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Precepting Early Pharmacy Learners:
Expectations, Assessment, and Practical Application
2
Objectives
● Describe transformation of the professional curriculum at the
UNC Eshelman School of Pharmacy
● Summarize the steps for designing an Immersion Experience
● Design strategies to effectively integrate early pharmacy
learners into your practice site
3
Speaker
Nicki Pinelli Reitter, PharmD, MS, FCCP, CDEAssistant Dean of Experiential Programs
Associate ProfessorUNC Eshelman School of Pharmacy
4
Pre-Requisites
2+ years
Traditional PharmD Progression Overview
5
Pre-Requisites
2+ years
PY1
ca. 40% repeats pre-requisite content
point of admission
Traditional PharmD Progression Overview
6
Pre-Requisites
2+ years
PY1
ca. 40% repeats pre-requisite content
PY2-PY3
largely didactic lecture
2 x 4-wk IPPEs ORLongitudinal IPPEs
point of admission
Traditional PharmD Progression Overview
7
Pre-Requisites
2+ years
PY1
ca. 40% repeats pre-requisite content
PY2-PY3
largely didactic lecture
2 x 4-wk IPPEs ORLongitudinal IPPEs
PY4
APPEs
point of admission point of licensure
Traditional PharmD Progression Overview
8
Pre-Requisites
2+ years
PY1
ca. 40% repeats pre-requisite content
PY2-PY3
largely didactic lecture
2 x 4-wk IPPEs ORLongitudinal IPPEs
PY4
APPEs
Post-Graduate Training
point of admission point of licensure
Traditional PharmD Progression Overview
9
Early, continual immersion in patient care complemented
by contextual pharmacotherapy
Defining Elements from Guiding Principles
10
Early, continual immersion in patient care complemented
by contextual pharmacotherapy
Evidence-based inquiry: hands-on pharmacy innovation
& real-world problem solving
Defining Elements from Guiding Principles
11
Early, continual immersion in patient care complemented
by contextual pharmacotherapy
Evidence-based inquiry: hands-on pharmacy innovation
& real-world problem solving
Reflection on experiential learning, advanced &
emerging topics, electives
Defining Elements from Guiding Principles
12
Early, continual immersion in patient care complemented
by contextual pharmacotherapy
Evidence-based inquiry: hands-on pharmacy innovation
& real-world problem solving
Reflection on experiential learning, advanced &
emerging topics, electives
Foundational courses emphasizing higher-order thinking
and problem solving
Defining Elements from Guiding Principles
13
Early, continual immersion in patient care complemented
by contextual pharmacotherapy
Evidence-based inquiry: hands-on pharmacy innovation
& real-world problem solving
Reflection on experiential learning, advanced &
emerging topics, electives
Foundational courses emphasizing higher-order thinking
and problem solving
Re-engineer admissions process to consider non-cognitive & meta-cognitive skills
Defining Elements from Guiding Principles
Doctor of Pharmacy (PharmD) Curriculum
16
ACPE Accreditation
Standards
UNC Eshelman School of Pharmacy
Introductory PharmacyPractice Experiences(IPPE, Immersion Experiences)
300 hours 960 hours
Advanced Pharmacy Practice Experiences(APPE, Advanced Immersion Experiences)
1,440 hours 1,440 hours
Total 1,770 hours 2,400 hours
ACPE = Accreditation Council for Pharmacy Education
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“Immersion”
\i- ‘mər- shən\
• The act of putting someone or something completely in a liquid or
the state of being completely in a liquid.
• Complete involvement in some activity or interest.
• A method of learning a foreign language by being taught entirely
in that language.
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Why Immersion?● To give life to concepts and theories learned.
● To enrich students’ perspectives for next year’s topics.
● To let students practice using knowledge, skills, and abilities in a
real-world environment.
● To allow students to develop as professionals.
● To learn by doing.
