Doctor of Pharmacy James L. Winkle College of Pharmacy ... · • Apply operational, financial,...

Doctor of Pharmacy Program James L. Winkle College of Pharmacy 2014 Primary Faculty: Shauna Buring, Associate Dean for Professional Education and Assessment 558-8667 [email protected]

Faculty Committee: Brad Hein Associate Professor [email protected] Mike Doherty Assistant Professor Director, Experiential Education [email protected] Karen Gregerson Associate Professor [email protected] Giovanni Pauletti Professor [email protected]

Program Overview

The University of Cincinnati Winkle College of Pharmacy contributes to the health of our community and nation through the development of graduates and faculty who are leaders in pharmacy practice and the pharmaceutical sciences. It is our mission to be widely recognized for our research programs and continuous innovations in education. Our commitment to interprofessional education and collaborative practice and research is consistent with our core values of student-centered learning, collaborative discovery, health care improvement, strength in diversity, real world experience, and community engagement. The Winkle College of Pharmacy offers a professional degree (Doctor of Pharmacy – PharmD) which is the entry level degree required to be a licensed pharmacist. Individuals completing the degree program are eligible for a variety of pharmacy careers including community pharmacy, clinic pharmacy practice, long term care pharmacy, home health care, governmental agencies (e.g. FDA), hospital pharmacy, managed care, pharmaceutical industry, and pharmacy academia. The Doctor of Pharmacy Program admits 96 students each year who have completed a minimum of 2 years of undergraduate coursework. The degree requires 4 additional professional years to complete. Historically, 1/3 of the admitted students have 2 or 3 years of pre-pharmacy coursework with the remaining third having completed a degree. Although required experiential education occurs throughout the curriculum, the fourth year of the program consists of 1 calendar year of full time professional experience rotations with each student completing 9 rotations in a variety of pharmacy practice settings. The College participates in the national PharmCAS application services for colleges of pharmacy. This allows for national and international students to apply using a common application. Qualified students are interviewed on-site by teams of faculty and pharmacy practitioners using a holistic interview process. Students are then selected based upon their academic strength, communication skills, leadership and community service. The college continues to lead other colleges in Ohio with regard to diversity actively participating in the recruitment of underrepresented minorities. The PharmD curriculum underwent substantial revisions prior to semester conversion in 2012. The curriculum is integrated with foundational and clinical sciences taught in the same courses. The goal of the curriculum is to educate and train professional students for the pharmacy practice of today and be able to adapt to the evolving pharmacy practice needs of the future. The faculty embrace teaching methodologies that engage students in active learning (i.e. team-based learning, personal response systems, etc.). The College is fully accredited by the Accreditation Council on Pharmaceutical Education (ACPE) through June 30, 2022.

Program Outcomes

The faculty developed targeted ability-based outcomes which describe the general abilities of a graduate of our Pharm. D. program in compliance with established ACPE standards. These ability-based outcomes describe the general abilities of a graduate of our Pharm. D. program while specifically emphasizing a graduate’s ability now and in the future to provide patient-centered pharmaceutical care, manage a pharmacy practice and promote public health. These educational outcomes are established and will be tracked to ensure each student’s transitional growth across the didactic curriculum, performance-based activities, and experiential program. Achievement of these outcomes enables graduates to satisfy the educational requirements for licensure as a pharmacist and to meet the requirements of the university for the Doctor of Pharmacy degree. General Abilities • Understand and apply critical thinking processes to identify, solve and prevent

problems. - Define the problem. - Gather and analyze information relevant to the problem. - Draw conclusions based on synthesis of pertinent information and analysis. - Provide a rationale for and communicate a proposed solution to a problem. - Implement a selected course of action and appropriate follow up assessment.

• Exhibit professional behaviors in practice. - Display a demeanor, attitude, appearance and communication style that represents

one’s self and the profession in a positive light. - Develop, maintain and enhance competence by assessing one’s own learning needs

and continuous professional development. - Solve ethical dilemmas through use of a rational decision making process. - Understand and apply the tenets of confidentiality in the healthcare setting.

• Demonstrate leadership skills. - Show leadership skills inherent in practice and team work. - Provide leadership in community, professional, and/or political arenas.

• Understand and apply basic research and scholarship principles. • Using verbal and written communication skills, deliver information with the purpose of

educating a specific population (e.g. patients, technicians, community members, students, healthcare providers).

