pha5759 advanced pharmacy practice experience readiness

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COPYRIGHT © 2021 UNIVERSITY of FLORIDA

PHA5759 Advanced Pharmacy Practice Experience

Readiness Spring 2021

1 Credit Hours – [Satisfactory-Unsatisfactory Grading]

This course offers students with a capstone experience that provides a transition from the

first three years of the curriculum to the fourth year of Advanced Pharmacy Practice

Experiences (APPE). The capstone experience provides learning activities and assessments

that simulate student responsibilities during an APPE.

Teaching Partnership Leader

Lisa Vandervoort, Pharm.D.

Email: [email protected]

Office: Lake Nona Campus

Phone: 407-313-7013

Office Hours: Please see the Canvas course site for posted office hours.See Appendix A. for Course Directory of Faculty and Staff Contact Information.

Entrustable Professional Activities

This course will prepare you to perform the following activities which the public entrusts a Pharmacist to

perform:

1. Collect information to identify a patient’s medication-related problems and health-related needs.

2. Analyze information to determine the effects of medication therapy, identify medication-related problems, and

prioritize health-related needs.

3. Establish patient-centered goals and create a care plan for a patient in collaboration with the patient, caregiver(s), and other

health professionals that is evidence-based and cost-effective

4. Implement a care plan in collaboration with the patient, caregivers, and other health professionals.

5. Follow-up and monitor a care plan.

6. Collaborate as a member of an interprofessional team.

7. Identify patients at risk for prevalent diseases in a population.

8. Minimize adverse drug events and medication errors.

9. Maximize the appropriate use of medications in a population.

10. Ensure that patients have been immunized against vaccine-preventable diseases.

11. Educate patients and professional colleagues regarding the appropriate use of medications.

12. Use evidence-based information to advance patient care.

mailto:[email protected]

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13. Fulfill a medication order.

Course-Level Objectives

Upon completion of this course, the student will be able to:

1. Demonstrate time-management skills necessary to balance multiple practice-related responsibilities with

attention to patient care priorities.

2. Perform simulations related to practice tasks that are student expectations during APPES and are related

to the entrustable professional activities and the Pharmacists’ Patient Care Process. Specifically:

a. Collect information to identify a patient’s medication-related problems and health-related needs.

b. Analyze information to determine the effects of medication therapy, identify medication-related problems,

and prioritize health-related needs.

c. Establish patient-centered goals and create a care plan for a patient in collaboration with the patient, caregiver(s), and

other health professionals that is evidence-based and cost-effective

d. Implement a care plan in collaboration with the patient, caregivers, and other health professionals.

e. Follow-up and monitor a care plan.

f. Collaborate as a member of an interprofessional team.

g. Minimize adverse drug events and medication errors.

Maximize the appropriate use of medications in a population.

h. Educate patients and professional colleagues regarding the appropriate use of medications.

i. Use evidence-based information to advance patient care.

j. Fulfill a medication order.

3. Demonstrate professional demeanor including communication skills during all activities that occur during the course.

4. Demonstrate self-awareness of abilities in the practice-setting and in accomplishing continuous

professional development.

Course Pre-requisites

1. Completion of all coursework in Blocks 1-18 of the Pharm.D. curriculum.

Course Co-requisites

1. None.

Course Outline

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.

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This experience requires presence on your campus from 8am-5pm each day unless otherwise indicated. (See

scheduling in Canvas)

Similar to an APPE activity, the team/care provider will contact you at unscheduled times and request a

consult/assistance. During the week, you will receive a Canvas communication to provide the following

consults/assistance at times that are not listed in the schedule below. Please watch your emails closely since

their consults/activities are time sensitive and you must be prepared to address the consult/assistance when it

is requested. The communication will also indicate when the consults/activities are due.

Performance will be evaluated using Appendices A-K and Canvas Multiple Choice Questions (Multiple Choice

Questions (MCQ) that have 6-25 options for answers).

Below are the consults/activities that will occur during the week. These will be graded using rubrics in the

Appendices and via Canvas Multiple Choice Questions:

1. Pharmacokinetics consult. (initial recommendations via MCQ and graded SOAP note and follow up;

graded with a rubric)

2. Provide recommendations using protocols.

3. Drug information questions (graded with a rubric)

4. Address issues that arise with patients across the week (potential ADR, medication error, need for follow

up of monitoring parameters, patient education plans)

5. Transitions in Care (graded via Canvas)

6. Review orders and approve dispensing of products.

Date/Time Activity Assessment Learning Objective

EPA

Prior to Start of the Pre-APPE Readiness Week (due by 5 pm on Feb 26th)

Not required in Spring 2021

1. Contact the preceptor bysubmitting an email(done prior to eachAPPE)

2. Identify a set ofinformation resources(must fit in coat pocket)

3. Identify data collectionform that you plan onusing to workup/monitorpatients.

1. Graded onprofessionalcommunication

2. Ungraded butessential for theweek.

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2l

2a

N/A

N/A

N/A

Monday, March 1st 8:30am – 9:30am

Orientation and overview of the week (all campuses will be synchronously 3. Course

requirement

4 N/A

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EPA

(Synchronous Session – Active Learning Room on your campus)

connected or recorded video)

Complete the self-awareness assessment and start of course survey

(self-awareness)

Monday, March 1st 8:30 am

You will receive your topic assignment. You will present your topic assignment later in the week according to the schedule posted in Canvas.

