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PHA 5781: Patient Care I
Spring 2017 Year 1 - Block 4
3 Credit Hours
Course Purpose: Patient Care I will introduce principles related to providing self-care consultation that involves a patient request
for either a non-prescription product or a dietary supplement. Principles of complementary alternative
medicine (CAM) will also be introduced. Upon completion of this course, students will be able to use a
structured process for assessing a patient who seeks self-care and be able to use appropriate resources to solve
self-care scenarios commonly seen in the community setting.
Course Faculty and Office Hours
Teaching Partnership Leader: Robin Moorman Li, PharmD, BCACP, CPE Email: [email protected] Office: Jacksonville campus Phone: (904) 244-9590 Office Hours: Please email a request for an appointment. Teaching Roles: Lecturer, Facilitator for Jacksonville campus Teaching Partners:
Oliver Grundmann, PhD, MS, ME Email: [email protected] Office: Off-campus Phone: 352-246-4994 Office Hours: Online via Big Blue Button upon email request Teaching Role: Lecturer
Kathryn Smith, PharmD Email: [email protected] Office: HPNP 2-303 Phone: 352-294-8287 Office Hours: Please email a request for an appointment. Teaching Roles: Lecturer, Facilitator for Gainesville campus
Joshua Pullo, PharmD Email: [email protected] Office: Orlando campus Phone: 904-866-1292 Office Hours: Please email a request for an appointment Teaching Role: Facilitator Orlando Campus
Academic Coordinator Instructional Designer Dorci Nance, MA [email protected] Justin DeLeo, M.Ed. [email protected] Office: HPNP 4312 Phone: 352-273-5558 Office: HPNP 4309 Phone: 352-273-6523 Office Hours: by email and appointment Office Hours: by email and appointment
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This Course Will Prepare You to Perform the Following Activities Which the Public
Entrusts a Pharmacist to Perform:
EPA A1 Collect subjective and objective data EPA A2 Interpret patient data and identify problems EPA A3 Formulate evidence based care plans EPA A4 Counsel a patient about medications and health wellness EPA A5 Assess and counsel a patient about health/wellness EPA D1 Soft skills in daily practice EPA E2 Assist patients and care givers to obtain their medications and related para-
pharmaceuticals in an affordable manner that meets their healthcare needs
Course-Level Objectives Upon completion of this course, the student will:
1. Develop and integrate knowledge about principles of self-care, dietary supplements and
complementary & alternative medicine (CAM).
a. Distinguish between OTC products, dietary supplements, drugs, homeopathic preparations,
and CAM therapies.
b. Explain the importance of self-care involving over-the-counter (OTC) agents.
c. Describe social considerations such as cultural sensitivity, health-related beliefs, access to
care, health literacy, and ethical decision-making in self-care.
2. Demonstrate foundational knowledge about use of self-care products for the following common
complaints:
a. Preventative care (nutritional foods, vitamins, dietary supplements, CAM)
b. Common skin disorders (contact dermatitis, insect bites/stings and pediculosis, fungal skin
infections)
c. Pain (dietary supplements and medications)
d. Fever (dietary supplements and medications)
e. Cough, Colds and allergies (dietary supplements and medications)
3. Integrate knowledge and use clinical reasoning skills in accomplishing the following steps when
managing a patient with the disease state:
a. Collect. Collect necessary subjective and objective data to understand relevant
medical/medication history and clinical status of the patient.
i. Use SCHOLAR-MAC and QUEST to gather patient data including information about
prescription and nonprescription medications, herbal products and other dietary
supplements, health and wellness information, patient lifestyle habits, preferences
and beliefs, health and functional goals, socioeconomic factors that affect access to
medicine, allergies/adverse reactions, and disease.
ii. Gather information from chart/electronic health records and pharmacist records if
available.
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iii. Develop a holistic view (including physiological, psychological, and sociological
variables) of the patient.
b. Assess. Integrate knowledge, clinical experience, and patient data to formulate and test
hypotheses about the etiology of medication-related problems. Assess information collected
in the context of the patient’s overall health goals in order to identify and prioritize problems
and achieve optimal care. This step includes:
i. Triage a patient based on complete assessment information to determine whether the
patient requires no intervention, self-care, or medical referral.
ii. Assessing appropriateness, effectiveness, safety, and patient adherence
iii. Assessing health and functional status, risk factors, health data, cultural factors, health
literacy, and access to medications and other aspects of care.
iv. Need for preventative care.
c. Plan. Develop an individualized patient-centered care plan that is evidence-based and cost-
effective.
i. Develop specific and general therapeutic goals for the patient.
ii. List and evaluate pharmacotherapeutic alternatives for the patient.
iii. Integrate knowledge, evidence-based literature/information, clinical experience,
patient data, patient goals and desires, and the prescriber’s judgment when
developing an evidence-based care plan for the patient. Considerations for the plan
include:
1. Application of established practice guidelines, evidence-based medicine, and
population-based treatment plans in developing the plan. Retrieve evidence-
based information from resources appropriate for questions about
nonprescription products, dietary supplements, and CAM.
2. Accurate and patient-specific dosing (including dosage adjustment for
renal/hepatic dysfunction, starting dose, maximum doses, and timing of
doses).
3. Considerations for special patient populations including pregnant women,
pediatrics, elderly, and patients with organ dysfunctions in the self-care
setting
4. Parameters for monitoring response and frequency of monitoring
5. Parameters for monitoring adverse effect and frequency of monitoring
6. Plan for patient counseling/education
d. Patient-Centered Care: Foster a patient-centered care approach by accomplishing the
following:
i. Communicate
1. Perform appropriate patient/family/caregiver counseling on documented
uses, adverse effects, and toxicities of OTC, herbal, and dietary supplements.
2. Communicate succinctly with another health care provider the patient
summary and plan.
a. Refer patient when appropriate.
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ii. Collaborate: Discuss with other health professional team members’ issues related to
self-care and base discussions on evidence and the patient’s desires.
iii. Document: Prepare a written communication that is well-organized, logical, complete,
appropriate, and evidence-based.
Pre-Requisite Knowledge and Skills Completion of all required coursework in Year 1 – Blocks 1, 2, and 3
Co-requisite: PHA 5244 Principles of Evidence-based Practice PHA 5162L Professional Practice Skills Lab II
Classroom: 1. Gainesville: All Active Learning Sessions are held in MDL-1 (CG-069 to CG-88 on the Ground Floor of Communicore). 2. Jacksonville & Orlando: Class Sessions are posted in the campus calendar.
ALERT about Schedule: Please routinely check your campus calendar and the Canvas course site for any messages
about changes in the schedule including meeting dates/times, deadlines, and room changes.
Note: The Instructor Contact Hours listed below only designate structured learning that involves a faculty member.
As noted by UF policy, for each 1 hour of “Instructor Contact,” students are expected to spend a minimum of 2 hours
of additional time completing learning activities. Example: If a week has 7 hours of Instructor Contact, the student
should plan on a minimum of 14 hours of additional study. Therefore, the typical student will devote 21 hours of effort
to the course that week. Note this is a “typical” student – some students will find they devote less time and others
will find need to devote more time.
Course Outline
Date Recommended
Dates for viewing Videos
Mod & Unit
Unit Topic Learning Resources will include Lecture Videos and readings.
Contact Hours [hr.]
