MSc Clinical Pharmacy,
International Practice and
Policy
Programme Handbook
2015/2016
Disclaimer
Every effort has been made to ensure that the information in this Handbook is correct at
the time of going to press (September 2014). UCL reserves the right to make
amendments to the information contained in this Handbook as a result of unforeseen
events or circumstances beyond UCL's control or if deemed reasonably necessary by
UCL.
This handbook is deemed to be the definitive version of information for all students on
this taught programme of study.
In the event that amendments are made, UCL shall take reasonable steps to notify
students as soon as possible.
11/09/2015.Version 1.
1
2
Table of Contents
Welcome from the MSc CPIPP Programme Team ............................... 5
1.
General Information and Key Contacts
1.1
1.2
1.3
2.
Programme Information
2.1
2.2
2.3
2.4
2.5
2.6
3.
Overview .................................................................................... 19
Aims and Objectives ................................................................... 19
Important Note for Students........................................................ 19
Checklist..................................................................................... 20
Special Experiences ................................................................... 21
Ward Rounds ............................................................................. 21
Learning Agreement
5.1
6.
Module Choice ........................................................................... 15
Module Outlines ......................................................................... 15
Clinical Placement
4.1
4.2
4.3
4.4
4.5
4.6
5.
Programme Details ..................................................................... 11
Philosophy and Aims .................................................................. 11
Master’s Level Descriptors ......................................................... 12
Programme Structure ................................................................. 13
Learning and Teaching Methods ................................................ 14
Code of Conduct ........................................................................ 15
Modules
3.1
3.2
4.
Programme Handbook ................................................................. 7
Programme Staff .......................................................................... 8

Programme Team ................................................................. 8

Placement Tutors .................................................................. 8
Programme Administration ........................................................... 9
Learning Agreement ................................................................... 23
Placement-Based Exercises
6.1
6.2
6.3
Basic Patient Profiles.................................................................. 25
Advanced Patient Profiles and SOAPO Notes ............................ 27
Patient Profiles Presentation ...................................................... 30
3
6.4
7.
Diary of Reflective Practice ........................................................ 31
Assessment and Regulations
7.1
7.2
7.3
7.4
Programme Regulations ............................................................. 33
Scheme of Award ....................................................................... 34
Presentation and Marking Guidelines ......................................... 35
Coursework Marking Guidelines ................................................. 36
Appendix 1
Academic Calendar .................................................................... 37
Appendix 2
Proforma/Assessment Sheets..................................................... 39
4
Welcome from the Programme Team
Welcome to the UCL School of Pharmacy and congratulations on gaining a place to study
here on the MSc Clinical Pharmacy, International Practice and Policy.
Completing an MSc in 12 months is a challenge, particularly for international students who are
studying in a foreign language. Moving to a new country, leaving behind family and friends can
be overwhelming. Good time management and practising and improving your English will help
you cope with the demands of the programme. Please read this handbook carefully and keep
it for reference throughout the year. Your tutors at the School and at the placement site are
here to mentor and to support you, so if you have any problems or queries do come and talk to
one of us.
We wish you good luck with your studies and look forward to getting to know you over the
coming year.
The Programme Team
MSc Clinical Pharmacy, International Practice and Policy
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6
1. General Information and Key Contacts
1.1
PROGRAMME HANDBOOK
This Programme Handbook provides an introduction to the programme and contains the key
information you need about the programme of study. Amongst other things, this handbook
covers the curriculum, teaching and learning, administrative procedures, key personnel and
assessment.
This handbook should be read in conjunction with the School Student Handbook which
provides information about School staff, academic regulations and policies and administrative
procedures.
The Handbook is relevant to you throughout your studies. There will inevitably be some
changes during your time with us, possibly in relation to the teaching staff, programme content
and assessment patterns and we shall keep you informed of any important changes. However,
you should make sure that you keep up to date by reading our communications, checking the
notice boards, reading your emails and browsing Moodle and the School and UCL Websites.
More detailed information on UCL procedures and policies in relation to students can be found
on the UCL website at the following link: http://www.ucl.ac.uk/current-students. You can also
find important information on the School website here: http://www.ucl.ac.uk/pharmacy/currentstudents/student-information. Students are expected to be fully aware of procedures but, if in
any doubt, please enquire at the Student and Academic Support Office (known as the School
Office – SASO).
We hope you find this handbook useful. It is revised every year to include new information and
to make it easier to use. If you have any comments about the handbook or suggestions for
improving the information provided, please forward your comments to the Student and
Academic Support Office (SASO) via email: sop.saso@ucl.ac.uk.
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1.2
PROGRAMME STAFF
Programme Team
A team of faculty clinicians and researchers administers the daily responsibilities of the
programme. All serve as lecturers at the School and may have multiple roles in programme
administration.
Prof Felicity
Smith
Mrs Natalie
Bidad
Ms Josephine
Falade
Programme
Director
Research Coordinator &
Deputy
Programme
Director
Placement and
Research
Co-ordinator
Room M4,
SOP
020 7753 5967
f.j.smith@ucl.ac.uk
Mezzanine
Floor,
BMA House
020 7874 1296
n.bidad@ucl.ac.uk
Room 335,
SOP
020 7753 5980
j.falade@ucl.ac.uk
Placement Tutors
Placement tutors serve as student supervisors at the hospital placement sites. They are
responsible for co-ordinating placement time, orientating students to site-specific policies and
procedures and helping to identify the research audit topics. Students may work with other
practitioners in the placement sites under the advice of the placement tutor.
Ms Seetal Jheeta
Imperial College Healthcare
NHS Trust
seetal.jheeta@imperial.nhs.uk
Ms Maja Begovic
Whittington NHS Trust
maja.begovic@.nhs.net
Ms Fateha Al-Emran
Barts Health NHS Trust
Fateha.al-emran@bartshealth.nhs.uk
Ms Kim Richmond /
Alison Redfern
St George’s Healthcare NHS
Trust
wendy.pullinger@stgeorges.nhs.uk
kim.richmond@stgeorges.nhs.uk
alison.redfern@stgeorges.nhs.uk
Ms Ryhanna Haniff
Mr Duncan McRobbie
Ms Raliat Onatade
Ms Wendy Cossey
North Middlesex University
Hospital NHS Trust
Guy’s & St Thomas’ Hospital
NHS Foundation Trust
King’s College Hospital NHS
Foundation Trust
Royal Brompton & Harefield
NHS Foundation Trust
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ryhanna.haniff@nhs.net
duncan.mcrobbie@gstt.nhs.uk
raliat.onatade@nhs.net
w.cossey@rbht.nhs.uk
1.3
PROGRAMME ADMINISTRATION
The School Office (SASO) is the main administrative hub for your programme of study and is
located in Room G11, Brunswick Square. You may also need to visit the UCL Student Centre
on some occasions and further information can be found here: http://www.ucl.ac.uk/currentstudents/student-centre
Your main administrative point of contact during your time on the programme will be the
Programmes Administrator, Ms Ania Gasiorek. Other administrative points of contact are
listed in the table below:
Name
Role
Email
Ms Kirsty Martin
Student and Academic Support Manager
kirsty.martin@ucl.ac.uk
Ms Elizabeth Mead
Admissions & Student Services Manager
Miss Bisi Akinola
Programmes Administrator (MSc CPIPP)
elizabeth.mead@ucl.ac.uk
b.akinola@ucl.ac.uk
Opening Hours and Contact Information
Hours:
Location:
Tel:
E-mail:
09.00 to 17.00 (Monday-Friday)
Room G11, Brunswick Square
+44 (0) 20 7753 5831
sop.saso@ucl.ac.uk
Postgraduate Programmes Manager
Rosemary provides general support on academic and welfare matters for students on the fulltime postgraduate programmes at the School (MSc and MRes).
Dr Rosemary Smyth
Room:
432
Tel:
020 7753 5950
Email:
r.smyth@ucl.ac.uk
END OF SECTION 1
9
10
2. Programme Information
2.1
PROGRAMME DETAILS
Award:
MSc Clinical Pharmacy, International Practice & Policy
Awarded by:
University College London
Department:
Practice and Policy
Length and Mode:
1 year full-time
Credits:
180 credits at Level 7
ECTS:
72 ECTS
Programme Director:
Professor Felicity Smith
Deputy Programme Director:
Mrs Natalie Bidad
Sites
UCL School of Pharmacy
29/39 Brunswick Square
London
WC1N 1AX
Tel:
020 7753 5800
Fax: 020 7753 5829
2.2
BMA House, Entrance A – Mezzanine
Natalie Bidad
(Office hours - Monday and Tuesdays)
Tavistock Square
London
WC1H 9JP
Tel: 020 7874 1296
Fax: 020 7387 5693
PHILOSOPHY AND AIMS
The aim of the MSc programme is to enable pharmacists to develop:





Clinical pharmacy skills
Inquisitive and enquiring approaches to practice and pharmaceutical care delivery
Critical thinking and appraisal skills
Transferable skills for pharmaceutical care services in new settings and environments,
An international perspective on health care systems and health needs of different
populations worldwide
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The programme is intensive and demanding, both in terms of study and self-development.
Students are required to demonstrate an independent approach to their learning. The MSc
programme does not lead to registration with the General Pharmaceutical Council
(GPhC).
2.3
MASTER’S LEVEL DESCRIPTORS
Master’s level awards are set at Level 7 of the Framework for Higher Education Qualifications
in England, Wales and Northern Ireland (FHEQ) published by the Quality Assurance Agency
for Higher Education (QAA). Descriptors for the Level 7 qualification are in two parts – (1) what
each student must demonstrate in order to gain the award, and (2) the wider abilities that the
typical student is expected to develop.
The MSc degree is awarded to students who have demonstrated:
1. a systematic understanding of knowledge and skills required in the application of
pharmaceutical care.
2. a critical awareness of current problems and/or new insights in pharmacy practice.
3. a comprehensive understanding of techniques applied to advanced scholarship in
pharmacy practice which include problem solving skills, clinical audit, evaluation, research
methods and data analysis.
4. originality in the application of knowledge, together with a practical understanding of how
established techniques of research and enquiry are used to create and interpret knowledge
in pharmacy practice.
5. conceptual understanding that enables the student to:
a) evaluate critically current research and advanced scholarship in the discipline, and
6. b) evaluate methodologies and develop critiques of them and, where appropriate, to
propose new hypotheses.
Typically, holders of the MSc degree will be able to:
1. deal with complex issues both systemically and creatively, make sound judgments in the
absence of complete data, and communicate their conclusions clearly to specialist and
non-specialist audiences;
2. demonstrate self-direction and originality in tackling and solving problems, and act
autonomously in planning and implementing tasks at a professional or equivalent level;
3. continue to advance their knowledge and understanding through continuing professional
development, and
4. develop new skills to an advanced level in pharmacy practice.
and will have:
5. the qualities and transferable skills necessary for employment requiring:
12
o
o
2.4
the exercise of initiative and personal responsibility;
decision-making in complex and unpredictable situations, and
the independent learning ability required for continuing professional
development.
PROGRAMME STRUCTURE
The MSc programme is organised into five modules which are completed over three terms in
twelve months. The MSc is worth 180 credits in total.
Code
PHAYG037
PHAYG038
PHAYG039
PHAYG040
Module Title
Clinical Pharmacy Practice and Policy 1
Clinical Pharmacy Practice and Policy 2
Clinical Practice at Placement Site
International Perspectives on Health
PHAYGX95
Dissertation
2.5
Credits
30
30
30
30
60
Taught
Term 1
Term 2
Terms 1 & 2
Terms 1, 2 &
3
Terms1, 2 &
3
LEARNING AND TEACHING METHODS
Teaching methods are varied and include lectures, seminars, small group work, problembased learning (PBL) approaches and individual project work. National experts - pharmacists
and other health care professionals - contribute to the programme. Class size varies from 6 to
30 students depending on the teaching format.
In addition to the taught modules, students are assigned to a clinical placement site at a
teaching hospital in the London area. These placements allow access to patients in order to
develop skills associated with clinical care, such as identifying pharmaceutical care issues and
preparing appropriate care plans to optimise treatment. A clinical placement tutor is assigned
to facilitate learning and demonstrate usual care patterns in the UK.
Self-directed Learning
Throughout the MSc programme, you are expected to take responsibility for your own
learning. You are required to access a variety of sources in order to gain information to
support your learning and to help complete your practice activities and coursework
assignments. Tutorials provide training in accessing databases and identifying the best
sources of information. You will set your own learning goals and be responsible for meeting
the requirements of the MSc programme.
Lectures and Workshops: Lectures serve as an information resource and to clarify difficult
concepts. The teacher usually provides material on Moodle and time is made available for
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questions and answers at the end of the lectures. Workshops enable students to apply
principles and concepts to case studies.
Group Work: Problem-Based Learning (PBL): Parts of the programme use learning with
small groups of students. Each group is given a problem and must identify the knowledge and
information needed to understand the nature of the problem. You will learn to work as part of a
team, carrying out research and presenting your findings in both oral and written formats to
your team members.
Private Study Time: The emphasis on the development of self-directed learning requires a
realistically planned allocation of time for private study. Private study time will be required to
carry out preparatory work in advance of your lectures and workshops and to complete
practice activities and other programme assignments.
IT Skills: Students are responsible for developing their information technology (IT) skills for
effective searching of databases and the use of the internet. In addition students must
demonstrate proficiency in word processing and presentation media skills. The programme
syllabus does not cover these aspects of skills training, though assistance is available through
the Computer Unit and Multimedia Unit.
2.6
CODE OF CONDUCT
Students are required to abide by the UCL Code of Conduct for students (see the School
Student Handbook) and any learning agreement for the MSc in Clinical Pharmacy,
International Practice and Policy. Students must also abide by any code of conduct and
regulations in place at their placement site.
END OF SECTION 2
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3. Modules
3.1
MODULE CHOICE
All of the modules for the MSc in Clinical Pharmacy, International Practice and Policy are
compulsory so students are not required to choose modules. However, within the first two
weeks of term 1 you must log onto the PORTICO Student Database in order to check that you
have been enrolled for the correct modules and confirm that they are correct. PORTICO can
be found at the following link: https://evision.ucl.ac.uk/urd/sits.urd/run/siw_lgn
PHAYG037
PHAYG038
PHAYG039
PHAYG040
PHAYGX95
3.2
Clinical Pharmacy Practice and Policy 1
Clinical Pharmacy Practice and Policy 2
Clinical Practice at Placement Site
International Perspectives on Health
Dissertation - MSc CPIPP
30 credits
30 credits
30 credits
30 credits
60 credits
MODULE OUTLINES
You will receive more detailed Module outlines at the start of the module and the content may
be slightly different to the information published here. This is because staff are constantly
updating their teaching in light of developments in current research and new thinking.
PHAYG037
Clinical Pharmacy Practice and Policy 1 (30 credits)
This module is held in Term 1 and covers clinical pharmacy topics and practice and policy
skills. The clinical pharmacy topics include pharmacotherapy associated with WHO and NHS
priorities of diabetes, respiratory diseases, infectious diseases and cardiovascular diseases.
Practice and policy skills covered include critical appraisal, interpreting medical notes, taking
drug histories and consultation skills.
Assessment:
i) Critical appraisal of a journal article submitted at the end of Term 1, and
ii) Written examination held at the beginning of Term 2.
15
PHAYG038
Clinical Pharmacy Practice and Policy 2 (30 credits)
This module is held in Term 2 and covers further clinical pharmacy topics and practice and
policy skills. The clinical pharmacy topics include pharmacotherapy associated with WHO and
NHS priorities of psychiatric disorders, liver and kidney diseases, oncology, paediatrics and
care of the elderly. Practice and policy skills covered include pharmaco-epidemiology,
medication errors and adherence.
Assessment: Objective Structured Clinical Examination (OSCE) and a written examination,
both held at the beginning of Term 3.
PHAYG039
Clinical Practice at Placement Site (30 credits)
This module extends over Term 1 and Term 2 and is held at students’ placement sites. The
clinical practice placements are with London area teaching hospitals. Students are allocated to
their sites at the beginning of Term1 and attend one day per week in Term 1 and two days per
week in Term 2. At each site there is a Placement Tutor, a senior clinical pharmacist, who will
support students’ learning. The overall aim of the placement is to learn appropriate methods to
identify and manage pharmaceutical care issues for individual patients. Full details of the
activities at placement site are given in sections 3 to 5 of this handbook.
Assessment: Two Advanced Patient Profiles (one submitted in Term 1 and the other in Term
2) and two case presentations during Term 2/beginning of Term 3.
PHAYG040
International Perspectives on Health (30 credits)
The International Perspectives on Health module begins in Term 1 and carries through to the
middle of Term 3. The aim of this module is to address social, cultural, organisational and
policy factors that influence health and pharmaceutical services in different countries. Students
will collect information about health care systems in their home countries and then propose a
pharmaceutical care service specific to these. Taught sessions include international
perspectives on healthcare, drugs use and pharmacy; access to and rational use of medicines;
current issues in pharmaceuticals in international health, and health workforce issues. Other
sessions cover topics such as developing a business plan; financial planning, and marketing.
Assessment: A 5000 word report and an oral presentation, submitted in Term 3. Detailed
guidelines for this assignment will be issued at the start of the module.
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PHAYGX95
Dissertation (60 credits)
This module begins in Term 1 and carries through to the end of Term 3.Taught sessions
include search strategies, research methodologies, research ethics and data analysis,
including use of SPSS. Students will develop the aims and objectives of their research
(usually a service evaluation or audit), carry out a literature review and develop their data
collection tool. After obtaining ethics approval, data collection and analysis will be carried out
in Term 3. The research is carried out at the placement site and topics will be agreed with the
placement tutor based on relevance to practice, site-based need and feasibility. Each student
has two supervisors, one at the School and one at the placement site.
Assessment: A 10,000 word report and conference poster. Students will also be required to
write up their research in the form of a paper for a peer reviewed journal. Detailed guidelines
for this assignment will be issued at the start of the module.
Additional Activities
Additional sessions are arranged to equip students with further skills to enhance their future
career opportunities. These include teaching and learning, pharmacist prescribing and change
management. Students also visit a community pharmacy. These activities take place in Term 3
END OF SECTION 3
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4. Clinical Placement
4.1
OVERVIEW
Time will be spent at the hospital placement throughout the year. Students are introduced to
their placement site tutor during the induction weeks.
The goal for the placement should be to learn appropriate methods (not specific
knowledge) to identify and manage pharmaceutical care issues for individual patients.
The placement site also supports research activities for the Dissertation (PHAYGX95).
4.2
AIM AND OBJECTIVES
Aim
To develop an effective method for meeting the pharmaceutical needs of a patient.
Objectives
By the end of the clinical placements, students will be able to:








4.3
perform accurate medication histories of patients
describe a patient’s current therapy
identify actual and/or potential pharmaceutical problems
appropriately assess pharmaceutical problems
identify plans to resolve or avert pharmaceutical problems
identify expected relevant monitoring data that may be used as evidence to confirm
effective plans
feedback planned contributions to the actual clinical situation, via the relevant
clinical pharmacist
collect actual monitoring data to illustrate the outcomes of contributions
IMPORTANT NOTE FOR STUDENTS
You will not be able to intervene directly in a patient’s care.
You must therefore not directly influence the clinical care of the patient. However, if you
identify a clinical problem, you must immediately report the problem to the ward
pharmacist and the placement tutor.
Patient Confidentiality: (According to individual Trust protocol)
You will be required to sign a statement on ‘Patient Confidentiality’. You are expected to
respect patients’ rights while on this programme and treat all patient information (both paper
19
based and electronic) with discretion. If you have any questions about appropriate procedures,
it is your responsibility to clarify this with your tutors.
Health and Safety
You must not do anything to compromise the health and safety of patients, staff at both
placement and school, colleagues or yourself. You should familiarise yourself with relevant
policies to ensure agreed safety procedures are followed. This may include infection control
policies at the hospital site such as rolling up sleeves (‘bare below the elbow’), hand washing,
or decontaminating the hand with alcohol rub.
4.4
CHECKLIST
Term one
Placement sites will provide the opportunity for students to access patients with the following
conditions (in support of some of the theoretical learning provided at the School):





