practice educators to collect feedback. 5) Student to acknowledge the completion of all activities, including this activity, under the Practicum Activities form on the E*Value Learning Modules Coursework site and submit form for practice educator verification. Required Form(s) – None Accessory Resource(s)  Requirements Checklist for Presentations (see Canvas)  Presentation Resources (see Canvas) Verification of Activity Completion PHRM 473 Practicum Handbook Copyright © 2018 UBC Faculty of Pharmaceutical Sciences, Office of Experiential Education. All Rights Reserved. 49 Direct Patient Care Practicums 4-week practicums  Students are expected to prepare and deliver presentations while on site.  As a suggested minimum, students can be expected to complete 1 presentation as outlined in this activity. Note that this may vary depending on the practice site/setting.  Student to acknowledge and document completion of this activity on the Practicum Activities form on the E*Value Learning Modules Coursework site.  Prior to/on the last day of the practicum, practice educator to verify safe and satisfactory completion of this activity on the Practicum Activities form on the E*Value Learning Modules Coursework site. Direct Patient Care Practicums 8-week practicums  Students are expected to prepare and deliver presentations while on site.  As a suggested minimum, students can be expected to complete 2 presentations as outlined in this activity. Note that this may vary depending on the practice site/setting.  Student to acknowledge and document completion of this activity on the Practicum Activities form on the E*Value Learning Modules Coursework site.  Prior to/on the last day of the practicum, practice educator to verify safe and satisfactory completion of this activity on the Practicum Activities form on the E*Value Learning Modules Coursework site. PHRM 473 Practicum Handbook Copyright © 2018 UBC Faculty of Pharmaceutical Sciences, Office of Experiential Education. All Rights Reserved. 50 3.10 Self-Assessment In Practice Practicing pharmacists must engage in self-directed learning and self-assessment to remain up-to-date and current; the continued expansion of the scope of practice for pharmacists both encourages and warrants this type of growth. Self-assessment, reflection, and development of an action plan are some methods of implementing the concept of self-directed, life-long learning. Description of Activity Students will be asked to self-assess their knowledge, skills, and professional attributes every two weeks while on practicum. Students will reflect on progress made as well as develop actionable steps going forward for improvement. This activity will create an opportunity for continual self-development, which is an important skill required of all pharmacists. Learning Objectives By the end of the practicum experience, within the level of complexity commensurate with year level, the student will have demonstrated the ability to:  Reflect on their knowledge, skills, and professional attributes  Develop and adapt an action plan to help in obtaining outcomes  Complete appropriate activities to achieve identified action plan  Reinforce their understanding of the role of self-directed and life-long learning in pharmacy practice Process At two-week intervals (i.e. at the end of weeks two and four for 4-week PHRM 473 practicums, and additionally at the end of weeks six and eight for 8-week PHRM 473 practicums), the student will: 1) Review the applicable Practice Educator Assessment of Student form (as outlined in Section 2.3 Assessment Processes) and ensure understanding of the expected level of performance and level of patient complexity for their practicum course. 2) Reflect on their performance over the previous two weeks of practicum and how it compares to the expected performance criteria described on the assessment rubric. 3) Log on to the E*Value Learning Modules Coursework site. Document and reflect on their performance using the questions on the respective week’s Self-Assessment form and submit the form for practice educator verification. PHRM 473 Practicum Handbook Copyright © 2018 UBC Faculty of Pharmaceutical Sciences, Office of Experiential Education. All Rights Reserved. 