Faculty Learning Objective
s
Week of Mar. 13th
Mod 01 Introduction to Self Care 7hrs Moorman Li/ Grundmann
1a-b,3a-b
Prior to 3/16/17
Online/Individual Study: Reading assignments for Intro to Self Care Lecture:
1. Handbook of Nonprescription Drugs, Chapter 1, sections:
Influences on self medications pgs 6-8
RX to OTC Switch: pgs 8-9
Nonprescription drug labeling pg 10-11
Handling and Storage of Nonprescription Medications pgs 12-13
Pharmacist’s Role in Nonprescription Drug Therapy pg 14
15min
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Prior to 3/16/17
Reading assignment for Special Populations in Self-Care Lecture: 1. Handbook of Nonprescription Drugs, Ch. 2,
sections:
Self Care Problem Solving Process pg 17
Comprehensive Problem Solving Model pgs 17-19
Special considerations in infants and children pgs 25-26
Table 2-2 Selected administration guidelines for oral medications
Special consideration in Persons of Advanced Age pgs 27-28.
Special considerations & management of pregnant patients pgs 28-29
Special Considerations in nursing mother pgs 29-30
30min
2. Servey J, Chang. Over-the-Counter Medications in Pregnancy. Am Fam Physician 2014;90(8): 548-555 (on Canvas) NOTE: SUPPLEMENTAL READING ONLY
3. Handbook of Nonprescription Drugs Ch. 50:
Introduction to Dietary Supplements pgs 939-950
45min
Prior to 3/16/17
Video Lectures: 1. Introduction to Self-Care 39min Moorman Li
2. Special populations in self-care 36min Moorman Li
3. Introduction to herbal/plant based products 51min Grundmann
4. Regulation of herbal/plant based products NOTE: SUPPLEMENTAL LECTURE ONLY
Grundmann
Due 3/15/17 11:59pm
Complete: Team Project: Introduction to Self-Care Products and Dietary Supplements from a Consumer’s Perspective by Wednesday, March 15, 2017 at 11:59pm.
30min
3/16/17 (no VC)
All campuses: 8:30-11:30am
Active Learning Session 1: Module 1 Introduction to Self Care
Team Project Presentation: Introduction to Self-Care Products and Dietary Supplements from a Consumers’ Perspective (Evaluation rubric: Appendix A)
Law article: Read in class and discuss
A lawyer’s perspective: In class video
3hrs
Smith/ Moorman Li/
Pullo/ Grundmann
Week of March 20th
Mod 02 Week 2
Evidence Based Practice with Dietary Supplements and CAM
5.3hrs Grundmann 1a-b,3b
Prior to 3/23/17
Online/Individual Study: Reading:
1. Handbook of Nonprescription Drugs, Chapter 52, Common Complementary and Alternative Medicine health Systems
45min
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Video Lectures:
1. Introduction to evidence based decision making related to dietary supplements
35min
Grundmann
2. Case studies in dietary supplement for
evidence based information 22min Grundmann
3. Nutritional foods, dietary supplements,
and CAM used in preventative care 19min Grundmann
4. Cultural beliefs related to CAM and dietary
supplement use 17min Grundmann
Prior to 3/23/17
Complete in Canvas prior to active learning session (for verbal defense preparation): Case Vignettes in Self Care: 2 Cases
3/23/17 All Campuses:
8:30 – 11:30am (VC/Jabber)
Active Learning Session 2: Module 2 Evidence Based Practice with Dietary Supplements and CAM
Quiz
Discuss Case vignettes in Self Care
Homeopathy Class Discussion
Debate the Evidence (Appendix B)
Dietary Supplement Regulation Class Discussion
3hrs
Smith/ Moorman Li/
Pullo/ Grundmann
Week of March 27th
Mod 03 Week 3
Dietary Supplements 5hrs Grundmann 1a-b,3b
Prior to 3/31/17
Online/Individual Study: Readings:
1. Handbook of Nonprescription Drugs Chapter 51: Natural Products (starting page listed, may continue on next page)
St. John’s Wort (pg 962)
Ginkgo (pg 960)
Kava (pg 961)
Valerian (pg 963)
Red Yeast Rice (pg 958)
Cinnamon (pg 967)
Fish oil (pg 957)
Saw Palmetto (pg 973)
Chasteberry (pg 978)
Black Cohosh (pg 977)
45min
2. Article “Trends in Dietary Supplement Use Among US Adults 1999-2012”, JAMA 2016; 316(14):1464-1474.
30min
Lecture Video: Overview of commonly used dietary supplements
45min Grundmann
Prior to 3/31/17
Complete in Canvas prior to active learning session (for verbal defense preparation): Case Vignettes in Self Care: 2 Cases
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3/31/17 All Campuses:
8:30 – 11:30am (VC/Jabber)
Active Learning Session 3: Module 3 Dietary Supplements
Quiz
Discuss Case vignettes in Self Care
Partner activity: evaluating dietary habits and lifestyle with partner, suggesting benefits of current habits and possible improvements to each other (Partner Checklist Appendix C)
Team activity: CASES- design SCHOLAR-MAC for supplement and CAM use for patients with specific disorders Facilitator Grading Rubric: Appendix D
3hrs
Smith/ Moorman Li/
Pullo/ Grundmann
Week of April 3rd
Mod 04 Week 4
Dermatology Self Care 6.1hrs K. Smith 1-5
Prior to 4/6/16
Online/Individual Study: Readings:
1. Handbook of Nonprescription Drugs
Chapter 34: Contact Dermatitis (entire)
Chapter 36: Insect Bites, Stings and Pediculosis (entire)
Chapter 41: Fungal Infections (entire)
2hs
Prior to 4/6/16
Lecture Videos:
1. Contact Dermatitis 20 min Smith
2. Insect Bites & Stings and Pediculosis 30 min Smith
3. Fungal Skin Infections 20 min Smith
Prior to 4/6/16
Complete in Canvas prior to active learning session (for verbal defense preparation): Case Vignettes in Self Care: 3 Cases
4/5/17 9:30-11:30am
Exam I Covering Modules 1-3 2hrs
4/6/17 All Campuses:
8:30 – 11:30am (no VC)
Active Learning Session 4: Module 4 Dermatology Self Care (focus on assessment)
Quiz
Discuss Case Vignettes in Self Care
Cases in Self Care: Patient workup/making recommendations/ counseling
Refer or Treat?
3hrs Smith/
Moorman Li/ Pullo
Week of April 10th
Mod 05 Week 5
Pain and Fever Self Care 7.2hrs Moorman Li/ Grundmann
1-5
Online/Individual Study: Reading assignment for Pain Management in the Self-Care Environment Lecture:
1. Handbook of Nonprescription Drugs
Chapter 5 (entire)
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Chapter 7 selections: o Nonpharm therapy: pgs 100-101 o Figure 7-1 including exclusions for
self-treatment pg 100 o Table 7-2 pg 101 o Key points for musculoskeletal
injuries and disorders pg 110 o Patient education for musculoskeletal
injuries pg 111
70min
Prior to 4/13/17
Reading assignment for Fever: A focus on Pediatric Patients Lecture
1. Handbook of Nonprescription Drugs
Chapter 6 selections: o Detection of a fever: pgs 84-87
Including Tables 6-3, 6-4, 6-5, 6-6, 6-7 o Figure 6-1 pg 89 Including Exclusions
for Self Treatment o Patient Education for fever: pg 94 o Key points for Fever: pg 95
30min
Chapter 51: Natural Products selected section headings: o Butterbur (pg 959) o Feverfew (pg 959) o Glucosamine (pg 974) o Chondroitin (pg 973) o Devil’s Claw (pg 974)
15min
Prior to 4/13/17
Lecture Videos: Pain Management in the Self-Care Environment
60min
Moorman Li
Dietary supplements: Pain Relief 21min Grundmann
Dietary supplements & CAM: Back pain relief 20 min Grundmann
Fever: A focus on Pediatric Patients 36min Moorman Li
Prior to 4/13/17
Complete in Canvas prior to active learning session (for verbal defense preparation): Case Vignettes in Self Care: 3 Cases
4/13/17 All Campuses:
8:30 – 11:30am (no VC)
Active Learning Session 5: Module 5 Pain and Fever Self Care (focus on treatment development and counseling)
Quiz
Discuss Case Vignettes in Self Care
Cases in Self Care: Patient workup/making recommendations/ counseling
Refer or Treat?
