Course Title: Community Introductorypharmacy Practice Experience

Syllabus Template for Preceptors: This template document is intended to assist you in constructing a rotation syllabus to enhance communication with students and meet objectives established by SCCP and our accrediting body, ACPE. Address the highlighted text with the information that is specific to your rotation, then delete this header text and the highlighted instructions for your final syllabus.

Course Title: Community IntroductoryPharmacy Practice Experience

Site Information:

Site Name

Site Address

Preceptor Information:

Name & Credentials

Phone Number

Email Address

Indicate preferred communication method

Course Purpose: The goal of the Community IntroductoryPharmacy Practice Experience is to provide opportunities for students to develop professionally in the community setting and build upon knowledge and skills acquired through the first year of the didactic curriculum and introductory community laboratory course. Students will embrace the concepts of professionalism and shared accountabilities for health outcomes, expand drug and disease knowledge, and develop practical, critical thinking skills. This practice experience is accomplished in such settings as chain, independent, and community clinic pharmacies that have direct patient contact. This experience will be directed and evaluated by one or more preceptors.

Patient Population(s) Exposed To:

Specify patient populations students exposed to regularly if applicable (i.e. diverse population of adults and children)

Hours Credit: Four

Pre-Rotation Requirements for Student:

Indicate any information or documentation that the student must provide prior to starting rotation (i.e. On-site orientation, site-specific paperwork, drug test, physical).

Learning Outcomes:

At the conclusion of this Community Introductory Pharmacy Practice Experience, students should be:

Professional: Exhibits behaviors and values that are consistent with the trust given to the profession by patients, other healthcare providers, and society.
Self-Aware: Examines and reflects on personal knowledge, skills, abilities, beliefs, biases,motivation, and emotions that could enhance or limit personal and professional growth.
Communicator: Effectively communicates verbally and nonverbally when interacting with an individual, group, or organization.
Educator: Educates all audiences by determining the most effective and enduring ways to impart information and assess understanding.
Problem-Solver: Identifies problems, explores and prioritizes potential strategies; and designs, implements and evaluates viable solutions.
Innovator: Engages in innovative activities by using creative thinking to envision better ways of accomplishing goals.
Collaborator: Actively participates and engages as a healthcare team member by demonstratingmutual respect, understanding, and values to meet patient care needs.
Leader: Demonstrates responsibility for creating and achieving shared goals, regardless of position.
Learner: Develops, integrates, and applies knowledge from the foundational sciences (e.g., pharmaceutical, social/behavioral/

administrative, and clinical sciences) to evaluate the scientific literature, explain drug action, solve therapeutic problems, and advance population health and patient centered care.

Caregiver: Provides patient-centered care as the medication expert (collects and interpretsevidence, prioritizes, formulates assessments and recommendations, implements, monitors and adjusts plans, and documents activities).
Manager: Manages patient healthcare needs using human, financial, technological, and physical resources to optimize the safety and efficacy of medication use systems.
Promoter: Designs prevention, intervention, and educational strategies for individuals andcommunities to manage chronic diseases and improve health and wellness.
Advocate: Assures that patients’ best interests are represented.
Includer: Recognizes social determinants of health to diminish disparities and inequalities inaccess to quality care.

Prerequisite Knowledge and Skills:

Students must have successfully completed Pharmacy Skill Lab II: Introduction to Community Pharmacy and Pharmacy Skills Lab I: Compounding and Applied Pharmaceutics and have, at minimum, professional year one standing.List specific items that students should be knowledgeable about prior to starting your rotation such as disease states, relevant laws and regulations.

Attendance Requirements: Students are expected to abide by the attendance requirements set forth in the SCCP Community IPPE Experiential Manual.

Dress Code Requirements: Students are expected to abide by the dress code requirements found in the SCCP Academic Bulletin and SCCP APPE Experiential Manual. List any site-specific dress code requirements here.

Academic Integrity: Students are expected to abide by the academic integrity policy found in the SCCP Academic Bulletin. MUSC and USC university-specific policies may apply where necessary.

Site-Specific Requirements:

List any parking requirements or other site-specific rules that students must abide by here.