• Advance the profession and the pharmaceutical care model of practice by: 1) ensuring that professional standards are maintained and enforced; 2) participating in professional organizations; and 3) advocating professional policy.

Pharmaceutical Care. Provide pharmaceutical care in cooperation with patients, prescribers, and other members of an interprofessional health care team based upon sound therapeutic principles and evidence-based data, taking into account relevant legal, ethical, social, economic, and professional issues, emerging technologies, and evolving biomedical, sociobehavioral, and clinical sciences that may impact therapeutic outcomes.1 • Apply and integrate sound scientific and therapeutic principles in the provision of

patient-centered and population-based pharmaceutical care.

- Interrelate physicochemical properties, structure-activity relationships, and biochemistry to explain mechanisms of action of drugs in biological systems.

- Design, implement, and monitor patient specific pharmacotherapeutic regimens by applying chemical and biopharmaceutical principles of absorption, distribution, metabolism, and elimination of drugs.

- Identify, assess, and resolve drug-related problems and implement changes in the pharmaceutical care plan.

- Design strategies to avoid or manage drug interactions and adverse drug events. - Provide specific, rational, cost effective, evidence-based recommendations. - Appropriately document recommendations, interventions, and outcomes.

• Retrieve, analyze, and interpret lay and scientific information and literature to support the care of specific patients or populations.

• Collaborate and communicate verbally and in writing with patients, caregivers, and other members of an interprofessional health care team with shared accountability to improve safety and therapeutic outcomes.

• Counsel and educate patients to promote adherence to pharmacotherapy management plans and to improve outcomes.

Systems Management. Manage and use resources of the health care system, in cooperation with patients, prescribers, other health care providers, and administrative and supportive personnel, to promote health; to provide, assess, and coordinate safe, accurate, and time-sensitive medication distribution; and to improve therapeutic outcomes of medication use.1 • Manage a patient-centered practice.

- Manage a practice and accurately prepare, dispense, and administer medications according to state and federal laws and professional standards.

- Provide medication therapy management and patient care services and obtain compensation.

- Engage in a collaborative practice agreement process and participate in collaborative practice in order to coordinate the health care of patients.

- Implement strategies to facilitate continuity of care across health systems, including medication reconciliation.

• Apply operational, financial, personnel, and marketing principles to the management of pharmacy practice.

• Apply continuous quality improvement principles to modify services and implement new services with the goal of reducing cost, optimizing patient safety and improving health care outcomes.

• Effectively utilize technology resources to optimize pharmaceutical care. • Partner with patients to maximize their health care benefits through utilization of third

party, government, prescription assistance and other programs. Public Health. Promote health improvement, wellness, and disease prevention in cooperation with patients, communities, at-risk populations, and other members of an interprofessional team of health care providers.1 • Promote health improvement, wellness, and disease prevention.

− Use principles of epidemiology and population specific data to identify current public health problems and anticipate future needs.

− Collaborate with health care professional, social service, and community resources to maximize access to health care and improve continuity of care.

− Promote public awareness of health and disease, including a healthy lifestyle and disease prevention strategies.

• Promote the community health of diverse patient populations. − Promote respect for all patients by recognizing and anticipating the needs of a diverse

population (e.g., social, cultural, religious, economic, political, historical, and ethnic). − Adapt professional behavior to affect changing needs of society and the delivery and

acceptance of health care. 1. American Association of Colleges of Pharmacy, Center for the Advancement of Pharmaceutical Education. CAPE Educational Outcomes 2004. Available at: http://www.aacp.org/Docs/MainNavigation/Resources/6075_CAPE2004.pdf Accessed: May 6, 2008.

http://www.aacp.org/Docs/MainNavigation/Resources/6075_CAPE2004.pdf

Curriculum/Program Map

Methods and Measures

Assessment Measures Aligned with Program Outcomes

Program Outcome Assessment Tools Course/ Experience Time Line Responsible Person

General Abilities Understand and apply critical thinking processes to identify, solve and prevent problems.