3hrs Smith/
Moorman Li/ Pullo
Week of April 17th
Mod 06 Week 6
GI Self Care 7.6hrs Moorman Li/ Grundmann
1-5
Online/Individual Study: Reading assignment for Management of GI Complaints in the Self-Care Environment: A focus on Heartburn/Dyspepsia:
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Prior to 4/20/17
1. Handbook of Nonprescription Drugs
Chapter 13 selections: o Figure 13-2 and Exclusions for Self
Treatment pg 215 o Pharmacologic Therapy pgs 214-220
Antacids Histamine Type 2 Receptor
Antagonists Proton Pump Inhibitors Bismuth Subsalicylate
o Patient Education for Heartburn and Dyspepsia pg 224
o Key Points for Heartburn and Dyspepsia pg 225
30min
Reading assignment for Management of GI Complaints in the Self-Care Environment: A focus on Nausea and Vomiting: 1. Handbook of Nonprescription Drugs
Chapter 19 selections: o Patho of N/V pg 311-312 o Table 19-2: Signs and Symptoms of
dehydration in children pg 313 o Figure 19-2 Exclusions for Self
Treatment and Treatment algorithm in adults pgs 314-315
o Figure 19-3 exclusions for self- treatment and treatment algorithm in children pgs 316-317
o Nonpharmacologic Therapy pg 317
o Table 19-6 Dosage Guidelines for Nonprescription antiemetic antihistamines pg 319
o Patient education for N/V pg 325 o Key points for N/V pg 326
40min
Prior to 4/20/17
Reading assignment for Management of GI Complaints in the Self-Care Environment: A focus on Diarrhea: 1. Handbook of Nonprescription Drugs
Chapter 16 selections: o General treatment approach pg 271 o Figure 16-1 and exclusions pg 272 o Fluid and electrolyte mgmnt pg 273 o Dietary management pg 273 o Figure 16-2 pg 274 o Loperamide pgs 275-276 o Bismuth Subsalicylate pgs 276-278
30min
Prior to 4/20/17
Reading assignment for Management of GI Complaints in the Self-Care Environment: A focus on Constipation
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1. Handbook of Nonprescription Drugs
Chapter 15 selections: o General Treatment approach pgs 242-
243 o Figure 15-2 and Exclusions pg 244 o Nonpharmacologic Therapy pg 243 o Bulk Forming Agents pgs 244 and 249 o Hyperosmotic agents pg 249 o Emollient agents: pg 249 o Lubricant agent: pg 249 o Saline laxative agents: pgs 250-251 o Stimulant agents: pg 251 Special Populations: o Children pgs 252-253 o Pts of advanced age pg 254 o Pregnancy and lactation: pgs 254-255 o Table 15-6 Admin of Enemas and
Rectal Suppositories pg 255
Chapter 51: Natural Products o Ginger (pg 964) o Milk Thistle (pg 965) o Peppermint (pg 965) o Probiotics (pg 970)
60min
Prior to 4/20/17
Lecture Videos:
1. Heartburn and dyspepsia 28 min Moorman Li
2. Nausea and Vomiting 19 min Moorman Li
3. Diarrhea 18 min Moorman Li
4. Constipation 27 min Moorman Li
5. Dietary supplements: Gastrointestinal
Health 27min Grundmann
Prior to 4/20/17
Complete in Canvas prior to active learning session (for verbal defense preparation): Case Vignettes in Self Care: 3 Cases
4/20/17 All Campuses:
8:30 – 11:30am (no VC)
Active Learning Session 6: Module 6 GI Self Care (focus on documentation)
Quiz
Discuss Case Vignettes in Self Care
SOAP Note Activity (Appendix E)
Refer or Treat? (Time permitting)
3hrs Smith/
Moorman Li/ Pullo
Weeks of 4/24 & 5/1
Mod 07 Wks 7-8
Allergies and Cold Self Care 6.3hrs Smith/
Grundmann 1-5
Prior to 4/27/17
Online/Individual Study: Readings:
1. Handbook of Nonprescription Drugs
Chapter 11 Cold and Allergies
Chapter 12 Cough
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Textbook Krinsky DL, Ferreri SP, Hemstreet B, et al. Handbook of Nonprescription Drugs: An Interactive Approach to Self-care.
18th ed. Washington, D.C.: American Pharmacists Association; 2015.
Additionally, students will need to have access to laptops and internet access during active classroom sessions.
Materials and Supplies Fees: None
Active Sessions Descriptions
Introduction to Self Care Products and Dietary Supplements from a Consumer’s Perspective
Teams of students will be assigned a self-care product and dietary supplement covered in Patient Care 1. The students
will be asked to visit a local pharmacy and evaluate the assigned products and similar products available within this
pharmacy. Students will be given a very detailed assignment to complete while at the pharmacy and after the visit to the
pharmacy. Teams will need to complete this assignment, submit a written report, and present a 5 minute in class
presentation on the various points assigned from the guide.
Case Vignettes in Self Care
Chapter 27 (pages 516-519 only) Allergic Conjunctivitis
Chapter 51: Natural Products o Echinacea (pg 968) o Elderberry (pg 969) o Green tea (pg 971)
2 hrs
Prior to 4/27/17
Lecture Videos: 1. Dietary Supplements: Colds and
Allergies 32min Grundmann
2. Colds and Allergies 31min Smith
3. Cough 15min Smith
Prior to 4/27/17
Complete in Canvas prior to active learning session (for verbal defense preparation): Case Vignettes in Self Care: 2 Cases Individual Patient Information Analysis Form (see Problem Solving Case Assignment description for details)
4/27/17 All Campuses:
8:00 – 11:00am (VC/Jabber at
9:35am)
Active Learning Session 7: Module 7 Allergies and Cold Self Care (focus on problem solving and putting it all together)
Quiz
Problem Solving Session: Case will include multiple self care issues covered this semester (Appendix F)
3hrs
Smith/ Moorman Li/
Pullo/ Grundmann
5/2/17 8:30-10:30am
Final Exam
Cumulative Final Exam 2hrs
Total Instructor Contact Hours: 48hrs
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Each student will be responsible for evaluating and completing questions for specific self care cases for Modules 2-7 prior to the active learning session. Completing these questions will allow the students to develop skills in the Pharmacist Patient Care Process which includes data collection and analysis, assessment, plan, implementation, monitoring and follow up. During the active learning session, these cases will be discussed in detail. Students will be asked to verbally explain the thought process associated with each of these cases. Areas of focus will include:
Collecting data and determining which is pertinent data and which is extraneous data.
Assessing the collected data and identify and prioritize problems associated with the given case including identifying when a self care case should be a referral.
Developing a proper treatment plan for the given case.
Provide proper education to the patient.
Develop a monitoring and follow up plan for the patient. Triads in Patient Assessment and Triad Case Studies Student teams will be assigned cases to work up during the active learning session. In groups of 3, students will act as the patient, the pharmacist or the observer. The “pharmacist” will have the opportunity to practice patient assessment skills with the “patent” and also develop treatment plans based on the given information. The “observer” will be asked to provide feedback to the “pharmacist”. After teams have had a chance to act out the scenarios in their small groups, individual students will be called on randomly to role play as the pharmacist while faculty will serve as the patient. A complete patient interaction (assessment via SCHOLARMAC, plan development and counseling the patient on that plan) will be acted out in front of the class. Following the role play, a discussion will be completed to review other treatment options along with strengths and weaknesses of the patient-pharmacist interaction.
Refer or Treat?
