Pharmaceutical Sciences, Faculty of
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Structured Practical Training Practicum Handbook
University of British Columbia. Office of Experiential Education
UBC Faculty of Pharmaceutical Sciences, Office of Experiential Education
Lau, Gilly
STRUCTURED PRACTICAL TRAINING PRACTICUM HANDBOOK FOR STUDENTS AND PRACTICE EDUCATORS Effective September 2024 SPT Coordinator Gilly Lau INNOVATIVE LEADERS OF EXCELLENCE IN PHARMACY EXPERIENTIAL EDUCATION CANADIAN PHARMACY PRACTICE PROGRAM Structured Practical Training Practicum 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 – STRUCTURED PRACTICAL TRAINING 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 SPT Practicum Activities ...................................................................................... 14 1.5 SPT Practicum Activities and Submissions Summary Checklist ............................................... 15 1.6 E*Value Coursework for Structured Practical Training ............................................................ 16 SECTION 2 – REQUIRED PRACTICUM ACTIVITIES ........................................................................................ 17 2.1 Student Introduction and Orientation ..................................................................................... 17 2.2 Learning Contract4.5 ................................................................................................................. 19 2.3 Service ...................................................................................................................................... 21 2.4 Counseling ................................................................................................................................ 24 2.5 Chief Complaint Patient Workup ............................................................................................. 26 2.6 Full Patient Workup ................................................................................................................. 29 2.7 Follow Up Evaluation ............................................................................................................... 31 2.8 Drug Information Response4 .................................................................................................... 33 2.9 Presentation ............................................................................................................................. 35 2.10 Professional Practice Reflection ............................................................................................ 37 2.11 Medication Safety Reflection ................................................................................................. 39 2.12 Giving Feedback to the Practice Educator ............................................................................. 41 2.13 Self-Assessment ..................................................................................................................... 43 SECTION 3 – ASSESSMENT PROCESSES ....................................................................................................... 45 Structured Practical Training Practicum Handbook Copyright © 2024 UBC Faculty of Pharmaceutical Sciences, Office of Experiential Education. All Rights Reserved. 3 3.1 Assessment Processes .............................................................................................................. 45 3.2 Grade Assignment .................................................................................................................... 47 3.2.a Supplemental Assessments ..................................................................................... 48 SECTION 4 – OFFICE OF EXPERIENTIAL EDUCATION CONTACT INFORMATION ......................................... 49 SECTION 5 – STUDENT SUPPORTS AND UNIVERSITY RESOURCES .............................................................. 50 SECTION 6 – REFERENCES ........................................................................................................................... 51 APPENDIX 1 – SPT PRACTICE EDUCATOR ASSESSMENT OF THE STUDENT FORM ...................................... 52 APPENDIX 2 – PRACTICUM SCHEDULE ........................................................................................................ 63 Structured Practical Training Practicum 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 Structured Practical Training Practicum 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 Structured Practical Training Practicum Handbook Copyright © 2024 UBC Faculty of Pharmaceutical Sciences, Office of Experiential Education. All Rights Reserved. 6 SECTION 1 – STRUCTURED PRACTICAL TRAINING OVERVIEW 1.1 Educational Outcomes The learning opportunities in Structured Practical Training (SPT) 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’ performance can be evaluated when the pharmacists are undertaking the activities imperative for safe and effective practice in their daily work. Structured Practical Training Practicum Handbook Copyright © 2024 UBC Faculty of Pharmaceutical Sciences, Office of Experiential Education. All Rights Reserved. 7 The Five Domains of the MSOP are: 1) Providing Care 2) Knowledge and Expertise 3) Communication and Collaboration 4) Leadership and Stewardship 5) Professionalism 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 Structured Practical Training Practicum 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 SPT, which is a direct patient care practicum, 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 SPT. 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 Structured Practical Training Practicum 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, his/her 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 Structured Practical Training Practicum 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 Structured Practical Training Practicum 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 consistently: 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 Structured Practical Training Practicum 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 Structured Practical Training Practicum 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 SPT, students will be expected to achieve the Direct Patient Care Goals and Learning Objectives at the expected performance level as outlined in the SPT Practice Educator Assessment of Student form, which can be found on Canvas or Appendix 1 of this handbook. The table below provides guidance on patient complexity and characteristics, however the practice educator and/or designated pharmacist will determine if the expectations on "patient complexity” for SPT activities are met. This may or may not be within the “patient characteristics” parameters that are suggested below, as a number of other factors may contribute to complexity, including: psychological (e.g. cognitive impairment), social (e.g. affordability of treatment), biological (e.g. organs affected, degree of dysfunction), health-care system related (e.g. number of involved health care providers). These dimensions should also be taken into account when assessing the student’s level of performance in the care of their patients. Practicum Course Expected Patient Complexity Patient Characteristics SPT Moderate Medical Conditions: 5-7 Number of medications: 7+ Structured Practical Training Practicum Handbook Copyright © 2024 UBC Faculty of Pharmaceutical Sciences, Office of Experiential Education. All Rights Reserved. 