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Experiential Nomenclature● Immersion Experiences (IPPEs)
○ Types■ Community Pharmacy■ Health Systems■ Direct Patient Care (e.g. inpatient clinical or ambulatory care)
○ Duration■ Two calendar months, 320 hours per experience
○ Timeline■ Summer after PY1■ Spring PY2■ Fall PY3
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Experiential Nomenclature● Advanced Immersion Experiences (APPEs)
○ Types■ Required by the Accreditation Council for Pharmacy Education (n=4)
● Health Systems● General Medicine● Community Pharmacy● Ambulatory Care
■ Required by the UNC Eshelman School of Pharmacy (n=3)● Clinical I, II, & III
■ Electives (n=2)● Patient Care Elective I, II● Non Patient Care Elective I, II
○ Duration■ One calendar month, 160 hours per experience
○ Timeline■ PY4 year
21
Speaker
Kathryn Fuller, PharmDDirector of Practice Experiences: Health Systems
Assistant ProfessorUNC Eshelman School of Pharmacy
22
Designing Your Experience• Step 1: Review syllabus and evaluations provided by the
school/college to determine required learning goals and assessments for your experience type
• Step 2: Determine how you will assess the student on the required learning goals
• Step 3: Determine practice activities and align them with required learning goals
• Step 4: Plan to implement your experience
23
Entrustable Professional Activities
Units of professional practice, defined as tasks or responsibilities that trainees are entrusted to perform unsupervised once they have
obtained sufficient competence.
EPAs are independently executable, observable, and measurable in both process and outcome.
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Entrustable Professional Activities
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Professionalism and Competencies
26
Evaluation Do’s
• Complete a sit-down midpoint and final evaluation
• Document in writing key actions/behaviors
• What should the learner stop, start or continue doing?
• Ensure written comments match ratings
• Contact the School for progression guidance
27
Designing Your Experience• Step 1: Review syllabus and evaluations provided by the
school/college to determine required learning goals and assessments for your experience type
• Step 2: Determine how you will assess the student on the required learning goals
• Step 3: Determine practice activities and align them with required learning goals
• Step 4: Plan to implement your experience
28
29
30
31
Designing Your Experience• Step 1: Review syllabus and evaluations provided by the
school/college to determine required learning goals and assessments for your experience type
• Step 2: Determine how you will assess the student on the required learning goals
• Step 3: Determine practice activities and align them with required learning goals
• Step 4: Plan to implement your experience
32
EPA Functions
33
Designing Your Experience• Step 1: Review syllabus and evaluations provided by the
school/college to determine required learning goals and assessments for your experience type
• Step 2: Determine how you will assess the student on the required learning goals
• Step 3: Determine practice activities and align them with required learning goals
• Step 4: Plan to implement your experience
34
Implementing Students into Practice
• Transforming pharmacy students’ experiential education to an integrated role has many benefits
• Defined responsibilities for patient care• Expand the breadth of direct patient care services and continue to
meet the demand for experiential education without taxing the limited resources of health systems
• Pharmacy students need to be viewed and utilized as an asset to the health system
Kennerly J and Weber R. Hosp Pharm. 2013 Apr; 48(4): 338–342.
35
Speaker
Ian B. Hollis, PharmD, BCPS – AQ CardiologyClinical Specialist, Cardiac Surgery & Advanced Heart Failure
UNC Medical CenterChapel Hill, North Carolina
36
Advanced Heart FailureRotation EPAsStep 1: Review syllabus and evaluations provided by the school/college to determine required learning goals and assessments for your experience type
37
EPA Activities and Evaluation Rubric
EPA Statement Associated Activities EvaluationProvide medication education to patients are/or caregivers
- Prior to speaking with patient/caregiver, articulate to resident/preceptor intended content to be delivered and the order of priority
- Speak to patient/caregiver clearly, confidently, and in appropriate language, avoiding medical jargon
- Assess understanding through follow-up questioning and respond to questions with accurate information
- Assess the student’s ability to prepare for a counseling session in terms of planned focus areas, scope of content, completeness of content.
- Number of times in a counseling session the student uses medical jargon (goal zero by the last week of the rotation)
- By the end of the rotation, the student should be able to answer 75% or greater of patient-generated questions within a counseling session.
Implement a patient-centered care plan in collaboration with the care team
- Prior to an interaction with the interprofessional care team, articulate assessment and plan to resident/preceptor (i.e., layered learning model).
- Communicate verbally to the interprofessional care team the previously discussed plan in such a manner so as to achieve agreement/consensus.
- Respond to challenges to the proposed plan and reformulate a rationale or the plan itself so as to achieve agreement/consensus.