Patient cases in self care will be presented to the class. Student teams will decide whether they would refer the patient
or allow the patient to self treat. Individual students will be called on to present evidence for why they chose to refer or
allow patient to self treat to the class. If the student chooses to treat the patient, a proper treatment recommendation
should be provided. In some active sessions, these presentations of the Refer or Treat? Cases will completed in the Triad
format as described above.
Debate the Evidence... Dietary Supplements (Week 2)
Student teams are assigned a dietary supplement to research evidence in support of the supplement or to find evidence
against using the supplement. Each team has to support their claims with evidence. Students have 20 minutes to research
the assigned supplement using available literature. Students present their findings in the form of a debate with each side
given 5 minutes to provide their argument and then provide rebuttals. Included in the presentation will be potential uses
and evidence, potential adverse effects, herb-drug interactions, and major counseling points for and against its use,
limitations in indication and use for specific populations. The observer rubric will be completed by faculty and submitted
at the completion of the active learning session.
CAM Patient Work Up (Week 3) Teams will be asked to recommend one proper supplement and CAM approach for a patient suffering from a specific condition using the SCHOLAR-MAC approach (appendix D). Teams will have 30 minutes to research the literature, create a patient case, and develop a plan and then give a 5 minute case presentation to the class. The rubric will be submitted by faculty at the completion of the active learning session.
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Student Evaluation & Grading
Evaluation Methods and how grades are determined
Activity/Assessment Description/Rubric Grade Weight
Out of Class Assignments 20% total
Week 1: Introduction to Self-Care Products from a Consumers’ Perspective:
Teams will need to complete this assignment, submit a written report, and present a 5 minute in class presentation on the various points assigned from the guide. For more information see Appendix A: Evaluation Rubric: Team Project
5%
Weeks 2-7: Case Vignettes: Self Study Assignments
Prior to each active learning session in Modules 2-7, students will be asked to review self care case vignettes and answer quiz questions about these cases on Canvas. A discussion of each case will occur during the class.
15%
In Class Assignments 30% total
In Class Quizzes (N=6) (No quiz Week 1)
Weekly Pre-Lab Quizzes will be completed at the beginning of class each week. Quizzes will consist of 15 multiple-choice or true-false questions and will cover material from pre-class reading or other preparatory material. Note: Lowest quiz score will be dropped so a total of 5 quizzes will count for final grade.
15%
Week 2: Debate the Evidence Team discussion
Appendix B: Observer rubric 2.5%
Week 3: Team activity: SCHOLAR MAC cases
Appendix D: CAM and dietary supplement patient work up using SCHOLAR MAC Rubric: Faculty Assessment Team activity: Teams will work together to complete a case involving a supplement and/or CAM options for patients with specific conditions (e.g. arthritis, migraine headaches, irritable bowel syndrome, etc.).
2.5%
Week 6: SOAP Note Documentation
Team SOAP notes will be evaluated by faculty with the rubric found in Appendix E.
5%
Week 7: Problem Solving Submissions
A problem solving activity covering multiple topics covered during the semester will be completed in Week 7. Team submissions will be evaluated by faculty using the attached problem solving rubric in Appendix F.
5%
Exam 1 20%
Exam 2 (Cumulative) 30%
Total 100%
NOTE: Late assignments will NOT be accepted and a grade of zero will be given for the respective assignment.
*Note that up to 5 points may be deducted from final course grade for unexcused absences, tardiness, and other forms of unprofessional behavior according to the Professionalism Assessments policy described elsewhere in syllabus.
Exams will be multiple choice. All exams will be administered through Examsoft.
Multiple choice quizzes will be given via the Canvas Respondus Lockdown Browser System, and will be
administered during the active learning session each week.
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Grading Scale (1 point in grade allocation described above = 1 percentage)
92.50-100% A 72.50-76.49% C
89.50-92.49% A- 69.50-72.49% C-
86.50-89.49% B+ 66.50-69.49% D+
82.50-86.49% B 62.50-66.49% D
79.50-82.49% B- 59.50-62.49% D-
76.50-79.49% C+ < 59.50% E
Rounding of grades: Final grades in Canvas will be rounded to the 2nd decimal place. If the decimal is X.495 or
higher, Canvas will round the grade to X.50. The above scale depicts this policy and grades are determined
accordingly. Grade assignment is made using this policy and no exceptions will be made in situations where a
student’s grade is “close.”
Educational Technology Use The following technology below will be used during the course and the student must have the appropriate
technology and software. Appendix A outlines who to contact if you have questions about technology.
1. ExamSoft®
2. Canvas Learning Management System (including Respondus LockDown Browser)
Policies Policies Across All 1PD-3PD courses:
Class Attendance & Excused/Unexcused Absences Attendance and punctuality are expected of pharmacists in practice since they are essential elements in maintaining quality patient care, including patient safety. The Pharm.D. program has firm policies about attendance in order to instill good habits that will be needed in practice, and also because class participation is essential for developing the knowledge, skills, and attitudes essential for success as a pharmacist. Class attendance is mandatory for active learning sessions such as problem-solving sessions, case discussions, laboratory sessions, and other activities that the instructor designates as required attendance. Similar to the employment expectations in pharmacy practice, tardiness and unexcused absences are not tolerated.
Student attendance may be excused in the following situations: serious illness (3 or more consecutive days requires a health care provider note/documentation), serious family emergencies, military obligation, severe weather conditions, religious holidays, and other reasons of that are of a serious nature or unexpected. Absences from class for court-imposed legal obligations (e.g., jury duty or subpoena) will be excused. The Pharm.D. calendar allows for participation in special curricular requirements (e.g., professional meetings). For unusual situations (e.g., wedding that was planned before admission), the student is expected to have already informed the Office of Student Affairs.
Students who have an infectious illness that is in the contagious phase should not come to class. This is an excused illness. The grade book will show EX or excused for the grade of a missed quiz or iRAT and the course grade will be computed without consideration of these missing points unless a makeup is assigned. If the instructor assigns a makeup assignment, the EX grade will be replaced with the grade earned on the makeup assignment.
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Both excused and unexcused absences are tracked across the curriculum. Students with repeated absences may be requested to provide a higher level of documentation and the course leader will include the Associate Dean for Student Affairs in addressing the issue.
Requests for Excused Absence A request for an excused absence/tardy must be communicated prior to the class session by email. The email format below must be used for all communications about absences. The email must be addressed to [email protected]. This message will be received by the Academic Coordinator, distant campus, and Education Coordinator. The Academic Coordinator will communicate the information to the Teaching Partnership Leader/Course Director. If email is not possible, the student should call the Academic Coordinator (see phone number in syllabus). The Academic Coordinator will coordinate all communications about the absence request and therefore, serve as the point of contact about decisions and other information. Students are encouraged to call the Academic Coordinator for assistance with excused absences.
The following format is recommended:
Failing to follow this policy will render the absence unexcused. The expectation of prior notification will be exempted in situations where there was an emergency situation such as an accident or similar serious situation.
A request for an "excused absence" does not guarantee acceptance. No precedence can be drawn from any courses in the College of Pharmacy or any other college within University of Florida.
The student is responsible for follow up and confirming whether the absence is excused or unexcused.
Make-Up Assignments Make-up assignments will be provided for any excused absences when the instructor deems a make-up is indicated. Make-up assignment(s) shall be permitted a reasonable amount of time to make up any excused absence(s). Due to the block curriculum model, students are encouraged to complete the make up within one-week of the missed session(s). If the situation leads to missing multiple class sessions and makeup by end of the course becomes difficult, the student and Teaching Partnership Leader/Course Director will meet with the Associate Dean of Student Affairs to develop options such as a makeup/remediation plan or course withdrawal. The time period for this make up will be consistent with the UF attendance policies. Please refer to the University Attendance Policy at https://catalog.ufl.edu/ugrad/current/regulations/info/attendance.aspx Professionalism Assessments Professionalism is an educational outcome of the Pharm.D. program and therefore, is continually assessed. Professional behaviors and attitudes are evaluated at each annual milestone to determine progression and eventual readiness for graduation.
