Spep Lecture 3

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Spep Lecture - 3 Nov 15, 2006
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Activity 2 - Ethical, Moral, Social Issues
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Activity 2 Ethical, Moral, Social Issues (p.49)

• Identify, discuss document 4 issues
• Issues identified by the student or TA
• Document each issue (1-2 lines) and personal
  reflection and insight gained (1-2 paragraphs)
• Submit student documentation and Form 2/3/4 PI
  (one from TA, one from student) submit wk 6 or 8

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Activity 2 example

• A person identifying himself as a police officer
  calls the pharmacy requesting information on the
  drug history of a customer. According to the
  caller, the person is being investigated and has
  some unlabelled vials at home. Should the
  pharmacist provide the information to the caller?

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Activity 3 - Presentation
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Activity 3 Presentations to Health Care
Providers and Patients (p.53)

• One presentation in each rotation one to
  patients and one to health care providers
  consider patient case
• Collaborate with TA to determine the audience
• Design an audience evaluation form and send 3
  completed forms to the Faculty
• Topics for each rotation different and different
  from Activity 5 (Health Promotion)
• Submit Form 2/3/4/PI wk 6 or 8

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Activity 4 - Learning Portfolio
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Activity 4 Learning Portfolio (p. 58)

• Student develops site-specific personal learning
  objectives submit wk 2
• Student develops learning portfolio
• TA reviews portfolio wk 4
• TA Student complete Form 2/3/4/PI for week 6 or
  8
• Share learning portfolio from Rotation 1 with
  Rotation 2 TA
• Do not send in portfolio
• Resources in syllabus (p. 61)

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Activity 5 - Health Promotion
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Activity 5 Health Promotion Disease Prevention

• Student to design, participate in and evaluate a
  health promotion/disease prevention event
• If already designed, focus on evaluation of
  effectiveness
• Community Rotation only
• Approx. 3-4 hours for preparation reporting
• Submit 250-400 word report
• Submit Form 5/6-Comm report by
• wk 6

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Activity 6 - Interview
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Activity 6 Interview for Collaborative Practice
(p.66)

• Discover perspectives of other health care
  practitioners (HCP)
• Learn to develop effective professional
  relationships
• Improve interviewing and writing skills (Follow
  up letter)
• Community Rotation only one interview with MD
  or another HCP
• Student to anticipate/plan for issues prior to
  interview
• Submit form 5/6-Comm by wk 6

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Practice Issue
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Practice Issue (p.74)

• Helps student in developing their own PC practice
  after graduation
• Provides an opportunity to assist the SPEP site
  in enhancing PC
• Approximately 10 -14 hours for activity
• Complete Form 2/3/4/PI by wk 6 or 8
• Submit report and product
• Abstract submitted to SPEP website

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• The Big
  Picture
• student reviews state of PC at site
• identifies issues/challenges
• develops suggestions/recommendations to continue
• change at practice site
• student discusses recommendations with TA/manager

• The Close Up
• student chooses a small piece of one of the
  issues
• (e.g. documentation, call-back system, patient
• information sheet)
• completes written report and provide sample of
• any product developed
• see list of previous projects on website

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Elements Contributing to a Successful Practice
Issue

• something that the site needs
• get buy in and input from all pharmacists who
  will use the product
• issue is manageable size given students
  limited time
• large project break into manageable pieces
• Collaboration on large projects consult TA and
  Faculty

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Elements Contributing to an Unsuccessful Practice
Issue

• not specific to the sites needs e.g.
  documentation that is not practical
• project too large
• requires ongoing maintenance that TA/staff at
  site do not have time/interest to do

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Ideas

• Broad range of topics, e.g.
• ISMP
• Med Reconciliation
• (p.76)

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Last Week of Rotation

• Activity 1 (PC1B, OBS, 1 Care plan, 16 patients),
  PB
• Form 2/3/4/PI if not done wk 6
• TA Overall Assessment of Student (online by TA)
• TA/E 12 Assessment of TA Site (online by
  student and TA)

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Assessment Evaluation

• Guidelines vs
• criterion-based assessment
• Guidelines are minimal expectations
• Clinical practitioners are assessors of student
  performance based on guidelines set for each
  Activity

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Performance Expectations
TA Expns
Performance expectations
St.1
2
4
16
6
12
8
Time - weeks
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Performance Expectations
St.2
TA Expns
Performance expectations
2
4
16
6
12
8
Time - weeks
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TA Overall Assessment ofStudent (p. 34)

• Provides SPEP faculty with an overview of the
  students performance in direct patient care and
  associated activities

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Procedure for TA Overall

• Completed by TA at the end of each rotation
• Hypothetical question is posed to the TA on the
  students preparedness to provide pharmaceutical
  care to patients after graduation
• TA not required to discuss assessment with
  student, but TA to give (print) student a copy

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Overview of Assessment/Evaluation
PB
OBS
All activities completed
Student Grades
PC1B (TA Student)
2 Rotations
TA Overall
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TA/E 12 (p.80)

• Suggest review with TA at START of rotation -
  articulate mutual expectations
• End of rotation - student and TA complete
  separate forms - ideally discuss verbally (submit
  on-line)
• Complete separate form for each TA
• Faculty copies and summarizes feedback to TAs
  summer

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Other Complementary/ Supplementary Evaluations
(p.79)

• End of Rotation Evaluation of SPEP
• Patient Satisfaction Survey (optional)
• Relative Ranking Scales (optional)

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TA Award Nominations

• Nominations invited from students at end of each
  rotation and before June 15th each year
• Forms on home page and December package
• Nominate your TAs that are exemplary in teaching
  and patient care
• Annual awards for recognition of these individuals

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Policies on Communicable Disease and
Immunizations (p. 88)

• Students
• May be required to take part in care of patients
  with communicable diseases
• Instruction to prevent spread communicable
  disease
• Immunization requirements
• Communicable disease surveillance protocols at
  site
• May be required to give body fluid specimens

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Policies - Continued

• Students with a Communicable Disease
• Notify Associate Dean
• Student Participation in Care of Patients with
  Communicable Disease
• Participate in care of patients assigned
• Adhere to infection control policies
• Students Who are Exposed to a Communicable
  Disease
• Procedure outlined
• Co-Responsibility with Practice Sites
• Information to students on infection control

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Infection Control

• Role of infection control prevention control
  of infections
• Transmission
• Airborne pulmonary TB, chickenpox, measles
• Droplet influenza, meningitis
• Contact MRSA, VRE, C. difficile
• Prevention
• Hand washing (p.92)
• Gloves
• Gowns, masks, goggles
• Body substance precautions (blood, body fluids,
  excretions, drainage)
• SARS
• Spread by contact or dropletpossibly other
  routes
• Precautions (N95, face shield, cap, gown, double
  glove)
• Watch for isolation signs

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Example of Infection Control Procedures

• MRSA Precautions
• Private Room
• Gowns/Gloves
• /- Surgical Mask
• Hand washing
• Review complete slides on Infection Control by L.
  Dresser on website

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Pandemic Flu Planning

• University of Toronto Plan
• staff/faculty and students
• Link with MOHLTC and TAHSN
• Faculties of Health Science and Social work
• Link with U of T plan and TAHSN
• Focus maintaining student education
• Consider role of students during pandemic
• Issues communication strategy, curricular
  issues, legal issues, and student support