51 4) Review their Self-Assessment form for that week with their practice educator and/or designated pharmacist for guidance and input and make revisions to the action plan, if necessary, based on their discussion. Note:  If the practice educator is in agreement with the self-assessment and action plan, the practice educator will indicate so on the Self-Assessment form on the E*Value Learning Modules Coursework site.  If the practice educator is not in agreement with the student’s self-assessment and/or action plan, and this cannot be resolved through discussion between the student and practice educator, the practice educator will indicate so on the Self-Assessment form on the E*Value Learning Modules Coursework site. In this instance, the student must notify the Office of Experiential Education at phar.oee@ubc.ca immediately such that appropriate support can be provided. Additional Note:  As these are learning practicums, students are not expected to reach the expected level of performance in all areas of the assessment at the onset of their practicum (except for professionalism, of which student must consistently exhibit at all times).  Lower than expected level of performance and/or a discrepancy with the practice educator’s assessment create opportunities for gaps to be identified and corrected. The action plan is intended to help address any deficiencies noted in the knowledge and/or skills of the student.  However, the intention is for the student to reach the appropriate level of performance by the end of the practicum in order to be successful in the course. Required Form(s)  Self-Assessment Week 2, 4, 6, 8, as applicable (see E*Value Learning Modules Coursework)  For PHRM 473 (DPC) o Direct Patient Care Practice Educator Assessment of Student (see Appendix 1 on Canvas)  For PHRM 473 (NDPC) o Non-Direct Patient Care Practice Educator Assessment of Student (see Appendix 1 on Canvas) Accessory Resource(s)  Assessment of Student Learning – A Guidebook for Practice Educators (see Canvas) Verification of Activity Completion Direct Patient Care 4-Week & 8-Week Practicums  Student to submit the completed Self-Assessment form on the E*Value Learning Modules Coursework site at two week intervals (i.e. end of week two and four).  Practice educator to verify completion and, upon review, indicate their agreement/disagreement PHRM 473 Practicum Handbook Copyright © 2018 UBC Faculty of Pharmaceutical Sciences, Office of Experiential Education. All Rights Reserved. 52 with the student self-assessment and/or action plan. In any instance of disagreement on the student’s self-assessment and/or action plan, which cannot be resolved through discussion between the student and practice educator, the practice educator will indicate this on the Self-Assessment form on the E*Value Learning Modules Coursework site. In this instance, the student must notify the Office of Experiential Education at phar.oee@ubc.ca immediately so that appropriate support can be provided. Non-Direct Patient Care 4-Week & 8-Week Practicums  Student to submit the completed Self-Assessment form on the E*Value Learning Modules Coursework site at two week intervals (i.e. end of week two and four).  Practice educator to verify completion and, upon review, indicate their agreement/disagreement with the student self-assessment and/or action plan. In any instance of disagreement on the student’s self-assessment and/or action plan, which cannot be resolved through discussion between the student and practice educator, the practice educator will indicate this on the Self-Assessment form on the E*Value Learning Modules Coursework site. In this instance, the student must notify the Office of Experiential Education at phar.oee@ubc.ca immediately so that appropriate support can be provided. PHRM 473 Practicum Handbook Copyright © 2018 UBC Faculty of Pharmaceutical Sciences, Office of Experiential Education. All Rights Reserved. 