To: [email protected] Subject: PHA XXXX – Excused Absence request Dear ___________, Professionally and politely request an excused absence. Explain the nature of conflict and rationale for receiving an excused absence. Thank the faculty/staff member for their consideration of your special request. Salutation, Type in your full name and last 4 digits of UF-ID #, and Campus Name
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Unprofessional behaviors and attitudes will result in a deduction of points in the overall course grade in which the event occurred. Unexcused absences are considered to be unprofessional behavior. Other forms of unprofessional behavior include: lateness to class resulting in missing the start of the application exercises/discussions unless permitted by instructor; classroom behaviors that are distracting or disruptive to others; use of cell/smart phones during class; reading emails/messages; use of social media; leaving class early without informing the faculty or staff member; disrespectful behaviors toward faculty, staff, or other students; and inappropriate discussion board or social media postings. For incidents of lateness to class, an assessment will be made about the seriousness of the tardiness, and this will be used to determine the course of action. Nonadherence to the dress code policy is also considered unprofessional behavior. Students who do not comply with the dress code will be assessed as unprofessional and also asked to leave class as noted in the dress code policy.
Across the academic year, unprofessional behaviors will be tracked across all courses. Each offense will result in a grade deduction in the course in which the unprofessional behavior occurred. The maximum grade deduction that will be applied to each course is 5% from the final course percentage grade. Repeated unprofessional behaviors will also be evaluated as an end of year milestone, and can negatively impact curricular progression.
Quiz/iRAT/tRAT Policies 1. Students must bring their laptop or tablet to class in order to participate in the quiz/iRAT/tRAT. 2. All quizzes/iRATs/tRATs are closed book unless otherwise noted by the instructor. 3. At the start of the quiz/iRAT, the access code will be provided. Students who miss getting the access code
because they were late will not be allowed to take the quiz/iRAT and a grade of zero will be assigned unless there is an excused absence.
4. When a student completes a quiz/readiness-assessment test (RAT), they must close their laptop or turn over their tablet to indicate they are finished with the assessment. These devices should not be used until the instructor has announced that the quiz/RATs have ended.
5. Students who miss the iRAT may take the tRAT if they are in class at the start of the tRAT. (The Academic or Educational Coordinator will assess the time of arrival and indicate to students who enter the classroom late whether they can join their team and participate in the tRAT.)
6. Students may not leave the room during the quiz/iRAT/tRAT. 7. All students must remain quiet during the quiz/RATs, and as other teams are completing the tRATs. 8. For tRATs, a team may appeal the answer to a question to the instructor after the active learning session
within 24 hrs. The appeal must be evidence-based and in writing. Such an appeal process is not applicable to quizzes, iRATs, and exams.
Exam Policy During any Exam:
1. Students must wait outside the testing room until the proctor enters. 2. The following items are not allowed to be accessed during the exam: cell phones, other electronic or
digital devices including smart watches, pagers, photographic devices, and recording devices. Any watches must be placed on the top of the desk for proctor review.
3. All backpacks, purses or other bags should be kept away from the student’s designated testing space and must not be accessed during the exam. Nonessential materials are NOT allowed at the student's desk during examination periods. Please leave all nonessential materials outside of or in the front of the examination room.
4. Students must arrive and be seated promptly to be eligible to take the exam. To maintain exam security, students who arrive late for the exam will not be allowed to start the exam if they are more than 30 minutes late or if another student has left the room after seeing the exam. Students who have valid reasons for arriving late at the exam may request a makeup exam as outlined below.
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5. There must be no talking or other disruptive behavior during the distribution or taking of the exam. 6. Calculators must meet the following requirements: Only nonprogrammable calculators are allowed
unless the course has a specific policy. If you encounter calculator problems (e.g., dead battery), contact the Proctor.
7. Other exam rules may be instituted during the progression of the course. 8. Once the exam commences, students may not leave the room without first turning in the exam. Once the
exam is turned in, the examination period for the student is considered complete and the student must leave the examination room.
9. If there is urgent need to use the restroom, the Proctor will provide guidance.
Failure to follow exam rules may be considered as evidence of academic dishonesty.
After an Exam Policy across All 1PD-3PD courses where ExamSoft is used:
1. Students are required to upload the encrypted exam file within 24 hours of completing the exam to the
SofTest website.
a. If the encrypted file is not uploaded within 24 hours, the student’s exam score will be reduced by 10%.
2. Graded exam appeals
a. There are no exam appeals except in instances where the student deems there is a possible grading/grade
calculation error. Following release of the exam grades, the student has 3 business days to contact the
Teaching Partner and Academic Coordinator to clarify questions and appeal any possible grading errors.
Make-up Quiz/iRAT/tRAT/Exam Policy Policy across All 1PD-3PD courses:
Makeup exams are given only under special circumstances and only for excused absences. (The policies related
to requesting an excused absence also apply to makeup requests for quizzes/iRATs and exams.) If the student is
unable to take a scheduled assessment, the Teaching Partnership Leader/Course Director and Academic
Coordinator must be notified before the assessment or if it is an emergency situation, as soon as possible. The
instructor will arrange an alternate deadline for the assessment consistent with the University examination
policies.
The questions on the makeup assessment may be in the form of essay, short answer, or multiple-choice and will
be the same level of difficulty as the assessment administered during the scheduled time. With the exception
of highly extenuating circumstances, failure to follow the prescribed procedures or failure to be present for the
make-up assessment will result in a grade of zero for that exam. No precedence can be drawn from any courses
in the College of Pharmacy or any other college within University of Florida.
Course-Specific Class Policies
Late Assignments:
Late assignments will NOT be accepted, and a grade of zero will be given for the respective assignment.
Quiz Policies: This course does not use the TBL method, but in-class quizzes follow the same policies listed above. Appeals are not allowed for quizzes or exams.
General College of Pharmacy Course Policies The following policies apply to all courses in the College of Pharmacy and are available on the COP website:
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University Grading Policies Please visit the following URL to understand how the University uses the course grade to compute your overall
GPA: https://catalog.ufl.edu/ugrad/current/regulations/info/grades.aspx
Concerns, Appeals, and Complaints
Students who have concerns about their evaluation of performance and/or student-faculty relations should
review the Student-Faculty Handbook for guidance. The Student-Faculty Handbook also outlines the chain of
command for any appeals and/or complaints.
Academic Integrity Policy
Students are expected to act in accordance with the University of Florida policy on academic integrity
(http://www.dso.ufl.edu/sccr/honorcodes/honorcode.php). This Honor Code specifies a number of behaviors that are in violation of this code and the possible sanctions. Furthermore, you are obliged to report any condition that facilitates academic misconduct to appropriate personnel. If you have any questions or concerns, please consult the course’s Teaching Partnership Leader/Course Director. Students are also expected to abide by the UF Honor Code. The following is the UF Honor Pledge: We, the members of the University of Florida community, pledge to hold ourselves and our peers to the highest standards of honesty and integrity by abiding by the Honor Code.
On all work submitted for credit by students at the University of Florida, the following pledge is either required
or implied: "By entering this assessment I verify that, on my honor, I have neither given nor received
unauthorized aid in doing this assignment, and that I will not download, duplicate, photograph, or print any part
of this assessment during the quiz or during any review opportunities after the quiz." Psychomotor and Learning Expectations
Psychomotor expectations relate to the ability to meet the physical demands of the pharmacy curriculum.
Physically impaired students and students with learning disabilities such as hearing impairment, visual
impairment, dyslexia or other specific learning disabilities such as sensory deficit or sensory-motor coordination
problems should cooperate with the faculty and staff in addressing these circumstances in order to meet
academic standards.