Diabetes
Respiratory disorders in particular asthma, COPD
Cardiovascular disorders e.g. hypertension, ACS
Infectious diseases / Antimicrobial chemotherapy and the rational use of antibiotics.
Pain management: acute; chronic / palliative; pre and post-operative considerations
Access to General Medicine and Surgery wards will usually suffice to enable students obtain
the basic skills required for managing the various patient groups and also to assist in
completing the patient profiles.
Students benefit from shadowing ward pharmacists (e.g. placement tutor where applicable)
especially in Term 1. This builds confidence to return to visited wards to select cases and
collect relevant information for patient profiles.
(A checklist to record progress is provided with the module 3 handbook)
Terms two and three
Sites will provide access to complex cases (relative to Term 1) in the above areas as well as to
at least one of the following:



Paediatrics
Renal
Infectious diseases e.g. HIV
Students wishing to extend their learning in therapeutic areas not covered at the School
should make suitable arrangements with their placement tutors e.g. areas such as
20
gastroenterology, rheumatology, and cystic fibrosis (respiratory). In most hospitals, these
cases can be obtained from general medicine and general surgery wards.
4.5
SPECIAL EXPERIENCES
The clinical exposure offered to international students often inculcates a desire to see more of
UK practice. As part of the clinical placements, placement tutors can arrange special
experiences for interested students. Examples include:






Shadowing a diabetes, asthma or wound care specialist
Observing renal replacement systems
Spending time in medicines information
Spending time with medicines distribution or procurement personnel
Visiting a pharmacy production unit
Attending an anticoagulation clinic
Not all these experiences are relevant to every student and they are therefore arranged at the
student’s request. Please note that these special sessions are not timetabled and students
may need to undertake these activities in their own time. In practice, late Term 2 & early
Term 3 will offer the most time to arrange these experiences as the clinical placement in the
first term is very full.
4.6
WARD ROUNDS
It is recommended that students gain some experience of participating in a clinical ward round.
This activity will contribute to the experience of UK clinical management. Issues identified
during the ward round can be used as contributions to the diary of reflective practice and peer
group sessions. The contributions will be those of the clinical pharmacist or issues identified as
relevant to the optimisation of patient’s drug therapy.
There are many advantages to be gained from attending a ward round, including:
 improved understanding of the prescribing process;
 understanding of total patient management;
 confidence
 formal interaction with the health care team.
Objectives



To identify the potential role of the pharmacist at a ward round.
To identify the clinical approach taken in treatment of individual patients during the ward
rounds.
To identify how a pharmacist can prepare for a ward round.
21
Students should make the appropriate arrangements via the placement tutor with the medical
team and / or the lead specialist pharmacist to allow attendance at the round as an observer.
The ward rounds attended will depend on interest in a clinical specialty and the type of round for example consultant teaching round, post-take ward round or multi-disciplinary round.
Students will prepare for the ward round by undertaking the following:




determining specific criteria for patient monitoring in view of the type of ward round
selected
developing a summary log sheet for patients (where applicable) on the ward before the
round, updating this during the round and ensuring familiarity with the disease state, drug
therapy (in particular local policies, dosage forms available, side effects and
contraindications, etc.)
identifying those patients that require clinical pharmacy monitoring from discussion on the
round
debriefing with the placement tutor following the round, offering suggestions to the tutor on
key issues identified which contribute to improving pharmaceutical care for the patients
discussed on the round
Students should prepare notes about observations of potential contributions clinical
pharmacists can make to a ward round and these should include:







promotion of rational drug therapy and evaluation of the appropriateness of the selected
regimen
providing active drug information
providing advice on pharmaceutical matters, formulation, routes of administration, and
problems with the selected regimens
advising on adherence/compliance (e.g. by encouraging simple regimens);
giving specialist advice (e.g. therapeutic drug monitoring, total parenteral nutrition,
cytotoxic reconstitution services)
undertaking further research into a problem to provide evaluated information, and
providing advice to help discharge planning.
END OF SECTION 4
22
5. Learning Agreement
5.1
LEARNING AGREEMENT BETWEEN STUDENT AND PLACEMENT TUTOR
This details the agreement between the placement tutor and student in key aspects of practice
activities and coursework. It clarifies expectations of each party and should be discussed and
signed at the beginning of the academic year and reviewed at the beginning of each term.
The following points were discussed and agreed at a meeting between:
Student (name)……………………………………………………………...… and
Placement tutor (name)………..……………………………………………… on ……. /……/……
It is the student’s responsibility to:

Demonstrate a professional attitude at all times

Inform the placement tutor if unable to attend an arranged meeting e.g. due to sickness

Be punctual with timekeeping

Discuss any difficulties with the placement tutor as soon as they arise

Meet deadlines as agreed and set out in the Action Plan for assignments associated with
the practice activities (e.g. Patient Profiles)

Participate fully in the development of his/her own learning and proactively seek and
utilise learning opportunities, as well as being open to new challenges to the learning
process

Respect and be prepared to learn from colleagues at all levels

Undertake self-directed learning in his/her own time as necessary

Apply what is learnt at the School of Pharmacy to the practice activities

Other:
23
It is the placement tutor’s responsibility to:

Provide and facilitate learning opportunities to enable the student to develop skills and
complete assignments

Be approachable and provide encouragement, help and support conducive to learning

Inform, support and confer with others involved in the student’s practice development

Set aside time to monitor progress and performance, both formally and informally

Share knowledge and experience with the student

Act on the evaluation of past and present practice activity experiences

Encourage self-directed and adult learning

Assess objectively the student’s assignments

Provide honest and constructive feedback on progress

Other
I have read, understand and agree to the principles of the above learning agreement
Student Name
Signed
Date
Placement Tutor Name
Signed
Date
END OF SECTION 5
24
6. Placement-based Exercises
6.1
PATIENT PROFILES
Patient profiles are intended to encourage you to use a systematic approach to prioritising and
solving patients’ problems, to integrate follow up with practice and to identify your own learning
needs. Patient profiles help you identify all actual and potential drug related problems and
give your own theoretical solutions as well as your plan for follow up of those solutions.
In completing the patient profile, you will analyse a particular patient, critically appraise the
treatment choices and provide your own suggestions for how that patient’s drug related
problems might be managed.
Your ability to identify pharmaceutical care / medicines optimisation issues as well as develop
your problem solving skills will be developed through completing patient profiles. Ultimately,
this will enable you to develop your clinical skills.
Opportunity will be given, either individually or in groups, to undertake a number of patient
profiles. The process of undertaking a patient profile will be facilitated by what you learn from
the taught modules in areas such as journal club, literature searching, evaluation and critical
appraisal.
You are required to complete at least one practice patient profile and two advanced
patient profiles. These will be assessed by your placement tutor (see Appendix 2).
By the end of the year you will be able to:




list a set of pharmaceutical care problems for patients you come across on the wards;
plan to resolve or prevent these pharmaceutical problems;
confidently discuss pharmaceutical problems and all their potential solutions with your
peers, and
identify the outcome you are trying to achieve with your pharmaceutical care plan, and
any monitoring parameters that could be used to show that your plan is safe and
effective.
Each time you go to the placement site, you will select patients on the wards, either as a group
or individually, and use the pro forma to list and prioritise the patient’s current drug related
problems and indicate your own plan for solutions and follow up.
Students must complete one practice patient profile with a passing score, in Term 1.
25
The following rubric can be used to guide you; the proforma can be found in Appendix 2.
STEP 1 - Find a patient
Choice of a patient is a critical step. Although patients often have co-morbidities, students
should try to find patients that are not too complex but suffer from the relevant disease
state that matches the therapeutic area being studied