14 1.4 Summary of SPT Practicum Activities Please see the corresponding sections in the SPT Practicum 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 throughout the 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 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 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 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 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 at every 3 weeks PE to complete assessment of student at every 3 weeks on E*Value and review each with the student Structured Practical Training Practicum Handbook Copyright © 2024 UBC Faculty of Pharmaceutical Sciences, Office of Experiential Education. All Rights Reserved. 15 1.5 SPT Practicum Activities and Submissions Summary Checklist Please refer to the corresponding sections in the SPT Practicum Handbook for full details of practicum submission requirements. Students are expected to review, understand, and complete all activity requirements as described in the SPT Practicum Handbook. Minimum Required Practicum Requirements Where to complete/submit for course completion Student Submission Deadline Weeks 1-4 Weeks 5-13 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 Section (PLAN) 2 Sections (ACT + REFLECT)  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 No Minimum  Service 20 patients (incl. 3 device/dosage form counseling) 40 patients  Counseling 2 New Rx 1 Non-Rx 2 PPMAC 48 patients  Chief Complaint Patient Workup – 2 Patients  Full Patient Workup 4 Patients 16 Patients  Follow Up Evaluation – 2 DIRs  Drug Information Response 1 Drug class 4 Presentations  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 completion on Practicum Activities E*Value Coursework 2) Complete Student Evaluation of Practice Educator and Practice Site on E*Value 11:55pm on the last OEE scheduled practicum block date 1 2  Self-Assessment Week 3  Self-Assessment Week 6  Self-Assessment Week 9 Complete Self-Assessment E*Value Coursework By the end of Week 3, Week 6, and Week 9 1 3  SPT Practice Educator Assessment of Student Week 3  SPT Practice Educator Assessment of Student Week 6 (Midpoint)  SPT Practice Educator Assessment of Student Week 9  SPT Practice Educator Assessment of Student Week 13 (Final) Practice educator to submit by the end of Week 3, Week 6 (Midpoint), Week 9, and Week 13 (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 Structured Practical Training Practicum Handbook Copyright © 2024 UBC Faculty of Pharmaceutical Sciences, Office of Experiential Education. All Rights Reserved. 16 1.6 E*Value Coursework for Structured Practical Training 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 Structured Practical Training Practicum Handbook Copyright © 2024 UBC Faculty of Pharmaceutical Sciences, Office of Experiential Education. All Rights Reserved. 17 SECTION 2 – REQUIRED PRACTICUM 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: 19-21; see Section 1.2) 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 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 Structured Practical Training Practicum Handbook Copyright © 2024 UBC Faculty of Pharmaceutical Sciences, Office of Experiential Education. All Rights Reserved. 18 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 Weeks 1-4 • 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 Weeks 5-13 • No specific requirement for this timeframe • No verification required Structured Practical Training Practicum Handbook Copyright © 2024 UBC Faculty of Pharmaceutical Sciences, Office of Experiential Education. All Rights Reserved. 19 2.2 Learning Contract4.5 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.6 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. Structured Practical Training Practicum Handbook Copyright © 2024 UBC Faculty of Pharmaceutical Sciences, Office of Experiential Education. All Rights Reserved. 20 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 • Learning Objective Examples Verification of Activity Completion Student Practice Educator Weeks 1-4 • Student to complete the PLAN section of the Learning Contract form at the appropriate interval of time • Prior to/on the last day of the practicum, practice educator to verify satisfactory completion of this activity on the Practicum Activities Part 1 E*Value Coursework • Student is to acknowledge and confirm completion on the Practicum Activities Part 1 E*Value Coursework Weeks 5-13 • Student to complete the ACT and REFLECT sections of the Learning Contract form at the appropriate intervals of time • Prior to/on the last day of the practicum, practice educator to verify satisfactory completion of this activity on the Practicum Activities Part 2 E*Value Coursework • Student is to acknowledge and confirm completion on the Practicum Activities Part 2 E*Value Coursework Structured Practical Training Practicum Handbook Copyright © 2024 UBC Faculty of Pharmaceutical Sciences, Office of Experiential Education. All Rights Reserved. 21 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 Structured Practical Training Practicum Handbook Copyright © 2024 UBC Faculty of Pharmaceutical Sciences, Office of Experiential Education. All Rights Reserved. 22 • 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) Verification of Activity Completion Student Practice Educator Weeks 1-4 • 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 • Prior to/on the last day of the practicum, practice educator to verify safe and satisfactory completion of this activity on the Practicum Activities Part 1 E*Value Coursework. Structured Practical Training Practicum Handbook Copyright © 2024 UBC Faculty of Pharmaceutical Sciences, Office of Experiential Education. All Rights Reserved. 23 • 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. • Student is to acknowledge and confirm completion on the Practicum Activities Part 1 E*Value Coursework Weeks 5-13 • There is no minimum expectation for this timeframe, 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 Part 2 E*Value Coursework • Student is to acknowledge and confirm completion on the Practicum Activities Part 2 E*Value Coursework Structured Practical Training Practicum Handbook Copyright © 2024 UBC Faculty of Pharmaceutical Sciences, Office of Experiential Education. All Rights Reserved. 24 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.1,7 (DPC Learning Objectives: 1-3, 5, 13-14, 16, 19-21; see Section 1.2) Required Form(s)/Checklist(s) • Patient Care Journal 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.8 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 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. Structured Practical Training Practicum Handbook Copyright © 2024 UBC Faculty of Pharmaceutical Sciences, Office of Experiential Education. All Rights Reserved. 