PR ESB YT ER IA N C O LLEG E SCHOOL OF PHARMACY
pharmacy.presby.edu | 864.938.3900
June 2019
P R EC EPTO R Interprofessional Collaboration Interprofessional education and collaboration are integral parts to the curriculum at Presbyterian College School of Pharmacy. From the first semester, students are introduced to the roles and responsibilities of various health professions and how they intersect with pharmacy services. These concepts are reinforced throughout the next four years, increasing in complexity and requiring students to practice these skills. Using recommendations from the Interprofessional Education Collaborative’s (IPEC) guide for Core Competencies for Interprofessional Collaborative Practice: 2016 Update, students have opportunities in the classroom, skills labs, and experiential experiences to improve communication and relationships with other health professionals to provide better patient care.
IPEC FOUR CORE COMPETENCIES
As a preceptor, we encourage you to consider how your setting allows for opportunities for the student to communicate and interact with health professionals and other students. Each IPPE workbook contains activities for the student to complete, and required APPEs require the student to be evaluated on interprofessional teamwork. If you need assistance in developing or refining IPE activities for your setting, please reach out to the OEE team at any time! HELPFUL RESOURCES Melissa E. Rotz, Gladys G. Dueñas, Aileen Zanoni, Anisha B. Grover. Designing and Evaluating an Interprofessional Experiential Course Series Involving Medical and Pharmacy Students. American Journal of Pharmaceutical Education Volume 80, Issue 5, 2016. Mersfelder, TL & Bouthillier, MJ. (2012). Value of the student pharmacist to experiential practice sites: a review of the literature. Annals of Pharmacotherapy, 46(4), 41‐8. DOI: 10.1345/aph.1Q544. David S. Fike, Joseph A. Zorek, Anitra A. MacLaughlin, Mohammed Samiuddin, Rodney B. Young, and Eric J. MacLaughlin. Development and Validation of the Student Perceptions of Physician‐Pharmacist Interprofessional Clinical Education (SPICE) Instrument. American Journal of Pharmaceutical Education: Volume 77, Issue 9, Article 190. Angela Shogbon Nwaesei, Bobby C. Jacob, Samuel K. Peasah, Jonathan J. Perkins, Matthew HoganAmerican. Implementation of a Structured Approach to Intentional Interprofessional Experiential Education at a Non‐Academic Community Hospital. Journal of Pharmaceutical Education. Posted online on 27 Feb 2019.
A. Desai, B. Jafry, Y. Kaufman, N. Owens, L. Weisberg. Interprofessional education in a student clinic: Curricular integration of a model workflow for medical, pharmacy, social work and undergraduate learners. Journal of Interprofessional Education & Practice, Volume 14, March 2019, Pages 22‐29.
Kim M. Jones, Donald K. Blumenthal, John M. Burke, Michelle Condren, Richard Hansen, Monica Holiday‐Goodman, Charles D. Peterson. Interprofessional Education in Introductory Pharmacy Practice Experiences at US Colleges and Schools of Pharmacy. American Journal of Pharmaceutical Education Volume 76, Issue 5, 2012.
PR ESB YT ER IA N C O LLEG E SCHOOL OF PHARMACY
pharmacy.presby.edu | 864.938.3900
June 2019
P R EC EPTO R Spring Preceptor Workshop At the spring preceptor workshop, preceptors worked in breakout groups based on type of rotation to identify barriers of precepting and to brainstorm solutions. Preceptors also helped define the knowledge, skills, and attitudes that are essential for APPE readiness in students.
We are thankful for the more than 50 preceptors who attended and shared their best practices for precepting!
PR ESB YT ER IA N C O LLEG E SCHOOL OF PHARMACY
pharmacy.presby.edu | 864.938.3900
P R EC EPTO R Spring Preceptor Workshop Following the workshop, a coffee and desert reception was held for preceptors and students to meet and mingle.
Materials from the workshop are available on www.pcspoee.com View course list ‐> APPE Resources
June 2019
PR ESB YT ER IA N C O LLEG E SCHOOL OF PHARMACY
pharmacy.presby.edu | 864.938.3900
June 2019
P R EC EPTO R
There’s a lot in the literature about trends and improvements in experiential education. So we’ve created an easy way for you to keep up: The Journal Monitor. In each preceptor newsletter, we’ll provide a brief look at some current articles. And we’ll provide the source information as well so you can take a look at the entire article yourself.