STEP 2 - List the relevant patient demographics
The first page of the basic patient profile pro forma gives the student a checklist of patient
demographics to look for. The listed demographics should support the problems identified
and the actions proposed.

STEP 3 - Review the need for all prescribed medication
Students should decide why all the patient’s medicines have been prescribed, whether
they fit with the demographics already noted and where relevant, state feasible
alternatives to the medication prescribed.

STEP 4 - Decide if there are medications missing
Students should determine if there are drugs which are clinically indicated but not
prescribed and if so whether there are reasons for omitting these.

STEP 5 - Problem List
Students should go through the list of possible drug related problems and decide if any of
them are actual or potential problems for this patient.

STEP 6 - Action List
Students should state for each problem they have identified what possible action could
be taken to resolve or prevent that problem. Students may not directly intervene in the
patient’s care but may wish to feed back planned contributions via the clinical placement
tutor or specialist pharmacist.

STEP 7 - Follow Up
Students should state how their proposed solutions should be followed up to make sure
they are achieving their desired outcomes for that patient. Again students may not
directly intervene in the patient’s care but may wish to collect actual surveillance data to
illustrate the outcomes of any contributions.

STEP 8 – Outcomes
26
Finally students should state relevant treatment outcome expectations. Where the
patient is discharged before achievement of expected outcomes, students should
comment on what outcomes are anticipated.
6.2
SOAPO NOTES
The abridged patient profile (aPP) is for formative assessment only (marked as PASS / FAIL
with an indicative score only) and you are required to select one of the pharmaceutical
problems identified and complete a SOAPO. For the summative advanced patient profile
(APP), a maximum of four problems can be selected.
You will “SOAPO” (i.e., analyse) each of the pharmaceutical problems identified. Often any
medical problem identified will have a corresponding pharmaceutical title (e.g., the medical
problem "Heart Failure" has the corresponding pharmaceutical problem "Optimisation of
treatment of heart failure”). By “SOAPOing” only pharmaceutical problems students should
concentrate on optimising and monitoring drug treatment rather than on the medical work-up.
SOAPO stands for:





Subjective data
Objective data
Analysis (include medical and therapeutic references)
Plan
Outcome
The profiles also require you to complete patient demographic data and a summary of the
pharmacist’s contributions. Students may also find that the development of a summative
patient medicines profile (i.e. a summary table on all the drugs prescribed) will help them to
best organise their thoughts.
Further details of the SOAPO format are given below.
Subjective Data
Subjective data includes patient complaints or symptoms. In addition, it can include
observations of the medical team which may be subjective in nature. Subjective data is
obtained by talking to the patient (e.g. patient complains of shortness of breath).
Objective Data
Objective data includes clinical signs, results of laboratory tests, the findings from an
examination and the results of various procedures (e.g. X-rays, EEGs and ECGs). The
pharmacist can use subjective and objective data to monitor or assess therapy and to
document adverse drug reactions. The subjective data required by the pharmacist may be
different from that required by the doctor, who uses the information for different purposes.
The pharmacist must select the data that is necessary to assess drug therapy.
27
Analysis
You should interpret the subjective and objective data for each problem so as to develop a
therapeutic plan, follow the response to therapy or document an adverse drug reaction.
Discussion should include the evidence available which justifies how the patient will be
clinically managed. You should critically review guidelines and other publications relevant to
the patient and include this in your analysis. The following list is only a guide and is adapted
from Hart, Gourley and Herfindal 1988:
1.
A pharmacist should always consider whether a problem is drug induced. Many
problems are not disease related but are actually adverse drug reactions and the plan for
treatment is obviously very different in each instance. Think about compliance issues - it
may be therapeutic failure that has caused the admission. Check for OTCs or alternative
therapies.
2.
The pharmacist should consider whether drug therapy is required; non-drug therapy
such as diet may be a better solution to the problem. The problem may not yet be
severe enough to require drug therapy or an isolated abnormal laboratory test may not
be the rational basis for drug therapy.
3.
If the patient is already receiving drug therapy, the pharmacist should assess the current
therapy for appropriateness. You should consider the following:
a) Are all the drugs necessary? All the drugs taken by the patient should be for
problems identified in the problem list. Duplication of drugs from the same
therapeutic category frequently occurs, and the maximum dose of a single agent may
be preferred to two drugs for the same problem.
b) Is this the drug of choice for this patient? Is it first, second or third line therapy? Are
we at the correct stage of therapy, has compliance been checked? The drug should
be the best drug for this patient considering all the patient's other problems and
drugs, age, renal and hepatic function, and any other relevant factors such as
allergies, risk factors for adverse drug reactions and patient convenience. It is vital to
consider cost effectiveness and value for money when rationalising drug therapy.
What evidence supports the choice of drug? Consider cost (remember long term
outcome eg reduced readmission rates or length of stay will offset costs of choosing a
more expensive drug regime initially) and quality of care for the patient. Is the
treatment rational and evidence based?
c) Is this the correct dose? The patient should be given the appropriate dose for age,
sex, weight, renal and hepatic function, the other drugs included in his or her regimen,
and other problems/factors such as nutritional status. Pharmacokinetic calculations
should be performed if possible.
28
d) Is this the correct dosage form? The dosage form and the route of administration
should be appropriate for the patient.
e) Is this the best schedule for administration of this drug to this patient? Some drugs
require around the clock administration while others should be given with meals.
Patients with a history of noncompliance should be given simplified regimens.
f) Is the duration of therapy appropriate? Some treatments should be given for the
lifetime of the patient while others should only be given for a specific length of time.
Patients are frequently started on therapy that is never discontinued although the
problem has been resolved. Some patients need to be treated for a longer period
because the disease is severe while other patients need only to be treated when they
have an exacerbation of their disease.
4.
If the patient is receiving drug therapy, the pharmacist should assess the response to
therapy and decide whether the response is adequate and/or the response is that which
was expected.
Plan
The plan should include:







treatment
monitoring parameters for drug therapy
clinical endpoints
patient education including patient counselling points that the pharmacist will give to the
patient and or relatives
supply of further medication
discharge planning needs
role of the pharmacist in the problem being discussed
Any specific tests required to assess toxicity should be identified in the plan.
Outcome
In relation to the identified problem, briefly outline what outcomes have been achieved during
the patient’s stay or relevant treatment outcome expectations. This includes, but is not limited
to, patients’ subjective and objectives signs, patient education, concordance, resolution of drug
supply issues, etc.
Where the patient is discharged before achievement of expected outcomes, students should
comment on what outcomes are anticipated.
A pro forma for completing the advanced patient profile can be found in Appendix 2.
29
REFERENCING - citing the evidence
The purpose of providing references is to show the extent and quality of information available,
to allow readers access to the data you used in discussion or argument, and to provide further
sources of information.
The preference for the programme assignments and reports is the HARVARD style of
referencing as it is easier to make insertions or amendments to referenced text in this style.
Harvard Style
In this style, references within the text are referred to by author name, together with the year of
publication. The list of references given at the end of your document is an alphabetical listing,
by name, in the following format, alphabetical by first author:
Author, (Title), Journal, YEAR; vol: Page(s)
or, increasingly common,
Author, (YEAR) Journal, vol: Page(s)
[Note the use of colons/semi-colons]
[Note the use of colons/semi-colons]
“The data suggests that neonates with indwelling catheters are more at risk of catheter
site failure in the absence of low doses of heparin (Moclair 1995), furthermore evidence
(Next Author 1998) shows that..............”
References
Moclair A, Bates I. (1995) The efficacy of heparin in maintaining peripheral infusions in
neonates. Eur. J. Ped. 154: 567-70.
Next Author (1998) etc.....
YOU MUST NOT USE MORE THAN 3 PAGES (ONE-SIDE OF A4) PER SOAPO (12 point
Times New Roman – see Appendix 2 for further information).
6.3
PATIENT PROFILES PRESENTATION
Students are required to formally present, using PowerPoint, two patient profiles as part of the
assessment of Module 3. Students will perform a practice run during Term 1.
Clinical placement tutors provide guidance about finding patients to present and profile and
are involved in assessment and feedback. Generally, a School of Pharmacy tutor and at least
one Clinical placement tutor assess the case presentations.
Presentation of the case should be between 15 and 20 minutes duration, with a further 10
minutes for questions and discussion. Both assessors and student colleagues are expected to
take part in the question session. Each oral case presentation is assessed using the proforma
in Appendix 2.
30
Aims
The aims of the oral presentations are to:




provide an in depth analysis and presentation of a particular patient’s treatment;
demonstrate the ability to identify pharmaceutical issues and undertake an evidence-based
approach to pharmaceutical care with critical thought and reflection;
allow for the critical appraisal of treatment choices for a particular patient and to provide to
the audience your own suggestions for how that patient’s drug related therapy might be
managed, and
allow the development of oral presentation and communication skills in a peer reviewed
forum with fellow professionals.
Objectives
In completing the oral presentations, the student will be able to:








6.4
demonstrate effective oral presentation skills and the use of audiovisual aids;
demonstrate the ability to present a patient to a professional audience, including relevant
past medical history, presenting complaint, current drug therapy, and appropriate data
where relevant;
identify actual and/or potential pharmaceutical problems in a particular patient;
present to the forum, pharmaceutical problems in this patient and identify plans to resolve
or avert those problems;
describe background knowledge of a particular disease state, treatment options,
monitoring of therapy, evidence base for therapy given or suggestions made and any
particular issues around drug administration where appropriate on presentation and
questioning of the patient’s therapy;
develop potential pharmaceutical care plans and future management of the patient
presented, including patient counselling and discharge plan;
participate in discussion and respond to questions in a professional and clear
manner/attitude, and
demonstrate the ability to justify recommendations made to manage the patient’s drug
related problems on questioning, and where appropriate, form an opinion on alternative
treatment options.
DIARY OF REFLECTIVE PRACTICE
Reflection is a process of thinking about and exploring an issue of concern, as if from an
external observer’s perspective. The purpose is to make sense or meaning out of the
experience and to incorporate this experience into one’s view of the self. Reflective learning
improves skills, contributes to growth in self-awareness, self-actualisation and the
development of new knowledge.
31
You will be required to keep a diary of reflective practice regarding the whole programme.
Specifically you fill in a standard reflection sheet with each placement site visit in Term 1, and
periodically for clinical placement visits in Terms 2 and 3. It is important that you are able to
share and discuss with others the value of what you learn from your experiences and
opportunity will be given following the first placement visit. You will learn to be creative and
respond to the need for change by reflecting on what has happened to yourself and the
patients in your care.
Reflective questions include:





Why was the activity relevant to my learning?
What were the key points I learned from the activity?
How can these points be incorporated into my learning?
Has the activity fully met my learning needs in the subject area?
Have I identified further learning needs?
The proforma for the reflective diary can be found in Appendix 2.
END OF SECTION 6
32
7. Assessment and Regulations
7.1
PROGRAMME REGULATIONS
The full Programme Regulations for the MSc can be found on the UCL website at the link
below. Students must also read the information contained in the School Student
Handbook. We have included a brief summary of the main regulations in this handbook;
however students must read the regulations in full. https://www.ucl.ac.uk/srs/academicregulations
Assessment
Students must complete a number of formative and summative assignments. Formative
assignments give feedback to students on their performance but do not count towards final
marks (however, it may still be a requirement to complete these). Marks for summative
assignments count towards the final mark for each module.
Module Pass Mark
The minimum pass mark for a module is 50% and some modules may require each
assessment component to be passed at the minimum pass mark as well.
Resits
The regulations permit students a first opportunity at an assessment and one re-sit opportunity
only (at the discretion of the Board of Examiners). No further opportunities are permitted. The
higher of the marks achieved at the first attempt and the resit attempt will apply. Students
cannot re-sit modules which they have passed.
Dissertation Resits
A student may be required to make specified amendments to their dissertation within one
month provided that: a) The amendments are minor and the dissertation is otherwise
adequate, AND b) The student has satisfied all other requirements for the award of a Masters
degree. If the amendments are major then the student may be required to register as a parttime student and complete a new project.
Condoning
Please refer to the Post Graduate Taught Academic Regulations, Section 3 (3.2.4)
https://www.ucl.ac.uk/srs/academic-regulations
Final Degree Mark
The overall pass mark for the award of the MSc is 50%. The final degree mark is calculated on
the average module marks weighted according to the number of credits they carry. The
Master’s degree is worth 180 credits in total so a 30 credit module would contribute 30/180 to
the final mark.
33
Criteria for the Award of Pass, Merit and Distinction
Please refer to the Post Graduate Taught Academic Regulations, Section 2 (2.10.6)
https://www.ucl.ac.uk/srs/academic-regulations
7.2
SCHEME OF AWARD
The Scheme of Award sets out the individual assessment components and their relative
weighting. Students will be subject to the scheme of award in effect at the time they start the
programme. The MSc is worth 180 credits. This is comprised of 120 credits of taught modules
and a 60 credit dissertation.
The following summative assessments contribute to the overall MSc mark:
PHAYG037
Clinical Pharmacy Practice and Policy 1 (30 credits)
Assessment Component
Critical Appraisal of Journal Article
Examination
PHAYG038
Format
2000 word essay
2 hour Exam
Clinical Pharmacy Practice and Policy 2 (30 credits)
Assessment Component
OSCEs
Examination
PHAYG039
Format
OSCE
2 hour Exam
Weighting
50%
50%
Clinical Practice at Placement Site (30 credits)
Assessment Component
Advanced Patient Profile 1
Advanced Patient Profile 2
Case Presentation 1
Case Presentation 2
PHAYG040
Weighting
50%
50%
Format
APP
APP
Oral Presentation
Oral Presentation
Weighting
25%
25%
25%
25%
International Perspective on Health (30 credits)
Assessment Component
IPH Report
Presentation
Format
5000 word report
Oral Presentation
34
Weighting
90%
10%
PHAYGX95
Dissertation (60 credits)
Assessment Component
Dissertation
Conference Poster
7.3
Format
10,000 word report
Poster
Weighting
95%
5%
Presentation Marking Guidelines
Grade
Mark
Description
MSc Award
Excellent
85
Work which displays a full understanding of its subject.
A firm grasp of factual detail and the relevant theory,
experiments and literature: it is clearly argued and
presented, with evidence of insight and excellent originality of
thought and expression and in addition evidence of
intellectual vigour and independence of judgement. The work
will demonstrate excellent critical evaluation and integration
of current complex material.
Very Good
75
Work which displays a full understanding of its subject.
A firm grasp of factual detail and the relevant theory,
experiments and literature: it is clearly argued and
presented, with evidence of insight and very good originality
of thought and expression. The work will demonstrate very
good critical evaluation and integration of complex
background material from other aspects of the programme
and independent sources.
Good
65
Work will show a thorough grasp of the topic and will be
clearly argued and presented. It will show a good
awareness of the relevant theory, experiments and literature,
without fully achieving that intellectual independence and
originality that distinguishes first class work. The work will
demonstrate good critical evaluation and integration of
complex background material from other aspects of the
programme and independent sources.
Distinction
Merit
Pass
55
Work will show a satisfactory knowledge but may be
weak in its interpretation of the subject or have poor
structure. The work will demonstrate only competent critical
evaluation and integration of complex background material
from other aspects of the programme and independent
sources.
Borderline
pass
50
Marks will be awarded for work which is conversant with
the subject but has failed to make meaningful synthesis.
It will have some shape but contain errors.
Pass
A distinct fail on grounds of factual accuracy, relevance
and argumentation of material.
Fail
Fail
(specify
mark)
0-49
35
7.4
Coursework Marking Guidelines
Grade
Mark
Range
Description
Excellent
80-100
Work which displays a full understanding of its
subject. A firm grasp of factual detail and the
relevant theory, experiments and literature: it is
clearly argued and presented, with evidence of insight
and excellent originality of thought and expression and
in addition evidence of intellectual vigour and
independence of judgement. The work will
demonstrate excellent critical evaluation and
integration of current complex material
Very Good
70-79
Work which displays a full understanding of its
subject. A firm grasp of factual detail and the
relevant theory, experiments and literature: it is
clearly argued and presented, with evidence of insight
and very good originality of thought and expression.
The work will demonstrate very good critical evaluation
and integration of complex background material from
other aspects of the programme and independent
sources.
Good
60-69
Work will show a thorough grasp of the topic and
will be clearly argued and presented. It will show a
good awareness of the relevant theory, experiments
and literature, without fully achieving that intellectual
independence and originality that distinguishes first
class work. The work will demonstrate good critical
evaluation and integration of complex background
material from other aspects of the programme and
independent sources.
Pass
Borderline
pass
Fail
(specify
mark)
51-59
50
0-49
MSc Award
Work will show a satisfactory knowledge but may
be weak in its interpretation of the subject or have
poor structure. The work will demonstrate only
competent critical evaluation and integration of
complex background material from other aspects of the
programme and independent sources.
Distinction
Merit
Pass
Marks will be awarded for work which is
conversant with the subject but has failed to make
meaningful synthesis. It will have some shape but
contain errors.
A distinct fail on grounds of factual accuracy,
relevance and argumentation of material.
36
Fail
APPENDIX 1: Academic Calendar
The MSc is a full-time, twelve-month programme. Students should not plan any activities to
interfere with the 9:00am – 5:00pm, Monday to Friday for the entirety of the programme.
The School of Pharmacy reserves the right to alter any dates as necessary. The Programme
Director will notify students of any changes to the calendar as soon as they are known.
Event
Date
Term 1 starts
Induction
P and P Induction
Term 1 classes start
Clinical placements*
(interleaved with taught classes)
Term 1 ends
Christmas Holiday
28 September 2015
28 – 2 October 2015
05 October - 092 October 2015
5 October 2015
One day per week (Thursdays) from WB 19
October 2015
18 December 2015
18 December 2015 – 10 January 2015
Term 2 starts
Examination Period
Clinical placements*
(interleaved with taught classes)
Term 2 classes end
Easter Holiday
11 January 2016
Week beginning 11 January 2016
Usually Thursdays & Fridays in Term 2
Term 3 starts
Clinical placements*
(interleaved with taught classes)
Examination Period
Deadline for Project submission
11 April 2016
To be confirmed
Re-sit Examination Period
25 March 2016
28 March - 8 April 2016
May 2016 (dates to be confirmed)
Late August
2016
Late August/Early September 2016
Important Notes
1. UCL School of Pharmacy reserves the right to change these dates if necessary. The School
will inform students of any changes.
2. Students must ensure that they are available to attend all classes throughout the terms.
3. Students on full-time Taught Master’s programmes study for a full calendar year. Therefore
students are expected to study beyond the end of the third term to prepare their dissertation
in time for submission in September.
37
38
APPENDIX 2: Proforma/Assessment sheets
PROFORMAS



General guidelines for submission of assignments
Reflection Sheet
Patient Profile
ASSESSMENT SHEETS
a)
Placement-site based





Appraisal Form
Practice Patient Profile
Advanced Patient Profile
Practice Patient Profile Presentation
Advanced Patient Profile Presentation
b)
School-based – TO BE DISTRIBUTED WITH EACH ASSIGNMENT