Videotaped patient counseling

PHRX7001 Pharmacy Practice I

P1 – Fall semester Course Director

Pharmacy calculations minimum competency for progression

PHRX7005 Pharmaceutical Calculations


SOAP note PHTH8010, PHTH8060, PHTH9010, PHTH9060 Case Studies in Therapeutics I – IV

P2 – Fall semester, P2 – Spring semester, P3 – Fall semester P3 – Spring semester

Course Director

Medication Therapy Management Competency Assessment

PHRX9001 Pharmacy Practice Skills Development II


Exhibit professional behaviors in practice. Ethical Dilemma PHRX7050 Pharmacy Ethics

P1-Fall semester Course Director

Blood Pressure Competency Assessment

PHRX8051 Pharmacy Practice Skills Development I

P2-Spring semester Course Director

Patient Counseling Competency Assessment



APPE Professionalism Competency Assessment

PHPE9090-9099 Advanced Pharmacy Practice Experiences

P4 clinical year Director, Experiential Education

Demonstrate leadership skills. APPE Competency Assessment



Peer Mentored Evaluation PHPE9031 Peer Mentored Experience II

P3 – Spring semester Course Director


Understand and apply basic research and scholarship principles.

Patient Care Project-P2 PHRX8053 Evidence Based Pharmacotherapy I

P2-Spring Semester Course Director

Capstone Research Project PHRX9080 Contemporary Pharmacy Practice

P4-Spring semester Course Director, poster judges (faculty/preceptors),

Using verbal and written communication skills, deliver information with the purpose of educating a specific population (e.g. patients, technicians, community members, students, healthcare providers).




Ethical dilemma PHRX7050 Pharmacy Ethics


Patient Care Project – P1 (Poster)

PHRX7051 Pharmacy Practice II


Capstone Research PHRX9080 Contemporary Pharmacy Practice

P4-Spring semester Course Director, poster judges (faculty/preceptors)

APPE Communication Competency Assessment



Therapeutic Controversy presentation

PHPE9090-PHPE9099 Advanced Pharmacy Practice Experience

P4 – Fall or spring semester

Experiential Education Director, faculty judges, clinical preceptors, peer student evaluators

Advance the profession and the pharmaceutical care model of practice by: 1) ensuring that professional standards are maintained and enforced; 2) participating in professional organizations; and 3) advocating professional policy.

Student participation in professional organizations

Extracurricular Annually Associate Dean for Student Affairs




Pharmaceutical Care Apply and integrate sound scientific and therapeutic principles in the provision of patient-centered and population-based pharmaceutical care.

Patient Care Project – P1 (Poster)


P1 – Spring semester Course Director, poster judges (faculty/preceptors)

Patient Care Project – P3 PHPE9031 Peer Mentored Experience II

P3 – Spring semester Course Director, poster judges (faculty/preceptors)

SOAP notes PHTH8010, PHTH8060, PHTH9010, PHTH9060 Case Studies in

P2 – Fall semester, P2 – Spring semester, P3 – Fall semester

Course Director


Therapeutics I – IV P3 – Spring semester Patient presentations PHTH8010, PHTH8060,

PHTH9010, PHTH9060 Case Studies in Therapeutics I – IV


Course Director, faculty evaluators, clinical preceptor evaluators

Formulary Management / Decision Analysis Project

PHRX9003 Evidence Based Pharmacotherapy II, PHRX9001 Pharmacy Practice Skills Development II

P3-Fall semester Course Director, faculty evaluators, clinical preceptor evaluators

Diabetes Competency Assessment






PCOA (Pharmacy Curriculum Outcomes Assessment)

Professional program requirement (not associated with course)

P3-spring semester Associate Dean for Professional Education and Assessment

APPE Drug/Disease Knowledge Competency Assessment



APPE Application Competency Assessment



North American Pharmacy Licensure Exam (NAPLEX)

Not associated with a course

Upon graduation Association Dean for Professional Education

Retrieve, analyze, and interpret lay and scientific information and literature to support the care of specific patients or populations

Patient Care Project – P1 Drug Literature Evaluation Competency Assessment






APPE Application Competency Assessment

PHPE9090-9099 Advanced Pharmacy Practice



Experiences

Therapeutic Controversy presentation

PHPE9090-PHPE9099 Advanced Pharmacy Practice Experience

P4 – Fall or spring semester

Experiential Education Director, faculty judges, clinical preceptors, peer student evaluators




Collaborate and communicate verbally and in writing with patients, caregivers, and other members of an interprofessional health care team with shared accountability to improve safety and therapeutic outcomes.