Speed journal clubs: A novel application of literature evaluation and presentation at a non‐teaching hospital Maria Leibfrieda, Sasha Falbauma, Terri Marxen Currents in Pharmacy Teaching and Learning 2017; 9 (576‐584). OBJECTIVE: Journal clubs are often used to teach students how to summarize the findings of a study in a brief and concise manner. However, many journal club sessions can last 30 minutes to an hour. This novel way of conducting “speed journal clubs” was evaluated to cover several topics in a short period of time, improve communication skills of students, and decrease the overall amount of time spent on journal clubs. SPEED JOURNAL CLUB ACTIVITY: Utilizing an abbreviated journal club outline, each student prepared a speed journal club presentation. On the day of the activity, tables were set up for the student to sit with the preceptor and present to attendees, who rotated around to different student/preceptor pairs. Students had five minutes to present the journal club and two minutes for discussion and questions and answers. Each student presented five times to different attendees and listened to five different presentations. ABBREVIATED JOURNAL CLUB OUTLINE STUDENT 1
PRECEPTOR 1. Describe the case or problem that attracted you to this paper.
TABLE 1 ATTENDEE
STUDENT 2
ATTENDEE
PRECEPTOR
2. Explain how you came across this article.
ATTENDEES ROTATE TABLES
3B. Describe the research question.
TABLE 2 ATTENDEE
ATTENDEE
STUDENT 3
PRECEPTOR
3A. Describe the study.
4. State the importance/relevance/context of the question.
ATTENDEES ROTATE TABLES
5. Describe the methods by giving more detail on the question components. 6. State your answers to the critical appraisal questions on validity.
TABLE 3 7. Summarize the primary results.
ATTENDEE
ATTENDEE 8. Describe why you think the results can or cannot be applied to your patients/situation. 9. Conclude with your own decision about the utility of the study in your practice—resolve the case or question with which you began.
For 20 Students: TRADITIONAL JOURNAL CLULB: 10 HOURS
SPEED JOURNAL CLUB: 90 MINUTES
10. Finally, prepare a 1‐page summary of the outline above as a handout.
PR ESB YT ER IA N C O LLEG E SCHOOL OF PHARMACY
P R EC EPTO R
RSVP by 9/6/19 Lynn Thompson 864‐938‐3865 | lthompson@presby.edu Please include any dietary restrictions
pharmacy.presby.edu | 864.938.3900
June 2019
South Carolina Pharmacy Association is accredited by the Accreditation Council for Pharmacy Education as a provider of continuing pharmacy education. Statements of continuing education credit will be distributed to participants who fully attend the program and then complete an online program evaluation. A unique code given at each activity must be provided in the evaluation in order to receive credit. Grievances regarding the education program must be submitted in writing to the SCPhA ACPE Administrator immediately following the program.
PR ESB YT ER IA N C O LLEG E SCHOOL OF PHARMACY
P R EC EPTO R
pharmacy.presby.edu | 864.938.3900
June 2019
What we’ve been up to…. Site Visits Piedmont Medical Center, Rock Hill, SC CVS, Honea Path, SC Prisma Health Upstate‐Greenville Memorial, Greenville, SC Publix Pharmacy, Greenwood, SC Walgreens Pharmacy District Office, Columbia, SC Walmart Pharmacy, Greenwood, SC Greenwood Regional Rehabilitation Hospital, Greenwood, SC Prisma Health Midlands‐Baptist Parkridge, Irmo, SC
Conferences & Meetings SC Society of Health‐System Pharmacists Annual Meeting, Hilton Head, SC Roseman University School of Pharmacy Preceptor Workshops, Henderson, NV & Salt Lake City, UT
Annual Preceptor Review Each year, a team of volunteer preceptors reviews the pool of active preceptors at PCSP and makes recommendations for development and site visits. Each reviewer is assigned 20‐25 preceptors to review. The entire review takes about 2‐3 hours total. The reviews begin in July and are completed by August. If you are interested in being a reviewer, please contact Mary Douglass Smith (mdsmith@presby.edu, 864‐938‐3868) by June 21, 2019.
