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Description:

Contributor:Susan Bruce
Administrative/Academic Title:Chair & Associate Professor, Pharmacy Practice
Institution:Northeast Ohio Medical University Department of Pharmacy Practice 4209 State Route 44 PO Box 95 Rootstown, OH 44272
Other Contributors:Stacey Schneider, PharmD (sschneider@neomed.edu), Course Director for year 1 courses Tim Ulbrich, PharmD (tulbrich@neomed.edu), Course Director for year 2 courses Seth Brownlee, PharmD (sbrownlee@neomed.edu), Course Director for year 3 courses Scott Wisneski, PharmD (swisneski@neomed.edu), Director of Experiential Education
Title:Noteworthy Practice - Standard 10 & 11 - Northeast Ohio Medical University
Tool/Process Description:
Pharmacist Patient Care Experiences (PPCE) is a 10-course sequence that spans all four years of the doctor of pharmacy curriculum at Northeast Ohio Medical University (NEOMED). The sequence includes didactic and experiential learning, a variety of assessment activities, and integration with pharmacy courses running concurrently and the college of medicine curriculum. The sequence focuses on the development of skills and reinforces knowledge for contemporary pharmacy practice. The PPCE course sequence advances five course themes and fundamental goals based on the 2001 Institute of Medicine report, “Health Professions Education: A Bridge to Quality.” These themes are patient centered care, interdisciplinary teams, evidence based practice, quality improvement and informatics. Didactic learning: Interprofessional activities occur extensively within the longitudinal courses of both colleges. This collaboration has led to the development and coordination of several innovative interprofessional activities. For example, the Interprofessional Team Project occurs in the spring of the second year. Teams of pharmacy and medicine students work on a complex simulated patient case to gain an understanding of the multiple components involved in caring for a patient (e.g., management of the disease states, identifying an insurance plan, making and defending evidenced based decisions, etc.). During this project the teams must identify and resolve multiple patient specific issues, complete assignments and deliver a final presentation. Other unique activities to this sequence include development of communication skills, ethics, medication therapy management training, mastery of the Top 200 medications, professional identity, and case and journal club presentations. Experiential learning: The sequence includes an extensive 2044-hour experiential program that includes IPPE and APPE as a continuum throughout the curriculum. Students begin with IPPE campus-based learning in the first year and transition to the incorporation of experiences in over 300 community, institutional, underserved and other diverse patient care settings through the fourth year, culminating in advanced experiences. Assessments: A grading system of pass/fail is used throughout the entire course sequence. A “pass” represents satisfactory mastery of skills and knowledge. A series of OSCE-style summative evaluations have been developed throughout the sequence to assess students over time. For experiential rotations, students receive an evaluation from their respective preceptors following each rotation based on achievement of specific learning objectives. This feedback includes descriptive comments about the level of motivation, participation, and professionalism. Integration: The PPCE course series has a high degree of vertical and horizontal integration with the other courses. The experiential program also achieves a significant amount of integration, application and reinforcement of the core curriculum during rotations. IPPE learning objectives and activities were developed to complement the didactic course work. One example of this occurs in PPCE 5 during the second year fall where students receive training to administer immunizations. This occurs simultaneously with the Infection and Immunity course. Additionally, upon completion of the certification, students are able to give influenza vaccines during their IPPEs. Finally, students are well versed in expectations of a generalist pharmacist to enable the successful application of knowledge, skills and attitudes in the APPE rotations.

Tool/Process Details:

Length of use:4-6 years
Requirements:E-value for experiential education assessment; course management software; B-line (clinical skills assessment center)
Adapted From:
In the initial stages of development, we reviewed resources from the literature or other pharmacy programs and we continue to review the literature as new information is released. Many components of the curriculum were developed initially at NEOMED.
Citation:
Manuscripts in development
Difficulty:4
Cost:Free
URL:www.neomed.edu
Attachments:
Current Rating:

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