Pharmaceutical Sciences, Faculty of
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Outpatient practicums handbook for students and practice educators
Introductory and Advanced Pharmacy Practice Experiences (IPPE, APPE) - Outpatient
University of British Columbia. Office of Experiential Education
UBC Faculty of Pharmaceutical Sciences, Office of Experiential Education
Lau, Gilly
Tang, Alex
Dhaliwal, Neelam
Tchen, Paulo
OUTPATIENT PRACTICUMS HANDBOOK FOR STUDENTS AND PRACTICE EDUCATORS Effective May 2024 Introductory and Advanced Pharmacy Practice Experiences (IPPE, APPE) – Outpatient Course Course Coordinator PHRM 171 (IPPE I) Gilly Lau PHRM 271 (IPPE II) Alex Tang PHRM 371 (IPPE III) Neelam Dhaliwal PHRM 471 (APPE) Paulo Tchen INNOVATIVE LEADERS OF EXCELLENCE IN PHARMACY EXPERIENTIAL EDUCATION ENTRY-TO-PRACTICE PHARMD PROGRAM PHRM Outpatient Practicums Handbook Copyright © 2024 UBC Faculty of Pharmaceutical Sciences, Office of Experiential Education. All Rights Reserved. 2 Table of Contents Acknowledgement ........................................................................................................................................ 4 Introduction .................................................................................................................................................. 5 SECTION 1 – DIRECT PATIENT CARE PRACTICUMS OVERVIEW ..................................................................... 6 1.1 Educational Outcomes ............................................................................................................... 6 1.2 Direct Patient Care Practicum Goals and Learning Objectives .................................................. 8 1.2.a Knowledge.................................................................................................................. 8 1.2.b Skills (Provision of Pharmaceutical Care) ................................................................... 9 1.2.c Attitudes and Behaviors (Professionalism) .............................................................. 11 1.3 Expected Level of Performance and Patient Complexity ......................................................... 13 1.4 Summary of Outpatient Practicum Activities .......................................................................... 15 1.5 Student Submission Requirements Checklists ......................................................................... 16 1.5.a PHRM 171 Practicum Activities and Submissions Summary Checklist .................... 16 1.5.b PHRM 271 Practicum Activities and Submissions Summary Checklist .................... 17 1.5.c PHRM 371 Practicum Activities and Submissions Summary Checklist .................... 18 1.5.d PHRM 471 Student Practicum Activities and Submissions Summary Checklist ...... 19 1.6 E*Value Coursework for Outpatient Practicums ..................................................................... 20 SECTION 2 – REQUIRED COURSE ACTIVITIES .............................................................................................. 21 2.1 Student Introduction and Orientation ..................................................................................... 21 2.2 Learning Contract5,6 ................................................................................................................. 23 2.3 Service ...................................................................................................................................... 26 2.4 Counseling ................................................................................................................................ 30 2.5 Chief Complaint Patient Workup ............................................................................................. 33 2.6 Full Patient Workup ................................................................................................................. 37 2.7 Follow Up Evaluation ............................................................................................................... 40 2.8 Drug Information Response5 .................................................................................................... 43 2.9 Presentation ............................................................................................................................. 46 2.10 Health Promotion................................................................................................................... 49 2.11 Professional Practice Reflection ............................................................................................ 52 2.12 Medication Safety Reflection ................................................................................................. 54 2.13 Giving Feedback to the Practice Educator ............................................................................. 56 PHRM Outpatient Practicums Handbook Copyright © 2024 UBC Faculty of Pharmaceutical Sciences, Office of Experiential Education. All Rights Reserved. 3 2.14 Self-Assessment ..................................................................................................................... 59 SECTION 3 – ASSESSMENT PROCESSES ....................................................................................................... 62 3.1 Assessment Processes .............................................................................................................. 62 3.2 Grade Assignment .................................................................................................................... 65 3.2.a Supplemental Assessments ..................................................................................... 66 SECTION 4 – OFFICE OF EXPERIENTIAL EDUCATION CONTACT INFORMATION ......................................... 67 SECTION 5 – STUDENT SUPPORTS AND UNIVERSITY RESOURCES .............................................................. 68 SECTION 6 – REFERENCES ........................................................................................................................... 69 APPENDIX 1 – DIRECT PATIENT CARE PRACTICE EDUCATOR ASSESSMENT OF THE STUDENT FORM ........ 70 APPENDIX 2 – COURSE SCHEDULES ............................................................................................................ 77 A.2.a PHRM 171 Course Schedule ................................................................................................. 78 A.2.b PHRM 271 Course Schedule ................................................................................................. 79 A.2.c PHRM 371 Course Schedule .................................................................................................. 80 A.2.d PHRM 471 Course Schedule ................................................................................................. 82 PHRM Outpatient Practicums Handbook Copyright © 2024 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 xwməθkwəyə̓m (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 their culture, history, and traditions from one generation to the next on this site. We would also like to acknowledge that our students and practice educators are from many places, near and far, and acknowledge the traditional owners and caretakers of those lands. 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 and the University of Toronto, Leslie Dan Faculty of Pharmacy. 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 Outpatient Practicums Handbook Copyright © 2024 UBC Faculty of Pharmaceutical Sciences, Office of Experiential Education. All Rights Reserved. 5 Introduction The Office of Experiential Education (OEE) is responsible for the academic and administrative leadership of the experiential education programs under the Faculty’s academic portfolio, facilitating close to 2000 placements each year for the Entry-to-Practice (E2P) PharmD program, Flexible (Flex) PharmD program, and Bachelor of Pharmaceutical Sciences (BPSc) program as well as international pharmacy graduates’ placements (Structured Practical Training) for the Canadian Pharmacy Practice Program (CP3). Our mission is to create and facilitate the structured learning opportunities necessary for students to develop the requisite knowledge, skills and professional attributes for direct-patient care roles and innovative pharmacy practice upon graduation. Working closely with our experiential sites, we aim to provide students with valuable hands-on experience within a variety of practice settings under the supervision and guidance of our qualified experiential partners. Experiential education is an integral component of student learning. In the E2P PharmD program, students are immersed within the pharmacy practice setting in the early years of their program through the introductory pharmacy practice experience (IPPE) practicums and continue to advanced pharmacy practice experience (APPE) practicums in their fourth and final year. These practicums are progressive and structured to provide students with practice experience in a variety of care sectors involving patients and communities with a variety of healthcare needs. These learning experiences are fundamental for students to develop and refine their ability to apply the knowledge and skills needed to provide evidence-based patient-centered care within the real-world practice environment. We strive for our students to have the competence and confidence to serve as valued and collaborative members of the health care team upon the completion of their program. We are grateful for the many experiential partners that warmly welcome our students to their practice sites each year. Without their unwavering commitment and dedication, our experiential education program would not be possible. We acknowledge and thank our partners for their ongoing collaboration with the Faculty and their valued contributions to the clinical education and training of our students. Kind regards, Dr. Janice Yeung, BSc.(Pharm), ACPR, Pharm D Director, Office of Experiential Education PHRM Outpatient Practicums Handbook Copyright © 2024 UBC Faculty of Pharmaceutical Sciences, Office of Experiential Education. All Rights Reserved. 6 SECTION 1 – DIRECT PATIENT CARE PRACTICUMS OVERVIEW 1.1 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 patients’ 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 five domains of the Model Standards of Practice for Pharmacists and Pharmacy Technicians in Canada (MSOP) developed by the National Association of Pharmacy Regulatory Authorities (NAPRA) 3. These domains encompass standards against which pharmacists’ PHRM Outpatient Practicums Handbook Copyright © 2024 UBC Faculty of Pharmaceutical Sciences, Office of Experiential Education. All Rights Reserved. 7 performance can be evaluated when the pharmacists are undertaking the activities imperative for safe and effective practice in their daily work. The Five Domains of the MSOP are: 1) Providing Care 2) Knowledge and Expertise 3) Communication and Collaboration 4) Leadership and Stewardship 5) Professionalism Students are also expected to review the UBC E2P PharmD Program Learning Outcomes as outlined on the E2P PharmD Program Information Hub on 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: https://napra.ca/wp-content/uploads/2022/09/NAPRA-Comp-for-Cdn-PHARMACISTS-at- Entry-to-Practice-March-2014-b.pdf 3NAPRA Model Standards of Practice for Pharmacists and Pharmacy Technicians in Canada. Available at: https://www.napra.ca/wp-content/uploads/2022/09/NAPRA-MSOP-Feb-2022-EN-final.pdf PHRM Outpatient Practicums Handbook Copyright © 2024 UBC Faculty of Pharmaceutical Sciences, Office of Experiential Education. All Rights Reserved. 8 1.2 Direct Patient Care Practicum Goals and Learning Objectives As outlined in the Association of Faculties of Pharmacy of Canada (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. 1.2.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 By the end of this course, students will be able to: AFPC Reference NAPRA Reference 1) Apply knowledge of the following to patient-specific clinical findings to make appropriate, patient-specific drug therapy recommendations: 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 CP 1.1, SC1, SC2 2) Apply knowledge of safe medication practices to optimize medication use for patients and health care delivery CP3, LM1 3) Apply knowledge of regulations and ethical principles through practice in accordance with the laws, ethical codes, and regulatory requirements (e.g. bylaws, professional standards, policies and/or guidelines) that govern pharmacy practice within their jurisdiction. CP1, CP3.2 1.1, 1.2, 1.4, 1.5 PHRM Outpatient Practicums Handbook Copyright © 2024 UBC Faculty of Pharmaceutical Sciences, Office of Experiential Education. All Rights Reserved. 9 1.2.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 By the end of this course, students will be able to: AFPC Reference NAPRA Reference 4) 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 LM 2.2, LM 4.2, PR 3.1 5) 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 CL1, CM1, CM2 2.1 6) Gather, interpret and assess relevant history from the patient, their health records, caregivers, and other healthcare professionals including: 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 (e.g. signs/symptoms, physical exam, labs, diagnostics, imaging, microbiology) j) Health care team members involved in the care of the patient CP2.1, SC1 2.2, 2.3 7) Gather, interpret and assess a best possible medication history (BPMH), including: a) Allergy history b) Adverse drug reactions c) Current medications/medications prior to admission d) Past medication history CP 2.1, SC 1 2.2, 2.3 PHRM Outpatient Practicums Handbook Copyright © 2024 UBC Faculty of Pharmaceutical Sciences, Office of Experiential Education. All Rights Reserved. 10 e) Non-prescription medication history f) Immunization history g) Social drug history h) Medication experience and adherence 8) Develop a prioritized medical problem list, identifying both the patient’s active and chronic issues CP 2.2, SC1 2.3 9) Identify and justify a prioritized list of all actual and potential patient-specific drug therapy problems CP2.2, HA1, SC1, SC2 2.3, 2.4 10) Determine the desired outcomes and patient-specific medication- related and non-pharmacological goals of therapy, specifying measurable endpoints, target values and associated timeframes CL 1.1, CL 1.3, CM 1, CM 2.1, CM 2.4, CP 1.4, CP 2.3, HA1, SC1, SC2 2.5.1 11) 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 CP1.5, CP2.3, SC1, SC2 2.5.2, 2.5.3 12) Identify, justify and defend a list of appropriate, patient-specific recommendations for identified drug therapy problems CP2.3, SC1, SC2 2.5.4, 6.1 13) 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: 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 counseling, empowerment and self-management f) Communicating the rationale for the care plan within the circle of care CL1, CL2, CM1, CM2, CP2.4, HA1, LM1.4, SC1, SC2, SC4 2.5, 2.6, 2.7, 3.1, 6.1, 7.1, 7.2, 8.1, 8.2, 8.3, 8.4 14) 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 CL2, CP2.5 2.5.8 PHRM Outpatient Practicums Handbook Copyright © 2024 UBC Faculty of Pharmaceutical Sciences, Office of Experiential Education. All Rights Reserved. 11 15) Provide follow up evaluation and assessment of effectiveness, safety and patient adherence and tolerance to drug therapy CP 2.5, SC1, SC2 2.8 16) Proactively document patient-related healthcare issues, care plans and medication orders/clarifications in a clear, concise, and organized manner, fulfilling professional and legal requirements CM1, CM2, CL2.3, LM 1.4 1.5 17) 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) CM1, CM2, SC1, SC2, SC4 6.1, 6.2, 7.1, 7.2.1, 7.2.3, 7.3 18) 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 LM 1.1, LM3.1, HA 1, HA2 5.1, 5.2 1.2.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 By the end of this course, the student will: AFPC Reference NAPRA Reference 19) 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: a) Accountability b) Attire and appearance c) Confidentiality d) Honesty and integrity e) Punctuality PR1, PR2 1.4 20) 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: a) Self-directed learning b) Self-evaluation LM3, PR3 1.4 PHRM Outpatient Practicums Handbook Copyright © 2024 UBC Faculty of Pharmaceutical Sciences, Office of Experiential Education. All Rights Reserved. 12 c) Personal reflection d) Receptiveness to feedback e) Adaptability and openness to change 21) 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 CP1, PR1, PR2 1.1, 1.2 PHRM Outpatient Practicums Handbook Copyright © 2024 UBC Faculty of Pharmaceutical Sciences, Office of Experiential Education. All Rights Reserved. 13 1.3 Expected Level of Performance and Patient Complexity 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 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 expected patient complexity for course activities is 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 Characteristics4 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+ PHRM Outpatient Practicums Handbook Copyright © 2024 UBC Faculty of Pharmaceutical Sciences, Office of Experiential Education. All Rights Reserved. 14 * 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. Practice Educators can review the additional information in Assessment of Student Learning, A Guidebook for Practice Educators, located in the OEE Partner Resource Centre. PHRM Outpatient Practicums Handbook Copyright © 2024 UBC Faculty of Pharmaceutical Sciences, Office of Experiential Education. All Rights Reserved. 15 1.4 Summary of Outpatient Practicum Activities Please see the corresponding sections in the Outpatient Practicums Handbook for full details of each activity. Practicum Activities Student Role Practice Educator (PE) Role Student Introduction and Orientation Student-led activity to support student orientation and integration into practice site. One week prior to the practicum, student to share their resume with their PE. Upon arrival to practice site, student to complete a health and safety orientation (HSO) and review the 72-Hour Checklist with their PE. Provide opportunity for orientation to practice site within the first 24 hours of practicum Learning Contract Student to identify learning objectives and assess their progress towards attaining these objectives throughout the practicum using a learning contract. Student and PE to review within the first 72-hours of the practicum and revisit at midpoint and final weeks of practicum. PE to verify completion on E*Value Service Student will participate in various workflow and service activities as they arise in daily practice including: drug inventory ordering and medication disposal, filing away prescriptions, compounding, requesting refill reauthorizations, transferring prescriptions, receiving verbal prescriptions, processing prescriptions, and checking prescriptions All practicum activities to be completed under the direct supervision of a pharmacist practice educator and/or designated pharmacist. PE to verify safe and satisfactory completion on E*Value Note: For PHRM 171, the following activities are not assessed: • Full Patient Workup • Follow Up Evaluation • Drug Information Response • Health Promotion For PHRM 271, 371, and 471, no documentation is required for the following activities: • Professional Practice Reflection • Medication Safety Reflection Counseling Student will provide patient education and counseling Chief Complaint Patient Workup Student will provide pharmaceutical care for the patient’s presenting chief complaint Full Patient Workup Student will complete a full patient workup and care plan which includes: patient interview and patient assessment, development of a care plan for each medical condition, completion of follow-up with this patient, and appropriate documentation of all components Follow Up Evaluation Student will conduct follow up evaluations Drug Information Response Student to answer drug information requests using best available evidence Presentation Student to prepare and deliver presentations for a specific audience on relevant topics as agreed upon with PE Health Promotion Student to participate in promoting health and wellness of the community through health promotion activities Professional Practice Reflection Student to discuss role and functions of pharmacists as described in the College of Pharmacists of BC’s Framework of Professional Practice and review their reflection with PE Medication Safety Reflection Student to complete reflection on medication safety and review their reflection with PE Giving Feedback to the Practice Educator Student to provide constructive feedback to PE throughout practicum and complete evaluation survey PE to review and reflect on feedback received from student. PE to verify satisfactory completion on E*Value Self-Assessment Student to reflect upon their knowledge, skills, and professional attributes thus far on practicum and devise an action plan going forward. Self-assessment and action plan to be discussed and agreed upon with the PE PE to verify satisfactory completion on E*Value Direct Patient Care Practice Educator Assessment of Student Student to review and discuss the PE’s observations and assessment of their performance over the course of the practicum as formally documented in midpoint and final assessments PE to complete midpoint and final assessments of student on E*Value and review each with the student PHRM Outpatient Practicums Handbook Copyright © 2024 UBC Faculty of Pharmaceutical Sciences, Office of Experiential Education. All Rights Reserved. 