Not graded but you will be graded during your presentation on Friday.

2K 11

Monday, March 1st 8:30 am

You will receive information about your verbal defense case

Not graded but you will be graded during the verbal defense session on Tuesday am

Monday, March 1st Review PPCP video Ungraded assessment activity checked for completeness Missed assignments will be assessed under professionalism

2a,2d,2e 2,4,5

Monday March 1st 9:00-4:30 You will receive alerts from Clinical Pharmacy Service (Canvas) during the day that need to be addressed by a given deadline (e.g., 1 hr)

Monitor the Clinical Pharmacy Service Notifications and provide appropriate response within time limit

Assessment of the requested consultation activity.

2e,2h 5,8

Tuesday March 2nd 8:30am-10:30 am or 10:30 am-12:30 pm

Verbal defense. A group of 24-30 students will beassigned a facilitator toanswer questions on thecase and related issues.Attend on Zoom

Graded via rubric 2a, 2b, 2h

Tuesday, March 2nd 8:30

You will be assigned a set of patients to work up. (On Wednesday you will be expected to provide a summary of the patient and your recommendations

Not graded but you will be graded during Wednesday rounds.

2a,2b,2c 1,2,3

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EPA

during rounds with a pharmacist preceptor. During rounds you will also be expected to explain your rationale for your plan and answer other questions typical of rounds.

Tuesday March 2nd 8:30-4:30 You will receive alerts from Clinical Pharmacy Service (Canvas) during the day that need to be addressed by a given deadline (e.g., 1 hr)

Monitor the Clinical Pharmacy Service Notifications and provide appropriate response within time limit


2e,2h 5,8

Wednesday, March 3rd 1 hour prior to assigned round time

Each student will receive updated information about the patients assigned on Tuesday and need to prepare for rounds.

Not graded but you will be graded during Wednesday rounds

2a,2b,2c 1,2,3

Wednesday, March 3rd 8:30-10:30 Groups 17-24; 31-

32; 43-47

10:30-12:30 Groups 1-8; 25-

27; 33-37

1:00-3:00 Groups 9-16; 28-30;

38-42

Participate in a rounding experience with an attending pharmacist/faculty member and 5 other students.

Attending pharmacist/faculty member will evaluate your recommendations for the patient, rationale, and communication skills during the rounding experience.

2c,2d 4,5

Wednesday, March 3rd 8:30am-4:00pm You will receive alerts from Clinical Pharmacy Service (Canvas) during the day that need to be addressed by a given deadline (e.g., 1 hr)

Follow up on patients assigned. You will receive alerts from Clinical Pharmacy Service (Canvas) during the day that need to be addressed within a narrow window of time.


2e,2h 5,8

Thursday, March 4th All day you will receive alerts from Clinical Pharmacy Service (Canvas) during the day that need to

Follow up on patients assigned. You will receive alerts from Clinical Pharmacy Service (Canvas) during the day that need to


2a,2d,2e 2,4,5

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EPA

be addressed by a given deadline (e.g., 1 hr)

be addressed by a given deadline (e.g., 1 hr)

Thursday March 4th One hour prior to assigned clinic time

Review clinic patients 2a,2d,2e 2,4,5

Thursday March 4th 8:30-6:00 Student attends

for 1.5 hours at assigned

time

Attend ambulatory care clinic and complete assigned duties.

Assessment of the requested activity

2a thru 2e 1,2,3,4,5

Thursday March 4th One hour after assigned clinic time

Complete any patient care note documentation from clinic

Patient care note will be graded

2d 4

Friday March 5th 8:30-10:30 Groups 9-16; 28-

30 ,38-42

10:30-12:30 Groups 17-24;

31-32; 43-47

1:00-3:00 Groups 1-8,25-

27,33-37

In-service presentation and topic discussion via zoom

In-service/topic presentations will be graded.

2k 11

Friday, March 5th After in-service presentation/topic discussion

Complete the Peer reviews and self-awareness assessment and evaluate the course.

Submission Missed assignments will be assessed under professionalism

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Friday March 19th Complete Personal Plan of Improvement

Submission Missed assignments will be assessed under professionalism

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Required Textbooks/Readings

Each student will develop a set of electronic and paper-based resources to personally use when accomplishing

the week of activity. These resources must fit within the student’s lab coat pocket.