25 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 Weeks 1-4 • 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 Part 1 E*Value Coursework • Student is to acknowledge and confirm completion on the Practicum Activities Part 1 E*Value Coursework Weeks 5-13 • 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 Part 2 E*Value Coursework • Student is to acknowledge and confirm completion on the Practicum Activities Part 2 E*Value Coursework Structured Practical Training Practicum Handbook Copyright © 2024 UBC Faculty of Pharmaceutical Sciences, Office of Experiential Education. All Rights Reserved. 26 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 Weeks 1-4 only) Process4,7 1) Students should review the Requirements Checklist for Care Plans and additional relevant course materials regarding the patient care thought process from the classroom portion of CP3 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 SPT 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, reviewing Electronic Health Record (EHR) data (including patient laboratory results) available via tools such as CareConnect), Structured Practical Training Practicum Handbook Copyright © 2024 UBC Faculty of Pharmaceutical Sciences, Office of Experiential Education. All Rights Reserved. 27 • 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 classroom portion of CP3 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 the Weeks 1-4 requirements, 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 the Weeks 5-13 requirements, students are not required to use the UBC Care Plan Form. 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 Work-up Notes – Assessment9,10 • 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 • 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 Structured Practical Training Practicum Handbook Copyright © 2024 UBC Faculty of Pharmaceutical Sciences, Office of Experiential Education. All Rights Reserved. 28 • Requirements Checklist for Allergy Assessment • Requirements Checklist for Care Plans • Requirements Checklist for Follow Up Evaluation Verification of Activity Completion Student Practice Educator Weeks 1-4 • 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 Part 1 E*Value Coursework • Student is to acknowledge and confirm completion on the Practicum Activities Part 1 E*Value Coursework Weeks 5-13 • Assess and provide pharmaceutical care to, at minimum, 48 patients for their 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 Practicum Activities Part 2 E*Value Coursework • Student is to acknowledge and confirm completion on the Practicum Activities Part 2 E*Value Coursework Structured Practical Training Practicum Handbook Copyright © 2024 UBC Faculty of Pharmaceutical Sciences, Office of Experiential Education. All Rights Reserved. 29 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 Process4,7 1) Students should review the Requirements Checklist for Care Plans and additional relevant course materials regarding the patient care thought process from the classroom portion of CP3 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 work up, 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 classroom portion of CP3 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, with 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 with all professional and legal requirements. For example, students may be requested to Structured Practical Training Practicum Handbook Copyright © 2024 UBC Faculty of Pharmaceutical Sciences, Office of Experiential Education. All Rights Reserved. 30 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 Work-up Notes – Assessment9,10 • 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 Weeks 1-4 • No specific requirement for this timeframe • No verification required for this timeframe Weeks 5-13 • Assess and provide a full pharmaceutical care work up for, at minimum, two patients. Each of these workups must meet the criteria for a reimbursable medication review service through Pharmacare. • Prior to/on the last day of the practicum, practice educator to verify safe and satisfactory completion of this activity on the Practicum Activities Part 2 E*Value Coursework • Student is to acknowledge and confirm completion on the Practicum Activities Part 2 E*Value Coursework Structured Practical Training Practicum Handbook Copyright © 2024 UBC Faculty of Pharmaceutical Sciences, Office of Experiential Education. All Rights Reserved. 31 2.7 Follow Up Evaluation Purpose This activity allows students to conduct follow up evaluations as a part of the pharmaceutical care process and determination of 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.11 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 work ups, 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 adherence of the patient to the care plan d) Following 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. The student may conduct multiple follow ups for the same patient, which must be documented and dated appropriately. Structured Practical Training Practicum Handbook Copyright © 2024 UBC Faculty of Pharmaceutical Sciences, Office of Experiential Education. All Rights Reserved. 32 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 Weeks 1-4 • 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 Part 1 E*Value Coursework • Student is to acknowledge and confirm completion on the Practicum Activities Part 1 E*Value Coursework Weeks 5-13 • Student to provide follow up evaluation for a minimum of 16 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 Part 2 E*Value Coursework • Student is to acknowledge and confirm completion on the Practicum Activities Part 2 E*Value Coursework Structured Practical Training Practicum Handbook Copyright © 2024 UBC Faculty of Pharmaceutical Sciences, Office of Experiential Education. All Rights Reserved. 33 2.8 Drug Information Response4 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 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, 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 – Assessment9,10 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 work-up11, in order to capture all relevant patient information. e) Review the How to Perform a Literature Search12 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. Structured Practical Training Practicum Handbook Copyright © 2024 UBC Faculty of Pharmaceutical Sciences, Office of Experiential Education. All Rights Reserved. 34 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” video12 • UBC Library: Pharmacy Literature Search Skills Tutorial – http://guides.library.ubc.ca/pharmacysearchskills Verification of Activity Completion Student Practice Educator Weeks 1-4 • No specific requirement for this timeframe. • No verification required for this timeframe Weeks 5-13 • 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 Part 2 E*Value Coursework • Student is to acknowledge and confirm completion on the Practicum Activities Part 2 E*Value Coursework Structured Practical Training Practicum Handbook Copyright © 2024 UBC Faculty of Pharmaceutical Sciences, Office of Experiential Education. All Rights Reserved. 35 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 practicum 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 suggested to have sufficient content for an approximately ten-minute presentation if Structured Practical Training Practicum Handbook Copyright © 2024 UBC Faculty of Pharmaceutical Sciences, Office of Experiential Education. All Rights Reserved. 