16 1.5 Student Submission Requirements Checklists Please refer to the corresponding sections in the Outpatient Practicums Handbook for full details of practicum submission requirements for each respective course. Students are expected to review, understand, and complete all activity requirements as described in the Outpatient Practicum Handbook. 1.5.a PHRM 171 Practicum Activities and Submissions Summary Checklist Minimum Required Practicum Activity Where to complete/submit for course completion Submission Deadline 1 Resume 1 HSO Form 1 72-Hour Checklist  Student Introduction and Orientation 1) Email resume in PDF format to practice educator 2) Upload completed UBC Pharmacy Student Health and Safety Orientation (HSO) to Canvas 1) One week before practicum begins 2) 72 hours after practicum begins 1 Learning Contract  Learning Contract Student to acknowledge completion on Practicum Activities E*Value Coursework 11:55pm on the last scheduled practicum block date 2 Drug orders 3 Drug disposal types 100 Rxs filed away 4 Compounds 10 Refill reauthorizations 4 Rx transfers 2 Verbal Rx 8 Patient profiles 20 Rx process & adjudication 10 Rx checks  Service 20 patients (incl. 3 device/dosage form counseling)  Counseling 2 New Rx 1 Non-Rx 2 PPMAC  Chief Complaint Patient Workup 1 Drug class  Presentation 1 Reflection  Professional Practice Reflection 1 Reflection  Medication Safety Reflection 1 Evaluation  Giving Feedback to the Practice Educator 1) Review and discuss feedback and acknowledge on Practicum Activities E*Value Coursework 2) Complete Student Evaluation of Practice Educator and Practice Site on E*Value 11:55pm on the last scheduled practicum block date 1 Self-Assessment  Self-Assessment (Week 2) Complete on Self-Assessment E*Value Coursework By the end of Week 2 Midpoint (Week 2) Final (Week 4)  Direct Patient Care Practice Educator Assessment of Student Practice educator to submit by end of week 2 (Midpoint) and end of week 4 (Final) on E*Value No student submission; Submitted by practice educator 1 Evaluation  Student Evaluation of the Office of Experiential Education Course Complete Student Evaluation of the Office of Experiential Education Course on E*Value 11:55pm on the last scheduled practicum block date PHRM Outpatient Practicums Handbook Copyright © 2024 UBC Faculty of Pharmaceutical Sciences, Office of Experiential Education. All Rights Reserved. 17 1.5.b PHRM 271 Practicum Activities and Submissions Summary Checklist Minimum Required Practicum Activity Where to complete/submit for course completion Submission Deadline 1  Student Introduction and Orientation 1) Email resume in PDF format to practice educator 2) Upload completed UBC Pharmacy Student Health and Safety Orientation (HSO) to Canvas 1) One week before practicum begins 2) 72 hours after practicum begins 1  Learning Contract Acknowledge completion on Practicum Activities E*Value Coursework 11:55pm on the last scheduled OEE practicum block date No Minimum  Service 20  Counseling 8 New Rx 8 Refill Rx 8 Non-Rx  Chief Complaint Patient Workup 1  Full Patient Workup 4  Follow Up Evaluation 2  Drug Information Response 1  Professional and Specialty Service 2  Presentation 1  Health Promotion 1  Giving Feedback to the Practice Educator 1) Review and discuss feedback and acknowledge on Practicum Activities E*Value Coursework 2) Complete Student Evaluation of Practice Educator and Practice Site on E*Value 1  Self-Assessment Week 2 Complete Self-Assessment E*Value Coursework By the end of Week 2 Midpoint, Final  Direct Patient Care Practice Educator Assessment of Student Practice educator to submit by end of week 2 (Midpoint) and end of week 4 (Final) on E*Value No student submission; Submitted by practice educator 1  Student Evaluation of the Office of Experiential Education Course Complete Student Evaluation of the Office of Experiential Education Course on E*Value 11:55pm on the last scheduled OEE practicum block date PHRM Outpatient Practicums Handbook Copyright © 2024 UBC Faculty of Pharmaceutical Sciences, Office of Experiential Education. All Rights Reserved. 18 1.5.c PHRM 371 Practicum Activities and Submissions Summary Checklist Minimum Required Practicum Activity Where to complete/submit for course completion Submission Deadline 1  Student Introduction and Orientation 1) Email resume in PDF format to practice educator 2) Upload completed UBC Pharmacy Student Health and Safety Orientation (HSO) to Canvas 1) One week before practicum begins 2) 72 hours after practicum begins 1  Learning Contract Acknowledge completion on Practicum Activities E*Value Coursework 11:55pm on the last scheduled OEE practicum block date No Minimum  Service 40  Counseling 48  Chief Complaint Patient Workup 3  Full Patient Workup 8  Follow Up Evaluation 2  Drug Information Response 3  Presentation 1  Health Promotion 1  Giving Feedback to the Practice Educator 1) Review and discuss feedback and acknowledge on Practicum Activities E*Value Coursework 2) Complete Student Evaluation of Practice Educator and Practice Site on E*Value 2  Self-Assessment Week 2  Self-Assessment Week 6 Complete Self-Assessment E*Value Coursework By the end of Week 2 and Week 6 Midpoint, Final  Direct Patient Care Practice Educator Assessment of Student Practice educator to submit by end of week 4 (Midpoint) and end of week 8 (Final) on E*Value No student submission; Submitted by practice educator 1  Student Evaluation of the Office of Experiential Education Course Complete Student Evaluation of the Office of Experiential Education Course on E*Value 11:55pm on the last scheduled OEE practicum block date PHRM Outpatient Practicums Handbook Copyright © 2024 UBC Faculty of Pharmaceutical Sciences, Office of Experiential Education. All Rights Reserved. 19 1.5.d PHRM 471 Student Practicum Activities and Submissions Summary Checklist Minimum Required Practicum Activity Where to complete/submit for course completion Submission Deadline 1  Student Introduction and Orientation 1) Email resume in PDF format to practice educator 2) Upload completed UBC Pharmacy Student Health and Safety Orientation (HSO) to Canvas 1) One week before practicum begins 2) 72 hours after practicum begins 1  Learning Contract Acknowledge completion on Practicum Activities E*Value Coursework 11:55pm on the last scheduled practicum block date No Minimum  Service No Minimum  Counseling 80 New Rx 80 Refill Rx 80 Non-Rx  Chief Complaint Patient Workup 5  Full Patient Workup 80  Follow Up Evaluation 8  Drug Information Response 4  Presentation 1  Health Promotion 1  Giving Feedback to the Practice Educator 1) Review and discuss feedback and acknowledge on Practicum Activities E*Value Coursework 2) Complete Student Evaluation of Practice Educator and Practice Site on E*Value 11:55pm on the last scheduled practicum block date 2  Self-Assessment (Week 2)  Self-Assessment (Week 6) Complete Self-Assessment E*Value Coursework By the end of Week 2 and Week 6 Midpoint, Final  Direct Patient Care Practice Educator Assessment of Student Practice educator to submit by end of week 4 (Midpoint) and end of week 8 (Final) on E*Value No student submission; Submitted by practice educator 1  Student Evaluation of the Office of Experiential Education Course Complete Student Evaluation of the Office of Experiential Education Course on E*Value 11:55pm on the last scheduled practicum block date PHRM Outpatient Practicums Handbook Copyright © 2024 UBC Faculty of Pharmaceutical Sciences, Office of Experiential Education. All Rights Reserved. 20 1.6 E*Value Coursework for Outpatient Practicums E*Value Coursework is an online tool utilized to track student completion of all required practicum activities. Students must ensure that all required course activities and assignments, as described in this course handbook, are completed during their practicum and then use the E*Value Coursework tool to document completion for each activity. Practice educators are required to verify the safe and satisfactory completion of course activities on E*Value by the last day of practicum. All practicum activities/assignments and E*Value Coursework must be completed and submitted by the last OEE scheduled practicum block date at 11:55pm. The practice educator cannot override course requirements or specified deadlines. Students are expected to be familiar with the use of E*Value prior to the start of their practicums. Detailed instructions for using E*Value are posted on Canvas for students and on the OEE Partner Resource Center for practice educators. E*Value can only be accessed at the following URL: https://ca.e-value.net/. Searching E*Value on the internet may result in finding the U.S. website for E*Value, which is incorrect. In addition to documentation of activity completion on E*Value, students are required to complete additional documentation for some course activities. This is described under each specific course activity section of the handbook (e.g. complete learning contract form, patient care plans, follow-up evaluations, written correspondence with health care providers, site-specific documentation, etc.). It is the student’s responsibility to ensure all completed documentation 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 the OEE for review at any time. Students must ensure the confidentiality of all patient information in their documentation. Student Resource(s) on Canvas • E*Value Coursework instructions PHRM Outpatient Practicums Handbook Copyright © 2024 UBC Faculty of Pharmaceutical Sciences, Office of Experiential Education. All Rights Reserved. 21 SECTION 2 – REQUIRED COURSE ACTIVITIES 2.1 Student Introduction and Orientation Purpose An orientation at the beginning of the practicum supports the integration of a student to a new workplace environment. Additionally, WorkSafeBC mandates that all new workers entering a workplace-type setting must complete a health and safety orientation. Students are able to take ownership over some components of the orientation; for example, clarifying expectations for documentation of course activities, or completing the UBC Pharmacy Student Health and Safety Orientation Form. Practice educators are also responsible for some components of the orientation and can utilize the 72 Hour Checklist to guide this process. (DPC Learning Objectives, section 1.2: 19-21) Required Form(s)/Checklist(s) • UBC Pharmacy Student Health and Safety Orientation Form (HSO) • 72-Hour Checklist Process 1) Two to four weeks prior to the start of the practicum, the student is required to create, edit, and/or update their resume. The student should accurately and comprehensively identify their education, experiences, publications and posters, presentations, scholarships, certifications, awards, and/or professional associations. An OEE Resume Template is provided to students, however students can use an appropriate template of their preference. 2) One-week prior to the start of the practicum, the student must share their resume in PDF format with their practice educator via email for their review. An alternate method of sharing the resume is acceptable if preferred by the practice educator. 3) Upon arrival to the practice site on the first day (first 24-hours), students are to complete an orientation to the practice site: a) Students must review the 72-Hour Checklist with their practice educator/designated pharmacist b) Students must complete the student-led UBC Pharmacy Student Health and Safety Orientation Form (HSO) with their practice educator and/or designated pharmacist. c) Students should meet with their practice educator/designated pharmacist to review their resume and discuss the student’s skills and experiences to date. During their on-site orientation, students are encouraged to establish a weekly schedule with their practice educator to create opportunities to discuss feedback and learning progress, and PHRM Outpatient Practicums Handbook Copyright © 2024 UBC Faculty of Pharmaceutical Sciences, Office of Experiential Education. All Rights Reserved. 22 ensure all course activities are completed within the time allotted; the suggested schedule in this handbook can be used to guide this discussion. Students can schedule their presentations and assessments, and other deadlines at this time. As noted in the 72-Hour Checklist, students and practice educators should discuss supervision, documentation requirements, and establish preferences and requirements around all patient care activities. No online submission is required for the 72-Hour Checklist. 4) Students have the first 72-hours of the practicum to upload the completed and signed HSO Form on Canvas. The practice educator does not need to sign the form. Failure to complete this safety requirement may result in the student being removed from the practice site until completed. Student Resource(s) on Canvas • OEE Resume Template • UBC Student Services: https://students.ubc.ca/career/career-resources/resumes-cover-letters- curricula-vitae Verification of Activity Completion Student Practice Educator PHRM 171 • Student to share their resume with their practice educator one week prior to the practicum starting • Student to upload completed and signed HSO Form on Canvas within the first 72-hours of the practicum • No submission is required for the 72-Hour Checklist • No verification required PHRM 271 • Student to share their resume with their practice educator one week prior to the practicum starting • Student to upload completed and signed HSO Form on Canvas within the first 72-hours of the practicum • No submission is required for the 72-Hour Checklist • No verification required PHRM 371 • Student to share their resume with their practice educator one week prior to the practicum starting • Student to upload completed and signed HSO Form on Canvas within the first 72-hours of the practicum • No submission is required for the 72-Hour Checklist • No verification required PHRM 471 • Student to share their resume with their practice educator one week prior to the practicum starting • Student to upload completed and signed HSO Form on Canvas within the first 72-hours of the practicum • No submission is required for the 72-Hour Checklist • No verification required PHRM Outpatient Practicums Handbook Copyright © 2024 UBC Faculty of Pharmaceutical Sciences, Office of Experiential Education. All Rights Reserved. 23 2.2 Learning Contract5,6 Purpose In addition to the learning objectives outlined for the course, the student-led Learning Contract is intended to enhance and guide the student’s learning process throughout their required on-site activities as well as assist the student in proactively assessing their own progress in attaining the learning objectives they have self-identified.7 The Learning Contract is also intended to support continuity in learning needs as students transition to their next practicum, or practice, as well as to reinforce the role of self-directed and life-long learning in pharmacy practice. (DPC Learning Objectives: 19-21; see Section 1.2) Required Form(s)/Checklist(s) • Learning Contract Form Process 1) During the first 72 hours of the practicum, the student must identify at minimum three personal, site-specific learning objectives and document these objectives in the “PLAN” section of the Learning Contract form: a) What are my learning goals and why did I choose this? b) What is my primary motivation in choosing these learning goals? c) What is my action plan? Consider the learning activities and resources available to help you meet your goals. The student is encouraged to review their learning contract from previous practicum(s), if applicable. Learning objectives should follow the commonly used “SMART” approach to guide with the process: Specific, Measurable, Attainable, Relevant, Timely. As well, learning objectives must be realistic and attainable and take into consideration the context of the site, available resources, and duration of the practicum. Objectives may be knowledge or skill based in nature; knowledge-related learning objectives are generally centered on certain therapeutic topics, while skill-related learning objectives pertain to learning “how” to complete a task. 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 objectives, as well as assist in identifying activities or resources to support the attainment of these proposed learning objectives. b) The practice educator may also suggest or make modifications to the learning objectives to ensure they are appropriate and attainable by the completion of the practicum. PHRM Outpatient Practicums Handbook Copyright © 2024 UBC Faculty of Pharmaceutical Sciences, Office of Experiential Education. All Rights Reserved. 24 3) Throughout the practicum, the student is to complete activities to achieve the identified learning objectives. 4) At the mid-point of the practicum, the student is to review their progress towards attaining their learning objectives with the practice educator to determine which learning objectives have been met, and which ones still need to be met. Some questions students can consider as noted under the “ACT” section of the form include: a) What were some learning activities that I completed to meet my learning goal(s)? b) What resources were available that assisted me in achieving these goals? (ie: lectures, patient care rounds, seminars, online programs, health-related journals). 5) During the last week of the practicum, the student must ensure they have completed 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 objectives. Student reflections can consider the following prompts: a) What did I learn in relation to my goal(s)? b) Have I used this learning? How will I use this learning in the future? c) What future learning goal(s) did this activity trigger, if any? d) Will this document be useful for maintaining continuity in learning needs as I transition to the next practicum or out into practice? 6) Student to acknowledge the completion of this activity on the Practicum Activities E*Value Coursework and submit for practice educator verification. Student Resource(s) on Canvas • Action Words for Bloom’s Taxonomy • Learning Objective Examples Verification of Activity Completion Student Practice Educator PHRM 171 • Student to complete each section, PLAN-ACT-REFLECT, of the Learning Contract form at the appropriate intervals of time on site • Prior to/on the last day of the practicum, practice educator to verify satisfactory completion of this activity on the Practicum Activities E*Value Coursework • Student is to acknowledge and confirm completion on the Practicum Activities E*Value Coursework PHRM 271 • Student to complete each section, PLAN-ACT-REFLECT, of the Learning Contract form at the appropriate intervals of time on site • Prior to/on the last day of the practicum, practice educator to verify satisfactory completion of PHRM Outpatient Practicums Handbook Copyright © 2024 UBC Faculty of Pharmaceutical Sciences, Office of Experiential Education. All Rights Reserved. 25 • Student is to acknowledge and confirm completion on the Practicum Activities E*Value Coursework this activity on the Practicum Activities E*Value Coursework PHRM 371 • Student to complete each section, PLAN-ACT-REFLECT, of the Learning Contract form at the appropriate intervals of time on site • Prior to/on the last day of the practicum, practice educator to verify satisfactory completion of this activity on the Practicum Activities E*Value Coursework • Student is to acknowledge and confirm completion on the Practicum Activities E*Value Coursework PHRM 471 • Student to complete each section, PLAN-ACT-REFLECT, of the Learning Contract form at the appropriate intervals of time on site • Prior to/on the last day of the practicum, practice educator to verify satisfactory completion of this activity on the Practicum Activities E*Value Coursework • Student is to acknowledge and confirm completion on the Practicum Activities E*Value Coursework PHRM Outpatient Practicums Handbook Copyright © 2024 UBC Faculty of Pharmaceutical Sciences, Office of Experiential Education. All Rights Reserved. 