53 REFERENCES 1. AFPC Educational Outcomes for First Professional Degree Programs in Pharmacy in Canada 2017. Available at: http://www.afpc.info/system/files/public/AFPC-Educational%20Outcomes%202017_final%20Jun2017.pdf 2. NAPRA Professional Competencies for Canadian Pharmacists at Entry to Practice. Available at: http://napra.ca/sites/default/files/2017-08/Comp_for_Cdn_PHARMACISTS_at_EntrytoPractice_March2014_b.pdf 3. Lester, S. Novice to Expert: the Dreyfus model of skill acquisition. Stan Lester Developments 2005. Available from: http://www.sld.demon.co.uk/dreyfus.pdf 4. Adapted with permission from: 2011-2012 Structured Practical Experience Program, Leslie Dan Faculty of Pharmacy, University of Toronto, Toronto, Ontario. 5. Adapted with permission: Faculty of Medicine 2003 University of Manitoba, Winnipeg, Manitoba. 6. Adapted with Permission: College of Pharmacists BC, Professional Development and Assessment Program 2012. 7. Adapted with permission: College of Pharmacists of British Columbia - Framework of Professional Practice: 2006. 8. Adapted from: Canadian Interprofessional Health Collaborative – A National Interprofessional Competency Framework 2010 9. Cipolle RJ, Strand L, Morely PR. Pharmaceutical Care Practice: The Patient Centered Approach To Medication Management, McGrawHill, 2012. 10. Cipolle RJ, Strand LM, Morley PC Pharmaceutical Care Practice: The Clinician’s Guide, McGraw Hill, 2004. 11. Adapted with permission from: © 2009 Copyright Medication Management Canada and 2003-2005 Peters Institute of Pharmaceutical Care, Cipolle RJ, Strand LM, Morley PC Pharmaceutical Care Practice: The Clinician’s Guide, McGraw Hill, 2004 12. Adapted with Permission: St.Paul's Hospital Pharmacy, Providence Health Care, Vancouver 2004 13. Pelletier, Tila. How to Perform a Literature Search [Internet]. Vancouver, BC. 2017 [cited 27 February 2018]. Video: 31mins. 14. Adapted with permission from the University of Toronto, Leslie Dan Faculty of Pharmacy, for use in the academic pharmacy program at the University of British Columbia. PHRM 473 Practicum Handbook Copyright © 2018 UBC Faculty of Pharmaceutical Sciences, Office of Experiential Education. All Rights Reserved. 54 SECTION 4 – APPENDIX 1: REQUIRED FORMS 4.1 UBC Pharmacy Learner Health and Safety Orientation PHRM 473 Practicum Handbook Copyright © 2018 UBC Faculty of Pharmaceutical Sciences, Office of Experiential Education. All Rights Reserved. 55 PHRM 473 Practicum Handbook Copyright © 2018 UBC Faculty of Pharmaceutical Sciences, Office of Experiential Education. All Rights Reserved. 56 4.2 72-Hour Checklist1 The practice educator or designated pharmacist should complete this checklist with the student within the first 72-Hours of the practicum. Student Introduction Review with the practice educator or designated pharmacist:  Student Introduction Resume  Learning Contract  College of Pharmacists of BC Confidentiality Agreement (must be kept on site for CPBC inspection)  UBC Pharmacy Learner Health and Safety Orientation Site Introduction & Contact Information  Introduction to pharmacy staff/ front store/ other health care providers  Introduction to practicum site and/or ward  Overview of site workflow  Pharmacy phone number: ________________________  Pharmacy fax number (if applicable): ___________________________  Practice educator(s) contact information: _______________________________  Facilitator contact information (if applicable): _______________________________  Other important numbers student should know: _______________________________ Tour of Practice Site  Fridge for food  Coat and bag storage/locker (if available)  Personal area to work on assignments, store books, and other materials  Private area for patient counseling and discussions  Computers/workspace suitable for use on site/ward  Lunch/staff room, microwave for food, or cafeteria location  Washrooms  Pharmacy department layout/ Pharmacy workflow  Academic resources and references  Site specific orientation program (if applicable) Practicum Scheduling and Planning  Pharmacy operation and/or pharmacist service hours  Determine with practice educator if any access permitted beyond shift