How to Request Learning Accommodations Students with disabilities requesting accommodations should first register with the Disability Resource Center
(352-392-8565, www.dso.ufl.edu/drc/) by providing appropriate documentation. Once registered with the
Disability Resource Center, students will receive an accommodation letter which must be presented to both the
instructor and academic coordinator to utilize classroom accommodations. Students registered with the
Disability Resource Center who are requesting clinical accommodations for rotations or clinical experiences
should contact their Learning Specialist in the Disability Resource Center. Students with disabilities should follow
this procedure as early as possible in the semester.
Additionally, students at all College of Pharmacy campuses are expected to provide a copy of the
accommodation letter of the Office of Student Affairs by email ([email protected]), fax (352-273-6219) or in
person at G235 (Student Services Suite) of the Health Professions, Nursing and Pharmacy Building since some
learning activities, exams, and assessments require additional assistance. The College of Pharmacy highly
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encourages that this procedure be completed before each course begins. Being proactive in this process will
ensure that accommodations are in place for each student’s learning activities, exams, and assessments because
grades cannot be retroactively changed.
Faculty and Course Evaluations Students are expected to provide feedback on the quality of instruction in every course based on 10 criteria. These evaluations are conducted online at https://evaluations.ufl.edu . Evaluations are typically open around mid-semester and need to be completed by the established deadline. Summary results of these assessments are available to students at https://evaluations.ufl.edu .
Computer and Other Technology Requirements Students are required to meet the following computer and technology requirements: http://pharmacy.ufl.edu/education/student-affairs/admissions/student-computer-requirements/ ExamSoft® is used for administration of exams and students are required to follow the procedures that are established for exam administration. Students must bring a laptop to class to complete exams and this laptop must meet the computer and technology requirements established by the College. Students must also complete mock exams prior to the actual exam to assure that all computer features are supported by ExamSoft®.
Expectations in Class and Other Learning Activities Students are expected to:
Be diligent and timely in studying the course material.
Be on time for class sessions, quizzes, and exams.
Be prepared for group discussions and conference calls.
Do your own work.
Actively collaborate with peers when assigned to groups.
Inform the Academic Coordinator about an absence from an exam or other assigned class activity at least
24 hours prior to the event.
Dress appropriately for class sessions or clinically related activities.
Turn cell phones and other electronic communication devices to silent mode during a class session or phone
conference. Special circumstances may be discussed with professor (i.e. family emergency phone calls, etc).
Be quiet during class sessions including peer presentations.
Be focused and avoid distractive behaviors in class.
Appropriately use the computer in class, i.e., do not be looking at unrelated information on the web site
during class.
Participate in class or group discussions.
Raise one’s hand to be recognized before making a comment during a class session.
Be respectful to the teacher.
Be respectful to fellow students in discussions.
Be courteous, respectful, and civil when using discussion boards.
Focus on the course learning activities; it is not respectful to study for other coursework during the class
session.
Address faculty with the appropriate title and name, i.e., Dr. (last name) or Professor (last name).
Address concerns about performance or course material directly with the Teaching Partnership
Leader/Course Director.
Seek assistance with academic or personal difficulties as soon as possible.
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Communications Course-related Communications Students with questions about course content should post questions on the discussion board. As noted in the attendance policy, communications about class attendance/absence should be emailed to [email protected] . The student may email the course leader for any other needs that are personal in nature (e.g., request for accommodations, personal issues such as illness, emergencies). Faculty member Response Time: The course faculty will work to respond to discussion board postings and email communications within 24 hours of the posting between Monday and Friday 12N. Responses on weekends and holidays will be sporadic. (On weekends when assignments are due, students are advised to post questions before 12 Noon on Friday.) Email Communications:
1. When communicating with faculty via email, the subject line needs to include the course number & title.
2. At the end of the email, in addition to listing your name, list your academic year and campus/site. Discussion Board Policy The purpose of the discussion board is to provide a venue for you to enhance your learning. This is accomplished by having a thread for each module where you can post questions to the course faculty. (A thread is a single link that is devoted to a topic.) The discussion board is also a place where your instructors may post virtual cases for you to work up.
Such interaction on the discussion boards with the instructors will allow you to clarify your questions and apply what you are learning in other parts of the course. The goal of these discussions is to help you learn. Student Netiquette on the Discussion Board:
1. Post your comment on the correct discussion thread. If you have a question about A1 (Unit A - Module 1), post it in the discussion thread for A1 and not the B1 thread.
2. The discussion board is not a place to complain. Complaints should instead be directed directly to the Teaching Partnership Leader/Course Director via a professional email. This allows the Teaching Partnership Leader/Course Director to quickly address your concern without causing distraction to other students who have limited time and want to focus on learning.
3. Use "netiquette." If you have never learned "netiquette" - please visit the following URL: http://www.albion.com/netiquette/corerules.html. If you follow the rules of netiquette described in this URL, you will avoid posting an embarrassing or inappropriate comment.
4. The discussion board has been designed to allow you a place to ask further questions on the material to clarify any confusion, gain a deeper understanding of the material, or ask general course questions. A question you might see on a discussion board is “What do I need to study for the exam?” Please reflect on how this question can be perceived by your lecturing faculty as well as your fellow classmates. Rewording the question to address a specific topic would be more appropriate. For example, “Dr. XX, you listed numerous side effects for drug XX on slide XX. Of those, what are the most relevant that we could expect to occur and monitor for in clinical practice.” The type of material that is covered in these classes is material that is important for patient care. All of this material is important. There are variations in courses, but please make use of your syllabus since there might be guidance on how to prepare for various exams in your classes.
5. In most situations, lectures are released as planned by the Teaching Partnership Leader/Course Director. Clarifying at the beginning of a semester on the planned release date/time, if not posted in the syllabus, is appropriate. Continual posts on the discussion board on weekly basis can become overwhelming for the course coordinator as well as your fellow students.
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Question/Answer sessions in live class sessions: Time is usually reserved at the end of the class for questions regarding the material to clear up any confusion or expand on material covered in the particular section. This is a valuable time for all students and since time is limited, the questions should focus on the topics at hand. Questions such as, “What material will be covered on an upcoming exam?” or, “Do we need to know dosing for the exam?” are inappropriate during this time period. In our profession, all material is important. However, if this question does need to be asked, please consider using the discussion board to clarify any specific exam questions.
Student Complaint Process Concerns about the course (e.g., course requirements, quizzes, exams) should first be discussed with the appropriate course instructor and the Teaching Partnership Leader/Course Director. If a satisfactory resolution is not achieved, the student may appeal to the Associate Dean for Curricular Affairs and Accreditation who will also engage other individuals depending on the request (e.g., campus dean, department chair, Associate Dean for Student Affairs). If the student finds the decision unsatisfactory, the student may appeal to the Dean of the College of Pharmacy. If this decision is unsatisfactory, the student may appeal to the Ombuds office: (https://www.dso.ufl.edu/documents/UF_Complaints_policy.pdf).
Religious Holidays Please see the University policy on attendance and religious holidays:
http://www.registrar.ufl.edu/catalog0910/policies/regulationattendance.html#religious
Counseling and Wellness Center Students who are experiencing issues and events that could adversely affect academic performance and
personal health should be encouraged to meet with the Teaching Partnership Leader/Course Director or
Associate Dean for Student Affairs for guidance. Students in the Gainesville area may contact the UF Counseling
and Wellness Center for Gainesville students (352-392-1575; http://www.counseling.ufl.edu). Students outside
the Gainesville area may obtain similar contact information from the campus/program administrator.