36 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 Verification of Activity Completion Student Practice Educator Weeks 1-4 • Complete one drug class (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 Part 1 E*Value Coursework • Student is to acknowledge and confirm completion on the Practicum Activities Part 1 E*Value Coursework Weeks 5-13 • Complete four presentations; presentation topics should be varied and approved by the practice educator (students are suggested to complete their presentations on prescription or non-prescription drug classes) • Prior to/on the last day of the practicum, practice educator to verify safe and satisfactory completion of this activity on the Practicum Activities Part 2 E*Value Coursework • Student is to acknowledge and confirm completion on the Practicum Activities Part 2 E*Value Coursework Structured Practical Training Practicum Handbook Copyright © 2024 UBC Faculty of Pharmaceutical Sciences, Office of Experiential Education. All Rights Reserved. 37 2.10 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.7 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 Weeks 1-4 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 weeks 1-4, 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.8 Students are encouraged to document what they learn through their discussions. 4) Towards week 4 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 pharmacist 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 Structured Practical Training Practicum Handbook Copyright © 2024 UBC Faculty of Pharmaceutical Sciences, Office of Experiential Education. All Rights Reserved. 38 practice as a student pharmacist on this practicum? 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. 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 Weeks 1-4 • 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 Part 1 E*Value Coursework • Student is to acknowledge and confirm completion on the Practicum Activities Part 1 E*Value Coursework Weeks 5-13 • No specific requirement for this timeframe. Students are encouraged to continue discussing these topics with their practice educator to develop a deeper understanding of Pharmacist Roles and Functions • No verification required for this timeframe Structured Practical Training Practicum Handbook Copyright © 2024 UBC Faculty of Pharmaceutical Sciences, Office of Experiential Education. All Rights Reserved. 39 2.11 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 Weeks 1-4 only) Process 1) Prior to commencing the practicum, the student must review this activity description in full and the Medication Safety Reflection Form. 2) During weeks 1-4 of the practicum, document at least three processes/systems in place at the practice site to prevent errors on a daily basis. Additionally, 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 week 4 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 Verification of Activity Completion Student Practice Educator Weeks 1-4 Structured Practical Training Practicum Handbook Copyright © 2024 UBC Faculty of Pharmaceutical Sciences, Office of Experiential Education. All Rights Reserved. 40 • 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 Part 1 E*Value Coursework • Student is to acknowledge and confirm completion on the Practicum Activities Part 1 E*Value Coursework Weeks 5-13 • No specific requirement for this timeframe. However, 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 verification required for this timeframe Structured Practical Training Practicum Handbook Copyright © 2024 UBC Faculty of Pharmaceutical Sciences, Office of Experiential Education. All Rights Reserved. 41 2.12 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, review the video Giving Feedback Part 1.13 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. Structured Practical Training Practicum Handbook Copyright © 2024 UBC Faculty of Pharmaceutical Sciences, Office of Experiential Education. All Rights Reserved. 42 Note: This evaluation is not anonymous and responses are shared with 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 Video13 • Student Evaluation of the Practice Educator and Practice Site (provided for reference, but actual form completed online on E*Value by the student) Verification of Activity Completion Student Practice Educator Weeks 1-4 • No documentation required for this timeframe. Students are to review and discuss feedback with the practice educator and/or designated pharmacist throughout the practicum • No verification required for this timeframe Weeks 5-13 • 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 Part 2 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 Part 2 E*Value Coursework Structured Practical Training Practicum Handbook Copyright © 2024 UBC Faculty of Pharmaceutical Sciences, Office of Experiential Education. All Rights Reserved. 43 2.13 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 SPT 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 SPT 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 SPT 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 Structured Practical Training Practicum Handbook Copyright © 2024 UBC Faculty of Pharmaceutical Sciences, Office of Experiential Education. All Rights Reserved. 44 Within the three "Professionalism" domain categories on the SPT 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 SPT, students will complete a total of three self-assessments. At the time of the scheduled Week 3 Assessment, Midpoint Assessment (Week 6), and Week 9 Assessment, 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 SPT Practice Educator Assessment of the Student. The student will make any necessary revisions to their action plan based on the collaborative discussion and review of both assessments. 3) The student will submit their completed Self-Assessment E*Value Coursework for practice educator verification. Resource(s) on Canvas • SPT Patient Care Practice Educator Assessment of Student (also in Appendix 1) • Self-Assessment Examples Verification of Activity Completion Student Practice Educator Weeks 1-4 • By the Week 3 Assessment (end of Week 3), the student is to submit the completed Self- Assessment E*Value Coursework • Practice educator to verify satisfactory completion at the Week 3 Assessment (end of Week 3) on the Self-Assessment E*Value Coursework Weeks 5-13 • By the Midpoint Assessment (end of Week 6), 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 6) on the Self-Assessment E*Value Coursework • By the Week 9 Assessment (end of Week 9), the student is to submit the completed Self- Assessment E*Value Coursework • Practice educator to verify satisfactory completion at the Week 9 Assessment (end of Week 9) on the Self-Assessment E*Value Coursework Structured Practical Training Practicum Handbook Copyright © 2024 UBC Faculty of Pharmaceutical Sciences, Office of Experiential Education. All Rights Reserved. 45 SECTION 3 – ASSESSMENT PROCESSES 3.1 Assessment Processes 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 SPT Practice Educator Assessment of Student form is completed by the practice educator every 3 weeks (i.e. at Week 3, Week 6, and Week 9), where the Week 6 assessment is the midpoint. 