hours or not  Daily schedule reviewed (i.e. student schedule including lunch break, practice educator shift, suitable times to review assignments with practice educator)  Tentative 4-week or 8-week plan for the practicum  Time management strategies and assignment deadlines  Tentative date for mid-point assessment: _____________  Tentative date for the final review and verification of completion of activities on Practicum Activities Log with practice educator (note: this must be done prior to/on the last day of the practicum) ________ PHRM 473 Practicum Handbook Copyright © 2018 UBC Faculty of Pharmaceutical Sciences, Office of Experiential Education. All Rights Reserved. 57  Tentative date for final assessment: _____________  Expectations for meeting deadlines and preparedness for patient activities (i.e. for patient interviews, organizing a clinic, assignments and projects etc.)  Discuss expectations for documentation, including available tools, resources/forms, and site-specific policies (which forms/documentation methods are required to be used by student on site per site policies)  Verify practice educator requirement for online copy or hardcopy/printed patient care activity assignments  Upcoming CE events or other education related events (if applicable) Technology  Software used for patient health information, prescription processing etc.  PharmaNet Access  Computers student can use for looking up patient information (in the pharmacy/clinical room/ward), checking references, working on documents, etc.  Student password access and login  Other relevant technologies onsite (i.e. Scriptpro, Omnicell etc.) Site Policies and Procedures  Patient Confidentiality  Site-specific policies, procedures, and guidelines (e.g. hand washing, etc.)  Appropriate phone/fax/photocopier use  Appropriate use of hand held electronic devices (e.g. smartphones, tablets, etc.)  Procedure to follow for sharps injury (contact OEE - UBC incident form to be completed)  Procedure to follow if sick or student has a personal emergency  Procedure to follow if the student will be late arriving to the site  Procedure to follow in the event of a pharmacy robbery (if applicable)  Emergency evacuation plan/designated safe area to meet  Dress code (including footwear)  Lab Coat requirement  Fragrance policy (i.e. perfume and cologne)  “UBC Student Pharmacist” nametag to be worn at all times (CPBC Bylaw)  Site ID badge (if applicable)  Other (as determined by the practice educator) Patient Safety  Describe site-specific policies/procedures for preventing medication errors (eg. scanning drug products)  Describe pharmacy department’s/site medication incident documentation procedures and reporting system  Review practice educator expectations and level of practice educator supervision required for patient care activities  Review process for student to follow if the student is asked a question and is unsure of the advice to provide to the patient or other health care provider  Other (as determined by the practice educator) Student Learning and Safety PHRM 473 Practicum Handbook Copyright © 2018 UBC Faculty of Pharmaceutical Sciences, Office of Experiential Education. All Rights Reserved. 58  Parking  Public transit locations  Neighborhood safety e.g. walking in pairs if late shift  Any other information that may impact student learning that the practice educator should be aware of Outpatient Practice (including Non-Direct Patient Care) Specifics  Patient care services (i.e., methadone dispensing, delivery services, blister-packing, long term care services, specialty compounding etc.)  Patient products (i.e. ostomy supplies, wound care, assistive devices, home and healthcare products etc.)  Certified personnel on-site (i.e. Certified Diabetes Educator, travel medicine, immunizations)  Inter-professional and intra-professional collaboration  Specific physician approved protocols (i.e. warfarin dosing, pain management etc.)  Other (as determined by the practice educator) Inpatient/ Health Authority Clinic Practice (including Non-Direct Patient Care) Specifics  Patient care services (i.e., obtaining special authority approval, medication/device counselling, etc.)  