Emergencies
Call the University Police Department for emergencies: 392-1111 or 9-1-1
Student Crisis Your well-being is important to the University of Florida. The U Matter, We Care initiative is committed to creating a culture of care on our campus by encouraging members of our community to look out for one another and to reach out for help if a member of our community is in need. If you or a friend is in distress, please contact [email protected] so that the U Matter, We Care Team can reach out to the student in distress. A nighttime and weekend crisis counselor is available by phone at 352-392-1575. The U Matter, We Care Team can help connect students to the many other helping resources available including, but not limited to, Victim Advocates, Housing staff, and the Counseling and Wellness Center. Please remember that asking for help is a sign of strength. In case of emergency, call 9-1-1. Students who are experiencing issues and events are also encouraged to contact their local crisis center. For Alachua County the Crisis Center number is 352-264-6789; for Jacksonville and Duval County 904-632-0600 and toll free for Northeast Florida at 1-800-346-6185; and for Orlando 407-425-2624. The following national call numbers are also available for students who reside outside of the main COP campuses: a) 1-800-273-8255, and b) 1-800-784-2433.
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How to Access Services for Student Success Students who need guidance for course success or who are having academic difficulty should contact the
Teaching Partnership Leader/Course Director. In addition, students are encouraged to contact their advisor or
Campus Director/Associate Dean for Student Affairs for assistance.
Faculty Lectures/Presentations Download Policy
Photography, audio-visual recording, and transmission/distribution of classroom lectures and discussions is
prohibited unless there is expressed written permission. Recorded lectures and class sessions are authorized
solely for the purpose of individual or group study with other UF College of Pharmacy students enrolled in the
same class. Such recordings may not be reproduced, shared, or uploaded to publicly accessible web
environments. Students who do not adhere to this policy will be considered to be breeching COP copyrights
and/or FERPA law.
Faculty and Staff: Who to Contact
Academic Coordinator/Education Coordinator: 1. Issues related to course policies (absences, make up exams, missed attendance) 2. Absence requests (Only the Academic Coordinator handles absence requests) 3. Questions about dates, deadlines, meeting place 4. Availability of handouts and other course materials 5. Assignment directions 6. Questions about grade entries gradebook (missing grades, wrong grade) 7. Assistance with ExamSoft® (Distant campus students may contact Education Coordinator for use of
SofTest and assistance during exams. The Academic Coordinator is the contact person for issues related to grading and posting of ExamSoft grades.)
Teaching Partnership Leaders/Course Directors 1. Questions about grades 2. Concerns about performance 3. Guidance when there are performance problems (failing grades) 4. General questions about content
Other Teaching Partnership Faculty Members 1. Questions about specific content
Technical Support: For technical support related to eLearning, educational videos, mobile learning tools and other course-related issues, contact College of Pharmacy Educational Technology Support at:
Gainesville Office Hours: HPNP Rm. 4309 or 4312, Monday – Friday, 8:30 am to 4:30 pm
E-mail: [email protected]
Phone: 352-273-9492
Contact the University of Florida Computing Help Desk for issues related to Gatorlink accounts, UF e-mail, ONE.UF, myUFL and other centralized UF systems, contact UF Computing Help Desk at:
Website: https://my.it.ufl.edu/CherwellPortal/UFITServicePortal
E-mail: [email protected]
Help Wiki: https://wiki.helpdesk.ufl.edu/
Phone: (352) 392-4357
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Appendix A: Evaluation Rubric: Team Project Report and Presentation Introduction to Self Care Products and Dietary Supplements from a Consumer's Perspective
Written Report Required Content
No questions were answered within the report or all answers were incomplete (0)
Half of the questions were answered in report or half the answers were incomplete (2)
All questions were answered completely (5)
Team Reflection
No reflection was included in the report (0) Limited reflection was included in the report (2) Reflection in the report was clear and offered great insight (5)
Grammar/ Spelling Report included 3 or more misspellings and or grammatical errors (0)
Report included no more than 2 misspellings and or grammatical errors (2)
Report had no misspellings and or grammatical errors (5)
Referencing No References (0) References were given but were inadequate (2) References were adequate (5)
Presentation Evaluation Subject Knowledge Team members demonstrated inadequate
understanding of more than one presented concept (0)
Team members demonstrated inadequate understanding of one presented concept (2)
Team members demonstrated an accurate understanding of all presented concepts (4)
Organization Illogical sequencing made it difficult to follow (0)
Logical sequencing but without identifiable introduction, body, or summary (2)
Logical sequencing with an introductions, body, and summary (4)
Completeness Two or more learning issues were not adequately addressed (0)
One learning issue was not adequately addressed (2)
All learning issues were adequately addressed (4)
Teamwork It was clear in the presentation there was no teamwork present (0)
There was some teamwork evident but it was not a cohesive effort (2)
Teamwork was evident through presentation (4)
Time management Presentation far exceeded the required time (0)
Presentation exceeded the required time but not by much (2)
Presentation adhered to time requirements (6)
Elocution Significant problems with voice clarity, volume, and/or pronunciation (0)
Minor problems with voice clarity, volume, and/or pronunciation (2)
Clear voice, good volume, and correct pronunciation (4)
Pacing Pace too fast or slow and distracting to audience (0)
Pace was moderately too fast or too slow but was not overly distracting (2)
Pace was proper (4)
Eye Contact Little or no eye contact with the audience; excessive reading of notes (0)
Moderate eye contact with audience and very reliant on notes (2)
Good eye contact with audience and very limited use of notes (5)
Additional comments: Written Report (Max 20) Total Points:
Verbal Presentation (Max 35)
Bonus Points (unique presentation: ( Max 5)
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Appendix B Faculty grading rubric info on dietary supplements (Debate the Evidence)
Week 2
Please be aware that this rubric will be used by faculty on your team to evaluate your performance for this assignment. The rubric addresses important
concepts as you prepare and make a case for or against the evidence for the dietary supplement you have been assigned. Please make sure to have
access to the following resources during the in-class session: Natural Standard Database (accessible through the HSC Library and Access Pharmacy), NLM
Database on Dietary Supplements (http://www.dsld.nlm.nih.gov/dsld/index.jsp), and PubMed (http://www.ncbi.nlm.nih.gov/pubmed/).
Rubric Absent (0) Incomplete (1) Fair (2) Good (3) Excellent (4)
Subject knowledge No coherent argument presented, lack of necessary information
Argument presented but significant deficiencies in information
Argument is well presented, inconsistent reasoning for position
Utilization of available information is sufficiently reflected in line of reasoning
Utilization of available information is clearly reflected in the line of reasoning
Evidence-based practice
Lack of evidence-based practice information in line of argument
No clear relation between evidence-based information presented and line of reasoning
Evidence-based understanding is conveyed in a limited manner through line of reasoning
Evidence-based understanding is clear but knowledge base for dietary supplement is incomplete
Conveys understanding of EBP in regards to dietary supplement and various indications
Critical thinking ability
Lack of critical evaluation of available evidence and application to line of reasoning
Limited critical evaluation and reflection of supplement, incoherent line of reasoning
Critical evaluation of supplement is sufficient but limited application to line of reasoning
Critical evaluation of available information and evidence-based practice is well presented
Demonstrates critical evaluation of dietary supplements in regards to benefits and limitations of its suggested use
Counseling No counseling approach provided or considered
Counseling advise is limited to refer or treat
Counseling includes special population considerations but no other limitations such as drug interactions
Counseling considers special populations and drug interactions, does not provide refer or treat
Provides basic counseling guide based on researched information
Presentation Pacing is either too fast or too slow, not able to adequately respond to questions or arguments
Pacing is reasonable, arguments are too long or too brief
Well-articulated knowledge but limited defense of line of reasoning
Well-reasoned line of argumentation, goes overtime
Professional presentation of response without overtime
Total points:___ out of 20
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Appendix C Partner checklist dietary habits & lifestyle
(In class discussion) Week 3
This guide will assist you in completing a dietary habit & lifestyle evaluation with your partner. The checklist has to be submitted following completion of the
partner activity. The following internet resources may be helpful as you evaluate each other: Natural Standard Database (accessible through the HSC Library and
Access Pharmacy), USDA National Nutrient Database (http://ndb.nal.usda.gov/), Medline Plus Vitamins (http://www.nlm.nih.gov/medlineplus/vitamins.html),
and PubMed (http://www.ncbi.nlm.nih.gov/pubmed/).