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 each assessment interval (i.e. every 3 weeks) to formally discuss the student’s progress and review the completed formative assessment form. A formal summative assessment is completed at the end of the practicum (i.e. at Week 13) using the same online SPT 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 counselling, Structured Practical Training Practicum Handbook Copyright © 2024 UBC Faculty of Pharmaceutical Sciences, Office of Experiential Education. All Rights Reserved. 46 collaboration with team members, etc. By the end of the practicum, the student’s level of performance must minimally meet the criteria outlined in the assessment form. 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. 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 assessments 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. It is the responsibility of the student to immediately contact the SPT 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. Structured Practical Training Practicum Handbook Copyright © 2024 UBC Faculty of Pharmaceutical Sciences, Office of Experiential Education. All Rights Reserved. 47 3.2 Grade Assignment The Structured Practical Training practicum is Pass-Fail grading. Students must be successful in ALL the required course components in order to be successful. The required course components include: 1) Completion of Required Practicum Hours Students must complete the practicum hours in full. 2) Practice Educator Assessment of Student Students must meet the expected level of performance for ALL criteria as outlined and described in the SPT 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 Faculty of Pharmaceutical Sciences assigns the final grade for the SPT practicum. 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. Students must be successful in both 1) the SPT Practice Educator Assessment of Student and 2) all components of the SPT 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 SPT Practice Educator Assessment of Student to be successful in this component. A fail (F) grade will be determined if one or more of the following instances occur as assessed by the SPT coordinator. The student: • Does not complete required number of practicum hours • Does not meet expected level of performance for any element on the SPT Practice Educator Assessment of Student • Does not exhibit professional attributes and skills • Does not submit required practicum submissions (evidence of learning) by the specified deadline • Poses any risk to patient safety and is negligent in the provision of patient-centered care Structured Practical Training Practicum Handbook Copyright © 2024 UBC Faculty of Pharmaceutical Sciences, Office of Experiential Education. All Rights Reserved. 48 The practice educator cannot override the course requirements. The final grade decision (i.e. pass/fail) is determined by the Faculty of Pharmaceutical Sciences. The College of Pharmacists of BC (CPBC) will be notified of the final grade for each student after all assessments and submissions for all students have been reviewed. 3.2.a Supplemental Assessments Supplemental exams are not offered should a fail grade decision be made by the Faculty of Pharmaceutical Sciences. Students will have the opportunity to repeat SPT when it is next offered. Structured Practical Training Practicum Handbook Copyright © 2024 UBC Faculty of Pharmaceutical Sciences, Office of Experiential Education. All Rights Reserved. 49 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. Structured Practical Training Practicum Handbook Copyright © 2024 UBC Faculty of Pharmaceutical Sciences, Office of Experiential Education. All Rights Reserved. 50 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 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 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 Structured Practical Training Practicum Handbook Copyright © 2024 UBC Faculty of Pharmaceutical Sciences, Office of Experiential Education. All Rights Reserved. 51 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 Canadian Pharmacists. Available at: https://napra.ca/sites/default/files/2017- 09/Model_Standards_of_Prac_for_Cdn_Pharm_March09_layout2017_Final.pdf 4) Adapted with permission from: 2011-2012 Structured Practical Experience Program, Leslie Dan Faculty of Pharmacy, University of Toronto, Toronto, Ontario. 5) Adapted with Permission: College of Pharmacists BC, Professional Development and Assessment Program 2012. 6) Adapted with permission: Faculty of Medicine 2003 University of Manitoba, Winnipeg, Manitoba. 7) Adapted with permission: College of Pharmacists of British Columbia - Framework of Professional Practice: 2006. 8) Adapted from: Canadian Interprofessional Health Collaborative – A National Interprofessional Competency Framework 2010 9) 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 10) Adapted with Permission: St.Paul's Hospital Pharmacy, Providence Health Care, Vancouver 2004 11) Cipolle RJ, Strand LM, Morley PC. Pharmaceutical Care Practice: The Clinician’s Guide, McGraw Hill, 2004. 12) Pelletier, Tila. How to Perform a Literature Search [Internet]. Vancouver, BC. 2017 [cited 27 Feb 2018]. Video: 31 mins. 13) Ossareh S, Moshenko J. Giving Feedback Part 1 [Internet]. Vancouver, BC. 2017 [cited 13 Dec 2018]. Video: 34 mins.             !     "  #$%$! &  '#&" %$  ($ & $" )$& & $ * +(), #$& & !  &   ! - . * $ * $/&$   " &   "  #$%$! &  0$1    "  " $ * & %  23 45 6 "#  +23 7,5  " 23 8.  !  5  "    9:;<= >??@??A@;B +23 C4, !  ! $ '&"  0 % #$%$! &   " DEFGFE HD %$  !   I  "*  " (3  "!  " '    !    )$%   ! "!  && % 1 &!#  #$& & !- JKLMNOP Q JRNNS:;:ATA  NUV    WLXRLKYNRZS:;:ATA NUV   23 4 .  !  EFGFE C F'   [\]̂_\̀a bccdcced̀a fgddh ijklmlk n lop\q\acgddh r bccdcced̀a klmlk s lop\q\ac9:;<= >??@??A@;B tu@@v wxy z{|{z }~      {::B?~      .  1 #  " $ *  #$& & !5  "   "   $ ** * $   !  6 ! ! F'#&" E0 % )$%$! &5 #  & &  FF #$-- &-& $ 7HH-. '!# #$0 ""   % $$  $ '#&  %  "  #$%$! &-<B:@;B A=@:B.  !  %  "  #$%$! & ()  " 3  &&   &!#' 1 % #    & $ -    #$0 " * " &  #  &!#' 1  " &$&$  & 5  0$5  #$& & " &$  " $ #$!&  " *   "$!  %  '#&   D)   ¡!#' 1D %$ & $ & 0   $ !-  !1 $ !1     #   &$&$  & #$!$  $ ** "  5   !$ % $ %&$ !1 & $   &!#' 1¢ # 1&* & +-*- &*  0 !# $! ,5 &  +-*-%$"  1 % $! ,5  * & +-*- $* %&"5 "*$ % "1 % &  ,5 &$ 1 ! $" +-*- !$ % 00"  &$ #$0 "$ ,5 &-   " !   "    3  &&     *   " £ 0 %#$%$! &  &$ %  $ #   -¤     ¤ V¥  ¤¦  §ä©ªa©̈d] «̈¬ªa\ª¬­ ®̈¬\̀\̀̄ f§«®j [_]d̈¬ad 6" & & "    °  ± !$ % !" &   ²NUV    P  * " & $³ $" 1   "  '#&"  *$" 1 "&$     " £ #$%$! & 0 &$  - ́  15  "   " & $ #$0   " $ &  $ 1   " %  #$& & !5  "  $ '#&"  3 !$ $ #   1 %$  $ $3  "  0 *$$   !1  $ #$& & / "*!   " & & "&  !3 *-2   *  0 % * " & $³ $" 1   " 5 #$& & " &$  "   & "$  '    &   "  '     ¢C, µ<v@? :;:B:<B:¶@  ́   "  $" 1  **" #$& & $ " 1 $³ $ #$!# *·H, ̧@¹T:º@? »:º@¼B:; ½ºA B@ º<¼B:¼@ @»T¼<Bº :; BT¾B º¼@?? <;» »@¼:?:;¿A<v:;¾  À   "  0 * &  * #$&   " #$%   / "*!  ##$#$ 1 $ $ &$ 1  $ "&  !3 *·4, ̧@¹T:º@? <??:?B<;¼@ ½ºA B@ º<¼B:¼@ @»T¼<Bº B @= ½:= :; B@ ¾<?  À   "  $³ $ # %  *  *# $ " 1 0  %  & $1 3  "*5 3  5  "       ** #$& &·   " &$   0 % #$& & " &$ * " &5  & '    #&$ !5 "    !  %$!- APPENDIX 1 – SPT PRACTICE EDUCATOR ASSESSMENT OF THE STUDENT FORM Structured Practical Training Practicum Handbook Copyright © 2024 UBC Faculty of Pharmaceutical Sciences, Office of Experiential Education. All Rights Reserved. 