26 2.3 Service Purpose Service activities are categorized as essential day-to-day operations of outpatient practice settings and pharmacists must have a strong understanding of these processes. Some of these activities may be in the context of dispensing, pharmacy management, communication with others, or otherwise part of the daily operations required for the pharmacy to function effectively to meet the needs of patients (e.g. answering phone calls, or acknowledging individuals waiting to be helped at a pharmacy counter). (DPC Learning Objectives: 1-7, 16, 18, 19-21; see Section 1.2) Required Form(s)/Checklist(s) – None Process 1) During the first week of the practicum, the student will clarify and review with the practice educator the practice site’s policies and procedures for completing service activities. For example, this would include how to review/access the patient profile and/or PharmaNet for prescription checking. Students are encouraged to observe and to ask questions to clarify the process for each service activity as needed. 2) The student will locate, review, and become familiar with 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 each of the service activities being undertaken. For example, students will locate, review and become familiar with the legal, professional, and regulatory requirements for prescription transfers. 3) Under the guidance and supervision of the practice educator and/or designated pharmacist, the student will participate, in full compliance with all legal, regulatory, and professional requirements, in various workflow and service activities as they arise in daily practice. Students will need to prioritize and manage their time to balance pharmacy workflow, patient care, and practice requirements. Workflow and service activities include, but not limited to: • Drug Inventory Ordering: purchasing medication from pharmacy suppliers to replenish inventory • Drug Disposal: disposal of expired and/or unneeded medication inventory, following legal requirements and site-specific policies and procedures • Prescription Filing: Organizing prescription hard-copies in sequence for storage and record-keeping • Compounding: mixing ingredients together to form a medication that is not commercially available • Refill Reauthorizations: the process of sending an inquiry to a patient’s prescriber to request for more refills of their medication PHRM Outpatient Practicums Handbook Copyright © 2024 UBC Faculty of Pharmaceutical Sciences, Office of Experiential Education. All Rights Reserved. 27 • Prescription Transfer: The regulated process of moving a prescription to/from another pharmacy in Canada to allow the patient to pick up their prescription at their desired pharmacy location • Verbal Prescription: receiving a verbal order prescription from a prescriber, such as by telephone or through a voicemail • Patient Profile Creation: Entering required information into the pharmacy’s software for a patient that is new to the pharmacy • Prescription Processing: The process of typing up a prescription and submitting the claim to PharmaNet and any medication coverage the patient may have, such as PharmaCare or third-party insurance • Prescription Final Checking: completing both a technical check and therapeutic check of a prescription prior to dispensing to the patient 4) Student to acknowledge the completion of this activity on the Practicum Activities E*Value Coursework and submit for practice educator verification. Student Resource(s) on Canvas • College of Pharmacists of BC: o http://www.bcpharmacists.org/professional-practice-policies-and-guides o http://www.bcpharmacists.org/practice-review-program • BC Ministry of Health: https://www2.gov.bc.ca/gov/content/health/practitioner-professional- resources/pharmacare/pharmacies • BC Pharmacy Association: https://www.bcpharmacy.ca/resource-centre (membership required) PHRM Outpatient Practicums Handbook Copyright © 2024 UBC Faculty of Pharmaceutical Sciences, Office of Experiential Education. All Rights Reserved. 28 Verification of Activity Completion Student Practice Educator PHRM 171 • Under the direct supervision of the practice educator and/or designated pharmacist, students are expected to complete the following service activities: o Participate in processing 2 drug inventory orders o Participate in drug disposal of 3 expired drugs (1 non- prescription, 1 prescription, and 1 narcotic/controlled) o Complete prescription filing for 100 prescriptions o Prepare 4 compounds o Request 10 refill reauthorizations o Complete 4 prescription transfers o Receive 2 verbal prescriptions o Create 8 patient profiles o Process 20 prescriptions o Complete 10 prescription final checks • The above requirements represent minimums (students must continue to participate actively in these activities even after completing the minimums). • Should there be insufficient opportunity at the practice site to perform some of these service activities, the student and practice educator can agree to substitute some of these activities with other comparable activities related to outpatient pharmacy workflow. • Prior to/on the last day of the practicum, practice educator to verify safe and satisfactory completion of this activity on the Practicum Activities E*Value Coursework • Student is to acknowledge and confirm completion on the Practicum Activities E*Value Coursework PHRM 271 • There is no minimum expectation for this course, however, ongoing student participation in daily pharmacy workflow and service activities as required by the practice educator is expected for successful completion of this course activity • Prior to/on the last day of the practicum, practice educator to verify safe and satisfactory completion of this activity on the Practicum Activities E*Value Coursework • Student is to acknowledge and confirm completion on the Practicum Activities E*Value Coursework PHRM 371 • There is no minimum expectation for this course, however ongoing student participation in daily pharmacy workflow and service activities as required by the practice educator is expected for successful completion of this course activity • Prior to/on the last day of the practicum, practice educator to verify safe and satisfactory completion of this activity on PHRM Outpatient Practicums Handbook Copyright © 2024 UBC Faculty of Pharmaceutical Sciences, Office of Experiential Education. All Rights Reserved. 29 • Student is to acknowledge and confirm completion on the Practicum Activities E*Value Coursework the Practicum Activities E*Value Coursework PHRM 471 • There is no minimum expectation for this course, however, ongoing student participation in daily pharmacy workflow and service activities as required by the practice educator is expected for successful completion of this course activity • Prior to/on the last day of the practicum, practice educator to verify safe and satisfactory completion of this activity on the Practicum Activities E*Value Coursework • Student is to acknowledge and confirm completion on the Practicum Activities E*Value Coursework PHRM Outpatient Practicums Handbook Copyright © 2024 UBC Faculty of Pharmaceutical Sciences, Office of Experiential Education. All Rights Reserved. 30 2.4 Counseling Purpose Patient education and counseling is an integral component of the pharmacist’s role in the pharmaceutical care process. Patients need to understand their medication therapies, including what they are taking, why they are taking them, how to optimally take them (including proper use of any medical device/aids), and what to monitor for in terms of effectiveness and safety. Documentation of patient education and counseling is critical as it creates a record of the patient care provided. To promote continuity of care, the documentation of patient care activities should include the information provided, relevant findings, desired patient outcomes, recommendations, and follow-up planned.1,8 (DPC Learning Objectives: 1-3, 5, 13-14, 16, 19-21; see Section 1.2) Required Form(s)/Checklist(s) • Patient Care Journal (required for PHRM 171, 271, and 371 only) Process 1) Under the direct supervision of the practice educator and/or designated pharmacist, the student will: a) Provide patient education and counseling to patients/caregivers, for example, with new and/or refill prescriptions and non-prescription medication therapies, including what medication they are taking, why they are taking it, how to optimally take it (e.g. how to appropriately use the medical device/dosage form), any potential adverse effects, relevant monitoring parameters for effectiveness and safety, and outcomes of therapy, amongst others. The student may be asked to review or practice their counseling with the practice educator prior to discussion with the patient/caregiver. The student should communicate relevant, accurate, and concise information in an effective and organized manner, tailored to the specific audience. b) Share information with patients/caregivers in a respectful manner and in such a way that is understandable, encourages discussion, and enhances participation in decision- making.9 c) Where appropriate, ask for permission to follow up with patient and establish a follow up plan. d) Document this interaction as per practice site requirements and in compliance with all professional and legal requirements, under the direct supervision of the practice educator.1 For PHRM 171, 271, and 371, students are also required to document their care provided in the Patient Care Journal. Students should use the Patient Care Journal to document all care provided to patients, while maintaining patient confidentiality, during the practicum. e) Follow-up with patient(s) as applicable and assess for effectiveness, safety, and adherence. PHRM Outpatient Practicums Handbook Copyright © 2024 UBC Faculty of Pharmaceutical Sciences, Office of Experiential Education. All Rights Reserved. 31 2) Student to acknowledge the completion of this activity on the Practicum Activities E*Value Coursework and submit for practice educator verification. Student Resource(s) on Canvas • Requirements Checklist for Counseling • College of Pharmacists of BC: http://www.bcpharmacists.org/library/5_Programs/5- 2_PRP/5219-PRP_Support_Tool_Counselling.pdf Verification of Activity Completion Student Practice Educator PHRM 171 • Student to provide patient education and counseling to a minimum of 20 patients under the guidance and supervision of the practice educator and/or designated pharmacist. Of the required 20 counseling scenarios, three of them are required to involve counseling on a medical device/dosage form (e.g. eye drop, vaginal ovule, MDI inhaler, nasal spray, crutches, canes, support braces) • Document the patient encounters on the Patient Care Journal. • Prior to/on the last day of the practicum, practice educator to verify safe and satisfactory completion of this activity on the Practicum Activities E*Value Coursework • Student is to acknowledge and confirm completion on the Practicum Activities E*Value Coursework PHRM 271 • Student to provide patient education and counseling to a minimum of 20 patients under the guidance and supervision of the practice educator and/or designated pharmacist. Document the patient encounters on the Patient Care Journal. • Prior to/on the last day of the practicum, practice educator to verify safe and satisfactory completion of this activity on the Practicum Activities E*Value Coursework • Student is to acknowledge and confirm completion on the Practicum Activities E*Value Coursework PHRM 371 • Student to provide patient education and counseling to a minimum of 40 patients under the guidance and supervision of the practice educator and/or designated pharmacist. Document the patient encounters on the Patient Care Journal. • Prior to/on the last day of the practicum, practice educator to verify safe and satisfactory completion of this activity on the Practicum Activities E*Value Coursework • Student is to acknowledge and confirm completion on the Practicum Activities E*Value Coursework PHRM 471 • Student to provide patient education and counseling as required under the guidance and supervision of the practice educator and/or designated pharmacist. • Prior to/on the last day of the practicum, practice educator to verify safe and satisfactory completion of this activity on the • Student is to acknowledge and confirm completion on the Practicum Activities E*Value Coursework PHRM Outpatient Practicums Handbook Copyright © 2024 UBC Faculty of Pharmaceutical Sciences, Office of Experiential Education. All Rights Reserved. 32 Practicum Activities E*Value Coursework PHRM Outpatient Practicums Handbook Copyright © 2024 UBC Faculty of Pharmaceutical Sciences, Office of Experiential Education. All Rights Reserved. 33 2.5 Chief Complaint Patient Workup Purpose Pharmaceutical care is the fundamental focus of all direct patient care practicum activities. In this activity, students will complete patient work-ups and develop and implement care plans for the patient’s presenting chief complaint. (DPC Learning Objectives: 1-21; see Section 1.2) Required Form(s)/Checklist(s) • Care Plan Form (required for PHRM 171 only) Process5,8 1) Students should review the Requirements Checklist for Care Plans and additional relevant course materials regarding the patient care thought process from preceding courses in the program curriculum prior to beginning their practicum. 2) Under the guidance and supervision of the practice educator and/or designated pharmacist, students will complete a patient workup for patients requiring: • New Prescription Assessment (requests to fill a new written, verbal, or faxed prescription received from a prescriber) • Refill Prescription Assessment (patients requesting a refill of their existing prescription) • Minor Ailments Assessment (within scope of the Pharmacist Prescribing for Minor Ailments and Contraception (PPMAC) program) • Non-Prescription Assessment (patients inquiring about non-prescription or natural health products outside of the PPMAC program scope) • Drug Administration* (patients requesting administration of a vaccine or drug product) *Drug administration is only applicable for students who have attained certification for drug administration with the College of Pharmacists of BC. Students with the required certification that are participating in this activity must be supervised by a licensed full pharmacist with the same certification. Prior to engaging in drug administration on practicum, students must review Section 3.11a Blood or Body Fluid Exposure in OEE Practicum Policies, Procedures & Guidelines, and review the appropriate safe handling of sharps and appropriate use of available equipment for drug administration with their practice educator. 3) For each patient workup, the care that students provide to each patient should include: • Conducting patient assessments to identify and prioritize any drug therapy problems (including, but not limited to, gathering patient specific data, conducting patient interviews and allergy assessments, conducting physical assessments as appropriate, PHRM Outpatient Practicums Handbook Copyright © 2024 UBC Faculty of Pharmaceutical Sciences, Office of Experiential Education. All Rights Reserved. 34 reviewing Electronic Health Record (EHR) data (including patient laboratory results) available via tools such as CareConnect), • Developing and implementing care plans that address the desired patient specific outcomes, including filling a medication, recommending a medication, prescribing medication (within scope of practice), adapting a prescription, administering a medication, referring to another health care provider, and/or providing an emergency supply • Completing follow-up evaluations with the patient • Providing education and counseling, and • Following up with relevant health care providers within the circle of care Care provided 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. 4) Students must report their patient workup and all recommendations, including any documentation completed, to the practice educator prior to discussing with the patient/caregiver, physician, or other health care provider. • For PHRM 171 students, it is mandatory to use the UBC Care Plan Form to document certain patient workups (see Verification of Activity Completion section below). This is in addition to any site-specific documentation requirements. • For PHRM 271, 371, and 471, documentation requirements may vary between sites and will be determined by the practice educator and should be in compliance with all professional and legal requirements. For example, students may be requested to document their workup using the UBC Care Plan Form, SOAP-format, site-specific form to attach to hard-copy prescription, etc. 5) Student to acknowledge the completion of this activity on the Practicum Activities E*Value Coursework and submit for practice educator verification. Student Resource(s) on Canvas • Pharmacotherapy Workup Notes – Assessment10,11 • Care Plan Form • Allergy Assessment Form • Follow Up Evaluation form • BC Ministry of Health MACS webpage and MACS Form: https://www2.gov.bc.ca/gov/content/health/practitioner-professional- resources/pharmacare/initiatives/ppmac PHRM Outpatient Practicums Handbook Copyright © 2024 UBC Faculty of Pharmaceutical Sciences, Office of Experiential Education. All Rights Reserved. 35 • medSask Minor Ailment and Self-Care Guidelines for British Columbia: https://www.bcpharmacy.ca/minor-ailment-and-contraception-service-macs-portal-pharmacists (account or membership required) • Requirements Checklist for Best Possible Medication History (BPMH) Interview • Requirements Checklist for Allergy Assessment • Requirements Checklist for Care Plans • Requirements Checklist for Follow Up Evaluation Verification of Activity Completion Student Practice Educator PHRM 171 • Assess and provide pharmaceutical care to, at minimum: o One patient requiring non-prescription assessment o Two patients requiring a new prescription assessment • It is mandatory for students to document each of the above three Chief Complaint Patient Workups using the UBC Care Plan Form, in addition to any site-specific documentation requirements. • Observe the delivery of, at minimum, two minor ailments assessments, and participate in completing all required documentation for each (e.g. MACS Form). Review all documentation with your practice educator and/or designated pharmacist. o Students are encouraged to take a more active role in the delivery of the consultation (under supervision) if the minor ailment assessment is within the scope of the student’s knowledge and skills and if permitted by the practice educator and/or designated pharmacist. • Prior to/on the last day of the practicum, practice educator to verify safe and satisfactory completion of this activity on the Practicum Activities E*Value Coursework • Student is to acknowledge and confirm completion on the Practicum Activities E*Value Coursework PHRM 271 • Assess and provide pharmaceutical care to, at minimum: o Eight patients requiring non-prescription assessments o Eight patients requiring new prescription assessments o Eight patients requiring refill prescription assessments • Prior to/on the last day of the practicum, practice educator to verify safe and satisfactory completion of this activity on the Practicum Activities E*Value Coursework • Student is to acknowledge and confirm completion on the Practicum Activities E*Value Coursework PHRM 371 • For a minimum of 48 patients, students will complete patient work-ups and develop and implement care plans for the patient’s presenting chief complaint. • Prior to/on the last day of the practicum, practice educator to verify safe and satisfactory completion of this activity on the • Student is to acknowledge and confirm completion on the Practicum Activities E*Value Coursework PHRM Outpatient Practicums Handbook Copyright © 2024 UBC Faculty of Pharmaceutical Sciences, Office of Experiential Education. All Rights Reserved. 36 Practicum Activities E*Value Coursework PHRM 471 • Assess and provide pharmaceutical care to, at minimum: o 80 patients requiring non-prescription assessments o 80 patients requiring new prescription assessments o 80 patients requiring refill prescription assessments • Prior to/on the last day of the practicum, practice educator to verify safe and satisfactory completion of this activity on the Practicum Activities E*Value Coursework • Student is to acknowledge and confirm completion on the Practicum Activities E*Value Coursework PHRM Outpatient Practicums Handbook Copyright © 2024 UBC Faculty of Pharmaceutical Sciences, Office of Experiential Education. All Rights Reserved. 