Ethical dilemma PHRX7050 Pharmacy Ethics


Patient Care Project – P1 (SOAP, Patient interview)



SOAP note PHTH8010, PHTH8060, PHTH9010, PHTH9060 Case Studies in Therapeutics I – IV


Course Director

Patient presentations PHTH8010, PHTH8060, PHTH9010, PHTH9060 Case Studies in Therapeutics I – IV


Course Director, faculty evaluators, clinical preceptor evaluators







Counsel and educate patients to promote adherence to pharmacotherapy management plans and to improve outcomes.

Patient Care Project – P1 PHRX7001 Pharmacy Practice I


Patient Counseling Competency Assessment







Systems Management Manage a patient-centered practice. Patient Care Project – P3 PHRX9050 Jurisprudence P3-Spring semester Course Director

Sterile Compounding Competency Assessment


P2-Spring semester Course Director, faculty evaluators, clinical preceptor evaluators

Business Plan PHCS9002 Pharmacy Management

P3-Fall semester Course Director, faculty evaluators

APPE Medication Distribution/Dispensing Competency Assessment



Multi-State Pharmacy Jurisprudence Exam (MPJE)






Apply operational, financial, personnel, and marketing principles to the management of pharmacy practice.

Formulary Management / Decision Analysis Project

PHRX9003 Evidence Based Pharmacotherapy II, PHRX9001 Pharmacy Practice Skills Development II


Business Plan PHCS9002 Pharmacy Management

P3-Fall semester Course Director, faculty evaluators




APPE Administrative Skills Competency Assessment



Apply continuous quality improvement principles to modify services and implement new services with the goal of

Capstone Research Project PHRX9080 Contemporary Pharmacy Practice

P4-Spring semester Course Director, poster judges (faculty/preceptors),


reducing cost, optimizing patient safety and improving health care outcomes.

APPE Administrative Skills Competency Assessment



QI/MUE assignment and presentation

PHCS9052 Health Systems Pharmacy Practice

P3 – spring semester Course Director

Effectively utilize technology resources to optimize pharmaceutical care.

APPE Competency Assessment

PHPE9095 Drug Information/Drug Policy Development Experience

P4 clinical rotation Course Director, preceptor

Partner with patients to maximize their health care benefits through utilization of third party, government, prescription assistance and other programs.

Patient Care Project – P1 PHCS 7000 Intro to US Health Care


Promote health improvement, wellness, and disease prevention.

Diabetes Competency Assessment












Promote the community health of diverse patient populations.

Course examination PHRX7051 Pharmacy Practice II





Assessment Infrastructure

Assessment Personnel The Curriculum Outcomes and Assessment Committee (COAC) is a standing committee defined by the college bylaws and is responsible for program assessment and curricular review for the PharmD program. The COAC acts as the coordinating body through which faculty-driven curriculum design and assessment for the PharmD Program is carried out. It is responsible for the overall composition of the professional program curriculum. The COAC is composed of 10 full-time faculty with equal representation from the Division of Pharmacy Practice and Pharmaceutical Sciences, respectively. In addition, one student volunteer from each professional year (i.e., four students total), one librarian, and the Dean for Professional Education and Assessment (ex officio) provide vital input into curricular matters before recommendations are presented to the entire faculty for final approval. The Subcommittee on Assessment (SOA), a subcommittee of COAC, is chaired by the Associate Dean for Professional Education and Assessment. The subcommittee includes the Chair of the COAC, 3 full time faculty members, 1 practice fellow, and 1 PharmD student. The SOA is charged with the development of assessment plans, processes and evaluation of assessment data. All new processes developed are then vetted by the entire COAC. All assessment data viewed by the SOA is provided to the COAC for review and vote, if necessary. Typically, curricular and assessment information and resulting recommendations are subsequently disseminated to faculty through the Divisions for feedback and then to an all-faculty meeting for approval by the full faculty body. The COAC and the Subcommittee on Assessment are supported by an Assistant Program Director, Academic. Assessment Schedule Data is collected annually at the end of the spring semester for course-embedded assessments. NAPLEX and MPJE are administered in May/June/July and data is released in September. Data analysis for course-embedded assessments is conducted during the summer months and discussed by the Subcommittee on Assessment. Next, it is reported to COAC in September. Feedback is provided to faculty based upon discussion by the COAC members.

Doctor of Pharmacy James L. Winkle College of Pharmacy ... · • Apply operational, financial,...

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