Student Schedule:

State the hours the student is expected to be on site. If applicable, indicate that the hours may not be firm, and describe situations in which a student may need to stay after hours in order to complete tasks.
State events or meetings inside or outside those hours that a student should attend.
If possible, provide typical daily schedule indicating when different activities or breaks may take place. Include time to meet with student to discuss student’s performance (at minimum midpoint and final evaluations) and make recommendations for improvement.
Consider constructing a calendar of dates/times to discuss specific topics, have journal club meetings, or other assignment discussions. Determining when these are in advance will allow the student to be prepared.

Grading Procedures:

Grading will occur via electronic IPPE evaluations on E-Value. Students will receive a grade at midpoint that does not count towards the final grade on a transcript. The grade received at midpoint evaluation will be utilized for student self-reflection and to set goals for the second remaining half of the rotation. Students will receive a final grade of Pass or Fail on the last day of the APPE that will be transferred to the student’s transcript. Grading occurs via an automatic calculation present in electronic evaluations in E-Value.

Grading Scale:

Pass:70 – 100

Fail:0 - 69.99

Evaluation Criteria: (The electronic evaluation tool in E-value will allow you to evaluate student performance across the following learning outcomes, by assessing the student’s accomplishment of the following learning objectives):

Learning Outcomes
(Performance in the following learning outcomes is assessed in the SCCP Community Introductory Pharmacy Practice Experience Evaluation Tool) / Learning Objectives
(The following learning objectives will facilitate achievement of the rotation learning outcomes) / Learning Activities
(The following assignments/activities will be used to introduce, practice, and/or assess the rotation learning objectives)
(Retain any example activities/assignments that apply to your specific rotation from column below. Delete the examples that do not apply. Add any additional learning activities assigned on your rotation)
PROFESSIONALISM
Professional: Exhibits behaviors and values that are consistent with the trust given to the profession by patients, other healthcare providers, and society. /

Dressed in professional attire at all times and in total compliance with the professional dress code established by the practice site and college of pharmacy.
Completes all assignments, duties and responsibilities on time or before the required deadline.
Demonstrates an understanding of the pharmacist’s code of ethics and utilizes it consistently in all professional interactions.
Demonstrates knowledge of HIPAA regulation and sensitivity to confidentiality issues.
Adheres to attendance policies and demonstrates punctuality and time management while actively participating in all scheduled activities.
Display preparation, initiative, and accountability consistent with a commitment to excellence in patient-centered care.

Demonstrate professional and ethical behavior in all practice environments
Accept responsibility for patient care
Make and defend rational, ethical decisions within the context of personal and professional values

Self-Aware: Examines and reflects on personal knowledge, skills, abilities, beliefs, biases,
motivation, and emotions that could enhance or limit personal and professional growth. /

Identify knowledge gaps through personal reflection and initiates self-directed learning experiences for personal and professional growth.
Recognizes and take responsibility for errors, develops and implements a plan to correct the error, and describes a plan to prevent such errors in the future.
Maintain motivation, attention, and interest (e.g., habits of mind) during learning experiences; approach tasks with desire to learn.
Demonstrate persistence and flexibility in all situations; engaging in help seeking behavior (including personal, professional, or academic support) when appropriate.

/ Complete and discuss the following with the preceptor:

Pre-Rotation Reflection
Midpoint Self-Evaluation
Final Self-Evaluation
Post-Rotation Reflection

COMMUNICATION SKILLS
Communicator: Effectively communicates verbally and nonverbally when interacting with anindividual, group, or organization. /

Communicate with others using an organized structure, specific questioning techniques (e.g., motivational interviewing), and medical terminology adapted for the audience.
Actively listen and ask appropriate open and closed-ended questions to gather information.
Use available technology and other media to assist with communication as appropriate.
Use effective interpersonal skills to establish rapport and build trusting relationships.
Communicate assertively, persuasively, confidently, and clearly.
Demonstrate empathy when interacting with others.
Obtain feedback to assess learning and promote goal setting and goal attainment.