Patient products (i.e. ostomy supplies, wound care, assistive devices, home healthcare products etc.) if applicable  Inter- and intra- professional collaboration  Hospital overhead paging codes (i.e. code blue, code yellow etc.)  Other (as determined by the practice educator) 1Adapted with permission: Pharmacy 4080 Manual. College of Pharmacy, Dalhousie University: 2013 PHRM 473 Practicum Handbook Copyright © 2018 UBC Faculty of Pharmaceutical Sciences, Office of Experiential Education. All Rights Reserved. 59 4.3 OEE Resume Template YOUR NAME Address  Telephone  E-mail PROFILE Your profile is a two to three sentence description of your top skills and abilities. This can also be styled as “Key Competencies” instead of a profile, in which case you can provide 3-4 bullet points that exhibit your most impressive skills and experiences that relate to the job. For the purpose of your practicums you may also include:  General areas of interest: Community, Hospital, Industry, Research, etc.  Topic areas of interest: Infectious disease, Cardiology, Neuropsychiatry, Oncology, Leadership etc. This profile should be revised as you progress through every year of your professional pharmacy program and experiences. For example, students may initially indicate broad areas of interest with further focus on these areas as they progress through the program. EDUCATION Degree, University/College/Institution Date From-To Majors Example: Bachelor of Science, University of British Columbia Sep 2008 - May 2012 Entry-to-Practice Doctor of Pharmacy Candidate, University of British Columbia Sep 2016 - Present EXPERIENCE WORK Job Title, Company Name, City, Province Date From-To  This is the place for a brief summary of your key responsibilities and most significant accomplishments. Example: Pharmacy Student, Company/Store Name, Richmond, BC Nov 2016 – Present  Assisted staff pharmacists by researching interaction effects  Prepared medications for dispensing PHRM 473 Practicum Handbook Copyright © 2018 UBC Faculty of Pharmaceutical Sciences, Office of Experiential Education. All Rights Reserved. 60 COMPLETED EXPERIENTIAL EDUCATION PRACTICUMS Course Name, Site Name Date From-To  Practicum type:  Site’s name:  Practicum summary/highlights/accomplishments/presentations: Example: PHRM 171, Rexall Pharmacy Fraser Street Jun 2017 – Jul 2017  Practicum type: Direct Patient Care Outpatient  Practicum summary/highlights/accomplishments/presentations: o Provided drug device presentation for Advair and Symbicort inhalers VOLUNTEER/EXTRACURRICULAR/COMMUNITY OUTREACH Title, Organization name Date From-To  Summary of activities/highlights/accomplishments Example Programs Chair, Canadian Society of Hospital Pharmacists Programs Committee Jan 2017 - Present  Prepared name tags for yearly education events  Registered attendees at educational events TEACHING Title, Organization Name Date From-To  2-3 bullet points outlining involvement/accomplishments Example: Year 2 Peer Teacher, UBC Faculty of Pharmaceutical Sciences Sep 2017 - Present  2-3 bullet points outlining involvement/accomplishments PUBLICATIONS & POSTERS (LIST IN REVERSE CHRONOLOGICAL ORDER – DELETE THIS LINE WHEN DONE) Authors. “Title.” Journal or Poster Viewing Venue, Location (Date) Examples: Smith J, Campbell, KG. “Carvedilol versus Metoprolol for the Prevention of Mortality in Patients with Stable Chronic Heart Failure.” International Journal of Card. 2017Jul; 3(1): 4888-4892. Smith, J, Campbell KG. “Carvedilol versus Metoprolol for the Prevention of Mortality in Patients with Stable Chronic Heart Failure.” UBC Summer Student Research Program Poster Presentation, Vancouver, BC (Sep 2017) PHRM 473 Practicum Handbook Copyright © 2018 UBC Faculty of Pharmaceutical Sciences, Office of Experiential Education. All Rights Reserved. 