The student may also use their personal laptop to access online resources such as the following:

AccessPharmacy, McGraw-Hill Professional, New York, NY (This resource is available through the UFHealth Science Center Library.) http://accesspharmacy.mhmedical.com/book.aspx?bookid=1593 - Thefollowing resources will be frequently used:

http://accesspharmacy.mhmedical.com/book.aspx?bookid=1593

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o Nemire R, Kier K, Assa-Eley MT. Pharmacy Student Survival Guide. 3rd Edition. McGraw-Hill.

o Brunton L. Goodman and Gilman’s The Pharmacological Basis of Therapeutics, McGraw-Hill

Professional, New York, NY, 12th Edition, 2011. ISBN-13:978-0071624428; ISBN-10:0071624422

(Available in Access Pharmacy)

o Dipiro, J, Talbert R, Yee G, Matzke G, Wells B, Posey L. Pharmacotherapy – A pathophysiologic

approach. McGraw-Hill Professional, New York, NY, 10th Edition, 2017. ISBN-13: 978-

1259587481; ISBN-10: 1259587487 (Available in Access Pharmacy)

o Other available resources include: Multiple textbooks, Calculators, Pharmacotherapy Casebook

and Care Plans, Cases, Self-Assessments and Multimedia Videos

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.

Guidance with textbooks/readings available online via the UF libraries 1. Use UF VPN to access UF Libraries Resources when off-campus.

2. The UF HSC library staff can assist you with questions or issues related to accessing online library

materials. For assistance contact your College of Pharmacy librarian or visit the HSC Library Website at

this URL: http://www.library.health.ufl.edu/

Suggested Textbooks/Readings

The student is also expected to retrieve primary literature references as needed to address patient care

needs. These may be accessed through the UF Health Sciences Center Library.

Other Required Learning Resources

N/A

Materials & Supplies Fees

None

Student Evaluation & Grading

This course is graded using a Satisfactory-Unsatisfactory grading scheme. Requirements for a grade of

Satisfactory are listed below. To pass the course with a grade of Satisfactory, any assessments with a grade that

is not Satisfactory (S) will require development of a personal plan for demonstrating competency during the first

APPE. (See Appendix K)

If more than 4 items starred below are Unsatisfactory, a grade of Incomplete (I) may be assigned until the

personal plan is satisfactorily completed. If the personal plan/remediation is/are not satisfactorily completed, a

grade of U (Unsatisfactory) will be assigned.

The faculty will use Appendices A-G to assess performance.


http://curriculum.pharmacy.ufl.edu/current-students/technical-help/

http://www.library.health.ufl.edu/

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There will also be peer assessments using Appendices K and L

Assessment Item Rubric Criteria for Satisfactory

Pharmacist Patient Care Process

Rounding* Appendix A Assessed as Ready by Facilitator

Verbal Recommendation Diabetes Clinic Patient* Appendix G Assessed as Ready by Facilitator

Verbal Recommendation Warfarin Clinic Patient* Appendix G Assessed as Ready by Facilitator

Self-Care Patient Recommendation* Appendix D Assessed as Ready by Facilitator

Communication

Verbal Defense* Appendix H Assessed as Ready by Facilitator

Vancomycin SOAP Note for Initial Dose* Appendix F Assessed as Ready by Facilitator

Diabetes patient SOAP Note* Appendix F S or S+ on rubric

Diabetes patient interview* Appendix I Assessed as Ready by Facilitator

Warfarin patient interview* Appendix I Assessed as Ready by Facilitator

Application of Knowledge* 80% or above combined average on activities listed below

Antimicrobial Stewardship Cases MCQ Combined average

Medication Reconciliation/Transitions in Care Case MCQ Combined average

Vancomycin case and follow up MCQ Combined average

Anticoagulation case and follow up MCQ Combined average

Pain Cases MCQ Combined average

Drug Interaction Cases MCQ Combined average

Utilize evidence to advance patient care

Drug Information Question #1* Appendix B S requires a total of at least 40/50

In-service presentation* Appendix E Assessed as Ready by Facilitator

Pharmacy Practice* 80% or above combined average on activities listed below

Community Cases MCQ Combined average

Inpatient Verification MCQ Combined average

IV Room Cases MCQ Combined average

Oncology Case MCQ Combined average

Heparin Protocol MCQ Combined average

MTM Cases MCQ Combined average

Professionalism^* 80/100 points

Submission of Survey on time 10 points

Attendance 5 points for each infraction

Verbal and Written Communication 10 points for each infraction

Timeliness of Submissions of Activities 5 points for each infraction

Completion of Peer Evaluations and PPCP video 10 points for each infraction

Topic Discussion Participation Appendix C 20 points for lack of participation

Timeliness of Submission of Personal Plan for Improvement

Appendix J 25 points if not completed and submitted

^Professionalism-For each infraction the students will lose the amount of points next to each item listed. A score of

<80 points will lead to remediation.

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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.”

Remediation

Remediation will be as follows:

Verbal Recommendations or Rounding Meet with Course Coordinator or designee

Communication Meet with Course Coordinator or designee

Application of Knowledge Canvas assessments Retake or submit a plan to review

Drug Information Retake with a different question

Pharmacy Practice Canvas assessments Retake or submit a plan to review

Professionalism Meet with practicing pharmacy manager to discuss effects of unprofessional actions on patient care, pharmacy team and health care team.