Communicate effectively (using verbal, non-verbal, and written communication as appropriate) with patients, caregivers, and other healthcare providers, at a suitable level for the partner in the interaction, to engender a team approach to patient care
Demonstrate effective communication skills (verbal, non-verbal, and written) at an appropriate level for patients, caregivers, healthcare providers, and the general public

Educator: Educates all audiences by determining the most effective and enduring ways toimpart information and assess understanding. /

Assess learning needs of the intended audience and select the most effective techniques/strategies to achieve learning objectives.
Presents topic or case in an organized and timely manner.
Utilizes audiovisual aids and technology that enhance delivery and understanding of the presentation.
Ensure instructional content contains the most current information from appropriate sources relevant for the intended audience.

Use effective written, visual, verbal, and nonverbal communication skills to provide patient/caregiver self-management education
Appropriately and accurately provide basic medication counseling to a patient or caregiver receiving a medication
Assess and validate the ability of patients and their agents to obtain, process, understand, and use health- and medication-related information
Counsel patients on proper self-care and preventative care
Use appropriate methods of patient education to review indications, adverse effects, dosage, storage, and administration techniques
Use effective written, visual, verbal, and nonverbal communication skills to provide education to the patient/caregiver on drug, drug use, self- or preventative care, or other health-related education to healthcare providers
Communicate alternative therapeutic strategies to the prescriber to correct or prevent drug-related problems
Assist a patient in correctly selecting an over-the-counter preparation
Develop and provide drug, drug use, or other health-related education to consumers or health providers
Provide accurate response to drug information requests written and verbally
Use effective written, visual, verbal, and nonverbal communication skills to counsel and educate a patient or caregiver regarding appropriate medication use, whether prescription and self-care
Demonstrate and/or describe proper administration technique for various drug delivery systems (e.g., inhalers, eye drops)

PROBLEM-SOLVING, INNOVATION, AND ENTREPRENEURSHIP
Problem-Solver: Identifies problems, explores and prioritizes potential strategies; and designs, implements and evaluates viable solutions. /

Clarifies a drug information question and generates correct answers in a timely and systematic manner.
Identifies problems that require emergency medical attention and also identifies what steps should be taken to activate emergency procedures.

Innovator: Engages in innovative activities by using creative thinking to envision betterways of accomplishing goals. /

Demonstrate initiative when confronted with challenges.
Uses creative thinking to envision alternative approaches to solving a problem or accomplishing a goal.

INTERPROFESSIONAL COLLABORATION
Collaborator: Actively participates and engages as a healthcare team member by demonstrating
mutual respect,understanding, and values to meet patient care needs. /

Demonstrates knowledge of roles and respectful attitudes and behaviors for other health care professionals, engaging them appropriately in the specific care situation.
Describes characteristics of an effective team; actively participates and contributes to the team’s activities with preceptor assistance.
Identifies relevant references necessary to participate in an exchange of information and listens attentively to other professionals.

Demonstrate caring, ethical, and professional behavior when interacting with peers, professionals, patients, and caregivers

Leader: Demonstrates responsibility for creating and achieving shared goals, regardless of position. /

Develop relationships, value diverse opinions, and understand own strengths and weaknesses to promote teamwork.
Explain the characteristics of leadership compared to management. Identify situations within the practice site which require leadership or management skills.

FOUNDATIONAL KNOWLEDGE
Learner: Develops, integrates, and applies knowledge from the foundational sciences (e.g.,pharmaceutical, social/behavioral/
administrative, and clinical sciences) to evaluate the scientific literature, explain drug action, solve therapeutic problems, and advance population health and patient centered care. /

Demonstrates ability to identify drug product generic names and dosage forms.
Discusses medications’ (i.e., OTC and/or medication order) mechanism of action and appropriate use with preceptor and/or patient.
Performs accurate calculations needed to correctly dispense medications.
Demonstrates appropriate knowledge of disease pathophysiology of topics selected by preceptor.
Integrate knowledge from foundational sciences to explain how specific drugs or drug classes work and evaluate their potential value in individuals and populations.
Selects an appropriate resource for answering the drug related request.
Defines references as primary, secondary and tertiary.