61 PRESENTATIONS (LIST IN REVERSE CHRONOLOGICAL ORDER – DELETE THIS LINE WHEN DONE) Author(s). “Title.” Venue, City, Province (Date) Example: Smith, John. “Management of Peri-Operative Anticoagulation” PHRM 279 class presentation. University of British Columbia, Vancouver, BC (Feb 2017) SCHOLARSHIPS, CERTIFICATIONS, AWARDS (LIST IN REVERSE CHRONOLOGICAL ORDER – DELETE THIS LINE WHEN DONE) Example UBC Faculty of Pharmaceutic Sciences Dean’s Honor List May 2017 College of Pharmacists of BC Authorized Student Immunizer May 2017 PROFESSIONAL ASSOCIATIONS Canadian Pharmacists Association Oct 2016 - Present Canadian Society of Hospital Pharmacists Oct 2016 - Present PHRM 473 Practicum Handbook Copyright © 2018 UBC Faculty of Pharmaceutical Sciences, Office of Experiential Education. All Rights Reserved. 62 4.4 Learning Contract Form2 Student Name: ____________ Student ID: ____________ PLAN  What are my learning goals and why did I choose this?  What is my primary motivation in choosing these learning goals?  What is my action plan? Consider the learning activities and resources available to help you meet your goals. 1) 2) 3) ACT  What were some learning activities that I completed to meet my learning goal(s)?  What resources were available that assisted me in achieving these goals? (i.e. lectures, patient care rounds, seminars, online programs, health-related journals) PHRM 473 Practicum Handbook Copyright © 2018 UBC Faculty of Pharmaceutical Sciences, Office of Experiential Education. All Rights Reserved. 63 1) 2) 3) REFLECT  What did I learn in relation to my goal(s)?  Have I used this learning? How will I use this learning in the future?  What future learning goal(s) did this activity trigger, if any?  Will this document be useful for maintaining continuity in learning needs as I transition to the next practicum or out into practice? 1) 2) 3) 2 Adapted with Permission: College of Pharmacists of BC, Professional Development and Assessment Program 2012. PHRM 473 Practicum Handbook Copyright © 2018 UBC Faculty of Pharmaceutical Sciences, Office of Experiential Education. All Rights Reserved. 64 4.5 Self-Assessment Example of form to be completed online on E*Value. PHRM 473 Practicum Handbook Copyright © 2018 UBC Faculty of Pharmaceutical Sciences, Office of Experiential Education. All Rights Reserved. 65 4.6 DPC Practice Educator Assessment of Student PHRM 473 Practicum Handbook Copyright © 2018 UBC Faculty of Pharmaceutical Sciences, Office of Experiential Education. All Rights Reserved. 66 PHRM 473 Practicum Handbook Copyright © 2018 UBC Faculty of Pharmaceutical Sciences, Office of Experiential Education. All Rights Reserved. 67 PHRM 473 Practicum Handbook Copyright © 2018 UBC Faculty of Pharmaceutical Sciences, Office of Experiential Education. All Rights Reserved. 68 PHRM 473 Practicum Handbook Copyright © 2018 UBC Faculty of Pharmaceutical Sciences, Office of Experiential Education. All Rights Reserved. 69 PHRM 473 Practicum Handbook Copyright © 2018 UBC Faculty of Pharmaceutical Sciences, Office of Experiential Education. All Rights Reserved. 70 4.7 NDPC Practice Educator Assessment of Student PHRM 473 Practicum Handbook Copyright © 2018 UBC Faculty of Pharmaceutical Sciences, Office of Experiential Education. All Rights Reserved. 71 PHRM 473 Practicum Handbook Copyright © 2018 UBC Faculty of Pharmaceutical Sciences, Office of Experiential Education. All Rights Reserved. 72 PHRM 473 Practicum Handbook Copyright © 2018 UBC Faculty of Pharmaceutical Sciences, Office of Experiential Education. All Rights Reserved. 73 4.8 Student Evaluation of Practice Educator and Practice Site PHRM 473 Practicum Handbook Copyright © 2018 UBC Faculty of Pharmaceutical Sciences, Office of Experiential Education. All Rights Reserved. 74 PHRM 473 Practicum Handbook Copyright © 2018 UBC Faculty of Pharmaceutical Sciences, Office of Experiential Education. All Rights Reserved. 75 4.9 Student Evaluation of OEE Course PHRM 473 Practicum Handbook Copyright © 2018 UBC Faculty of Pharmaceutical Sciences, Office of Experiential Education. All Rights Reserved. 76
Other
eng
Unreviewed
Vancouver : University of British Columbia Library
Attribution-NonCommercial-NoDerivatives 4.0 International
Faculty
PHRM 473 Practicum Handbook for Students and Practice Educators : Selected Advanced Pharmacy Practice Experiences (APPE)
Text