Educational Technology Use

The following technology below will be used during the course and the student must have the appropriate

technology and software.

1. ExamSoft™ Testing Platform

2. Canvas™ Learning Management System

3. EHRGoTM Academic Electronic Health Record

For technical support, navigate to Educational Technology and IT Support Contact Information at this URL:


Pharm.D. Course Policies

The Policies in the following link apply to this course. Review the Pharm.D. Course Policies carefully, at this URL:

http://curriculum.pharmacy.ufl.edu/current-students/course-policies/

Makeup Assignments

Makeup assignments will be required for excused absences Students will be required to complete the makeup

assignment within one week of the completion of the course.





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Appendix A. Course Directory

Teaching Partnership Leader/Course Director: Lisa Vandervoort, Pharm.D.


Office: Lake Nona Campus

Phone: 407 313 7013

Office Hours: Please see the Canvas course site for posted office hours.

Questions to Ask: Concerns about performance

Guidance when there are performance problems (failing grades)

General questions about content

Academic Coordinator: Misti Merrill


Nicole Marlowe


Natalie Hasty


Absence/Tardy Email: [email protected] and email the course coordinator (Visit the course policy site for

further instructions)

Instructional Designer: Name: Julie Thomas


Office: HPNP 4309 Phone: (352) 273-6284

Questions to Ask:

Issues related to course policies (absences, make up exams, missed attendance)

Absence/tardy requests (Only the Academic Coordinator handles absence requests)

Questions about dates, deadlines, meeting place

Availability of handouts and other course materials

Assignment directions

Questions about grade entries in gradebook (missing grades, incorrect grade)






http://curriculum.pharmacy.ufl.edu/current-students/course-policies/#attendance


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Assistance with ExamSoft® (Distance campus students may contact the Educational 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.)

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Other Teaching Partnership Faculty Members:

John M Allen, Pharm.D., BCPS, BCCP, FCCM

[email protected]

Shauna Buring, Pharm.D.

[email protected]

Anthony M. Casapao, Pharm.D., M.P.H.

[email protected]

Teresa Cavanaugh, Pharm.D., BCPS

[email protected]

Lindsey Childs-Kean, Pharm.D., MPH, BCPS

[email protected]

Emily Cicali, PharmD

[email protected]

Kelsey Cook, Pharm.D., BCPS

[email protected]

Rhonda Cooper-Dehoff, PharmD, MS, FAHA, FACC, FCCP

[email protected]

Stacey Curtis, PharmD

[email protected]

M.S., FAHA, FACC, FCCP

Christina E. DeRemer, Pharm.D., BCPS, BCACP, FASHP

[email protected]

David DeRemer, Pharm.D., BCOP, FCCP, FHOPA

[email protected]

Eric Dietrich, PharmD, BCACP, CPC, CPB, CEMC

[email protected]

Randell Doty, PharmD

[email protected]














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Julio Duarte, PharmD, PhD

[email protected]

Eric F. Egelund, Ph.D., Pharm.D.

[email protected]

Amanda Elchynski, Pharm.D.

[email protected]

Michelle Farland, PharmD, BCPS, CDE

[email protected]

Carinda J. Feild, Pharm.D.

[email protected]

Reginald Frye, Pharm.D., Ph.D, FCCP

[email protected]

Jessica Huston, PharmD.

[email protected]

Adonice Khoury, Pharm.D., BCPS

[email protected]

Kalen Manasco, PharmD, BCPS, FCCP, FPPAG

[email protected]

Robin Moorman Li, Pharm.D., BCACP, CPE

[email protected]

Shannon A Miller, Pharm.D., BCACP

[email protected]

Carol Motycka, Pharm.D., BCACP

[email protected]

Khoa A Nguyen, Pharm.D.

[email protected]

Erin St Onge, Pharm.D.

[email protected]















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Jason Powel, PharmD

[email protected]

Priti Patel, Pharm.D., BCPS

[email protected]

Christopher Piszczatoski

[email protected]

Teresa Roane, Pharm.D., MBA, BCACP

[email protected]

Barbara Santevecchi, PharmD, BCPS, BCIDP

[email protected]

Janet Schmittgen, RPh

[email protected]

Nathan Seligson, Pharm.D.

[email protected]

Bethany Shoulders, Pharm.D., BCCCP

[email protected]

Steven Smith, Pharm.D., M.P.H.

[email protected]

Janel Soucie, Pharm.D

[email protected]

Kimberly Stultz, Pharm.D.

[email protected]

James Taylor, Pharm.D., CDE, BCACP

[email protected]

Veena Venugopalan, Pharm.D., BCPS

[email protected]

Karen Whalen, Pharm.D, BCPS, CDE














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[email protected]

Kristin Wiisanen, Pharm.D. FAPhA, FCCP

[email protected]

Lihui Yuan, PharmD, PhD, RPh

[email protected]




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Appendix A –

Rounding Rubric

Criteria Excellent (10 pts) Competent (8 pts) Needs Improvement (5 pts) Deficient (2 pts) Score

Collect Data Collects appropriate data points and can connect them to medication problem

Collects some of the appropriate data points and can connect them to medication problem

Collects appropriate data points but struggles with connecting them to medication problem

Does not collect appropriate data points

Knowledge of Disease State

Demonstrates in-depth understanding of disease state. Discusses signs/symptoms/lab values associated with disease state.