52        ! "#$% & '"( )*+,-.+/,0-123 ( # ( 4566-+ 5.*.787 9:60-6; (6<6= 1/!62/127,*06 ,- >66?@A 5.;:1.*- ++6++76*- ( # ( B566-+ 5.*.787 9:60-6; (6<6= 1/!62/127,*06 ,->66? C A D.*,= ++6++76*- ( # ( @ 9066;+ 5.*.787 9:60-6; (6<6= 1/!62/127,*06 !=6,+6 :21<.;6 6<.;6*06 -1+8::12- 3182 2,-.*EFGH I*1J=6;E6 1/56;.0,= 1*;.-.1*+K LMNOPQORSTPUPVRW XTSYZM[NPXSW \NTPUPVR M]̂[UT]T[MU QX\S\]NMNTP]WT][U_̂T]V SR̀ QNP̀ SWQORST[MU MSS\SS̀ \]NWX\U\aM]N ̂TMV]PSNT[S M]̂UMbPXMNPXR ZT]̂T]VS cdeLffLGFGW gfGW gfhH iM[YS bMST[Y]PjU\̂V\ PZQMNOPQORSTPUPVR M]̂[P̀ P̀] STV]S M]̂SR̀ QNP̀ S PZ[P]̂TNTP]SF fP̀ QMX\S M]̂ [P]NXMSNSP̀SN MSQ\[NS PZQMNOPQORSTPUPVRW XTSY ZM[NPXSW\NTPUPVRW M]̂ [UT]T[MUQX\S\]NMNTP]F k̂\]NTZT\S[P]]\[NTP]S b\Nj\\] STV]S lSR̀ QNP̀ S NP SQ\[TZT[ SRSN\̀ Sc\FVF [P_VOT]VW XOT]TNTSWQOMXR]VTNTS NP NO\ X\SQTXMNPXRSRSN\̀ m j\MY]\SSW NTX\̂]\SSWM]̂ QMUPX NP O\̀ MNPUPVT[SRSN\̀ HF dQQUT\S Y]PjU\̂V\ PZQMNOPQORSTPUPVRW XTSY ZM[NPXSW\NTPUPVRW M]̂ [UT]T[MUQX\S\]NMNTP] NP NO\ [MX\ PZNO\TX QMNT\]NSF k̂\]NTZT\S[P]]\[NTP]S b\Nj\\] VXP_QSPZ STV]S M]̂ SR̀ QNP̀ S NPSQ\[TZT[ [P]̂TNTP]S c\FVFT][X\MS\̂ nof [P_]NW Z\a\XWQXP̂_[NTa\ [P_VOW[P]SPUT̂MNTP] P] [O\SN pKXMRM̀R S_VV\SN Q]\_̀ P]TMHF q\UMN\S ̀\̂T[MU [P]̂TNTP]Y]PjU\̂V\ NP QMNT\]NKSQ\[TZT[[UT]T[MU ZT]̂T]VS NP ̀MY\MQQXPQXTMN\W QMNT\]NKSQ\[TZT[X̂_V NO\XMQR X\[P̀ \̀]̂MNTP]Sc\FVF ̂TSNT]V_TSO\S M]̂[P]ST̂\XS NO\ Pa\XUMQ T]QX\S\]NMNTP] PZ fre M]̂Q]\_̀ P]TM jO\] ̀MYT]V M]̂s_SNTZRT]V ̂X_V NO\XMQRX\[P̀ \̀]̂MNTP]S ZPX M SQ\[TZT[QMNT\]NHF>66? @ ++6++76*-5.;:1.*- ++6++76*->66? C ++6++76*-D.*,= ++6++76*- Structured Practical Training Practicum Handbook Copyright © 2024 UBC Faculty of Pharmaceutical Sciences, Office of Experiential Education. All Rights Reserved. 53            !"#$%"&#'$()*  +,--$",%!%./.01-'$-2 -3-4(&-)&().#!'-#$5--678,%21(%!$""-"".-!$  9,--$",%!%./.01-'$-2 -3-4(&-)&().#!'-#$5--6:8;%!#4""-"".-!$  70'--2",%!%./.01-'$-2 -3-4(&-)&().#!'- 4-#"-1)(3%2--3%2-!'-$("/11()$*(/))#$%!<=>?@!(A4-2<-(&B#).#'(C$B-)#1-/$%'"DEFGHIGJKLKMNOPFGHIGJKQRSTURJVOPFGHIGJTWURJVOTXRYTSJTDZGVTYUFTHGPTWURJV[\]Ê ̂E_=_Ò _̂Ò >̂? aSGZLTUKLRVUZGVRJJFGHGJUTHRVURJVKbJKIIKSITYRJGURKSJLGVVTVJKXTHTYRSUFTPHKMHGIVKbGH= cYTSURbRTVJKSSTJURKSVZTUdTTSJFGHGJUTHRVURJVKbUFTITYRJGURKSGSYUFTITYRJGLJKSYRURKS[V?RURVRSUTSYTYUKUHTGU[T=M=GZLTUKTePLGRSFKdGS\̂ fRSFRZRUKHLKdTHVZLKKYPHTVVWHTRSGPGURTSU?= cYTSURbRTVJKSSTJURKSVZTUdTTSPGURTSUDVPTJRbRJJLRSRJGLbRSYRSMVGSYITYRJGURKSQSKdLTYMT[T=M=XGSJKINJRSYKVRSMRSGSKLYTHPGURTSUdRUFYTJHTGVTYHTSGLbWSJURKS?= gTLGUTVPFGHIGJKDUFTHGPTWURJQSKdLTYMTUKPGURTSUDVPTJRbRJJLRSRJGLbRSYRSMVUKIGQTGPPHKPHRGUTOPGURTSUDVPTJRbRJYHWMUFTHGPNHTJKIITSYGURKSV[T=M=RSRURGLYKVRSMKbGSURZRKURJVRSGPGURTSUdRUFVTPVRVGSYWSVUGZLTHTSGLbWSJURKS?=5--67""-"".-!$,%21(%!$""-"".-!$5--6:""-"".-!$;%!#4""-"".-!$ h        C,ij !"#$%"&#'$()*  +,--$",%!%./.01-'$-2 -3-4(&-)&().#!'-#$5--678,%21(%!$""-"".-!$  9,--$",%!%./.01-'$-2 -3-4(&-)&().#!'-#$5--6:8;%!#4""-"".-!$  70'--2",%!%./.01-'$-2 -3-4(&-)&().#!'- 4-#"-1)(3%2--3%2-!'-$("/11()$*(/))#$%!<=k?@!(A4-2<-(& #&-,-2%'#$%(!)#'$%'-"#!2-l/%)-.-!$"DG̀bTGSYGPPHKPHRGUTITYRJGURKSPHTVJHRZRSMGSYGYIRSRVUHGURKSmLTMGLOTUFRJGLGSYHTMWLGUKHNHTnWRHTITSUVKbPFGHIGJNPHGJURJT[\]Ê ̂E_ÔEkop_Oq\Eg\_=_O_=>O_=rO_=s? aSGZLTUKLRVUZGVRJJKIPKSTSUVGSYLTMGLtTUFRJGLHTnWRHTITSUVKbPFGHIGJNPHGJURJTUFGUTSVWHTVGbTGSYGPPHKPHRGUTITYRJGURKSGYIRSRVUHGURKSGSYPGURTSUVGbTUN= oRVUVZGVRJJKIPKSTSUVGSYLTMGLtTUFRJGLHTnWRHTITSUVKbPFGHIGJNPHGJURJTUFGUTSVWHTVGbTGSYGPPHKPHRGUTITYRJGURKSGYIRSRVUHGURKSGSYPGURTSUVGbTUN[T=M=PKVRURXTLNRYTSURbNRSMSTdPGURTSUVdRUFPHRIGHNcu? fePLGRSVUFTPWHPKVTKbUFTJKIPKSTSUVGSYLTMGLtTUFRJGLHTnWRHTITSUVKbPFGHIGJNPHGJURJTUFGUTSVWHTVGbTGSYGPPHKPHRGUTITYRJGURKSGYIRSRVUHGURKSGSYPGURTSUVGbTUN[T=M=GVTJKSYGHNJFTJQRVRSPLGJTUKTSVWHTUFTPGURTSUHTJTRXTVUFTJKHTJUPHKYWJU?= cYTSURbRTVJKIIKSGHTGVdFTHTTHKHVIGNKJJWHRSUFTYRVUHRZWURKSKHGYIRSRVUHGURKSKbITYRJGURKSV=uTVJHRZTVUFTPHKJTVVTVRSPLGJTUKPHTXTSUUFTRHKJJWHTSJTGSYTSVWHTPGURTSUVGbTUN[T=M=GucqJFTJQRVRSPLGJTUKPHTXTSUTHKHVbHKIVKWSYDGDLRQTKHLKKQDGLRQTYHWMV?=5--67""-"".-!$,%21(%!$""-"".-!$5--6:""-"".-!$;%!#4""-"".-!$ Structured Practical Training Practicum Handbook Copyright © 2024 UBC Faculty of Pharmaceutical Sciences, Office of Experiential Education. All Rights Reserved. 54         !""#$% &% '()*+,-+./0,1,2+..34+531,* 6   7 *+8+*900 +:;<*    =>?0<;  ,  *+8+*@00 +:;<*    =A?4 ,  *+8+*>+:<0 +:;<*     ; < <  ;; 7    BCDE  <=   F  G HIJKLKMNMOPLQRSTKUTPVKOVKMNOWXQWYJSQRROZWMQJLS[OVX\SLSRMKWUQWYPVO]KYKWURQVSMOQ\\KUWSYPQMKSWM\̂TOQVS_O\MLK̀SLNMOSaPSVKSWRSYVZUMTSVQPNPVOJLS_\bQJKLKMNMO\SMPVKOVKMKS\MO_QWQUSQWYJQLQWRSPQMKSWMRQVSXÔV̀[LÔ QWYPVQRMKRSVScZKVS_SWM\CdIefghijCjXhiDCjXfklCmXnIfkIDCmCmE oWQJLSMOPVKOVKMKpSPQMKSWMRQVSQRMK]KMKS\YS\PKMSB   B< C kScZKVS\ B< KWPVKOVKMKpKWUPQMKSWMRQVSMOSW\ZVSMTQMPQMKSWM\̂KMTXOVQMVK\̀O[_OVS\KUWK[KRQWMYVZUMTSVQPNPVOJLS_\VSRSK]SOPMK_QLRQVSKWQVSQ\OWQJLSMK_S[VQ_SC kScZKVS\ B< KW\SLSRMKWUQWYPVKOVKMKpKWUPQMKSWMRQVSMOSW\ZVSPQMKSWM\K̂MTXOVQMVK\̀O[_OVS\KUWK[KRQWMYVZUMTSVQPNPVOJLS_\VSRSK]SOPMK_QLRQVSKWQVSQ\OWQJLSMK_S[VQ_SC 5 <; < 7\SLSRM\QWYPVKOVKMKpS\PQMKSWMRQVSMOSW\ZVSPQMKSWM\̂KMTXOVQMVK\̀O[_OVS\KUWK[KRQWMYVZUMTSVQPNPVOJLS_\VSRSK]SOPMK_QLRQVSKWQVSQ\OWQJLSMK_SCfVOQRMK]SLNPVSPQVS\[OVQWYS[SRMK]SLN_QWQUS\QWYQRRO_OYQMS\RTQWUKWU\KMZQMKOW\C=>, 0<;  , =A, 4 ,  q !""#$% &% '()3**,r3.,s3.300615,s3. 6   7 *+8+*900 +:;<*    =>?0<;  ,  *+8+*@00 +:;<*    =A?4 ,  *+8+*>+:<0 +:;<*     ; < <  ;; 7    BCtE. ;F HIJKLKMNMOS\MQJLK\TQWY_QKWMQKWQVS\PSRM[ZLXPVO[S\\KOWQLXSMTKRQLVSLQMKOW\TKP̂KMTMTSPQMKSWMQWYuOVRQVSUK]SVd\EdIefgghmXgimXgijXnIfkIjCmE I]OKY\PQMKSWMKWMSVQRMKOWOVPVQRMKRS\ZWRQVKWUXYK\VS\PSRM[ZLXOVZWSMTKRQLVOLS\̂KMTPQMKSWM\C vKMT B< XKWKMKQMS\PQMKSWMKWMSVQRMKOW\CeORZ\S\OWKW[OV_QMKOWROLSRMKOWQWYZWQJLSMOROW\K\MSWMLNVSROUWKpS]SVJQLOVWOWH]SVJQLRZS\C vKMT B< XS\MQJLK\TS\QVQPPOVMQWYRQVKWUVSLQMKOW\TKP̂KMTMTSPQMKSWMCiQNTQ]SYK[KRZLMNUZKYKWUMTSROW]SV\QMKOWKW\O_SKWMSVQRMKOW\CIJLSMOVSROUWKpS_O\M]SVJQLQWYWOW]SVJQLRZS\C fVOQRMK]SLNQWY <; < 7S\MQJLK\TS\Q\MVOWUVQPPOVMQWYRQVKWUVSLQMKOW\TKPCIYQPM\MO\KMZQMKOWQLYK[SVSWRS\QWYPQMKSWMPVS[SVSWRS\MOSWTQWRSMTSKWMSVQRMKOWC=>, 0<;  , =A, 4 ,  Structured Practical Training Practicum Handbook Copyright © 2024 UBC Faculty of Pharmaceutical Sciences, Office of Experiential Education. All Rights Reserved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̂ LUWKWJPVW_WHMS\WKVTJLVW[TOKWHYNIP]NV[INGW[ZHNMSLWJHYW[HVNMHSM[VHYQLGHLILMK@FGHIHJKJLYLSZXYJǸabc[HSYIXZHSMNIPQMHPW[FdeW[YXQPSJNSZTNWJVPZHYNJHLSW[SLSETQPWYQHTJHLSVPZHYNJHLSOHWJLQK[HVVXSHfNJHLSW[WLYHNIZQXMOHWJLQK[VPZHYNJHLSP]TPQHPSYPNSZNZOPQPSYP>FGHIHJKJLTQLRHZPNITPQJHSPSJUHSZHSMWNSZP]TINHSJOPHQWHMSHUHYNSYP>_Fgahhai>j[khj[lFaeFi>i[i>m@ nSNGIPJLMNJOPQQPoXHQPZTNJHPSJHSULQVNJHLSZPWTHJP#&="&'&($"%=0&3$"(.> ePoXHQPW#)/.=0&3$"(.HSMNJOPQHSMQPoXHQPZTNJPSJHSULQVNJHLS>pSULQVNJHLSMNJOPQPZHWWLVPJHVPWHSYLVTIPJPNSZ\LQHQPIPRNSJ>qHJOTQLVTJHSM\YLNYOHSM[HWNGIPJLrXWJHUKJOPWHMSHUHYNSYPLUHSULQVNJHLSMNJOPQPZHSQPINJHLSJLJOPWTPYHUHYTNJHPSJ> ePoXHQPW/&"&/$5=0&3$"(.HSMNJOPQHSMQPIPRNSJTNJHPSJHSULQVNJHLSUQLVNRNQHPJKLUWLXQYPWJONJHWYLVTQPOPSWHRPNSZNYYXQNJP>hNSXWXNIKrXWJHUKJOPWHMSHUHYNSYPLUHSULQVNJHLSMNJOPQPZHSQPINJHLSJLJOPWTPYHUHYTNJHPSJ> "3.2."3."%5+MNJOPQWTNJHPSJHSULQVNJHLSHSNWKWJPVNJHYNSZJOLQLXMOVNSSPQNSZZHUPQPSJHNJPWGPĴPPSQPIPRNSJNSZHQPIPRNSJZNJN>aQPWPSJWTPQJHSPSJHSULQVNJHLSNSZTQLNYJHRPIKrXWJHUHPWJOPWHMSHUHYNSYPLUHSULQVNJHLSMNJOPQPZHSQPINJHLSJLJOPWTPYHUHYTNJHPSJ> 6..78##.