37 2.6 Full Patient Workup Purpose Pharmaceutical care is the fundamental focus of all direct patient care practicum activities. In this activity, students will complete full patient workups and develop and implement care plans. Full patient workups are different from chief complaint patient workups and involve a comprehensive review and assessment of all of the patient's medical conditions. (DPC Learning Objectives: 1-21; see Section 1.2) Required Form(s)/Checklist(s) – None Process5,8 1) Students should review the Requirements Checklist for Care Plans and additional relevant course materials regarding the patient care thought process from preceding courses in the program curriculum prior to beginning their practicum. 2) Under the guidance and supervision of their practice educator and/or designated pharmacist, students will complete a full patient workup, which includes, for all of the patient’s medical conditions: • Conducting patient assessments to identify and prioritize any drug therapy problems (including, but not limited to, gathering patient specific data, conducting patient interviews and allergy assessments, conducting physical assessments as appropriate, reviewing Electronic Health Record (EHR) data (including patient laboratory results) available via tools such as CareConnect), • Developing and implementing care plans that address the desired patient specific outcomes, including filling a medication, recommending a medication, prescribing medication (within scope of practice), adapting a prescription, administering a medication, referring to another health care provider, and/or providing an emergency supply • Completing follow-up evaluations with the patient • Providing education and counseling, and • Following up with relevant health care providers within the circle of care Care provided 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. 3) Students must report their patient workup and all recommendations, including all documentation completed, to the practice educator prior to discussing with the patient/caregiver, physician, or other health care provider. Documentation requirements may vary between sites and will be determined by the practice educator and should be in compliance PHRM Outpatient Practicums Handbook Copyright © 2024 UBC Faculty of Pharmaceutical Sciences, Office of Experiential Education. All Rights Reserved. 38 with all professional and legal requirements. For example, students may be requested to document their workup using the UBC Care Plan Form, SOAP-format, and/or site-specific forms such as those for MACS, medication reviews, etc. 4) Student to acknowledge the completion of this activity on the Practicum Activities E*Value Coursework and submit for practice educator verification. Student Resource(s) on Canvas • Care Plan Form • Pharmacotherapy Workup Notes – Assessment10,11 • Allergy Assessment Form • Follow Up Evaluation form • BC Ministry of Health MACS webpage and MACS Form: https://www2.gov.bc.ca/gov/content/health/practitioner-professional- resources/pharmacare/initiatives/ppmac • medSask Minor Ailment and Self-Care Guidelines for British Columbia: https://www.bcpharmacy.ca/minor-ailment-and-contraception-service-macs-portal-pharmacists (account or membership required) • Requirements Checklist for Best Possible Medication History (BPMH) Interview • Requirements Checklist for Allergy Assessment • Requirements Checklist for Care Plans • Requirements Checklist for Follow Up Evaluation Verification of Activity Completion Student Practice Educator PHRM 171 • Not assessed for PHRM 171; students are encouraged to participate as applicable in any full patient workups under the direct supervision of the practice educator and/or designated pharmacist if the opportunity is available. • Not assessed for PHRM 171 PHRM 271 • Assess and provide a full patient workup for, at minimum, one patient • Prior to/on the last day of the practicum, practice educator to verify safe and satisfactory completion of this activity on the Practicum Activities E*Value Coursework • Student is to acknowledge and confirm completion on the Practicum Activities E*Value Coursework PHRM 371 PHRM Outpatient Practicums Handbook Copyright © 2024 UBC Faculty of Pharmaceutical Sciences, Office of Experiential Education. All Rights Reserved. 39 • Assess and provide a full pharmaceutical care workup for, at minimum, three patients • Prior to/on the last day of the practicum, practice educator to verify safe and satisfactory completion of this activity on the Practicum Activities E*Value Coursework • Student is to acknowledge and confirm completion on the Practicum Activities E*Value Coursework PHRM 471 • Assess and provide a full pharmaceutical care workup for, at minimum, five patients • Prior to/on the last day of the practicum, practice educator to verify safe and satisfactory completion of this activity on the Practicum Activities E*Value Coursework • Student is to acknowledge and confirm completion on the Practicum Activities E*Value Coursework PHRM Outpatient Practicums Handbook Copyright © 2024 UBC Faculty of Pharmaceutical Sciences, Office of Experiential Education. All Rights Reserved. 40 2.7 Follow Up Evaluation Purpose This activity allows students to conduct follow up evaluations as a part of the pharmaceutical care process and to determine and assess patient outcomes. Follow up evaluation provides the opportunity to assess the effectiveness, safety and adherence of the recommendation(s) made, ensures continuity of care and is where clinical experience and new knowledge is gained.12 Follow up should occur in a timely manner, have focused monitoring parameters detailing both safety and efficacy outcomes, and should be documented appropriately. (DPC Learning Objectives: 1, 15-16, 19-21; see Section 1.2) Required Form(s)/Checklist(s) – None Process 1) The student is to identify, with their practice educator and/or designated pharmacist, patients requiring follow up. Students may follow up with patients and/or their caregiver in-person at the practice site, by telephone, during chief complaint patient workups, full patient workups, drug information requests, or during other consultations where patients are identified as benefiting from follow up. 2) With each identified patient, when arranging the follow up, the student will collaborate with the patient and/or caregiver to determine an appropriate time/date and method (phone or in person) of follow up. The student will share the purpose for follow up and obtain informed consent. 3) The student will discuss their plan with the practice educator and/or designated pharmacist prior to conducting the follow up. 4) Under the direct supervision of the practice educator and/or designated pharmacist, the student will conduct the follow up evaluation, ensuring to assess each of the patient’s efficacy and safety outcomes identified: a) Determine the clinical status of the patient, through effective communication, questions, and subjective and objective data in order to monitor medication therapy1 b) Evaluate the efficacy and safety of the care plan1 c) Evaluate the patient’s ability to adhere to the care plan d) Follow up with relevant health care providers within the circle of care 5) The student is required to document and date any subjective and objective data obtained during the follow up. Documentation requirements may vary between sites and will be determined by the practice educator and should be in compliance with all professional and legal requirements. PHRM Outpatient Practicums Handbook Copyright © 2024 UBC Faculty of Pharmaceutical Sciences, Office of Experiential Education. All Rights Reserved. 41 The student may conduct multiple follow ups for the same patient, which must be documented and dated appropriately. 6) The student is to discuss the follow up conducted with the practice educator and/or designated pharmacist and determine the patient’s outcome status and any future therapeutic plans. 7) With practice educator guidance, the student will determine and document whether there are any new DTPs identified from the information gathered. If new information arises that changes the care plan, the student must collaborate with the practice educator and/or designated pharmacist to address any patient or caregiver concerns. If applicable, document the next date for follow up and any additional comments. 8) Student to acknowledge the completion of this activity on the Practicum Activities E*Value Coursework and submit for practice educator verification. Student Resource(s) on Canvas • Follow Up Evaluation Form • Requirements Checklist for Follow Up Evaluation Verification of Activity Completion Student Practice Educator PHRM 171 • Not assessed for PHRM 171; students are encouraged to participate in any follow up evaluations under the direct supervision of the practice educator and/or designated pharmacist if the opportunity is available. • Not assessed for PHRM 171 PHRM 271 • Student to provide follow up evaluation for a minimum of four patients under the guidance and supervision of the practice educator and/or designated pharmacist • Prior to/on the last day of the practicum, practice educator to verify safe and satisfactory completion of this activity on the Practicum Activities E*Value Coursework • Student is to acknowledge and confirm completion on the Practicum Activities E*Value Coursework PHRM 371 • Student to provide follow up evaluation for a minimum of eight patients under the guidance and supervision of the practice educator and/or designated pharmacist • Prior to/on the last day of the practicum, practice educator to verify safe and satisfactory completion of this activity on the Practicum Activities E*Value Coursework • Student is to acknowledge and confirm completion on the Practicum Activities E*Value Coursework PHRM Outpatient Practicums Handbook Copyright © 2024 UBC Faculty of Pharmaceutical Sciences, Office of Experiential Education. All Rights Reserved. 42 PHRM 471 • Student to provide follow up evaluation for a minimum of 80 patients under the guidance and supervision of the practice educator and/or designated pharmacist • Prior to/on the last day of the practicum, practice educator to verify safe and satisfactory completion of this activity on the Practicum Activities E*Value Coursework • Student is to acknowledge and confirm completion on the Practicum Activities E*Value Coursework PHRM Outpatient Practicums Handbook Copyright © 2024 UBC Faculty of Pharmaceutical Sciences, Office of Experiential Education. All Rights Reserved. 43 2.8 Drug Information Response5 Purpose This activity allows students to respond to drug information questions or requests that pharmacists encounter on a daily basis. Drug information responses must be comprehensive, organized, accurate and timely. Students will be expected to apply their evidence appraisal skills, as well as access resources and references appropriate for the inquiry, including primary literature. (DPC Learning Objectives: 1, 4, 6-7, 10-12, 14-21; see Section 1.2) Required Form(s)/Checklist(s) – None Process 1) The student is to identify and discuss with the practice educator and/or designated pharmacist the resources and references available at the practice site to assist in the provision of drug information. The student is to become familiar with the context and focus of each. 2) The student will complete drug information responses, as requested by patients, caregivers, practice educators, physicians, pharmacists, and other health care providers. For each, the student must: a) Clearly define the specific question being asked and when the response is due. Using the Drug Information Request and Response form, 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 – Assessment10,11 form, or additional patient assessment form, to assist in gathering pertinent patient information. b) The focus of this outpatient practicum activity is on patient-specific drug information responses; however, students may also receive non-patient-specific questions as well. Students are expected to respond to both types of questions as they arise. c) Articulate relevant background information to 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. d) Complete a pharmacotherapy workup12, in order to capture all relevant patient information. e) Review the How to Perform a Literature Search13 video. f) Perform a search of the resources, references, and evidence to respond to the patient- specific 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. g) Critically appraise and evaluate the information in the context of the patient. PHRM Outpatient Practicums Handbook Copyright © 2024 UBC Faculty of Pharmaceutical Sciences, Office of Experiential Education. All Rights Reserved. 44 h) Compose an evidence-based written response to the drug information request, using appropriate referencing and scientific-writing skills. Students should clarify expectations for documentation with their practice educator. i) Indicate all references used to procure the answer. All referenced material must be cited using Vancouver Style. 3) Student to review and discuss response to each drug information request with the practice educator and/or designated pharmacist in a timely manner. 4) 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 this activity on the Practicum Activities E*Value Coursework and submit for practice educator verification. Student Resource(s) on Canvas • Drug Information Request and Response Form • Requirements Checklist for Drug Information Response • Pharmacotherapy Workup Notes – Assessment10,11 • “How to Perform a Literature Search” video13 • UBC Library: Pharmacy Literature Search Skills Tutorial – http://guides.library.ubc.ca/pharmacysearchskills Verification of Activity Completion Student Practice Educator PHRM 171 • Not assessed for PHRM 171; students are encouraged to participate in any drug information requests under the direct supervision of the practice educator and/or designated pharmacist if the opportunity is available. • Not assessed for PHRM 171 PHRM 271 • Student to complete a minimum of two drug information responses to patient-specific requests under the guidance and supervision of the practice educator and/or designated pharmacist. • Prior to/on the last day of the practicum, practice educator to verify safe and satisfactory completion of PHRM Outpatient Practicums Handbook Copyright © 2024 UBC Faculty of Pharmaceutical Sciences, Office of Experiential Education. All Rights Reserved. 45 • Student is to acknowledge and confirm completion on the Practicum Activities E*Value Coursework this activity on the Practicum Activities E*Value Coursework PHRM 371 • Student to complete a minimum of two drug information responses to patient-specific requests under the guidance and supervision of the practice educator and/or designated pharmacist. • Prior to/on the last day of the practicum, practice educator to verify safe and satisfactory completion of this activity on the Practicum Activities E*Value Coursework • Student is to acknowledge and confirm completion on the Practicum Activities E*Value Coursework PHRM 471 • Student to complete a minimum of eight drug information responses to patient-specific requests under the guidance and supervision of the practice educator and/or designated pharmacist. • Prior to/on the last day of the practicum, practice educator to verify safe and satisfactory completion of this activity on the Practicum Activities E*Value Coursework • Student is to acknowledge and confirm completion on the Practicum Activities E*Value Coursework PHRM Outpatient Practicums Handbook Copyright © 2024 UBC Faculty of Pharmaceutical Sciences, Office of Experiential Education. All Rights Reserved. 46 2.9 Presentation Purpose Health care professionals commonly utilize presentations to consolidate their learning, share therapeutic knowledge and build on communication skills. Therefore, presentations enable individuals 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. (DPC Learning Objectives: 1, 17-21; see Section 1.2) Required Form(s)/Checklist(s) – None Process For each presentation, under the direct supervision of the practice educator and/or designated pharmacist, the student must: 1) Plan Determine the specific topic for each presentation, as well as the duration, audience, and format of the presentation. The specific topic is to be approved by the practice educator, however students are encouraged to discuss any areas of interest with their practice educator. Students may present to the practice educator, pharmacy staff, other health care professionals, patients, the public, or others as directed. Microsoft PowerPoint (or equivalent) presentations, though not a course requirement, may be required by the practice site, or may be a presentation format that students find helpful. 2) Prepare Prepare for the presentation on their own time outside of the onsite practicum hours. a) Structure presentation for allotted time and tailor content to learning needs of the intended audience (e.g. patient-friendly language if presenting to the public). b) If presenting to an audience external to the practice site, prepare presentation in advance to allow time for review and feedback by the practice educator and incorporation of any suggested edits as required. c) Develop clear and effective visual aids or presentation tools as required; organize and display information in a coherent and comprehensive format for delivery. 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) For drug class presentations, content should be structured around a NESA framework (e.g. Necessary- drug indication(s); Effective- role of medication, mechanism of action, dose, onset of action, evidence supporting efficacy; Safety- contraindications, adverse drug reactions, toxicity monitoring; Adherence- cost, lifestyle considerations, etc.). Use an evidence-based approach to evaluate research/information gathered, where applicable, and demonstrate knowledge in the specified topic area. Students are PHRM Outpatient Practicums Handbook Copyright © 2024 UBC Faculty of Pharmaceutical Sciences, Office of Experiential Education. All Rights Reserved. 47 suggested to have sufficient content for an approximately ten-minute presentation if presenting to the practice site, however exact durations are to be confirmed with the practice educator. e) Practice to ensure an organized and well-paced presentation. f) 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, reflect upon feedback from the practice educator and/or designated pharmacist in order to implement any required changes prior to the next presentation. 5) Acknowledge the completion of this activity on the Practicum Activities E*Value Coursework and submit for practice educator verification. Student Resource(s) on Canvas • Requirements Checklist for Presentation • Canvas – Professional Communications Hub: https://canvas.ubc.ca/courses/11842 Verification of Activity Completion Student Practice Educator PHRM 171 • Complete one drug class presentation (prescription or non-prescription). This presentation may be substituted for an alternative presentation topic of interest with the approval of the practice educator. • Prior to/on the last day of the practicum, practice educator to verify safe and satisfactory completion of this activity on the Practicum Activities E*Value Coursework • Student is to acknowledge and confirm completion on the Practicum Activities E*Value Coursework PHRM 271 • Complete two presentations; presentation topics should be varied and approved by the practice educator • Prior to/on the last day of the practicum, practice educator to PHRM Outpatient Practicums Handbook Copyright © 2024 UBC Faculty of Pharmaceutical Sciences, Office of Experiential Education. All Rights Reserved. 48 • Student is to acknowledge and confirm completion on the Practicum Activities E*Value Coursework verify safe and satisfactory completion of this activity on the Practicum Activities E*Value Coursework PHRM 371 • Complete a minimum of three presentations; presentation topics should be varied and approved by the practice educator. Case presentations for full patient workups are within the scope of this activity. • Prior to/on the last day of the practicum, practice educator to verify safe and satisfactory completion of this activity on the Practicum Activities E*Value Coursework • Student is to acknowledge and confirm completion on the Practicum Activities E*Value Coursework PHRM 471 • Complete four presentations; presentation topics should be varied and approved by the practice educator • Prior to/on the last day of the practicum, practice educator to verify safe and satisfactory completion of this activity on the Practicum Activities E*Value Coursework • Student is to acknowledge and confirm completion on the Practicum Activities E*Value Coursework PHRM Outpatient Practicums Handbook Copyright © 2024 UBC Faculty of Pharmaceutical Sciences, Office of Experiential Education. All Rights Reserved. 