Demonstrates basic understanding of disease state. Identifies principle signs/symptoms/lab values associated with disease state.

Makes mistakes when presenting case- specific information about the disease state.

Not familiar with signs/symptoms/lab values associated with disease state.

Knowledge of Drug Therapy

Demonstrates in-depth understanding of the drug classes in the case. Recognizes alternative therapies for specific disease state.

States correct information and answers questions regarding the specific drugs listed in the case (MOA, dose, indications, etc)

Makes mistakes when presenting case-specific information about drug therapy

Unable to recall basic information about specific drugs listed in the case. (Indication, dose, etc)

Identify Medication Related Problems

Identifies all medication related problems

Identifies some of the medication related problems

Identifies some of the medication related problems with prodding

Does not provide medication related problems

Identify appropriate treatment goals

Provides appropriate treatment goals for all identified problems

Provides appropriate treatment goals for some identified problems

Provides appropriate treatment goals for some identified problems with prodding

Does not provide appropriate treatment goals

Treatment Plan Provides appropriate recommendations including dose, route, frequency or discontinuation if needed;

Provides some recommendations including dose, route, frequency or discontinuation if needed;

Provides some recommendations but does not include dose, route, frequency;

Does not provide appropriate recommendations or gives unnecessary recommendations;

Monitor Appropriate Endpoints

Provides appropriate therapeutic and toxic endpoints and timeframe for monitoring

Provides appropriate therapeutic and toxic endpoints but wrong timeframe for monitoring

Provides therapeutic but not toxic endpoints

Cannot provide appropriate endpoints for monitoring

Communicate Plan Clearly

Concise/efficient summary of patient problems w/ all necessary information

Concise/efficient summary of patient problems w/ most of the necessary information

Rambling/unorganized summary of most of the patient problems w/ the necessary information

Unable to present patient information or provide necessary information

Ready for APPEs 80 points Not Ready for APPEs (provide specific reasons why

below) 0 pointsFails to respond to get back to you questions within 3 hours subtract 5 points

Total Points = ____/160

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Appendix B – Drug Information Rubric

Improvement 10 points each

Drug related question provided YES NO

Answer provided using literature to support answer. YES NO

References provided in AMA or MLA format YES NO

At least one primary reference provided YES NO

No grammar or spelling errors YES NO

Final Score _______ of 50 points

Satisfactory requires at least 35/50 points

Comments:

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Appendix C – Topic Discussion Rubric

Criteria Excellent (10 pts) Competent (8 pts) Needs Improvement (5 pts)

Deficient (2 pts) Score

Engagement Actively engaged by providing comments and asking questions without prompting

Moderately engaged by providing comments and asking minimal questions

Somewhat engaged by providing comments when prompted but not asking comments

Does not provide comment even when asked

Preparedness Demonstrates preparedness by answering questions without referencing material

Moderately prepared as demonstrated by ability to answer questions with minimal reliance on material

Somewhat prepared as demonstrated by ability to answer questions with significant reliance on material. (spends significant amount of time flipping through notes etc)

Unprepared demonstrated by inability to answer questions even when referencing material

Communication Positive, inclusive, using proper grammar and pronunciation

Positive, inclusive with few grammar or pronunciation errors;

Not involved in the discussion

Attitude Positive attitude and supportive of others, actively listening

Mostly positive attitude and supportive of others

Positive attitude but interrupts others

Acts like doesn’t want to be there.

Overall Participated and added new information or ideas to the discussion

Participated and contributed but did not add new ideas to discussion

Participated but followed discussion, did not add to discussion

Poor participation overall

Total Points = ____/50 Satisfactory requires a score of at least 40/50

Comments:

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Appendix D – Clinic Assessment (Self-Care Rubric)

Self Care Rubric

Criteria Ratings Score

Introduction 10 points

Excellent Introduces self by name, title, position; smiles and greets patient warmly

8 points

Good Introduces self by name, title, or position (not all 3); lukewarm greeting

5 points

Average Minimal introduction; lukewarm to cold greeting

2 points

Below Average No introduction; cold or no greeting

Delivery and Communication

10 points

Excellent No grammar or pronunciation errors; effective gestures; appropriate tone and volume

8 points

Good Few grammar or pronunciation errors; no distracting gestures; appropriate tone and volume.

5 points

Average Some grammar or pronunciation errors; mildly distracting gestures; inappropriate tone or volume occasionally

2 points

Below Average Several major grammar/usage errors; distracting gestures/posture; inappropriate volume and/or tone

Empathy and Compassion

10 points

Excellent Multiple effective empathy statements; visible concern and compassion

8 points

Good Few empathy statements; some visible concern and compassion for patient

5 points

Average Minimal empathy, compassion or concern for patient

2 points

Below Average No empathy, compassion or concern for patient

Patient Assessment

10 points

Excellent Perfect patient engagement; questions always patient-centered and relevant collects all of SCHOLAR-MAC elements; maximally efficient.