##/."%-&32)&"%##.##/."%6..7;##.##/."%<&"$5##.##/."% s         !"#$%&#'$(%)*+  ,-..%#-&"&/0/12.(%.3 .4.5)'.*')*/$"(.$%6..789-&32)&"%##.##/."%  :-..%#-&"&/0/12.(%.3 .4.5)'.*')*/$"(.$%6..7;9<&"$5##.##/."%  81(..3#-&"&/0/12.(%.3 .4.5)'.*')*/$"(. 5.$#.2*)4&3..4&3."(.%)#022)*%+)0**$%&"=>t@-.3&($5*)D5./ &#%EFGHIHJKJLZPRPILTNTQHLQHJHfPZVPZHYNITQLGIPVIHWJ[HZPSJHUKHSMGLJOJOPTNJHPSJuWNYJHRPNSZYOQLSHYHWWXPW>FGHIHJKJLZPWYQHGPYXQPSJNYJHRPHWWXPWJONJNQPQPWTLSWHGIPULQJOPTNJHPSJuWQPNWLSULQPSYLXSJPQLQNZVHWWHLS>_Fgahhai>i[khj[lFaeFi>m@ nSNGIPJLHZPSJHUKNSZTQHLQHJHfPVPZHYNITQLGIPVWZPWTHJP#&="&'&($"%=0&3$"(.> qHJO#)/.=0&3$"(.HZPSJHUHPWJOPYOHPUVPZHYNITQLGIPV_W@NSZLJOPQHWWXPW[GXJJOHWWJHIVNKGPHSYLVTIPJP>kLVPJHVPWONWZHUHYXIJKTQHLQHJHfHSMHWWXPW[TQLRHZHSMLSIKWXTPQUHYHNIrXWJHUHYNJHLS> qHJO/&"&/$5=0&3$"(.HZPSJHUHPWJOPYOHPUVPZHYNITQLGIPV_W@NSZVLWJLJOPQHWWXPW>FYYXQNJPIKTQHLQHJHfPWGNWPZLSIPRPILUNYXHJK[TQLRHZHSMNTTQLTQHNJPrXWJHUHYNJHLS> "3.2."3."%5+HZPSJHUHPWNJOLQLXMONSZYLVTQPOPSWHRPIHWJLUNIVPZHYNITQLGIPVW[NYYXQNJPIKTQHLQHJHfPẐHJONTTQLTQHNJPrXWJHUHYNJHLS>aQLNYJHRPIKNQJHYXINJPWOL̂VPZHYNITQLGIPVWVNKNUPYJYLP]HWJHSMYLSZHJHLSW>6..78##.##/."%-&32)&"%##.##/."%6..7;##.##/."%<&"$5##.##/."% Structured Practical Training Practicum Handbook Copyright © 2024 UBC Faculty of Pharmaceutical Sciences, Office of Experiential Education. All Rights Reserved. 56            !   "#$%&'$(%)&*+,  -.//&$.'#'01023/)&/4 /5/6*(/+(*+0%#)/%&7//89:.'43*'#&$$/$$0/#&  ;.//&$.'#'01023/)&/4 /5/6*(/+(*+0%#)/%&7//8<:='#%6$$/$$0/#&  92)//4$.'#'01023/)&/4 /5/6*(/+(*+0%#)/ 6/%$/3+*5'4//5'4/#)/&*$133*+&,*1++%&'#>?@A +1> B/+%3,+*C6/0$DEFGHGIJIKGLMNIGOJPQRSIGOJPTNLUVGKVGIGWMTXIRTHTNLUKIMNIGTHUTIGMNIDSUMXGOGXLVRYIZMVTUJUVKFHM[S?\E]̂ __̂ ?̀̀PaEbPc_bPc_̀ PdÊ eE?̀fP̀?gA hNTFHMIKRIGHGWMVMHMiTNILTITKVTSJSIM[TIGXTUUVKTXZIKGLMNIGOJ[TQKVLVRYIZMVTUJUVKFHM[SLMSUGIM$'>#'(')%#&>1'4%#)/? jGIZ$*0/>1'4%#)/PRIGHGWMSVMHMiTNILTITTNLGSLMiMHKUGNYTSJSIM[TIGXTUUVKTXZPFRIGSRNTFHMIKXKNSGSIMNIHJGLMNIGOJ[TQKVTXIRTHTNLUKIMNIGTHLVRYIZMVTUJUVKFHM[S?ESSMSSMS[MLGXTIGKNSOKVTUUVKUVGTIMNMSSPFRI[TJ[GSSUTIGMNIDSUMXGOGXOTXIKVSTIIG[MS? jGIZ0'#'0%6>1'4%#)/PRIGHGWMSTSJSIM[TIGXTUUVKTXZIKGLMNIGOJPQRSIGOJPTNLUVGKVGIGWMLVRYIZMVTUJUVKFHM[S?jGIZ[GNG[THXKTXZGNYPGLMNIGOGMS[KSI[TQKVLVRYIZMVTUJUVKFHM[SFJGNIMYVTIGNYVMHMiTNIUTIGMNILTITTNLIZMVTUMRIGXkNKlHMLYM?EFHMIKUVGKVGIGWMUVKFHM[SFTSMLKNHMiMHKOTXRGIJPFRI[TJHTXkVMOGNM[MNITIIG[MS? #4/3/#4/#&6,RIGHGWMSTSJSIM[TIGXTUUVKTXZIKGLMNIGOJTNLUVGKVGIGWMTHTXIRTHTNLUKIMNIGTHLVRYIZMVTUJUVKFHM[SFJGNIMYVTIGNYVMHMiTNIUTIGMNILTITTNLIZMVTUMRIGXkNKlHMLYM?EFHMIKXKNSGSIMNIHJUVGKVGIGWMFTSMLKNHMiMHKOTXRGIJTNLUVKiGLMTUUVKUVGTIMQRSIGOGXTIGKN?7//89$$/$$0/#&.'43*'#&$$/$$0/#&7//8<$$/$$0/#&='#%6$$/$$0/#& m      n .."o      !   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All Rights Reserved. 57         ! "#$%&'$(%)&*+, ! !-.//&$.'#'01023/)&/4!/5/6*(/+(*+0%#)/%&7//89:.'43*'#&$$/$$0/#& ! !;.//&$.'#'01023/)&/4!/5/6*(/+(*+0%#)/%&7//8<:='#%6$$/$$0/#& ! !92)//4$.'#'01023/)&/4!/5/6*(/+(*+0%#)/ 6/%$/3+*5'4//5'4/#)/&*$133*+&,*1++%&'#>?@ABCD/+%3/1&')6&/+#%&'5/$EFGHIHJKJLHMNOJHPKQRSHLSHJHTNMIHUJLPQIVHQGINJWNSQRNXJHYQIJNSOQJHVNUJWSLXZWHOJNZSQJHLOLPSNINVQOJRQJHNOJMQJQ[GNUJQVQHIQGINNVHMNOYN[QOMYL\RQSHOZQOMYLOJSQUJHOZJWNRSLUQOMYLOULPNQYWQIJNSOQJHVN[HOYIXMHOZQUUNUU\NOJLPNPHYQYK[UQPNJK[RQJHNOJPQYJLSU[QM\HOHUJSQJHLOHUUXNUQOMYLUJ?]F̂ _̀ ̀_@?a[̀_b?c[d̀ @[d̀ b[eF_fFb?a?b[b?a?cB gOQGINJLHMNOJHPKGQUHYJWNSQRNXJHYQIJNSOQJHVNUMNURHJN$'>#'(')%#&>1'4%#)/? hHJW$*0/>1'4%#)/[QGINJLHOJNZSQJNSNINVQOJRQJHNOJMQJQQOMJWNSQRNXJHYiOLjINMZNJLHMNOJHPKUL\NJWNSQRNXJHYQIJNSOQJHVNU[GXJSNkXHSNUYLQYWHOZlRSL\RJHOZJLMNVNILRQYL\RSNWNOUHVNIHUJ? hHJW0'#'0%6>1'4%#)/[HMNOJHPHNU\LUJVHQGINJWNSQRNXJHYQIJNSOQJHVNU[HOJNZSQJHOZSNINVQOJRQJHNOJMQJQQOMJWNSQRNXJHYiOLjINMZN?mXUJHPHYQJHLOQOMQOJHYHRQJHLOLPYLOUNkXNOYNULPNQYWQIJNSOQJHVN\QKIQYiSNPHON\NOJQJJH\NU? #4/3/#4/#&6,HMNOJHPHNUQYL\RSNWNOUHVNIHUJLPQIVHQGINJWNSQRNXJHYQIJNSOQJHVNU?_SLQYJHVNIKHOJNZSQJNUSNINVQOJRQJHNOJMQJQ[JWNSQRNXJHYiOLjINMZNQOMQYSHJHYQIQRRSQHUQILPGNUJQVQHIQGINNVHMNOYNJLQSJHYXIQJNSQJHLOQINQOMnXUJHPHYQJHLOPLSNQYWQIJNSOQJHVN?FOJHYHRQJNUYLOUNkXNOYNULPNQYWQIJNSOQJHVNQOMQMMSNUUNUkXNUJHLOULSYLOYNSOU?7//89$$/$$0/#&.'43*'#&$$/$$0/#&7//8<$$/$$0/#&='#%6$$/$$0/#&      !!oC.."p C !C  C! q.pr  ! 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All Rights Reserved. 58           !"  #$%&'(%)&*'+,-  ./00'%/($(121340*'05 0607+)0,)+,1&$*0&'8009:;/(54+($'%%0%%10$'  </00'%/($(121340*'05 0607+)0,)+,1&$*0&'8009=;>($&7%%0%%10$'  :3*005%/($(121340*'05 0607+)0,)+,1&$*0 70&%04,+6(5006(50$*0'+%244+,'-+2,,&'($?@ABC/+$('+,($?7&$D>+7+E#4;+$'($2('-+)&,0FGHIJIKLKMNOPMQRISOITUJIPVKIMRWMXNOPMTTORYVKIMRWVRYYOZOJMUVRVUUNMUNIVKO[UVKIORKFWUOPIXIPUJVRXMNTMRIKMNIRQ[XMJM\F]UOZVJ]VKIMRVRYPMRKIR]IKLMXPVNO@̂UOPIXIOWOXIPVPLVRYWVXOKLORYUMIRKW[KVNQOKZVJ]OW[XNO_]ORPLVRYKITOXNVTOWXMNTMRIKMNIRQVRYUNMVPKIZOJLORQVQOWK̀OUVKIORKK̀NM]Q̀OY]PVKIMRVRYPM]RWOJIRQ[OTUM\ONTORKVRYWOJXFTVRVQOTORK@aGbcddeB[dcB@f[̂dA[̂dB[gGchGB@f@i[B@iC jRVHJOKMYOWIQRVTMRIKMNIRQUJVRVYYNOWWIRQQORONVJOXIPVPLVRYWVXOKLORYUMIRKWYOWUIKO%(?$()(*&$'?2(5&$*0@ kIK̀%+10?2(5&$*0[YOWIQRWVHVWIPTMRIKMNIRQUJVR[H]K]RVHJOKMPMRWIWKORKJLIRPMNUMNVKOUVKIORKFWUOPIXIPXVPKMNWMNTVlOWM]RYPJIRIPVJm]YQOTORKW@cNMZIYOWHVWIPUVKIORKOY]PVKIMRMRK̀OTVIRTOYIPVKIMRP̀VRQOVRYWMTOKITOWNOPMQRISOWMUUMNK]RIKIOWXMNPMRKIR]IKLMXPVNO@ kIK̀1($(1&7?2(5&$*0[YOWIQRWVRVUUNMUNIVKO[UVKIORKFWUOPIXIPTMRIKMNIRQUJVRK̀VKPVUK]NOWTMWKNOJOZVRKORYUMIRKWVRYUNMZIYOWNVKIMRVJm]WKIXIPVKIMRXMNK̀OWOYOPIWIMRW@jW]VJLUNMZIYOWK̀MNM]Q̀UVKIORKOY]PVKIMRVRYWMTOKITOWNOPMQRISOWMUUMNK]RIKIOWXMNPMRKIR]IKLMXPVNO@ $5040$50$'7-YOWIQRWVRVUUNMUNIVKOVRYPMTUNÒORWIZOUVKIORKFWUOPIXIPTMRIKMNIRQUJVRVRYUNMZIYOWm]WKIXIPVKIMRXMNK̀OWOYOPIWIMRW@GRKIPIUVKOWUMWWIHJOM]KPMTOWVRYUNMVPKIZOJLTMYIXIOWPVNOUJVRW\IK̀RO\MNP̀VRQIRQIRXMNTVKIMR@cNMVPKIZOJLUNMZIYOWWOVTJOWWPMRKIR]IKLMXPVNOVRYUVKIORKOY]PVKIMR@8009:%%0%%10$'/(54+($'%%0%%10$'8009=%%0%%10$'>($&7%%0%%10$'  n       //#o    p/oq #$%&'(%)&*'+,-  ./00'%/($(121340*'05 0607+)0,)+,1&$*0&'8009:;/(54+($'%%0%%10$'  </00'%/($(121340*'05 0607+)0,)+,1&$*0&'8009=;>($&7%%0%%10$'  :3*005%/($(121340*'05 0607+)0,)+,1&$*0 70&%04,+6(5006(50$*0'+%244+,'-+2,,&'($?@ArC +*210$'&'(+$FGHIJIKLKMYMP]TORKUVKIORKFNOJVKOYÒVJK̀PVNOIWW]OW[PVNOUJVRW[VRYTOYIPVKIMRMNYONWsPJVNIXIPVKIMRWIRVPJOVN[PMRPIWO[VRYMNQVRISOYTVRRON[X]JXIJIRQUNMXOWWIMRVJVRYJOQVJNO_]INOTORKW@aGbcddtA[dtB[deB@r[etA@u[gGchGA@fC vMP]TORKWIRVRIRPMTUJOKO[]RPJOVN[MNIRVPP]NVKOTVRRONYOWUIKO%(?$()(*&$'?2(5&$*0@ vMP]TORKW\̀ ORUNMZIYOY\IK̀VWKN]PK]NOYXMNTVK[H]KTVLTIWWWMTOlOLIRXMNTVKIMR@hO_]INOW%(?$()(*&$'?2(5&$*0KMlOOUYMP]TORKVKIMRMNQVRISOY[NOJOZVRK[VRYPMRPIWO@ vMP]TORKWVUUNMUNIVKOJLVRYVPP]NVKOJLIRVRVPPOUKOYWKN]PK]NOYXMNTVK@hO_]INOW%+10?2(5&$*0IRIRPMNUMNVKIRQUONKIRORKIRXMNTVKIMRIRVRMNQVRISOYVRYPMRPIWOTVRRON@GNKIP]JVKIMRMXK̀ONVUO]KIPIWW]OWTVLJVPlNOXIROTORK@ vMP]TORKWVUUNMUNIVKOJLVRYVPP]NVKOJLIRVRVPPOUKOYWKN]PK]NOYXMNTVK@hO_]INOW1($(1&7?2(5&$*0IRIRPMNUMNVKIRQUONKIRORKIRXMNTVKIMRIRVRMNQVRISOYVRYPMRPIWOTVRRON@wYORKIXIOWUVKIORKWXMN\̀ MTYMP]TORKVKIMRIWVUNIMNIKL@8009:%%0%%10$'/(54+($'%%0%%10$'8009=%%0%%10$'>($&7%%0%%10$' Structured Practical Training Practicum Handbook Copyright © 2024 UBC Faculty of Pharmaceutical Sciences, Office of Experiential Education. All Rights Reserved. 59         !"# $!%"&'( )*+*),--" # #./.*01-%"-2)-3-4&$5-'$&'.! %-!"6--789#21&# " - .- " )*+*):--" # #./.*01-%"-2)-3-4&$5-'$&'.! %-!"6--7;9<# !4 - .- " )*+*)8*0%--2 # #./.