49 2.10 Health Promotion Purpose The health promotion activity is intended to facilitate discussion of and enhance patient care at the practicum site. As a part of providing pharmaceutical care, students will promote health, education, and/or awareness within the community by participating in and discussing health promotion and disease prevention activities. (DPC Learning Objectives: 1, 17-21; see Section 1.2) Required Form(s)/Checklist(s) • None Process 1) Within the first week of the practicum, the student will discuss with the practice educator and/or designated pharmacist which health promotion activities will be taking place at the practicum site. Students should identify and share any topics of particular interest with their practice educator. Students may work with their practice educator to identify a health topic of interest to a patient population served by the pharmacy.14 Examples of health promotion activities include, but are not limited to: • Organizing and/or participating in a vaccination or other clinic • Community presentations (e.g. providing presentation on osteoporosis at a long-term care facility) • Creating patient education resources on specific topics (e.g. brochures or flyers on smoking cessation or skin care) • Presenting topics to local health care providers • Supporting the pharmacy team in updating reference documents and materials • Developing a new clinical service that can be offered to the public • Reviewing and optimizing an existing onsite pharmacy process • Establishing a new clinical protocol with another health care provider to help streamline a health service • Assessing the viability of using available onsite technology to deliver virtual health education sessions to the community 2) Under the direct supervision of the practice educator and/or designated pharmacist, students will participate in or lead the health promotion activities at the practicum site, as outlined for the specific practicum course, and complete any documentation as required. 3) Following completion of the activity, students will discuss and present to the practice educator and/or designated pharmacist: a) How each health promotion activity impacted patient care outcomes, b) The role of the pharmacist in health promotion and disease prevention, and c) How this role is implemented in the practice setting. PHRM Outpatient Practicums Handbook Copyright © 2024 UBC Faculty of Pharmaceutical Sciences, Office of Experiential Education. All Rights Reserved. 50 4) Student to acknowledge the completion of this activity on the Practicum Activities E*Value Coursework and submit for practice educator verification. Student Resource(s) on Canvas • Canvas – Professional Communications Hub: https://canvas.ubc.ca/courses/11842 Verification of Activity Completion Student Practice Educator PHRM 171 • Not assessed for PHRM 171; students are encouraged to participate in any health promotion activities under the direct supervision of the practice educator and/or designated pharmacist if the opportunity is available. • Not assessed for PHRM 171 PHRM 271 • Under the direct supervision of the practice educator and/or designated pharmacist, the student will participate in a minimum of one health promotion activity at the practicum site. The expectation is not that the student leads this activity, however the student should be an actively engaged participant. • Prior to/on the last day of the practicum, practice educator to verify safe and satisfactory completion of this activity on the Practicum Activities E*Value Coursework • Student is to acknowledge and confirm completion on the Practicum Activities E*Value Coursework PHRM 371 • Under the direct supervision of the practice educator and/or designated pharmacist, the student will participate in and lead a minimum of one health promotion activity at the practicum site. • Student must review all materials created for this activity with the practice educator prior to sharing with any others, including the public. • Prior to/on the last day of the practicum, practice educator to verify safe and satisfactory completion of this activity on the Practicum Activities E*Value Coursework • Student is to acknowledge and confirm completion on the Practicum Activities E*Value Coursework PHRM 471 • Under the direct supervision of the practice educator and/or designated pharmacist, the student will participate in and lead a minimum of one health promotion activity at the practicum site. • Student must review all materials created for this activity with the practice educator prior to sharing with any others, including the public. • Prior to/on the last day of the practicum, practice educator to verify safe and satisfactory completion of this activity on the Practicum Activities E*Value Coursework PHRM Outpatient Practicums Handbook Copyright © 2024 UBC Faculty of Pharmaceutical Sciences, Office of Experiential Education. All Rights Reserved. 51 • Student is to acknowledge and confirm completion on the Practicum Activities E*Value Coursework PHRM Outpatient Practicums Handbook Copyright © 2024 UBC Faculty of Pharmaceutical Sciences, Office of Experiential Education. All Rights Reserved. 52 2.11 Professional Practice Reflection Purpose There are a wide range of responsibilities and challenges a practicing pharmacist experiences on a day- to-day basis. The Framework of Professional Practice, developed by the College of Pharmacists of BC (CPBC), describes good pharmacy practice and provides a comprehensive description of Pharmacist Roles and Functions.8 Students, through discussions with their practice educator and/or designated pharmacist, will develop their knowledge and gain an appreciation for these various Pharmacist Roles and Functions. (DPC Learning Objectives: 19-21; see Section 1.2) Required Form(s)/Checklist(s) • Professional Practice Reflection Suggested Questions and Topics (required for PHRM 171 only) Process 1) Prior to commencing the practicum, the student should review this activity description in full, the CPBC Framework of Professional Practice document (available at www.bcpharmacists.org), and the Professional Practice Reflection Suggested Questions and Topics document. 2) Gradually, over the course of the practicum, discuss each of the Pharmacist Roles and Functions with your practice educator and/or designated pharmacist using the suggested discussion questions and topics provided in the Professional Practice Reflection Suggested Questions and Topics document. Students do not need to ask all questions listed, and students are encouraged to identify and explore any topics/areas of personal interest not listed in the document. 3) Students should note how these Pharmacist Roles and Functions are demonstrated at their practice site and how they impact the health of patients. Students should also note the interplay with other inter- and intra-professional care providers at the practice site.9 Students are encouraged to document what they learn through their discussions. 4) Towards the last week of the practicum, students are to select one Pharmacist Role that resonated most with them and engage their practice educator and/or designated pharmacist in a reflective discussion, answering the following questions: a) Were there any aspects of how this Pharmacist Role is demonstrated by the pharmacists at the practice site that were unexpected or surprising? How so? b) What is the impact of this Pharmacist Role on the health of patients? c) How might other health care providers view this Pharmacist Role? Why do you think there may be varying views of this Pharmacist Role and how can your work as a student contribute to role clarity? d) How have your discussions with your practice educator about this Pharmacist Role affected you as a student pharmacist? For example, has it impacted how you will PHRM Outpatient Practicums Handbook Copyright © 2024 UBC Faculty of Pharmaceutical Sciences, Office of Experiential Education. All Rights Reserved. 53 practice as a student pharmacist on current or future practicums? How has it affected how you will practice in the future as a pharmacist? 5) Student to acknowledge the completion of this activity on the Practicum Activities E*Value Coursework and submit for practice educator verification. Student Resource(s) on Canvas • College of Pharmacists of BC – Framework of Professional Practice: http://www.bcpharmacists.org/professional-practice-policies-and-guides Verification of Activity Completion Student Practice Educator PHRM 171 • Student to discuss their reflection with the practice educator and/or designated pharmacist • Prior to/on the last day of the practicum, practice educator to verify safe and satisfactory completion of this activity on the Practicum Activities E*Value Coursework • Student is to acknowledge and confirm completion on the Practicum Activities E*Value Coursework PHRM 271 • No documentation required for this course. Students are encouraged continue to discuss these topics with their practice educator to develop a deeper understanding of Pharmacist Roles and Functions • No verification required PHRM 371 • No documentation required for this course. Students are encouraged continue to discuss these topics with their practice educator to develop a deeper understanding of Pharmacist Roles and Functions • No verification required PHRM 471 • No documentation required for this course. Students are encouraged continue to discuss these topics with their practice educator to develop a deeper understanding of Pharmacist Roles and Functions • No verification required PHRM Outpatient Practicums Handbook Copyright © 2024 UBC Faculty of Pharmaceutical Sciences, Office of Experiential Education. All Rights Reserved. 54 2.12 Medication Safety Reflection Purpose It is incumbent on pharmacists and practice sites to have continuous quality improvement processes and systems in place to enhance medication safety and minimize errors and adverse events. It is critical to understand how these processes work together to ensure patient safety, as any error can have a serious impact on the health of patients. Medication safety and advancing safe medication use is a key priority in the Canadian health care system. Pharmacists must understand how to proactively prevent errors in practice and appropriately address any errors should they arise. (DPC Learning Objectives: 2, 3, 19-21; see Section 1.2) Required Form(s)/Checklist(s) • Medication Safety Reflection Form (required for PHRM 171) Process 1) Prior to commencing the practicum, the student must review this activity description in full and the Medication Safety Reflection Form. 2) Document at least three processes/systems in place at the practice site to prevent errors on a daily basis. Additionally, throughout the practicum, make note of at least four errors or potential errors the pharmacy caught and corrected. For example, a patient was prescribed or dispensed the incorrect drug, dose, or directions, or there may have been a drug interaction. Students may also ask their practice educator for examples of errors caught and corrected in the past. 3) Reflect upon these errors, and answer the reflection questions using the Medication Safety Reflection Form. 4) Towards the last week of the practicum, students are to engage their practice educator and/or designated pharmacist in a reflective discussion. Students are to discuss their answers to the questions in the Medication Safety Reflection Form. 5) Student to acknowledge the completion of this activity on the Practicum Activities E*Value Coursework and submit for practice educator verification. Student Resource(s) on Canvas – None PHRM Outpatient Practicums Handbook Copyright © 2024 UBC Faculty of Pharmaceutical Sciences, Office of Experiential Education. All Rights Reserved. 55 Verification of Activity Completion Student Practice Educator PHRM 171 • Student to discuss their completed reflection with the practice educator and/or designated pharmacist • Prior to/on the last day of the practicum, practice educator to verify safe and satisfactory completion of this activity on the Practicum Activities E*Value Coursework • Student is to acknowledge and confirm completion on the Practicum Activities E*Value Coursework PHRM 271 • Students must continue to review, be familiar with, and abide by the site-specific, legal, and regulatory requirements regarding medication error prevention and management. Students are encouraged to discuss these topics with the practice educator to continue to develop their understanding. No documentation required for this course. • No verification required PHRM 371 • Students must continue to review, be familiar with, and abide by the site-specific, legal, and regulatory requirements regarding medication error prevention and management. Students are encouraged to discuss these topics with the practice educator to continue to develop their understanding. No documentation required for this course. • No verification required PHRM 471 • Students must continue to review, be familiar with, and abide by the site-specific, legal, and regulatory requirements regarding medication error prevention and management. Students are encouraged to discuss these topics with the practice educator to continue to develop their understanding. No documentation required for this course. • No verification required PHRM Outpatient Practicums Handbook Copyright © 2024 UBC Faculty of Pharmaceutical Sciences, Office of Experiential Education. All Rights Reserved. 56 2.13 Giving Feedback to the Practice Educator Purpose Providing feedback is a critical skill for pharmacists and is an essential element in any productive workplace environment. An effective student-practice educator partnership begins with an open dialogue, including respectful, professional, and constructive communication throughout the practicum. Students will assume an active role in the feedback process as timely and constructive feedback will assist the practice educator(s) in enhancing the student’s learning experience on-site. (DPC Learning Objectives: 19-21; see Section 1.2) Required Form(s)/Checklist(s) • E*Value Evaluation Form: Student Evaluation of the Practice Educator and Practice Site Process 1) On your course Canvas site or through the Professional Communications Hub on Canvas, review the video Giving Feedback Part 1.15 2) On the first day of the practicum, establish a commitment to feedback conversations at regular intervals (e.g. five minute daily feedback sessions at the end of each day with your practice educator) to solicit feedback on what went well that day and what could be improved on. For this activity, seek permission from the practice educator to provide feedback to them as well. This establishes two-way dialogue at the outset of the practicum. 3) Throughout the practicum, reflect on what the practice educator is doing well and what they might be able to improve on, with respect to the student learning experience on-site. Incorporate any other areas that may be effective or ineffective for student learning and make consideration to the learning opportunities that are realistic and available at the practice site. 4) At the agreed-upon times, ask for permission again to provide feedback to your practice educator and share your feedback while maintaining tact and professionalism at all times. Note: We encourage these feedback conversations to be collaborative and bidirectional (e.g. student and practice educator both provide feedback to one another) 5) At the end of the practicum, as a summative evaluation for the practice educator, complete the Student Evaluation of the Practice Educator and Practice Site on E*Value and discuss this with the practice educator. This form on E*Value will only be generated for the designated practice educator completing the final assessment for the student. If there is more than one practice educator involved in the student’s learning, consider providing feedback to all practice educators either verbally or in writing. PHRM Outpatient Practicums Handbook Copyright © 2024 UBC Faculty of Pharmaceutical Sciences, Office of Experiential Education. All Rights Reserved. 57 Note: This evaluation is not anonymous and responses are visible to the practice educator(s) and the OEE. 6) Student to acknowledge having reviewed and discussed their Student Evaluation of the Practice Educator and Practice Site with the practice educator on the Practicum Activities E*Value Coursework and submit for practice educator verification. Student Resource(s) on Canvas • Giving Feedback Part 1 Video15 • Student Evaluation of the Practice Educator and Practice Site (provided for reference, but actual form completed online on E*Value by the student) • Canvas – Professional Communications Hub: https://canvas.ubc.ca/courses/11842 Verification of Activity Completion Student Practice Educator PHRM 171 • Following review and discussion of feedback with the practice educator and/or designated pharmacist throughout the practicum, student to submit the Student Evaluation of Practice Educator and Practice Site on E*Value and acknowledge activity completion on the Practicum Activities E*Value Coursework • Prior to/on the last day of the practicum, practice educator to verify review and discussion of this activity on the Practicum Activities E*Value Coursework PHRM 271 • Following review and discussion of feedback with the practice educator and/or designated pharmacist throughout the practicum, student to submit the Student Evaluation of Practice Educator and Practice Site on E*Value and acknowledge activity completion on the Practicum Activities E*Value Coursework • Prior to/on the last day of the practicum, practice educator to verify review and discussion of this activity on the Practicum Activities E*Value Coursework PHRM 371 • Following review and discussion of feedback with the practice educator and/or designated pharmacist throughout the practicum, student to submit the Student Evaluation of Practice Educator and Practice Site on E*Value and acknowledge activity completion on the Practicum Activities E*Value Coursework • Prior to/on the last day of the practicum, practice educator to verify review and discussion of this activity on the Practicum Activities E*Value Coursework PHRM 471 PHRM Outpatient Practicums Handbook Copyright © 2024 UBC Faculty of Pharmaceutical Sciences, Office of Experiential Education. All Rights Reserved. 58 • Following review and discussion of feedback with the practice educator and/or designated pharmacist throughout the practicum, student to submit the Student Evaluation of Practice Educator and Practice Site on E*Value and acknowledge activity completion on the Practicum Activities E*Value Coursework • Prior to/on the last day of the practicum, practice educator to verify review and discussion of this activity on the Practicum Activities E*Value Coursework PHRM Outpatient Practicums Handbook Copyright © 2024 UBC Faculty of Pharmaceutical Sciences, Office of Experiential Education. All Rights Reserved. 59 2.14 Self-Assessment Purpose Students will be asked to self-assess their knowledge, skills, and professional attributes 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-evaluation, which is an important skill required of all pharmacists. This also serves to provide formal checkpoints for practice educators to provide students with timely and regular feedback to ensure students remain on track for their practicum. (DPC Learning Objectives: 19-21; see Section 1.2) Required Form(s)/Checklist(s) • E*Value Coursework: Self-Assessment Process 1) The student will review the Direct Patient Care (DPC) Practice Educator Assessment of Student form and self-reflect on their performance thus far on practicum, comparing it to the expected level of performance and areas outlined on the assessment form. Students should consider each area of the assessment rubric and what they are doing well, what needs to improve, and what next steps might be needed: a) Knowledge Within the three "Knowledge" domain categories on the DPC Practice Educator Assessment of Student, where do you believe your performance stands? Briefly provide examples of how you came to this assessment. What did you do well? What was most challenging? What do you plan to work on during the remainder of your practicum? How are you going to make improvements (e.g. your specific action plan)? How will you know if your action plan was successful? b) Skills Within the 12 "Skill" domain categories on the DPC Practice Educator Assessment of Student, where do you believe your performance stands? Briefly provide examples of how you came to this assessment. What did you do well? What was most challenging? What do you plan to work on during the remainder of your practicum? How are you going to make improvements (e.g. your specific action plan)? How will you know if your action plan was successful? c) Professionalism PHRM Outpatient Practicums Handbook Copyright © 2024 UBC Faculty of Pharmaceutical Sciences, Office of Experiential Education. All Rights Reserved. 