8 points

Good Adequate patient engagement; questions are mostly patient-centered and relevant collects most of SCHOLAR-MAC elements; adequately efficient

5 points

Average Minimal patient engagement; questions are rarely patient-centered or relevant; minimal use of SCHOLAR- MAC elements; minimally efficient

2 points

Below Average Fails to engage patient; questions are irrelevant or not patient-centered; inefficient

Recommendation and Referral

10 points

Excellent Excellent recommendation; excellent supporting information and rationale provided

8 points

Good Adequate recommendation; adequate supporting rationale or information

5 points

Average Mildly inaccurate recommendation; incorrect and/or no supporting rationale or information

2 points

Below Average Severely inaccurate or inappropriate recommendation; failure to make recommendation

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despite adequate time

Counseling and Education

10 points

Excellent Excellent counseling and education; no errors; concise and efficient; assesses patient’s knowledge

8 points

Good Good counseling and education with minimal errors; mildly inefficient

5 points

Average Average counseling with errors made; minimal efficiency;

2 points

Below Average Inappropriate patient counseling; inaccurate education and counseling;

Content 10 points

Excellent No incorrect or inaccurate statements; excellent focus and organization

8 points

Good Few incorrect or inaccurate statements; adequate focus and organization

5 points

Average Some incorrect or inaccurate statements; some organizational or focus problems

2 points

Below Average Multiple incorrect or inaccurate statements; no organization or focus

Professionalism 10 points

Excellent Professional appearance

8 points

Good Adequate appearance

5 points

Average Below average appearance

2 points

Below Average Unprofessional appearance

Ready for APPEs 80 pointsNot Ready for APPEs (provide specific reasons why) 0 points


Comments:

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Appendix E – Inservice Presentation Rubric

Handout Organization/ Content

Information is organized in a concise and efficient manner with no spelling mistakes. Only pertinent information provided, limited to 1 page. At least 2 appropriate references provided. (10 points)

Information is mostly organized in a concise manner with few spelling mistakes. Some extraneous information provided, limited to 1 page. References provided but not medically appropriate. (7.5 points)

Information disorganized and inconsistent with many spelling mistakes. Extraneous information provided and/or went over the 1 page limit. No references provided. (5 points)

___ / 10 points

Presentation Introduction Greets audience warmly

and introduces self by name and title. Provides intended purpose of in-service. (10 points)

Needs prompting to introduce self to audience by name and title. Provides limited purpose of in-service. (7.5 points)

No greeting or introduction of self to audience by name and title. Does not provide intended purpose of in-service. (5 points)

___ / 10 points

Delivery Excellent communication with audience. Speaks with proper pace/tone and no distracting mannerisms or filler words. Maintains good eye contact. (10 points)

Slightly inconsistent communication with audience. Almost always speaks with proper pace with few distracting mannerisms and limited filler words. (7.5 points)

Does not communicate well with audience. Speaks too quickly or slowly. Displays distracting mannerisms and filler words. No eye contact made. (5 points)

___ / 10 points

Time Ability to present information concisely with all necessary details in the allotted time and assessed understanding by asking for questions. (10 points)

Presented information concisely but not within the allotted time and assessed understanding by asking for questions. (7.5 points)

Presented information ineffectively not within allotted time and did not assess understanding by asking for questions. (5 points)

___ / 10 points

Audience Both presented information and handout targeted toward correct audience. (10 points)

Presented information targeted for correct audience but handout did not correlate with audience. (7.5 points)

Presented information and handout were not geared toward correct targeted audience. (5 points)

___ / 10 points

Total Score = ____ / 50 points S requires a Score of at least 40/50 points

Comments:

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Appendix F – Patient Care Note (SOAP) Rubric

University of Florida College of Pharmacy Pharmacy Care Note Rubric for APPE Readiness

Criteria Ratings Proficient (S+) Competent (S) Deficient (S-)

COLLECT examples of what might be included in this section Subjective

CC

HPI

PMH

Medication history

Allergies

SH

FHObjective

Vitals

Labs

Diagnostic testsCurrent MedicationList

Pertinent signs andsymptoms, vitals, tests andlab information.

CrCl calculated

Current medication list

Allergies

Missing some pertinentinformation important forassessingconditions/medicationtherapy

Partial but accuratesummary of pertinentinformation

Complete medication listincluded

Some extraneousinformation included

Markedly lacking detailrequired to make anaccurate assessment

Inaccurate informationincluded

No allergy informationincluded

Pertinent lab values/resultsnot included

Incomplete medication list

ASSESS/PLAN

Assessment of current medical condition(s) For each condition:

Current Status

Goals of therapy

Drug therapyproblem(s) identified

Rationale

Assessment is completeand appropriate

Incomplete goal(s) oftherapy

Drug therapy problem(s)not identified

Incomplete rationale

No goals of therapy

Rationale notcommunicated clearly

Communication hard tounderstand

PLAN/IMPLEMENT

Plan For each condition:

Start/stop/continuespecific medicationdose, route,frequency, duration

Monitoringparameters forefficacy, toxicity

Follow-up (who,when, what)

Plan is complete andappropriate in every detail.