- Assess how well the student’s plan (e.g., priority of problems, evidence basis for intervention, quality of the intervention) matches more senior team members’ plan (e.g., resident/preceptor).
- The number of interventions accepted on an initial recommendation. Goal 50% of accepted interventions.
- The number of reformulated interventions accepted following rebuttal/discussion. Goal 25% of accepted interventions.
Step 2: Determine how you will assess the student on the required learning goals
38
Step 3: Determine practice activities and align them with required learning goals
Pharmacist Activities Student Resident
Medication histories X X
Admission medication reconciliation X
Discharge medication reconciliation X
Discharge medication counseling X X
Warm “hand off” notes to outpatient providers X X
Pharmacy documentation in the EMR X X
Completion of pharmacy “sign out” mechanisms X X
Attendance at patient care rounds/clinic visits X X
Response to need for medication information X X
Prescription order verification X
Participation in medical emergency events X
Medication preparation/packaging X
39
Step 4: Plan to implement your experience
- Survey of UNC acute and ambulatory care pharmacists- Key attributes of an effective LLPM:
Shared leadershipSystematic approachGood communicationFlexibility for attending pharmacistAdequate resourcesCommitmentEvaluation
40
My clinical responsibilitiesPrecepting opportunities
Advanced Heart Failure
4-6 CICU patients
6-8 step-down/floor
patients
Cardiac Surgery
2-4 TICU patients
6-8 step down/floor
patients
41
Building Your Learning ExperienceDiscuss and clarify learner expectations
- Ideally prior to or on day 1 of the experience- Ensure younger learner views senior learner(s) as a resource
“Senior” learner precepting expectations- Agree upon precepting goals for the experience- Responsibilities may shift over the course of the year
- Early year: “logistical” preceptingStudent direction: minute to minute “check box” activities
- Late year: Increased clinical preceptingStudent instruction: topics, patient care discussions
42
Building Your Learning Experience
Prepare your multidisciplinary team- Orient them to expectations and capabilities of each level of learner
Triage your patients to learners by acuity, location- Devise a “when and where” approach to employing learners to extend your
“reach”
Meet to debrief before patient care is delivered- “Proof” their planned interventions- Plan the interaction with the provider in question
43
Building Your Learning Experience
Team rotation calendar- Highly effective in coordinating learning activities- Review the “plan” with learners at the beginning of each day- Identify times where the attending pharmacist will not be available
Establishing time expectations/boundaries- Schedule structured Rx team interactions- Learners as no worse than “zero sum” time commitment- “Potency” in interactions with attending pharmacist
44
Rotation Team Calendar
45
Building Your Learning Experience
Utilize communication technology!- GroupMe, Slack, WhatsApp, group SMS chats- Enforce HIPPA compliance
Image from: https://www.master-computing.com/2017/01/24/businesstexting/
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Integrating Early Pharmacy Learners
Learner interactions – group vs. individualized
Group time – Discussion of patient care issues; problem-based learning
Senior learner precepts younger learner in the presence of the
attending pharmacist
Younger learner observes “modeling” of performance
expectations during targeted precepting of senior learner by
attending pharmacist
47
Integrating Early Pharmacy Learners
Learner interactions – group vs. individualized
Individualized time – tailor discussion to specific performance areas
Enable the early pharmacy learner to be vulnerable in a
“safe” setting
Accelerate learning for senior learners
Can be a time when senior learner precepts junior learner without attending
pharmacist
48
Early Immersion Pharmacy StudentsWhat Should I Expect?*
PY2 PY3 PY4
SOAP note/clinicalmonitoring
Introductory Moderate Advanced
Clinical documentation Moderate Advanced Advanced
Clinical decision-making Introductory Moderate Advanced
Multi-disciplinary interactions
Introductory Moderate Advanced
Patient counseling Moderate Advanced Advanced
Patients followed 2-4 4-6 6-8
*based on past rotation-based performances, as precepted by IBH
49
Take Home Points
• Pharmacy school curriculums are evolving
• Resulting in a change in preceptor roles and responsibilities
• Designing a student experience requires understanding of assessments and learning goals
• This will help define learning activities
• Successful integration of early pharmacy learners into practice requires detailed planning of learning activities
Precepting Early Pharmacy Learners:
Expectations, Assessment, and Practical Application