Collect accurate and comprehensive drug information from appropriate sources to make informed, evidence-based, patient-specific, or population-based decisions
Recognize the type of content that is available in general (tertiary), secondary, and primary information sources
Collect, summarize, analyze, and apply information from the biomedical literature to patient-specific or population-based health needs
Demonstrate utilization of drug information resources
Describe the type of content in commonly used drug and medical information resources.
Collect and interpret accurate drug information from appropriate sources to make informed, evidence-based decisions
Use effective written, visual, verbal, and nonverbal communication skills to accurately respond to drug information questions

ESSENTIALS FOR PRACTICE AND CARE
Caregiver: Provides patient-centered care as the medication expert (collects and interprets
evidence, prioritizes, formulates assessments and recommendations, implements, monitors andadjusts plans, and documents activities. /

Collects complete patient history, laboratory and physical exam data if available to identify problems.
Identifies actual and potential drug related problems, stating rationale for prioritization.
Assesses the appropriateness of delivery system of product for the patient, identifies pharmacokinetic patient factors influencing drug therapy (i.e. metabolism, obesity, pregnancy, age), identifies concomitant drug therapy that influences new therapy, and identifies viable alternative actions to prevent problems.
Identifies medications that are associated with genetic variability and describes appropriate modifications of therapy.

Evaluate medication orders to identify drug-related problems
Assess the urgency and risk associated with identified drug-related problems
Evaluate patient information and medication information that places a patient at risk for developing drug-related problems
Perform accurate pharmaceutical calculations, especially involved in the preparation of compounded oral, topical, rectal, or ophthalmic medications
Apply mathematical principles (e.g., accurately perform dose calculations, kinetics) in pharmacy practice
Accurately prepare and dispense medications or supervise the preparation of medications
Evaluate the acceptability and accuracy of a prescription and verify that the information is correct, then correctly prepare the prescription and label for dispensing
Evaluate appropriateness of medication orders by correlating the order with patient-specific data and drug information
Compound parenteral and non-parenteral drug products using accurate calculations, pharmaceutical components, and techniques
Dispense medications and devices in accordance with legal requirements
Provide safe, accurate, and time-sensitive medication distribution
Appropriately compound, dispense, or administer a medication, pursuant to a new prescription, prescription refill, or drug order
Accurately process and dispense medication pursuant to a new prescription, prescription refill, or drug order
Accurately evaluate and process a new prescription, prescription refill, and medication order in accordance with the law
Determine appropriate storage of compounded medications before and after dispensing
Obtain, record, and interpret a history from a patient to at minimum include drug allergies and reactions, drugs (prescription, non-prescription, and herbal) being taken, doses being used, cultural, social, educational, economic, and other patient-specific factors affecting self-care
Patient Assessment: Obtain and interpret patient information to determine the presence of a disease, medical condition, or drug-related problem(s), and assess the need for treatment and/or referral
Gather and organize accurate and comprehensive patient-specific information
Obtain and interpret patient information, inclusive of cultural, social, educational, economic, and other patient-specific factors affecting self-care behaviors, medication use and adherence to determine the presence of a disease, medical condition, or drug-related problem(s), including a basic medication history from a patient to include drug allergies, a description of allergic reactions, drugs being taken, doses being used, over-the-counter medications being taken, and herbal/natural products being used
Obtain accurate and comprehensive patient history (including drug allergies, description of allergic reactions, drugs being taken, doses being used, over-the-counter medications being taken, herbal/natural products being used, self-care behaviors, and adherence)
Record all patient information accurately, legally, and succinctly
Perform a basic review of a patient's medication profile to identify medication allergies, correct doses, duplicate medications, and important drug interactions
Obtain and accurately record a patient's health and medication history
Summarize key information related to the use of common (Top 200) medications
Identify brand and generic names, dosage forms, and usual dosing ranges for common (e.g., Top 200) medications and other drugs routinely used in specific patient populations
Describe the mechanism of action of common medications (e.g., Top 200 medications) and other drugs routinely used in specific patient populations at the molecular, cellular, systems, and whole organism levels
List and describe the mechanism(s) of common drug interactions
Cite the spectrum and common indications for commonly used antibiotics
Determine the appropriate storage of compounded medications before and after dispensing
Identify appropriate medication information sources for professional and patient use