Monitoring and follow-upinclude what, when, and bywho

Follow-up not specific

Plan is not consistent withassessment

Plan lacks enoughspecificity so it is difficultfor another provider tofollow plan

Suggested changes maycause patient harm

Monitoring not included

Follow up not included

Plan lacks enoughspecificity for anotherprovider to follow plan

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STRUCTURE

Spelling/grammar

Unsafeabbreviations

No grammatical or spelling errors No unsafe abbreviations used

1 grammatical/spelling errors 1 unsafe abbreviation used

No clear organization to note 2+ grammatical/spelling errors 2+ unsafe abbreviations used.

OVERALL GRADE

1. Proficient (S+) Must receive 50% or more proficient ratings and 0 deficient ratings to receive an overall score of proficient

Competent (S) Less than 50% proficient ratings and 0 deficient ratings

Deficient (S-) Any deficient ratings

If student receives a score of S or S+, the student will receive passing score.

If student receives a score of S-, the student will be required to rewrite the note until an S is achieved. A S- is considered an unsatisfactory grade

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Appendix G – Verbal Recommendation


Collect Data Collects appropriate data points and can connect them to medication problem

Collects some of the appropriate data points and can connect them to medication problem

Collects appropriate data points but struggles with connecting them to medication problem

Does not collect appropriate data points

Identify Medication Related Problems and treatment goals

Identifies all medication related problems and treatment goals for all problems

Identifies some of the medication related problems and treatment goals

Identifies some of the medication related problems and treatment goals with prodding

Does not provide medication related problems

Treatment Plan Provides appropriate recommendations including dose, route, frequency or discontinuation if needed; adequate monitoring parameters

Provides some recommendations including dose, route, frequency or discontinuation if needed; limited monitoring parameters

Provides some recommendations but does not include dose, route, frequency; no adequate monitoring parameters

Does not provide appropriate recommendations or gives unnecessary recommendations; inappropriate monitoring parameters

Monitor Appropriate Endpoints

Provides appropriate therapeutic and toxic endpoints and timeframe for monitoring

Provides appropriate therapeutic and toxic endpoints but wrong timeframe for monitoring

Provides therapeutic but not toxic endpoints

Cannot provide appropriate endpoints for monitoring

Communicate Plan Clearly

Concise/efficient summary of patient problems w/ all necessary information

Concise/efficient summary of patient problems w/ most of the necessary information

Rambling/unorganized summary of most of the patient problems w/ the necessary information

Unable to present patient information or provide necessary information

Ready for APPEs 50 pointsNot Ready for APPEs (provide specific

reasons why below) 0 pointsTotal Points = ____/100

Comments:

Improvement

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Appendix H – Verbal Defense Rubric


Overall Communication

Exhibits command of expression (fluency, grammar, vocabulary, tone, volume and modulation of voice, rate of speech and pronunciation) all of the time

Exhibits command of expression (fluency, grammar, vocabulary, tone, volume and modulation of voice, rate of speech and pronunciation) most of the time

Exhibits sufficient control of expression to be understood by an active listener

Communicates in a manner that often interferes and/or prevents understanding by audience

Professional Interaction

Exhibits finesse and command of nonverbal expression (eye contact, gesture, posture, use of silence) all of the time

Exhibits finesse and command of nonverbal expression (eye contact, gesture, posture, use of silence) most of the time

Exhibits enough control of nonverbal expression to engage a clinician willing to overlook deficiencies such as passivity or self-consciousness

Fails to engage the clinician or frustrates or antagonizes the clinician

Response to Clinician’s Questions

Responds perceptively, promptly, genuinely, appropriately, and without hesitation all or most of the time

Responds to cues appropriately and genuinely but some hesitation and prompting

Does not respond appropriately or genuinely some of time. Needs a lot of prompting

Does not respond appropriately or genuinely. Needs excessive prompting

Content and Rationale

Superior judgement and organization; focused answers; excellent use of literature/supporting information

Very good judgement and organization; mostly focused answers; good use of literature / supporting information most of the time

Appropriate response to the context; slightly inefficient organization; adequate, but not extensive, supporting information

Limited to no recognition of the problem; minimal plan and suboptimal approach; very little supporting information

Communications of Problems/Content

Superior judgement and organization, demonstrating both focus and flexibility with respect to the contex

Good judgement and organization, and superior at times; focused and flexible with respect to context the majority of the time

Appropriate response to the context, but organizational approach is formulaic and minimally flexible

Limited to no recognition of the problem and minimal ability to respond to the context; rigid approach in responding that often does not align with the context

Follow Up Option Taken

7.5 points NO

0 Points Yes

Post to Discussion Board within 24 hours

7.5 Points Yes

0 Points No

Ready for APPEs 50 points Not Ready for APPEs (provide specific reasons why below) 0 points