General information Nutritional habits Lifestyle habits Medication evaluation
Overall evaluation Recommendations
□ Age & gender:
□ Daily routines: □ Breakfast □ Lunch □ Dinner □ Snack
□ Determine weekly exercise and how many calories burned
□ Determine current medication use
□ Changes to nutritional habits advised
□ Recommended changes to nutritional habits:
□ Determine BMI based on weight & height:
□ Determine hydration status, how much fluid consumed per day?
□ Determine weekly alcohol consumption:
□ Determine use of supplements
□ Changes to lifestyle habits advised
□ Recommended changes to lifestyle habits:
□ Determine ideal BMI from website
resources:
□ Determine daily caloric intake:
□ Determine weekly tobacco/nicotine product consumption:
□ Evaluate for potential interactions
□ Review of medication use advised
□ Recommended medication/supplement changes:
□ Pre-existing conditions:
□ Determine recommended daily caloric intake from website resources:
□ Review of supplement use advised
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Appendix D
CAM and dietary supplement patient work up using SCHOLAR MAC Rubric Faculty Assessment
Week 3
Please be aware that this rubric will be used to evaluate your performance as a team for this assignment. The rubrics are general and provide flexibility for you
to explore and research the patient work up for the CAM treatment or dietary supplement your group has been assigned. Please make sure to have access to the
following resources during the in-class session: Natural Standard Database (accessible through the HSC Library and Access Pharmacy), Medline Plus Vitamins
(http://www.nlm.nih.gov/medlineplus/vitamins.html), Medline plus CAM (http://www.nlm.nih.gov/medlineplus/complementaryandalternativemedicine.html),
and PubMed (http://www.ncbi.nlm.nih.gov/pubmed/).
Rubric Absent (0) Incomplete (1) Fair (2) Good (3) Excellent (4)
Team presentation incorporates clear division
of responsibilities
Each team member is well prepared and keeps their
time limit
Presentation contains a brief introduction,
explanation of problem, and conclusion
CAM or dietary supplement is briefly explained in terms of
benefits and limitations
Provide stepwise approach to patient work
up considering specific disorders for which CAM or dietary supplement is
applicable
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Appendix E: SOAP Note Rubric for Module 6 University of Florida College of Pharmacy
Criteria Ratings Pts
Excellent Competent Needs Improvement Not Acceptable
COLLECT
Subjective Complete and concise narrative of pertinent patient information; required elements included (10 pts) HPI and all elements describing CC are listed along with SH and allergies
Well-organized and concise summary of patient information. Missing some necessary elements (8 pts)
Poorly organized and limited summary of pertinent information, information other than ‘S’ provided (6 pts) HPI and CC not adequately described (leaving key details that explain severity, duration, or treatment of current symptoms)
Markedly Lacking detail required to make an accurate assessment; incorrect information included; copied and pasted from previous notes (0 pts)
______/10
Objective Including current medications
Complete and concise summary of pertinent information; no extraneous information included (10 pts)
Partial but accurate summary of pertinent information. Missing some important elements (8 pts)
Poorly organized and limited summary of pertinent information, information other than ‘O’ provided (6 pts)
Markedly Lacking detail required to make an accurate assessment; incorrect information included (0 pts)
______/10
ASSESS
Assessment of current medical condition(s) Condition
Goal
Current Status
Drug therapy problem
Therapeutic Alternatives
Succinct Rationale
Complete problem list generated. No extraneous information listed. An optimal and thorough assessment is present for each problem. (15 pts)
Most problems are identified. Some extraneous problems listed. An assessment for each problem is present but not optimal. Some subjective information repeated. Incomplete goal, incomplete identification of problem(s), incomplete rationale (12 pts)
Missing main problem of the case. Includes nonexistent or extraneous problems. Information other than ‘A’ included. (9 pts)
Assessment may cause patient harm; incorrect assessment; no assessment of clinical conditions included (0 pts)
______/15
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PLAN
Treatment Plan Specific and appropriate recommendations including (specific drug, dose, route, and frequency) of medications, patient counseling, monitoring (e.g. pertinent efficacy and toxicity measures) and follow- up of problems are listed. (15 pts)
Mostly complete and appropriate for each identified problem. Plan may not be optimal or lacking proper patient counseling or optimal duration of follow-up. (12 pts)
Plan (recommendation, education, follow up, monitoring) suggested is inappropriate. Plan is not consistent with the assessment. Information other than ‘P’ provided. (9 pts)
Suggested changes may cause patient harm; plan lacks patient education or any recommendation for follow-up or monitoring. Plan is not consistent with the assessment. (0 pts)
______/15
Global Assessment
Excellent Competent Needs Improvement Not Acceptable
Grader to provide comments to student pharmacist
No points are awarded for the global assessment. It is provided as feedback for the pharmacy student. i.e. consistency throughout note, sufficient detail for another provider to evaluate rationale, judgment/rationale appropriate throughout. Overall, (yes or no) did the soap note serve its purpose and document the interaction and provide sufficient detail for another provider to know what is going on with patient?
Total ______/50
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Appendix F: Rubric for Team Problem Solving Form
Criteria Ratings
Initial Problem Statement - clearly stated
Fully
Achieved (A)
Moderately
well achieved (B) Minimally achieved (C) Not Achieved (D)
Initial Goal Statement - clearly stated
Fully Achieved (A) Moderately well
achieved (B) Minimally achieved (C)
Not Achieved (D)
Problem Factors and Causes: Contributing Factors complete
identification of contributing factors affecting the problem,
indicating significant brainstorming or systematic investigation
Fully Achieved (A) Moderately well
achieved (B) Minimally achieved (C)
Not Achieved (D)
Problem Factors and Causes: Primary Factor- Hypothesis of the
problem's primary contributing factor or cause clearly is stated
Fully Achieved (A) Moderately well
achieved (B) Minimally achieved (C)
Not Achieved (D)
Comprehensive Problem Definition: Identification-
Includes a clearly identified problem
Fully Achieved (A) Moderately well
achieved (B) Minimally achieved (C)
Not Achieved (D)
Comprehensive Problem Definition: Contributing Factors-
Identifies all important contributing factors to the problem(s)
Fully Achieved (A) Moderately well
achieved (B) Minimally achieved (C)
Not Achieved (D)
Comprehensive Problem Definition: Primary Factor-
Validates primary contributing factor or cause that explains
the source of the problem(s)
Fully Achieved (A) Moderately well
achieved (B) Minimally achieved (C)
Not Achieved (D)
Comprehensive Problem Definition: Extraneous Information- Does not include extraneous factors that contribute little to understanding the problem(s)
Fully Achieved (A) Moderately well
achieved (B) Minimally achieved (C)
Not Achieved (D)
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Comprehensive Problem Definition: Clarity, Concision,
Completeness - Definition is clearly and concisely written and
gives a full explanation of the problem(s)
Fully Achieved (A) Moderately well
achieved (B) Minimally achieved (C)
Not Achieved (D)
Comprehensive Problem Definition: Prioritization- Problems
listed in order of severity highest to lowest (when applicable)
Fully Achieved (A) Moderately well
achieved (B) Minimally achieved (C)
Not Achieved (D)
SMART Goals - for each problem, describe goals for their
resolution: Specific, Measurable, Attainable, Realistic, and
Time-Bound
Fully Achieved (A) Moderately well
achieved (B) Minimally achieved (C)
Not Achieved (D)
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