60 Within the three "Professionalism" domain categories on the DPC Practice Educator Assessment of Student, in what ways did you demonstrate the attributes of professional behaviour? Briefly provide examples of this. What is your specific action plan to ensure you continue to demonstrate the attributes of professional behaviour? 2) The student will then login to E*Value and document their reflection on their own performance using the text fields in the Self-Assessment E*Value Coursework (questions as above) and submit completed reflection for practice educator review. • For Four-Week Practicums (PHRM 171, 271): At the time of the scheduled midpoint assessment (at the end of week 2), the student will first initiate a review of their completed Self-Assessment E*Value Coursework with their practice educator and/or designated pharmacist. The practice educator will then review their completed midpoint assessment with the student. The student will make any necessary revisions to their action plan based on the collaborative discussion and review of both assessments. • For Eight-Week Practicums (PHRM 371, 471): At the end of weeks 2 and 6, the student will review the completed Self-Assessment E*Value Coursework with their practice educator and/or designated pharmacist. The student will make any necessary revisions to their action plan based on the collaborative discussion and review of the self-assessment. 3) The student will submit their completed Self-Assessment E*Value Coursework for practice educator verification. Student Resource(s) on Canvas • Direct Patient Care Practice Educator Assessment of Student Form (also in Appendix 1) • Self-Assessment Examples Verification of Activity Completion Student Practice Educator PHRM 171 • By the midpoint assessment (end of Week 2), the student is to submit the completed Self- Assessment E*Value Coursework • Practice educator to verify satisfactory completion at the midpoint assessment (end of Week 2) on the Self-Assessment E*Value Coursework PHRM 271 PHRM Outpatient Practicums Handbook Copyright © 2024 UBC Faculty of Pharmaceutical Sciences, Office of Experiential Education. All Rights Reserved. 61 • By the midpoint assessment (end of Week 2), the student is to submit the completed Self- Assessment E*Value Coursework • Practice educator to verify satisfactory completion at the midpoint assessment (end of Week 2) on the Self-Assessment E*Value Coursework PHRM 371 • At the end of week 2, the student is to submit the completed Self-Assessment E*Value Coursework • Practice educator to verify satisfactory completion at the end of Week 2 on the Self-Assessment E*Value Coursework • At the end of week 6, the student is to submit the completed Self-Assessment E*Value Coursework • Practice educator to verify satisfactory completion at the end of Week 6 on the Self-Assessment E*Value Coursework PHRM 471 • At the end of week 2, the student is to submit the completed Self-Assessment E*Value Coursework • Practice educator to verify satisfactory completion at the end of Week 2 on the Self-Assessment E*Value Coursework • At the end of week 6, the student is to submit the completed Self-Assessment E*Value Coursework • Practice educator to verify satisfactory completion at the end of Week 6 on the Self-Assessment E*Value Coursework PHRM Outpatient Practicums Handbook Copyright © 2024 UBC Faculty of Pharmaceutical Sciences, Office of Experiential Education. All Rights Reserved. 62 SECTION 3 – ASSESSMENT PROCESSES 3.1 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. There are two types of assessment: • Formative assessment is ongoing and progressive in nature and conducted throughout the learning process. It is intended to inform both the student and practice educator on the student’s progress in achieving the learning objectives of the course or practicum. Formative assessment can be provided as verbal or written feedback throughout the course of the practicum and identifies what the student is doing well, what they have learned, and what they still need to learn. It creates opportunities for action to assist the student in closing gaps between their current performance and the performance level expected by the completion of the course or practicum. With frequent and regular practice educator feedback, the student is expected to self-reflect, make corrections and develop a strategy or learning plan, utilizing the feedback provided to improve in the specified areas. • Summative assessment is conducted at the end of a course or practicum and is intended to evaluate student learning and achievement of the intended learning objectives. It involves making a judgment about a student’s performance by comparing the observations of student performance to a specified rubric. A rubric is an assessment tool that provides a defined set of criteria and descriptions of levels of student performance. Summative assessments are utilized to ensure students achieve program-level outcomes, are able to meet established professional requirements and expectations upon graduation and inform the Faculty in making decisions about student advancement and promotion. 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. PHRM Outpatient Practicums Handbook Copyright © 2024 UBC Faculty of Pharmaceutical Sciences, Office of Experiential Education. All Rights Reserved. 63 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 of the practicum. All assessment forms are to be completed online on E*Value and are electronically submitted directly to the OEE upon completion. The practice educator and/or designated pharmacist 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 practice educator 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 the course. The table below outlines the OEE Practice Educator Assessment of Student Forms used in each course and the frequency of formal assessment: 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 Outpatient Practicums Handbook Copyright © 2024 UBC Faculty of Pharmaceutical Sciences, Office of Experiential Education. All Rights Reserved. 64 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, available on the OEE Partner Resource Centre, 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 Outpatient Practicums Handbook Copyright © 2024 UBC Faculty of Pharmaceutical Sciences, Office of Experiential Education. All Rights Reserved. 65 3.2 Grade Assignment All practicum courses are Pass-Fail grading. Students must be successful in ALL the required course components in order to be successful in each course, respectively. 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 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, are completed and verified by the practice educator as being completed satisfactorily and safely. All practicum activities/assignments and E*Value Coursework must be completed and submitted by the deadlines as determined by the Faculty, which is on the last OEE scheduled practicum block date at 11:55pm. The practice educator cannot override course requirements or specified deadlines. 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: https://www.calendar.ubc.ca/vancouver/index.cfm?tree=12,213,956,1565 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. A fail (F) grade will be recommended to the Student Progress Committee, if one or more of the following instances occur as assessed by the course coordinator. The student: • Does not complete required number of practicum hours PHRM Outpatient Practicums Handbook Copyright © 2024 UBC Faculty of Pharmaceutical Sciences, Office of Experiential Education. All Rights Reserved. 66 • Does not meet expected level of performance for any element on the Practice Educator Assessment of Student* • Does not 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 The practice educator cannot override the course requirements. All grade recommendations are made to the Faculty’s Student Progress Committee by the course coordinator. The final grade decision (i.e. pass/fail) is determined by the Student Progress Committee. *Note: The Practice Educator Assessment of Student form varies depending on course. The table in Section 3.1 Assessment Processes outlines the OEE Practice Educator Assessment of Student forms used in each course. 3.2.a Supplemental Assessments Generally, supplemental exams are not offered should a fail grade decision be made by the Student Progress Committee. Students will have the opportunity to repeat the course when it is next offered in the following academic year. PHRM Outpatient Practicums Handbook Copyright © 2024 UBC Faculty of Pharmaceutical Sciences, Office of Experiential Education. All Rights Reserved. 67 SECTION 4 – OFFICE OF EXPERIENTIAL EDUCATION CONTACT INFORMATION 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 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 and inquiries • Coursework tracking For enquiries about the above or questions about our experiential education program, please contact the Office of Experiential Education by email at phar.oee@ubc.ca or by phone at (604) 822 8077. Our office is open from Monday – Friday, 8:30am-4:30pm, and we are closed for all statutory holidays. The Office of Experiential Education is located in the Faculty of Pharmaceutical Sciences, 3112-2405 Wesbrook Mall, Vancouver, BC V6T 1Z3. Off-Hours Issues If you have immediate safety concerns for yourself or others, please call 911. Crisis and After-Hours Contacts • Crisis Centre BC | http://crisiscentre.bc.ca/ | 1 800 SUICIDE (784 2433) • 9-8-8: Suicide Crisis Helpline | Call or text 9-8-8 • Victim Link | 1 800 563 0808 (services in 110 languages) • Here2Talk | https://here2talk.ca/ For additional student supports, please see Section 5 – Student Supports and University Resources. PHRM Outpatient Practicums Handbook Copyright © 2024 UBC Faculty of Pharmaceutical Sciences, Office of Experiential Education. All Rights Reserved. 68 SECTION 5 – STUDENT SUPPORTS AND UNIVERSITY RESOURCES Office of Experiential Education Primary liaison for students and practice educators and facilitates all experiential learning that students engage in during their program at UBC Pharm Sci 604 822 8077 phar.oee@ubc.ca https://pharmsci.ubc.ca/experiential-partners Here2Talk Free and confidential mental health counselling and referral service that provides immediate, 24/7 support to students 1 877 857 3397 (Canada-wide toll free) 604 642 5212 (Canada-wide direct call) +1 604 642 5212 (International call – calling charges may apply) https://here2talk.ca/main UBC Counselling Services Students can book an appointment with a Wellness Advisor for assessment and referral to an appropriate support 604 822 3811 https://students.ubc.ca/health/counselling-services UBC Student Health Services (or student’s family doctor or nearest medical clinic) On-campus health assessments and treatments provided by doctors, nurses, and specialists 604 822 7011 student.health@ubc.ca https://students.ubc.ca/health UBC Enrolment Services Advisors Helps students navigate UBC, from making a budget or applying for loans to understanding UBC regulations and processes 1 877 272 1422 (toll-free) https://students.ubc.ca/support UBC Centre for Accessibility Facilitates disability-related accommodations and programming initiatives for students with disabilities and ongoing medical conditions 604 822 5844 info.accessibility@ubc.ca https://students.ubc.ca/accessibility PHRM Outpatient Practicums Handbook Copyright © 2024 UBC Faculty of Pharmaceutical Sciences, Office of Experiential Education. All Rights Reserved. 69 SECTION 6 – 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) NAPRA Model Standards of Practice for Pharmacists and Pharmacy Technicians in Canada. Available at: https://www.napra.ca/wp-content/uploads/2022/09/NAPRA-MSOP-Feb-2022-EN-final.pdf 4) Lester, S. Novice to Expert: the Dreyfus model of skill acquisition. Stan Lester Developments 2005. Available from: http://devmts.org.uk/dreyfus.pdf 5) Adapted with permission from: 2011-2012 Structured Practical Experience Program, Leslie Dan Faculty of Pharmacy, University of Toronto, Toronto, Ontario. 6) Adapted with Permission: College of Pharmacists BC, Professional Development and Assessment Program 2012. 7) Adapted with permission: Faculty of Medicine 2003 University of Manitoba, Winnipeg, Manitoba. 8) Adapted with permission: College of Pharmacists of British Columbia - Framework of Professional Practice: 2006. 9) Adapted from: Canadian Interprofessional Health Collaborative – A National Interprofessional Competency Framework 2010 10) 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 11) Adapted with Permission: St. Paul’s Hospital Pharmacy, Providence Health Care, Vancouver 2004 12) Cipolle RJ, Strand LM, Morley PC. Pharmaceutical Care Practice: The Clinician’s Guide, McGraw Hill, 2004. 13) Pelletier, Tila. How to Perform a Literature Search [Internet]. Vancouver, BC. 2017 [cited 27 Feb 2018]. Video: 31 mins. 14) Adapted with permission: Pharmacy 4085 Manual. College of Pharmacy, Dalhousie University: 2012. 15) Ossareh S, Moshenko J. Giving Feedback Part 1 [Internet]. Vancouver, BC. 2017 [cited 13 Dec 2018]. Video: 34 mins. Practice Educator Assessment of Student Expectations of Student Performance Course Patient Complexity PHRM 171 Low PHRM 271 Low-to-moderate PHRM 371 Moderate PHRM 471 Moderate PHRM 472 Moderate Competent PHRM 473 Moderate Level of Performance Novice Advanced Beginner Competent Proficient Patient Complexity Course Patient Complexity PHRM 171 Low PHRM 271, PHRM 272 Low-moderate PHRM 371 Moderate PHRM 471 Moderate PHRM 472 Moderate PHRM 473 Moderate Level of Practice Educator Guidance Significant Guidance Some Guidance Minimal Guidance Independent Levels of Practice Educator Guidance The student has difficulty taking initiative, requires frequent prompting, and may make inappropriate judgements. The student requires regular intervention, close supervision, and frequent support from the practice educator. The student regularly demonstrates one or two positive attributes and is able to achieve some steps using their own judgement, but practice educator guidance and supervision is still needed for the student to complete the overall task. The student takes initiative readily and uses own judgement appropriately to complete most tasks, but may lack refinement at times. The practice educator intervenes infrequently. The student is able to take full responsibility for their work and is proactive and self-directed in the completion of their assigned tasks. Student Characteristics The guidance required by the student is expected to gradually decrease as the student's performance level increases. Initially, students will need closer supervision and instruction whereas by the end of the practicum, students are expected to take more responsibility for their work and will have greater autonomy in their practice judgement and clinical decision making. When assessing the level of guidance required by the student, practice educators should also consider the extent to which students exhibit the below: 1) Takes initiative — is the student readily engaged in practice or do they require prompting? 2) Requires direction from the practice educator in thought process and decision-making — Does the student have logical thought processes and use professional judgement appropriately or is there uncertainty in their decision making? 3) Requires assistance from practice educator to help fill in the gaps — Does the student require help filling in the gaps or do they have all of the necessary knowledge, skills, and abilities to engage in practice? The table below describes the levels of practice educator guidance, which exist on a spectrum, used in this assessment form. 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. 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. Has a deeper understanding. Sees overall "picture" and how individual actions fit within it. Sees what is most important in a situation. Deals with complex situations holistically. Decision making is more confident. Can achieve a high standard routinely and independently. Able to take full responsibility of own work. Students must meet the expected level of performance for all elements within the Knowledge and Skills domains and consistently exhibit all elements within the Professionalism domain to successfully complete the practicum. At any point during the practicum, should a student be struggling or unable to meet the expected level of performance, please contact the OEE at phar.oee@ubc.ca or 604-822-8077. The below table describes the expected level of performance the student must consistently demonstrate for each element in the care and management of patients with the corresponding level of complexity. (e.g. In PHRM 171, students are expected to consistently demonstrate NOVICE level of performance in caring for LOW-complexity patients by the end of their practicum) The below table describes the general characteristics for each level of performance. These general characteristics should be considered in addition to the specific descriptors provided for each element when assessing the student's level of performance. Medical conditions - 3 to 5 Number of medications - 5 to 7 Medical conditions - 5 to 7 Number of medications - 7+ The below table provides guidance on patient complexity and characteristics commensurate with year level, however, the practice educator and or pharmacist designate will determine if the expectations on “Patient Complexity” for course activities are met. This may or may not be within the patient characteristic parameters that are suggested below, as a number of other factors may contribute to complexity: 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), etc. These dimensions should also be taken into account when assessing the student's level of performance in the care of their patients. Novice Advanced Beginner Advanced Beginner Competent Competent Expected Level of Performance Patient Characteristics Medical conditions - 1 to 3 Number of medications - 3 to 5 Student Characteristics 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. APPENDIX 1 – DIRECT PATIENT CARE PRACTICE EDUCATOR ASSESSMENT OF THE STUDENT FORM PHRM Outpatient Practicums Handbook Copyright © 2024 UBC Faculty of Pharmaceutical Sciences, Office of Experiential Education. All Rights Reserved. 