Ability Based Outcomes Workbook
Audience Responses
May 22, 2007 and June 5, 2007
Part 1 List of useful resources for writing outcomes
1. CAPE Outcomes Document including 9 new supplements
2. NAPLEX Blueprint
3. Practice Setting Expectations
4. ACPE
5. IOM Reports
6. ASHP/ASHP 2015 PLL
7. Course or Curriculum Map
8. USMLE (United States Medical Licensing Exam) Competencies
9. JCPP Plan
10. Understanding by design ASCD website
11. ACCP Clinical RPh competencies
12. AACP Institutes
13. AMCP Framework 20th century
14. Healthy people curriculum task force
15. AACP website see curriculum
16. AJPE
17. Assessment series of articles in AJPE by Anderson et al
18. Community input
19. Mission statement and old outcomes
20. Standards 2007
21. Canadian and other countries pharmacy education literature
22. State boards of pharmacy
23. AACP white papers
24. Residency outcomes and goals
25. AACP ACPE Surveys (see AACP website)
Group Generated Ability-Based Outcomes
1. Monitor patient response to therapy (Med Chem)
a. Know the precautions, contraindications ADRs and drug-drug
drug-food and drug-disease interactions
b. Know the time to achieve therapeutic effect
c. Know what to monitor and how to monitor
d. Effectively communicate at an appropriate level this
knowledge to patients and other healthcare providers
e. Exhibits empathy toward patients
2. Appropriately dose medication for individual patients. OR
Appropriately manage a patient’s drug therapy
3. Identify components of a profit/loss statement for two pharmacy
locations/Analyze the data and determine which location performed
better/professionally
4. Explain the pathophysiology as it relation to pharmacotherapy of a
chronic disease/integrate objective/subjective data in formulating a
management plan/demonstrate empathy towards the patient
regarding fear (e.g. social stigma mortality guilt)
5. Monitor patient drug regimens for drug interactions
Identify potential drug interactions
Assess clinical significance of potential interactions
Take action in responding to identified drug interactions
6. Recommend drug dosage formulations based on patient therapy
needs and characteristics
7. Initiate and adjust drug dosing based on patient and population
specific pharmacokinetic parameters
8. Students become life-long learners
List appropriate resources for obtaining information
Critique information resources
Perform literature search
Value importance of life-long learning
9. Design/modify drug therapy regimens based on patient specific
physiologic conditions
10. Utilize pharmaceutics and biopharmaceutics in the optimal design
of pharmacy care
Understand the physical-chemical and biological principles of various
dosage forms
Interpretation of principles in the design of optimal dosage forms
Valuing patient specific variables in design and selection of dosage
forms
11. Develop a patient-specific plan for the self-monitoring for the
prevention of or disease-state management.
Know the available self-monitoring devices for screening diagnosis and
monitoring
Acquire from a patient appropriate information/ select the most
appropriate device/ teach the patient how to use the selected device
Be sensitive to patient’s needs
12. Intervene with a prescriber on behalf of a patient when an Rx is
contraindicated
Recognize medications that are contraindicated based on patientspecific data
Assertively explain contraindication to a prescriber to effect a
constructive change
Exhibit compassion and advocacy on behalf of patient
13. Explain the MOA of various drugs to practitioners and patients as
it pertains to managing disease states
State the MOA and the resulting pharmacologic effects in drugs
typically used to treat asthma
Select appropriate asthma tx based on the MOA anticipating the
adverse effects based on those mechanisms
Value the importance of educating patients and providers about the
role for the MOA for their asthma (acute v preventive)
14. Recognize and manage drug-interactions based on disease
concurrent drug therapy and dietary intake
Basic pharmacokinetic principles of ADME
Identify drug-drug, drug-disease and drug food interactions.
Exhibits a willingness to communicate with health care professionals
and patients
15. Make appropriate decisions regarding drug selection process after
assessing pathophysiology/organ function.
16. Evaluate drug therapy decisions
Understand pharmacologic and therapeutic principles
Justify drug selection based on physiochemical properties
Exhibit confidence in decision making process
17. Individualize dosing based on patient and medication specific
characteristics
Knows Pk/Pd parameters of medications
Identifies correct formuals and accurately calculates dosing regimen
Recognizes value/importance of patient specific dosing
18. Apply principles of drug action in pharmacist-patient care
decisions
19. Implement a quality assurance program
20. Recommend drug therapy
21. Evaluate the appropriateness of drug therapy
22. Monitor patients for adverse effects of drugs
23. Resolve a drug-related problem for a specific patient utilizing
evidence based medicine
24. Evaluate function and workflow to ensure appropriate allocation of
staff time and responsibilities
25. Formulate monitor and adjust a dosage regimen specific to an
individual patient
Barriers or Key Elements for Success
Lack of resources
Committee approach
Attitude “Why do we need this?”
Language
Where do we (Pharmacy) fit in to the HC environment overall?
Strategic Plan
Global view vs course level view
Faculty buy-in
Limited resources – time, attention, expertise, competing forces
Attitude “What is in it for me?”
Backwards design
Disconnect between faculty in different specialties
Shared understanding
Preconceived notions
A committee must have more than one member
Details versus generalities
Refining process
Attitude “it is not broken”
Faculty learning curve
Content and time management
Turf wars
Credit hours = worth of a course
Idea that outcomes are a living document
Turnover of faculty
verbs are important
Where are the appropriate levels of Bloom’s taxonomy
Depth and breadth of content over time
Culture and rewards