*01-%"-2)-3-4&$5-'$&'.! %- 54-! -1'&3#2--3#2- %-"& /11&'"(&/''!"# =>?@A&../ #%!"#& BCDEFEGHGIJIKKLMEJNGONPPQIPQENGOFHROQDNFHSMIMBROQDNFHSEMTQEGEMUSIQRENJIKKLMEJNGEIMGOJVMIFIUHTEGVPNGEOMGWNMXGVOVONFGVJNQOGONK>YCZ[\\]?S\]̂ S_C[̀ Ca>?A \IKKLMEJNGOWEMNMLMWGQLJGLQOXIQEMNPPQIPQENGOKNMMOQSQOWLFGEMUEMPIGOMGENFHEMObOJGEROEMGOQROMGEIMWXOWPEGO #= #$#%! 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"=/#2! %-> cEGV &.-=/#2! %-SEWNDFOGIQOWPIMXGIWEKPFOeLOWGEIMWDHXOGOQKEMEMUGVOKIWGNPPQIPQENGOWILQJOIbOREXOMJOBDNWOXEMbIQKNGEIMNMXEMGOQPQOGEMUGVOQOFORNMGEMbIQKNGEIMQOeLEQOXGIQOWPIMXGIGVOeLOWGEIM>]NHFNJfIQUNMEdNGEIMEMJIKKLMEJNGEMUGVOQOWPIMWO> cEGV.# #.!4=/#2! %-SObOJGEROFHQOWPIMXWGIKIWGeLOWGEIMWDHXOGOQKEMEMUGVOKIWGNPPQIPQENGOWILQJOIbOREXOMJOBDNWOXEMbIQKNGEIMNMXEMGOQPQOGEMUGVOQOFORNMGEMbIQKNGEIMQOeLEQOXGIQOWPIMXGIGVOeLOWGEIM>\IKKLMEJNGOWGVOQOWPIMWOSDLGKNHFNJfQObEMOKOMGNGGEKOW>  2-1- 2- "4(GQENUOWNMXQOWPIMXWGINFeLOWGEIMWDHXOGOQKEMEMUGVOKIWGNPPQIPQENGOWILQJOIbOREXOMJOBDNWOXEMbIQKNGEIMNMXEMGOQPQOGEMUGVOQOFORNMGEMbIQKNGEIMQOeLEQOXGIQOWPIMXGIGVOeLOWGEIM>rbOJGEROFHJIKKLMEJNGOWGVOQOWPIMWO>6--78 - .- "#21&# " - .- "6--7; - .- "<# !4 - .- " Structured Practical Training Practicum Handbook Copyright © 2024 UBC Faculty of Pharmaceutical Sciences, Office of Experiential Education. All Rights Reserved. 60        ! 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All Rights Reserved. 61                              !"#$%"&$$'()#*) "+,-.  /  !"#$0"&$$-           12345678953:;<95=3>?7<4@39@;ABC>8;D:4C3;:?53E?C3<;==D95=8<;54ED?38A??33>??F7?@3?:D?G?D8H7?<H8<A45@?B7D?4C?@8534@33>?IJJ8K@?437>4<L8??M;E@L@48<NOPQRSSQROTT !"#$$"&$$'()#*) "+,- U VW X YZZ     [[  \  \      ]_̂̀a_bcdefghib_fiahjkai_̀glegjadhmnocdegf_igjaioa_pbajkjk__̀glegjadhqrlarsjk_tuvwxyejdhy_ldbmzhr_iey{aj_pq_̀glegjadhigf_hdldh|_fg̀galgyl_odfcdejd{gs_oefjk_frkgh|_im}~~ } Structured Practical Training Practicum Handbook Copyright © 2024 UBC Faculty of Pharmaceutical Sciences, Office of Experiential Education. All Rights Reserved. 62 Structured Practical Training Practicum Handbook Copyright © 2024 UBC Faculty of Pharmaceutical Sciences, Office of Experiential Education. All Rights Reserved. 63 APPENDIX 2 – PRACTICUM SCHEDULE The following is a suggested scheduling guide to help plan out the required activities during SPT. This schedule includes all required practicum activities for SPT. 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 Structured Practical Training 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. 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  Reflect on activities completed and have a plan for Week 3 Structured Practical Training Practicum Handbook Copyright © 2024 UBC Faculty of Pharmaceutical Sciences, Office of Experiential Education. All Rights Reserved. 64 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)  Complete Follow Up Evaluation for two patients  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  Complete Self- Assessment E*Value Coursework for Week 3  WEEK 3 ASSESSMENT  Revisit Learning Contract  Reflect on activities completed and have a plan for Week 4 W ee k 4  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)  Complete Follow Up Evaluation for two patients  Wrap up Professional Practice 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 5 W ee k 5  Complete Service activities as required  Provide Counseling to at least five patients  Complete at least six Chief Complaint Patient Workups  Identify one patient for first Full Patient Workup. Complete interview and assessment of selected patient  Complete Follow Up Evaluation for two patients  Complete one Presentation  Provide feedback to practice educator at agreed-upon times/interval  Reflect on activities completed and have a plan for Week 6 W ee k 6  Complete Service activities as required  Provide Counseling to at least five patients  Complete at least six Chief Complaint Patient Workups  Complete first Full Patient Workup and review with practice educator  Complete Follow Up Evaluation for two patients  Provide feedback to practice educator at agreed-upon times/interval  Complete Self- Assessment E*Value Coursework for Week 6  MIDPOINT ASSESSMENT  Revisit Learning Contract  Reflect on activities completed and have a plan for Week 7 W ee k 7  Complete Service activities as required  Provide Counseling to at least five patients  Complete at least six Chief Complaint Patient Workups  Complete Follow Up Evaluation for two patients  Complete one Drug Information Response  Complete one Presentation  Provide feedback to practice educator at agreed-upon times/interval  Reflect on activities completed and have a plan for Week 8 W ee k 8  Complete Service activities as required  Provide Counseling to at least five patients  Complete at least six Chief Complaint Patient Workups  Complete Follow Up Evaluation for two patients  Provide feedback to practice educator at agreed-upon times/interval  Reflect on activities completed and have a plan for Week 9 Structured Practical Training Practicum Handbook Copyright © 2024 UBC Faculty of Pharmaceutical Sciences, Office of Experiential Education. All Rights Reserved. 65 W ee k 9  Complete Service activities as required  Provide Counseling to at least five patients  Complete at least six Chief Complaint Patient Workups  Identify one patient for second Full Patient Workup. Complete interview and assessment of selected patient  Complete Follow Up Evaluation for two patients  Complete one Presentation  Provide feedback to practice educator at agreed-upon times/interval  Complete Self- Assessment E*Value Coursework for Week 9  WEEK 9 ASSESSMENT  Revisit Learning Contract  Reflect on activities completed and have a plan for Week 10 W ee k 10  Complete Service activities as required  Provide Counseling to at least five patients  Complete at least six Chief Complaint Patient Workups  Complete second Full Patient Workup and review with practice educator  Complete Follow Up Evaluation for two patients  Provide feedback to practice educator at agreed-upon times/interval  Reflect on activities completed and have a plan for Week 11 W ee k 11  Complete Service activities as required  Provide Counseling to at least five patients  Complete at least six Chief Complaint Patient Workups  Complete Follow Up Evaluation for two patients  Complete one Drug Information Response  Complete one Presentation  Provide feedback to practice educator at agreed-upon times/interval  Reflect on activities completed and have a plan for Week 12 and 13 W ee k 12 a nd 1 3  Revisit Learning Contract and complete ACT and REFLECT sections  Complete Service activities as required  Provide Counseling to at least five patients  Complete at least six Chief Complaint Patient Workups  Complete Follow Up Evaluation for two patients  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 Part 1 and Part 2 Coursework on E*Value 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
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Vancouver : University of British Columbia Library
Attribution-NonCommercial-NoDerivatives 4.0 International
Faculty
Canadian Pharmacy Practice Program : Structured practical training practicum handbook for students and practice educators, September 2024
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