PR ESB YT ER IA N C O LLEG E SCHOOL OF PHARMACY
pharmacy.presby.edu | 864.938.3900
P R EC EPTO R eValue Tip:
June 2019
Preceptor Manual and PCSP Bulletin To find our current policies on everything from dress code to absence policies to inclement weather policies, both the PCSP Pharmacy Experiential Manual and PCSP Student Bulletin are available for download on the eValue home page. (Scroll all the way to the bottom to find the links)
IPPE Workbook Tip:
Interprofessional Education A new activity has been created for P3 students to reinforce interprofessional collaboration and communication. The activity should be done at each IPPE in the P3 year and the student will utilize the situation‐background‐assessment‐ recommendation (SBAR) method of communication with a prescriber. The preceptor will grade the activity for competency and can assess if the student should have more opportunities to complete the activity during the IPPE. (Multiple attempts are allowed to achieve competency). Students will be oriented to the activity prior to IPPEs and will be instructed to look for opportunities at the site to complete.
PR ESB YT ER IA N C O LLEG E SCHOOL OF PHARMACY
pharmacy.presby.edu | 864.938.3900
P R EC EPTO R
June 2019
Preceptor Spotlight Richard Brock, PharmD Clinical Pharmacy Manager Lexington Medical Center West Columbia, South Carolina Dr. Richard Brock graduated from USC College of Pharmacy with a BS degree in 1998 and a PharmD degree in 1999. He worked full time at Lexington Medical Center for the first five years of his career as a staff pharmacist. He then had the opportunity to work for a home infusion company, Intramed Plus, for 8 years. There he gained experience looking at a problem from multiple viewpoints. He transferred back to Lexington Medical Center as the clinical manager and has been in this role for over 7 years. Dr. Brock precepts APPE students on an administrative rotation in a community hospital that offers a glimpse of the business and logistics side of managing a hospital pharmacy. A student will have opportunities to sit in many meetings, work on pertinent projects, research questions, and witness the process for making decisions. A history of where the pharmacy has been and a vision for the future is also provided. At the end of the rotation, Dr. Brock ensures that each student has an understanding of the committee structure, interdisciplinary interaction with other departments and the thought processes behind decisions that are made.
1. What are the most difficult aspects of being a preceptor? And how do you overcome these barriers? It is difficult to be both a great preceptor and great pharmacist since both of these take a lot of time. To overcome this, I have students help with projects which buy back time that I can then spend with the student.
2. What do you value most about being a preceptor? I am very grateful for the preceptors who took the time to guide me in applying my didactic knowledge to the practice of pharmacy which helped me better serve patients. In turn, I enjoy challenging students to take their knowledge and training to the next level so they can provide excellent pharmacy services. Our patients deserve it! 3. How do you judge a student's success on your rotation? During their first couple of days, I provide each student with several projects and assignments to work on throughout the rotation. A successful student not only turns in quality work, but does so prior to the deadlines without reminders. Time management and flexibility are important in a manager’s role.
PR ESB YT ER IA N C O LLEG E SCHOOL OF PHARMACY
pharmacy.presby.edu | 864.938.3900
P R EC EPTO R
June 2019
Student Spotlight Jonathon Paul “JP” Lewis Class of 2021 Jonathon Paul “JP” Lewis is from Chester, South Carolina, and attended the University of South Carolina‐Lancaster (USC‐L) for their pharmacy prerequisite program. During his time at USC‐L, he qualified for an associate’s degree in health sciences as well as a bachelor’s degree in liberal arts/sociology. Although he decided not to accept these degrees, the broad, multidisciplinary background ultimately provided him with an array of knowledge and skills for his future degree in pharmacy. PC was his first and only choice as he had already decided in high school that this was the program he wanted to be attend. Prior to pharmacy school, he worked as a quality assurance intern at The Ritedose Corporation (TRC) in Columbia, SC. This experience sparked an interest in the product development side of pharmacy as well as the corporate/business aspect.