70 Knowledge Unsatisfactory Novice Advanced Beginner Competent Proficient Final Unsatisfactory Novice Advanced Beginner Competent Proficient 2) Knowledge of Pharmaco- therapeutics - Pharmacology, pharmacokinetics, pharmaceutics, evidence-based therapeutics (AFPC CP1.1, SC1, SC2) Unable to list basic characteristics of common medication classes covered in the program so far. Lists basic characteristics of common medication classes. Identifies connections between characteristics of the medication and the medical condition(s) it is intended to treat (e.g. able to explain how an ACE inhibitor lowers blood pressure in a patient). Identifies connections between patient-specific clinical findings and medication knowledge (e.g. vancomycin dosing in an older patient with decreased renal function). Relates pharmaco- therapeutic knowledge to patient-specific clinical findings to make appropriate, patient- specific drug therapy recommendations (e.g. initial dosing of antibiotics in a patient with sepsis and unstable renal function). Final Unsatisfactory Novice Advanced Beginner Competent Proficient 3) Knowledge of Safe Medication Practices and Requirements - Safe and appropriate medication prescribing and administration; legal, ethical and regulatory requirements of pharmacy practice (AFPC CP1, CP3 LM1, NAPRA 1.1, 1.2, 1.4, 1.5) Unable to list basic components and legal/ethical requirements of pharmacy practice that ensure safe and appropriate medication administration and patient safety. Lists basic components and legal/ethical requirements of pharmacy practice that ensure safe and appropriate medication administration and patient safety (e.g. able to list the types of information found in the parenteral drug therapy manual) Explains the purpose of the components and legal/ethical requirements of pharmacy practice that ensure safe and appropriate medication administration and patient safety (e.g. a secondary check is in place to ensure the patient receives the correct product). Identifies common areas where errors may occur in the distribution or administration of medications. Describes the processes in place to prevent their occurrence and ensure patient safety (e.g. a DIN check is in place to prevent errors from sound-a-like or look-a-like drugs). Relates knowledge of efficient and safe pharmacy practice to evaluate and identify systems and processes to increase efficiency and reduce the potential for pharmacy error and patient harm from medication use. Final Lacks basic knowledge of pathophysiology and common signs and symptoms of conditions covered in the program so far. Lists basic facts of pathophysiology and common signs and symptoms Applies knowledge of pathophysiology, risk factors, etiology, and clinical presentation to the care of their patients. Identifies connections between groups of signs and symptoms to specific conditions (e.g. increased WBC count, fever, productive cough, consolidation on chest x- ray may suggest pneumonia). Midpoint Please provide evidence to support your rating Compares and contrasts most aspects of pathophysiology, risk factors, etiology, and clinical presentation. Identifies connections between signs & symptoms to specific systems (e.g. coughing, rhinitis, pharyngitis to the respiratory system; weakness, tiredness, and pallor to hematologic system). Relates medical condition knowledge to patient- specific clinical findings to make appropriate, patient- specific drug therapy recommendations (e.g. distinguishes and considers the overlap in presentation of CHF and pneumonia when making and justifying drug therapy recommendations for a specific patient). Midpoint Midpoint 1) Knowledge of Medical Conditions - Pathophysiology, risk factors, etiology and clinical presentation, including symptoms, physical assessment, relevant diagnostics and laboratory findings (AFPC CP1.1, SC1, SC2) Please provide evidence to support your rating: Please provide evidence to support your rating: CA RE P RO VI DE R SC HO LA R CA RE P RO VI DE R LE AD ER -M AN AG ER CA RE P RO VI DE R SC HO LA R PHRM Outpatient Practicums Handbook Copyright © 2024 UBC Faculty of Pharmaceutical Sciences, Office of Experiential Education. All Rights Reserved. 71 Skills (Provision of Pharmaceutical Care) Unsatisfactory Novice Advanced Beginner Competent Proficient LE AD ER -M AN AG ER PR OF ES SI ON AL 4) Patient and Workflow Prioritization - Ability to place high priority on, and be accountable for, selecting and providing care to assigned patients who are most likely to experience drug therapy problems; ability to set priorities to manage and balance patient care, workflow and practice requirements. (AFPC LM2.2, LM4.2, PR3.1) Unable to prioritize patient care activities despite significant guidance. Requires significant guidance in prioritizing patient care to ensure that patients with, or at risk of more significant drug therapy problems receive optimal care in a reasonable time frame. Requires some guidance in prioritizing patient care a to ensure that patients with, or at risk of more significant drug therapy problems receive optimal care in a reasonable time frame. Requires minimal guidance in selecting and prioritizing patient care to ensure patients with, or at risk of more significant drug therapy problems receive optimal care in a reasonable time frame. Independently selects and prioritizes patient care to ensure patients with, or at risk of more significant drug therapy problems receive optimal care in a reasonable time. Proactively prepares for and effectively manages and accomodates changing situations. Final Unsatisfactory Novice Advanced Beginner Competent Proficient CO LL AB OR AT OR CO M M UN IC AT OR 5) Relationship with Patient - Ability to establish and maintain a respectful, professional, ethical relationship with the patient and/or caregiver(s) (AFPC CL1, CM1, CM2, NAPRA 2.1) Avoids patient interaction or practices uncaring, disrespectful, or unethical roles with patients. With significant guidance, begins to apply appropriate communication, interview skills, and respectful listening in practice. Requires considerable coaching and supervision during patient interactions. With some guidance, initiates patient interactions. Focuses on information collection and unable to consistently recognize verbal or non-verbal cues. With minimal guidance, establishes a rapport and caring relationship with the patient. May have difficulty guiding the conversation in some interactions. Able to recognize verbal and non- verbal cues. Proactively and independently establishes a strong rapport and caring relationship. Adapts to situational differences and patient preferences to enhance the interaction. Final Unsatisfactory Novice Advanced Beginner Competent Proficient CA RE P RO VI DE R SC HO LA R 6) Patient Information Gathering and Best Possible Medication History - Ability to gather relevant patient information from all appropriate sources including patient demographics, chief complaint, history of present illness, past medical history, family history, social and functional history, nutritional status, dietary restrictions/needs and exerices, and review of systems (sign/symptoms, physical exam, labs, diagnostics, imaging, microbiology) Ability to conduct a BPMH, including allergies, ADRs, current and past medications, non-prescription medication history, immunizations, social drug history, medication experience and adherence. Ability to provide all pertinent findings and explain their significance. (AFPC CP2.1, SC1, NAPRA 2.2, 2.3) Unable to gather required patient information despite significant guidance. Requires significant guidance in gathering required patient information. Very task oriented and struggles to adapt to new clinical scenarios. Requires considerable coaching to gather patient information from a variety of sources. Requires some guidance in gathering required patent information. Information gathered is sometimes incomplete and/or irrelevant. With prompting/coaching, is able to justify the significance of information gathered in relation to the specific patient. Requires minimal guidance in gathering relevant patient information from a variety of sources that is comprehensive and accurate. Can usually justify the significance of information gathered in relation to the specific patient. Independently gathers patient information in a systematic and thorough manner and differentiates between relevant and irrelevant data. Presents pertinent information and proactively justifies the significance of information gathered in relation to the specific patient. Final Midpoint Please provide evidence to support your rating: Please provide evidence to support your rating: Midpoint Please provide evidence to support your rating: Midpoint PHRM Outpatient Practicums Handbook Copyright © 2024 UBC Faculty of Pharmaceutical Sciences, Office of Experiential Education. All Rights Reserved. 72 Unsatisfactory Novice Advanced Beginner Competent Proficient CA RE P RO VI DE R SC HO LA R 7) Medical Problem List - Ability to develop a prioritized medical problem list, identifying both the patient's active and chronic issues. Ability to describe current active issues that are responsible for the patient's reason for encounter or admission. (AFPC CP2.2, SC1, NAPRA 2.3) Unable to identify and prioritize medical problems despite significant guidance. With significant guidance, identifies the chief medical problem(s) and other issues. Requires considerable coaching to prioritize medical problems based on acuity. With some guidance identifies the chief medical problem(s) and other issues, but this still may be incomplete. Sometimes has difficulty prioritizing issues, providing only superficial justification. With minimal guidance identifies the chief medical problem(s) and most other issues. Accurately prioritizes based on level of acuity, providing appropriate justification. Independently identifies a thorough and comprehensive list of all medical problems, accurately prioritized with appropriate justification. Proactively articulates how medical problems may affect coexisting conditions. Final Unsatisfactory Novice Advanced Beginner Competent Proficient CA RE P RO VI DE R HE AL TH A DV OC AT E SC HO LA R 8) Drug Therapy Problems - Ability to identify, justify, and prioritize actual and potential patient-specific drug therapy problems. (AFPC CP2.2, HA1, SC1, SC2, NAPRA 2.3, 2.4) Unable to utilize relevant data or a systematic approach to identify major drug therapy problems despite significant guidance. With significant guidance, is able to identify some actual and potential drug therapy problems. Does not consistently assess medications for appropriateness and requires considerable coaching. With some guidance, utilizes relevent data and is developing a systematic approach, but is unable to consistently identify major actual and potential drug therapy problems. Assesses medications for appropriateness, but may miss patient- specific factors at times. With minimal guidance, utilizes a systematic approach to identify, justify, and prioritize drug therapy problems. With minimal coaching, identifies most major drug therapy problems by integrating relevant patient data and therapeutic knowledge. Able to prioritize problems based on level of acuity, but may lack refinement at times. Independently utilizes a systematic approach to identify and prioritize all actual and potential drug therapy problems by integrating relevant patient data and therapeutic knowledge. Able to consistently prioritize based on level of acuity and provide appropriate justification. Final Unsatisfactory Novice Advanced Beginner Competent Proficient CA RE P RO VI DE R CO LL AB OR AT OR CO M M UN IC AT OR HE AL TH A DV OC AT E SC HO LA R 9) Desired Outcomes & Goals of Therapy - Ability to 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) Unable to identify basic desired goals of therapy despite significant guidance. With significant guidance, identifies some basic/obvious goals of therapy, but requires considerable coaching to identify disease-specific goals. With some guidance, identifies and justifies most basic/obvious goals of therapy, but requires coaching to make them patient- specific. With minimal guidance, identifies and justifies goals of therapy that are specific and measurable, incorporating the patient’s personal values and preferences most of the time. Independently and proactively identifies goals of therapy that are specific and measurable, consistently incorporating the patient’s personal values and preferences. Adapts the goals of therapy as the patient’s preferences change over time. Final Please provide evidence to support your rating: Midpoint Please provide evidence to support your rating: Please provide evidence to support your rating: Midpoint Midpoint PHRM Outpatient Practicums Handbook Copyright © 2024 UBC Faculty of Pharmaceutical Sciences, Office of Experiential Education. All Rights Reserved. 73 Unsatisfactory Novice Advanced Beginner Competent Proficient CA RE P RO VI DE R SC HO LA R 10) Therapeutic Alternatives - Ability to 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) Unable to identify basic therapeutic alternatives despite significant guidance. With significant guidance, able to identify some basic therapeutic alternatives. Requires considerable coaching to integrate relevant patient data and therapeutic knowledge. With some guidance, able to integrate relevant patient data and therapeutic knowledge to identify some therapeutic alternatives, but requires coaching/prompting to develop a comprehensive list. With minimal guidance, identifies most viable therapeutic alternatives, integrating relevant patient data and therapeutic knowledge. Justification and anticipation of consequences of each alternative may lack refinement at times. Independently identifies a comprehensive list of all viable therapeutic alternatives. Proactively integrates relevant patient data, therapeutic knowledge and a critical appraisal of best available evidence to articulate rationale and justification for each alternative. Anticipates consequences of each alternative and addresses questions or concerns. Final Unsatisfactory Novice Advanced Beginner Competent Proficient CA RE P RO VI DE R CO LL AB OR AT OR CO M M UN IC AT OR HE AL TH A DV OC AT E LE AD ER -M AN AG ER SC HO LA R 11) Therapeutic Recommendations - Ability to identify, justify, and defend a list of appropriate, patient-specific therapeutic recommendations and create and implement a care plan for the identified drug therapy problems. (AFPC CL1, CL2, CM1, CM2, CP2.3, 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) Unable to make appropriate, patient- specific therapeutic recommendations for identified drug therapy problems despite significant guidance. With significant guidance, makes therapeutic recommendations for some drug therapy problems. Requires considerable coaching/prompting to incorporate patient data and explain/justify recommendations. With some guidance, makes therapeutic recommendations, drawing on superficial therapeutic knowledge and some patient data. Requires coaching to communicate recommendations to the health care team. With minimal guidance, makes therapeutic recommendations utilizing relevant patient data and therapeutic knowledge. Communicates recommendation and rationale to the health care team, but may lack refinement at times. Independently makes comprehensive, patient- specific therapeutic recommendations and prioritizes recommendations in the context of the patient. Proactively integrates relevant patient data, therapeutic knowledge and a critical appraisal of best available evidence to provide rationale and justification. Defends recommendations to the health care team and proactively addresses their questions and concerns. Final Unsatisfactory Novice Advanced Beginner Competent Proficient CA RE P RO VI DE R CO LL AB OR AT OR SC HO LA R 12) Monitoring Plan, Follow Up & Continuity of Care - Ability to recognize implications of recommendations and develop an appropriate, patient-specific plan for montoring, follow-up evalulation and continuity of care. Specifies efficacy and safety endpoints, target values, frequency and timeframes for monitoring and proactively engages the patient through education and counselling, empowerment and self-management. (AFPC CL2, CP2.5, SC1, SC2, NAPRA 2.5.8, 2.8) Unable to design a monitoring plan addressing general efficacy and safety endpoints despite significant guidance. With significant guidance and considerable coaching, designs a basic monitoring plan. Does not recognize educational needs of the patient or opportunities for continuity of care. With some guidance, designs a basic monitoring plan, but unable to consistently incorporate patient- specific factors or make sound clinical judgements. Provides basic patient education on the main medication change and sometimes recognizes opportunities for continuity of care. With minimal guidance, designs an appropriate, patient-specific monitoring plan that captures most relevant endpoints and provides rational justification for these decisions. Usually provides thorough patient education and recognizes opportunities for continuity of care. Independently designs an appropriate and comprehensive patient- specific monitoring plan and provides justification for these decisions. Anticipates possible outcomes and proactively modifies care plans with new or changing information. Proactively provides seamless continuity of care and patient education. Final Midpoint Please provide evidence to support your rating: Please provide evidence to support your rating: Please provide evidence to support your rating: Midpoint PHRM Outpatient Practicums Handbook Copyright © 2024 UBC Faculty of Pharmaceutical Sciences, Office of Experiential Education. All Rights Reserved. 74 Unsatisfactory Novice Advanced Beginner Competent Proficient CO LL AB OR AT OR CO M M UN IC AT OR LE AD ER -M AN AG ER 13) Documentation - Ability to document patient-related health care 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) Documents in an incomplete, unclear, or inaccurate manner despite significant guidance. Requires significant guidance to document appropriately within a structured format. Considerable coaching required to document in an accurate and organized manner. Documents when provided with a structured format, but may miss some key information. Requires some guidance to keep documentation organized, relevant and concise. Documents appropriately in an accepted structured format. Requires minimal guidance in incorporating pertinent information in an organized, accurate and complete manner, but articulation of therapeutic issues may lack refinement. Independently, proactively and appropriately documents in an organized, relevant and concise manner. Identifies patients for whom documentation is a priority. Final Unsatisfactory Novice Advanced Beginner Competent Proficient CO M M UN IC AT OR 14) Communication - Ability to communicate appropriately verbally, non- verbally, in writing, or via communication technology with patients and the health care team. (AFPC CM1, CM2) Communicates in an unstructured or inappropriate manner, resulting in potentially ineffective interventions despite significant guidance. With significant guidance, coaching and supervision, communicates with patients and the health care team. Does not always address the needs of or use appropriate language for the specific audience. With some guidance, communicates with patients and the health care team in a professional manner, but does not consistently do so in an organized fashion or utilizing language appropriate for the audience. Requires prompting to be timely with communication. With minimal guidance, communicates with patients and the health care team in an organized and professional manner. Uses appropriate language and adequately addresses the needs of the specific audience. Occasionally, could be more proactive and timelier in the communication of plans. Independently and proactively communicates with patients and the health care team in a clear, concise, organized and audience-appropriate manner. Adapts communication strategies to facilitate effective clinical encounters, responding easily when engaged in crucial or difficult conversations. Final Unsatisfactory Novice Advanced Beginner Competent Proficient CO M M UN IC AT OR SC HO LA R 15) Medication- and Practice-Related Education - Ability to effectively respond to medication- and practice-related questions and educate others in a timely manner, utilizing systematic literature search, critical appraisal skills, and formulate and communicate appropriate responses. (AFPC CM1, CM2, SC1, SC2, SC4, NAPRA 6.1, 6.2, 7.1, 7.3) Lacks basic awareness of typical references to use and is unable to respond to most medication- and practice-related questions despite significant guidance. With significant guidance, is able to respond to simple questions, but requires time. Considerable coaching required to identify typical references to use and to respond to most medication- and practice-related questions. With some guidance, is able to respond to simple questions. Has awareness of typical references to use and demonstrates basic literature search skills, but is unable to critically appraise findings. With minimal guidance, effectively responds to most questions. Demonstrates an appropriate literature search strategy and sometimes applies critical appraisal skills. Independently and efficiently triages and responds to all questions utlizing a sophisticated, thorough and directed search strategy. Routinely applies critical thinking skills. Final Midpoint Please provide evidence to support your rating: Midpoint Please provide evidence to support your rating: Please provide evidence to support your rating: Midpoint PHRM Outpatient Practicums Handbook Copyright © 2024 UBC Faculty of Pharmaceutical Sciences, Office of Experiential Education. All Rights Reserved. 75 Professionalism (Attitudes and Behaviors) Does NOT Consistently Exhibit Consistently Exhibits Midpoint Final Does NOT Consistently Exhibit Consistently Exhibits Midpoint Final Does NOT Consistently Exhibit Consistently Exhibits Midpoint Final Additional Comments 18) 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) 17) 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 16) 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 Please provide evidence to support your ratings under Professionalism: Please provide any additional comments about the student, if any: PR OF ES SI ON AL LE AD ER -M AN AG ER PR OF ES SI ON AL CA RE P RO VI DE R PR OF ES SI ON AL PHRM Outpatient Practicums Handbook Copyright © 2024 UBC Faculty of Pharmaceutical Sciences, Office of Experiential Education. All Rights Reserved. 