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Appendix I – Patient Interview Rubric

1. Competent (5pt)

Needs improvement (0 pt) Comments required for needs improvement

Points

Introduced self Did not introduce self

Non-verbal: good eye contact, calm body language, non-distracting gestures

Non-verbal: complete lack of eye contact, VERY NERVOUS body language, distracting gestures

Verbal: good pace, tone, word choice

Verbal: too fast/slow pace, too loud/soft/lecturing tone, word choice too advanced

Asked good amount of open-ended questions

Few open-ended questions – did not collect all the necessary information

Asked key questions: How to take medications – adherence / OTC/ etc

Missed key questions: How to take medications – adherence / OTC/ etc

Asked key questions: Dietary/exercise Lifestyle

Missed key questions: Dietary/exercise Lifestyle

Asked key questions: monitoring

Missed key questions: Monitoring

Asked key questions: Complication concerns/ ADRs

Missed key questions: Complication concerns/ ADRs

Ready for APPEs 40 points Not Ready for APPEs (provide specific

reasons) 0 pointsTotal = ______/80

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Appendix J – Personal Plan for Improvement

Directions: Use this chart to generate a personal plan for improvement in the EPAs/Competencies identified

below. Each EPA/Competency has a list of assignments where this competency was applied. Review your

performance over the APPE Readiness week and complete the information for a minimum of two (2)

EPA/competencies. If you received an unsatisfactory score for one of the assessment items listed under the

“Student Evaluation and Grading” section in the syllabus you must develop a plan for improvement for one of

the competencies associated with that activity. The last row is to identify 2-3 disease state or drug topics to

focus studying to increase base line knowledge prior to APPEs.

EPA/Competency Activity during which the competency was applied

What I need to

accomplish to meet my

expected performance (My Goals)

How I will prepare for performing this activity during an

APPE (My Learning Activities) For

example: I will accomplish thru

individual study/preparation

for APPE)

How I will assess my competency to

document achievement of “Satisfactory”

(Assessment) {For example, have a

preceptor observe you using the rubric; discuss

topic with preceptor}

Time management Assignments completed on time

Collect information to identify a patient’s medication-related problems and health-related needs

Rounds Transitions in Care Oncology Clinic patients Self-care patients

Analyze information to determine the effects of medication therapy, identify medication-related problems, and prioritize health-related needs.

Rounds Vancomycin F/U MTM Patient Anticoagulation Case Antimicrobial Stewardship

Establish patient-centered goals and create a care plan for a patient in collaboration with the patient, caregiver(s), and other health professionals that is evidence-based and cost-effective

Rounds Clinic patients Drug Interaction exercise

Implement a care plan in collaboration with the

Rounds Clinic Patients

28


patient, caregivers, and other health professionals.

Transitions in Care Self-Care Antimicrobial Stewardship

Follow-up and monitor a care plan

Rounds Clinic patient Anticoagulation Case AG Protocol Case

Collaborate as a member of an interprofessional team.

Rounds Clinic patients

Minimize adverse drug events and medication errors.

Transitions in Care Verification activities IV Room Cases Oncology patient

Maximize the appropriate use of medications in a population.

Antimicrobial Stewardship

Educate patients and professional colleagues regarding the appropriate use of medications

Topic Discussion In-service Warfarin counseling

Use evidence-based information to advance patient care.

Drug Information questions Inservice

Fulfill a medication order. Verification exercises IV Room Cases

Demonstrate professional demeanor including communication skills during all activities that occur during the course.

Rounds Transitions in care Inservice Topic Discussion Dress/Lab Coat Signing in/out Peer evaluations

Disease State or Drug Topics to review prior to APPEs

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Appendix K- Peer SOAP Note Rubric

Using the SOAP note answer key, review your peer’s SOAP note and answer the questions below. Provide constructive feedback on the accuracy of the assessment and plan as well as your ability to follow the plan. (So if you were the pharmacist caring for the patient could you follow the plan based off the note alone?)

Criteria YES NO Comment-(If checked “NO” then must provide explanation)

Subjective and Objective Data

Complete with summary of pertinent info and not a lot of extraneous information

Assessment Prioritized problem list with assessment and goal listed for each. Evaluator agrees with assessment.

Therapeutic Plan Provides appropriate recommendations including dose, route, frequency or discontinuation if needed; adequate monitoring parameters Evaluator agrees with plan.

Spelling/ grammar/unsafe abbreviations

No grammar/spelling errors/unsafe abbreviations. Problem list in same order in assessment and plan

Communication After reading this note evaluator can determine the next steps in care of patient.

Comments:

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Appendix L – Peer Drug Information Question Rubric

10 points each Drug related question provided YES NO

Answer provided using literature to support answer. YES NO

References provided in AMA or MLA format YES NO

At least one primary reference provided YES NO

No grammar or spelling errors YES NO

Final Score _______ of 50 points Comments:

pha5759 advanced pharmacy practice experience readiness

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