1. What has been your most valuable rotation so far and why? My most valuable rotation has been at Lexington Medical Center with Dr. Jean Goette as my preceptor. At this site, I was able to truly apply the knowledge I had recently gained from my MTMs. My preceptor assigned me various mini‐projects that involved ethical scenarios as well as guideline‐ update research, looking for possible explanations for uncommon or unknown adverse reactions. This enabled me to use clinical trials research and find solutions for various ethical case studies in an efficient manner. This was my most valuable rotation because I had a preceptor who trusted my capabilities and gave me a push to do the same.
2. How do you balance the demands of your rotations with your school work? The solution to finding a balance is simple: do not procrastinate. When it comes to meeting the demands of my rotation, I would dedicate an hour or so a week to do the activities in my workbook, requiring me to either contact my preceptor concerning specific activities, conduct research, or try to figure out how these activities apply to the “real world” of pharmacy. When it came to projects that I was assigned by my preceptors, I always tended to them first and viewed them as if a patient could be affected by my decision or my research. I dedicated the most time to my school work but I know that this knowledge will ultimately be useful at my rotations as well as in my career in pharmacy. In order to maintain balance, you must always have allotted time for the unexpected so that you are not sidelined and subsequently discouraged. It is also critical to take the time to do something you enjoy in life outside of school to discourage any chance of burnout.
3. What is something you have learned about yourself on rotation? Something that I have learned during my rotation is that I know more than I think I do. Over this past P2 year, I have been given the opportunity to apply my knowledge rather than feel like I am just doing busy work. Although that is great because I was enjoying myself, it was also terrifying because I was extremely nervous about making a mistake and lacked faith in my abilities. I was extremely nervous about making the correct guideline‐based decisions and even more scared of making practice‐based decisions. Thankfully, I had wonderful and knowledgeable preceptors that I could rely on and come to if I had any questions. I am thankful for my preceptors for building my confidence as a student as well as a future pharmacist and ensuring me that I know more than I think I know.
PR ESB YT ER IA N C O LLEG E SCHOOL OF PHARMACY
pharmacy.presby.edu | 864.938.3900
June 2019
P R EC EPTO R Student Spotlight (cont’d) Jonathon Paul “JP” Lewis Class of 2021 “At PCSP, I am involved in many organizations where I can contribute my ideas, helping me develop as a professional. I participate in and encourage student involvement in intramurals associated with our main campus. I am a member of APhA, PSGA, CPFI, Honor Council, and the Ethics, Honor, and Professionalism Committee. In APhA, I served as Social Co‐Chair where I created various surveys in order to find member interests and keep P4 members up to date with what is still going on at PCSP. In PSGA, I serve as the Class of 2021 Class President where it is my responsibility to keep my classmates up to date on events in which we are required to participate, serve as the middle man for any issues, and check in to make sure that my classmates are satisfied with the program and what suggestions they may have to improve the curriculum. In CPFI, I serve as the webmaster/historian where I am required to make sure that we always have a room for our various meetings and create a social media program to make students aware of our organization at PCSP. Lastly, I serve as a member on the PCSP Honor Council as both an investigator and jury member to enforce the honor code at PCSP and as a student representative on the Ethics, Honor, and Professionalism Committee to enforce our program’s professionalism requirements to help me as well my classmates become the best medical professionals that we can be.
“I am very thankful for the opportunities offered at PCSP whether educational or due to the opportunities offered through OEE. I truly believe that this program is looking out to shape our students into the best pharmacists they can possibly be while also considering the voices of these students. Consequently, I am striving to be the best medical professional I can be and I believe that PCSP is going to help me to do so. JP Lewis (center) serves as the Class President the Class of 2021
“A significant influence for my interest in pharmacy was my diagnosis of brachial plexus thoracic outlet syndrome in high school which impaired and ultimately ended my baseball career. Throughout this tumultuous time, I was treated at the University of South Carolina sports medicine where I noticed that, during my treatment, there was a lack of medical knowledge and subsequent treatment for my nerve condition besides various steroids, physical therapy, and experimental surgeries. This experience has inspired me to learn about various medical conditions with the goal of finding new treatment options, pharmacological or non‐pharmacological.”