76 PHRM Outpatient Practicums Handbook Copyright © 2024 UBC Faculty of Pharmaceutical Sciences, Office of Experiential Education. All Rights Reserved. 77 APPENDIX 2 – COURSE SCHEDULES The following are suggested scheduling guides to help plan out the required activities during each of PHRM 171, 271, 371, and 471, respectively. These schedules include all required practicum activities for each course. The timing of activities may vary due to site and practice educator-specific circumstances. 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. For all practicum activities, students must review all recommendations and documentation with the practice educator and/or designated pharmacist prior to interacting or discussing with the patient/caregiver, physician or other health care providers. PHRM Outpatient Practicums Handbook Copyright © 2024 UBC Faculty of Pharmaceutical Sciences, Office of Experiential Education. All Rights Reserved. 78 A.2.a PHRM 171 Course Schedule W ee k 1 Monday Tuesday Wednesday Thursday Friday  Complete and submit the UBC Pharmacy Student Health and Safety Orientation  Review student resume and 72-Hour Checklist with practice educator  Orientation to pharmacy staff & services  Ensure practice educator can access E*Value  Review Learning Contract (PLAN section) with practice educator  Reflect on activities completed and have a plan for Week 2  Shadow practice educator in interactions with patients and health care providers  Establish expectations and mechanism for reporting with practice educator  Complete ¼ of Service activities  Provide Counseling to at least five patients  Identify one patient for Chief Complaint Patient Workup (e.g. New Rx Assessment)  Start discussing Professional Practice Reflection assignment  Start Medication Safety Reflection assignment  Provide feedback to practice educator at agreed-upon times/intervals W ee k 2  Complete ¼ of Service activities  Provide Counseling to at least five patients  Identify one patient for Chief Complaint Patient Workup (e.g. New Rx Assessment)  Discuss one Chief Complaint Patient Workup with your practice educator (e.g. New Rx Assessment from last week)  Shadow your practice educator for one PPMAC and complete documentation  Continue with Professional Practice Reflection assignment  Continue with Medication Safety Reflection assignment  Provide feedback to practice educator at agreed-upon times/intervals  Complete Self- Assessment E*Value Coursework for Week 2  MIDPOINT ASSESSMENT  Revisit Learning Contract  Reflect on activities completed and have a plan for Week 3 W ee k 3  Complete ¼ of Service activities  Provide Counseling to at least five patients  Identify one patient for Chief Complaint Patient Workup (e.g. Non-Rx Assessment)  Discuss one Chief Complaint Patient Workup with your practice educator (e.g. New Rx Assessment from last week)  Shadow your practice educator for one PPMAC and complete documentation  Complete one Presentation  Continue with Professional Practice Reflection assignment  Wrap up Medication Safety Reflection – Discuss reflection with practice educator  Provide feedback to practice educator at agreed-upon times/interval  Reflect on activities completed and have a plan for Week 4 W ee k 4  Revisit Learning Contract and complete ACT and REFLECT sections  Complete ¼ of Service activities  Provide Counseling to at least five patients  Discuss one Chief Complaint Patient Workup with your practice educator (e.g. Non-Rx Assessment from last week)  Wrap up Professional Practice Reflection - Discuss reflection with practice educator  Discuss feedback provided to practice educator in Student Evaluation of the Practice Educator and Practice site  Complete and review all required course work with practice educator and/or designated pharmacist and submit Practicum Activities E*Value Coursework by deadline  FINAL ASSESSMENT  Complete Student Evaluation of OEE Course on E*Value by deadline  Complete Student Evaluation of Practice Educator and Practice Site on E*Value by deadline PHRM Outpatient Practicums Handbook Copyright © 2024 UBC Faculty of Pharmaceutical Sciences, Office of Experiential Education. All Rights Reserved. 79 A.2.b PHRM 271 Course Schedule W ee k 1 Monday Tuesday Wednesday Thursday Friday  Complete and submit the UBC Pharmacy Student Health and Safety Orientation  Review student resume and 72-Hour Checklist with practice educator  Orientation to pharmacy staff & services  Ensure practice educator can access E*Value  Review Learning Contract (PLAN section) with practice educator  Reflect on activities completed and have a plan for Week 2  Become familiar with workflow, patient demographics, and site-specific services  Establish expectations and mechanism for reporting and documentation with practice educator  Identify one patient for full patient workup  Discuss pharmacist role in health promotion and disease prevention, and how this role is implemented in the practice setting. Determine Health Promotion activity to participate in  Assess patients with new (min 2/week) and refill (min 2/week) prescriptions, and non-prescriptions (min 2/week) for DTPs. Provide patient education, counseling and monitoring (min 5/week). Complete Service activities as required  Follow Up (min 1/week) with patients for whom pharmaceutical care was initiated  Provide feedback to practice educator at agreed-upon times/intervals  Document on and update the E*Value Coursework for required activities W ee k 2  Complete interview and assessment of selected patient for full patient workup  Complete one Drug Information Response  Complete one Presentation  Assess patients with new (min 2/week) and refill (min 2/week) prescriptions, and non- prescriptions (min 2/week) for DTPs. Provide patient education, counseling and monitoring (min 5/week). Complete Service activities as required  Follow Up (min 1/week) with patients for whom pharmaceutical care was initiated  Provide feedback to practice educator at agreed-upon times/intervals  Document on and update the E*Value Coursework for required activities  Complete Self- Assessment E*Value Coursework for Week 2  MIDPOINT ASSESSMENT  Revisit Learning Contract  Reflect on activities completed and have a plan for Week 3 W ee k 3  Complete one Drug Information Response  Complete one Professional and Specialty Service activity  Assess patients with new (min 2/week) and refill (min 2/week) prescriptions, and non- prescriptions (min 2/week) for DTPs. Provide patient education, counseling and monitoring (min 5/week). Complete Service activities as required  Follow Up (min 1/week) with patients for whom pharmaceutical care was initiated  Provide feedback to practice educator at agreed-upon times/intervals  Document on and update the E*Value Coursework for required activities  Reflect on activities completed and have a plan for Week 4 W ee k 4  Present and review completed full patient workup care plans with practice educator and conduct follow up for full patient workup  Complete one Presentation  Complete ACT/REFLECT sections of Learning Contract and discuss with practice educator  Assess patients with new (min 2/week) and refill (min 2/week) prescriptions, and non- prescriptions (min 2/week) for DTPs. Provide patient education, counseling and monitoring (min 5/week). Complete Service activities as required  Follow Up (min 1/week) with patients for whom pharmaceutical care was initiated  Complete Student Evaluation of Practice Educator and Practice Site survey on E*Value and share feedback with practice educator directly.  Ensure all patient care activities have been completed and documentation shared with practice educator  Complete and review all required course work with practice educator and/or designated pharmacist and submit to E*Value by deadline  FINAL ASSESSMENT  Complete Student Evaluation of the OEE Course on E*Value PHRM Outpatient Practicums Handbook Copyright © 2024 UBC Faculty of Pharmaceutical Sciences, Office of Experiential Education. All Rights Reserved. 80 A.2.c PHRM 371 Course Schedule W ee k 1 Monday Tuesday Wednesday Thursday Friday  Complete and submit the UBC Pharmacy Student Health and Safety Orientation  Review student resume and 72-Hour Checklist with practice educator  Orientation to pharmacy staff & services  Ensure practice educator can access E*Value  Review Learning Contract (PLAN section) with practice educator  Reflect on activities completed this week and have a plan for Week 2  Orientation to pharmacy staff & services  Become familiar with workflow, patient demographics, and site-specific services  Establish expectations and mechanism for reporting and documentation with practice educator  Establish expectations for and collaborate with practice educator to plan for regular feedback conversations  Determine site-specific evidence of learning for applicable course activities  Identify one patient for first full patient workup. Complete interview and assessment of selected patient  Determine Health Promotion activity to be completed in discussion with practice educator  Complete minimum 6 chief complaint workups/week. Provide patient education, counseling and monitoring (min 5/week). Complete Service activities as required  Follow up (min 1/week) with patients for whom pharmaceutical care was initiated  Complete and share any documentation with practice educator as required for activities  Document on and update E*Value Coursework for required activities W ee k 2  Complete one Drug Information Response activity  Complete one Presentation to practice educator/staff  Complete minimum 6 chief complaint workups/week. Provide patient education, counseling and monitoring (min 5/week). Complete Service activities as required  Follow up (min 1/week) with patients for whom pharmaceutical care was initiated  Complete and share any documentation with practice educator as required for activities  Document on and update E*Value Coursework for required activities  Provide feedback to practice educator at agreed-upon times/intervals  Complete Self- Assessment E*Value Coursework for Week 2  Reflect on activities completed this week and have a plan for Week 3 W ee k 3  Complete first full patient workup report to practice educator  Identify one patient for second full patient workup. Complete interview and assessment of selected patient  Complete minimum 6 chief complaint workups/week. Provide patient education, counseling and monitoring (min 5/week). Complete Service activities as required  Follow up (min 1/week) with patients for whom pharmaceutical care was initiated  Complete and share any documentation with practice educator as required for activities  Document on and update E*Value Coursework for required activities  Provide feedback to practice educator at agreed-upon times/intervals  Reflect on activities completed this week and have a plan for Week 4 W ee k 4  Complete one Presentation to practice educator/staff  Complete one Drug Information Response activity  Complete one Health Promotion activity  Complete minimum 6 chief complaint workups/week. Provide patient education, counseling and monitoring (min 5/week). Complete Service activities as required.  Follow up (min 1/week) with patients for whom pharmaceutical care was initiated  Complete and share any documentation with practice educator as required for activities  Document on and update E*Value Coursework for required activities  Provide feedback to practice educator at agreed-upon times/intervals  MIDPOINT ASSESSMENT  Revisit Learning Contract  Reflect on activities completed this week and have a plan for Week 5 PHRM Outpatient Practicums Handbook Copyright © 2024 UBC Faculty of Pharmaceutical Sciences, Office of Experiential Education. All Rights Reserved. 81 W ee k 5  Complete second full patient workup report to practice educator  Identify one patient for third full patient workup. Complete interview and assessment of selected patient  Complete minimum 6 chief complaint workups/week. Provide patient education, counseling and monitoring (min 5/week). Complete Service activities as required.  Follow up (min 1/week) with patients for whom pharmaceutical care was initiated  Complete and share any documentation with practice educator as required for activities  Document on and update E*Value Coursework for required activities  Provide feedback to practice educator at agreed-upon times/intervals  Reflect on activities completed this week and have a plan for Week 6 W ee k 6  Complete one Presentation to practice educator/staff  Complete minimum 6 chief complaint workups/week. Provide patient education, counseling and monitoring (min 5/week). Complete Service activities as required.  Follow up (min 1/week) with patients for whom pharmaceutical care was initiated  Complete and share any documentation with practice educator as required for activities  Document on and update E*Value Coursework for required activities  Provide feedback to practice educator at agreed-upon times/intervals  Complete Self- Assessment E*Value Coursework for Week 6  Reflect on activities completed this week and have a plan for Week 7 W ee k 7  Complete third full patient workup report to practice educator  Complete minimum 6 chief complaint workups/week. Provide patient education, counseling and monitoring (min 5/week). Complete Service activities as required.  Follow up (min 1/week) with patients for whom pharmaceutical care was initiated  Complete and share any documentation with practice educator as required for activities  Document on and update E*Value Coursework for required activities  Provide feedback to practice educator at agreed-upon times/intervals  Reflect on activities completed this week have a plan for Week 8 W ee k 8  Complete ACT/REFLECT sections of Learning Contract and discuss with practice educator  Complete Student Evaluation of Practice Educator and Practice Site survey on E*Value and discuss feedback with practice educator directly.  Complete minimum 6 chief complaint workups/week. Provide patient education, counseling and monitoring (min 5/week). Complete Service activities as required  Follow up (min 1/week) with patients for whom pharmaceutical care was initiated  Ensure all practicum activities have been completed and documentation for all shared with and reviewed with practice educator  Submit all required E*Value Coursework by deadline as required  Provide feedback to practice educator at agreed-upon times/intervals  FINAL ASSESSMENT  Complete Student Evaluation of the OEE Course survey on E*Value by deadline PHRM Outpatient Practicums Handbook Copyright © 2024 UBC Faculty of Pharmaceutical Sciences, Office of Experiential Education. All Rights Reserved. 82 A.2.d PHRM 471 Course Schedule W ee k 1 Monday Tuesday Wednesday Thursday Friday  Complete and submit the UBC Pharmacy Student Health and Safety Orientation  Review student resume and 72-Hour Checklist with practice educator  Orientation to pharmacy staff & services  Ensure practice educator can access E*Value  Review Learning Contract (PLAN section) with practice educator  Reflect on activities completed this week and have a plan for Week 2 (Suggested Schedule noted for Weeks 1-8 to help keep you on track and in meeting course requirements)  Introduce yourself to the pharmacy/site team  Be familiar with workflow, patient demographics and specific site services  Discuss pharmacy practice issues with practice educator  Identify and interview Patient #1 for a full patient workup  Discuss Health Promotion activity with practice educator and develop project plan with specific deadlines (date, time, audience and topic)  Complete one Drug Information Response  Assess patients with new (min 10/week) and refill (min 10/week) prescriptions for DTPs. Complete Service activities as required  Follow Up (min 10/week) with patients for whom pharmaceutical care was initiated  Provide feedback to practice educator at agreed-upon times/intervals W ee k 2  Complete full patient workup documentation for Patient #1 and discuss with practice educator  Work on Health Promotion activity  Complete one Drug Information Response  Assess patients with new (min 10/week) and refill (min 10/week) prescriptions for DTPs. Complete Service activities as required  Follow Up (min 10/week) with patients for whom pharmaceutical care was initiated  Complete one Presentation to practice educator/staff  Provide feedback to practice educator at agreed-upon times/intervals  Complete Week 2 Self- Assessment  Revisit Learning Contract  Reflect on activities completed this week  Have a plan for Week 3 W ee k 3  Identify and interview Patient #2 for a full patient workup  Work on Health Promotion activity  Complete one Drug Information Response  Assess patients with new (min 10/week) and refill (min 10/week) prescriptions for DTPs. Complete Service activities as required  Follow Up (min 10/week) with patients for whom pharmaceutical care was initiated  Provide feedback to practice educator at agreed-upon times/intervals  Reflect on activities completed this week  Have a plan for Week 4 W ee k 4  Identify and interview Patient #3 for a full patient workup  Work on Health Promotion activity  Complete one Drug Information Response  Assess patients with new (min 10/week) and refill (min 10/week) prescriptions for DTPs. Complete Service activities as required  Follow Up (min 10/week) with patients for whom pharmaceutical care was initiated  Complete one Presentation to practice educator/staff  Provide feedback to practice educator at agreed-upon times/intervals  MIDPOINT ASSESSMENT  Revisit Learning Contract  Reflect on activities completed this week and have a plan for Week 5 PHRM Outpatient Practicums Handbook Copyright © 2024 UBC Faculty of Pharmaceutical Sciences, Office of Experiential Education. All Rights Reserved. 83 W ee k 5  Work on Health Promotion activity  Complete one Drug Information Response  Assess patients with new (min 10/week) and refill (min 10/week) prescriptions for DTPs. Complete Service activities as required  Follow Up (min 10/week) with patients for whom pharmaceutical care was initiated  Provide feedback to practice educator at agreed-upon times/intervals  Reflect on activities completed this week  Have a plan for Week 6 W ee k 6  Identify and interview Patient #4 for a full patient workup  Work on Health Promotion activity  Complete one Drug Information Response  Assess patients with new (min 10/week) and refill (min 10/week) prescriptions for DTPs. Complete Service activities as required  Follow Up (min 10/week) with patients for whom pharmaceutical care was initiated  Complete one Presentation to practice educator/staff  Provide feedback to practice educator at agreed-upon times/intervals  Complete Week 6 Self- Assessment  Revisit Learning Contract  Reflect on activities completed this week.  Have a plan for Week 7 W ee k 7  Identify and interview Patient #5 for a full patient workup  Work on Health Promotion activity  Complete one Drug Information Response  Assess patients with new (min 10/week) and refill (min 10/week) prescriptions for DTPs. Complete Service activities as required  Follow Up (min 10/week) with patients for whom pharmaceutical care was initiated  Provide feedback to practice educator at agreed-upon times/intervals  Reflect on activities completed this week  Have a plan for Week 8 W ee k 8  Finalize Health Promotion activity  Complete one Drug Information Response  Assess patients with new (min 10/week) and refill (min 10/week) prescriptions for DTPs. Complete Service activities as required  Follow Up (min 10/week) with patients for whom pharmaceutical care was initiated  Complete ACT and REFLECT sections of your Learning Contract and review with your practice educator  Provide feedback to practice educator at agreed-upon times/intervals  Complete one Presentation to practice educator/staff  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  FINAL ASSESSMENT  Complete Student Evaluation of OEE course on E*Value by deadline  Complete Student Evaluation of Practice Educator and Practice Site on E*Value by deadline
Other
eng
Unreviewed
Vancouver : University of British Columbia Library
Attribution-NonCommercial-NoDerivatives 4.0 International
Faculty
University of British Columbia. PHRM 171
University of British Columbia. PHRM 271
University of British Columbia. PHRM 371
University of British Columbia. PHRM 471
Entry-to-Practice PharmD Program : Outpatient practicums handbook for students and practice educators : Introductory and Advanced Pharmacy Practice Experiences (IPPE, APPE) - Outpatient
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