Journal Club
International Perspectives on Health
Dissertation
39
GENERAL GUIDELINES FOR THE PRESENTATION OF ASSIGNMENTS
Format for submission of ALL WRITTEN assignments:
Document format
Font
Margins
Spacing
Pagination
Paper
Printing
Required elements
Word count
References
Electronic
submission
Paper submission
Microsoft Office Word
12-pt Times New Roman
40mm (binding edge), 20mm (all others)
1.5 for all text exclusive of indented quotations, footnotes, tables and
abstract where single spacing should be used
Consecutive using Arabic numbering (i.e., 1, 2, 3)
A4
One-sided
Title page with student name, plagiarism statement,
acknowledgements, table-of-contents, main text*, references
International Perspective in Health - 5,000 words exclusive of figures,
tables, appendices, and references
Dissertation - 10,000 words exclusive of figures, tables, appendices,
and references
Harvard style
File should be named using the following scheme:
Surname_Assignmentname.Trust.Date
(e.g., Brock_Dissertation.StGeorges.06Sept06)
File should be submitted electronically as directed
One bound copy
* see individual assignment descriptions for more detail about format of main text
Format for submission of presentation assignments:
Slide software
Font
Minimum font size
Required elements
Slide count
Electronic
submission
Paper submission
Microsoft PowerPoint
Verdana
16-pt
Title page with student name, objectives, main presentation,
conclusions, references
No more than 2 slides/minute allowed for presentation
File should be named using the following scheme:
Surname_Assignmentname.Trust.Date
(e.g, Brock_Casepresentation1.StGeorges.06Sept06)
File should be submitted electronically as directed
One copy clipped together; 6 slides/page; pure black/white
40
REFLECTION SHEET – MSc CPIPP
Name
Date of Activity
Place
What were the objectives for this activity?
(If a placement visit, placement tutor may guide you)
Why was the activity relevant to my learning?
What were the key points that I learned from the activity (e.g. placement site visit, patientrelated activities e.g. PBL)?
What additional points have I learned from the activity or my fellow students?
How can these points be incorporated into my learning?
What unresolved questions do I have?
How do I plan to resolve these questions?
41
PATIENT PROFILE
Student Name:
PPP / APP #
Date:
Patient Information
Initials:
Gender:
Age:
Ward:
Male
Speciality:
Ethnic origin:
Female
Date of admission:
Date of student review:
Number of admissions (and reason) in the last 12 months:
Height:
Weight:
BMI:
Allergies
Drug:
Reaction:
Specify what patient is allergic
to and the nature of reaction to
the allergen
Presenting Complaint (PC)
History of Presenting Complaint (HPC)
Past Medical History (PMH)
Family History (FH)
Occupation
Social History (SH)
Cigarette / Tobacco use
Alcohol use
Recreational drug use
Complete details below
Yes
If yes, indicate
No
number of packs per
Previous history of smoking
day:
(Date last smoked:
)
Yes
If yes, indicate
No
number of units per
Previous history of alcohol use day:
(Date of last drink:
)
Yes
If yes, specify drug
No
and frequency of
Previous history of
use:
recreational drug use
Activities of Daily Living (ADL) and Exercise
ADL Independent
42
Include type and
frequency of
ADL Dependent
exercise as
applicable
Diet restrictions
Yes
No
Specify if yes:
Fluid restrictions
Yes
No
Specify if yes:
Therapeutic monitoring at home or in a clinic
Yes
No
Specify monitoring:
Who organises patient’s medications at home?
Patient
Carer
Other
Use of compliance aids
Yes
No
Other special
method of
medicine
administration
Immunisations:
Has patient had relevant vaccinations?
Yes
No
Does patient require any additional vaccinations based on disease history?
Yes
No
If yes, specify which:
Diagnosis / Impression
43
If yes, specify type
of compliance aid:
Relevant signs and investigations (Group results accordingly e.g. vital signs; haematology; electrolytes; renal function; liver function e.t.c.)
Test (Hospital
Trust reference
range)
Date
Explain the significance of the patient’s result
Result
Medication List (prescription and non-prescription medicines)
Medication
name, strength
and form
e.g. exenatide 250
micrograms/ml
injection (pre-filled
pen)
Dose, route
and
frequency
e.g. 10
micrograms
SC BD
Preadmission
(Yes / No)
e.g. Yes
If started
or stopped
during
admission,
indicate
date
Indication (why
the patient is on
it)
e.g. Type 2
diabetes
Comments
(e.g. reasons for changes to preadmission medicine or doses where
applicable; counselling points;
adherence issues)
Should be taken within I hour before two
main meals with at least 6 hours gap
between doses. It appears (from talking
to patient) that doses were taken after
meals @ home.
Monitoring
parameters (required
for this medication in this
patient)
e.g. HbA1c; renal function;
weight and BMI; patient
symptoms such as GI
symptoms e.g. abdominal
pain, nausea, vomiting
Complete the table below for patient’s current medicines.
Medication Class
e.g. exenatide
e.g. Glucagon-like
peptide-1 (GLP-1)
receptor agonist
Mechanism of Action (relating to use in this patient)
e.g. controls post-prandial and fasting blood glucose by binding to, and
activating the GLP-1 receptor to increase insulin secretion, suppress
glucagon secretion and slow gastric emptying.
Therapeutic Drug Monitoring
Medication
Level
Target level
or range
Last dose
(date &
time)
Sampled
date & time
– if known
Comments
(explain the significance of
the patient’s result)
Medical Problems/ Diagnosis
1.
2.
3.
4.
5.
Pharmaceutical Problems
(What are the issues of concern to the pharmacist? List according to importance and provide a
brief explanation/rationale for each problem identified in this patient)
1.
2.
3.
4.
5.
6.
7.
8.
Which is the patient’s priority pharmaceutical problem? Why? (include rationale for
selecting this)
1
SOAPO NOTES
YOU MUST NOT USE MORE THAN 3 PAGES (ONE-SIDE OF A4) PER SOAPO (12-pt
Times New Roman). Refer to programme handbook for further info. Work outside the page
limit will not be included in the assessment and feedback.
Pharmaceutical Problem:
Subjective Data
Objective Data
Analysis
Plan
Outcome
2
Explain the pharmacist’s role in managing this patient (not included in the page limit)
References (not included in the page limit)
REFLECTION
What have you learnt from completing this profile?
How can you put this learning into use? (e.g. on return to country of residence)
What else do you need to know about the issues raised from this profile?
(e.g. to improve your practice)
How are you going to achieve the new learning needs and by when?
3
PERFORMANCE AT PLACEMENT SITE
APPRAISAL FORM
The aim of this appraisal is to provide an opportunity for you and your placement tutor to
discuss your progress and to identify those areas where further development/effort is required.
Complete your sections of the form ahead of the meeting with your tutor. Your tutor will tell you
when s/he wishes to receive the form and in what format.
The appraisal should take place by the end of the first term. It is your responsibility to arrange
this with your Tutor. Similarly, if a follow up meeting to review action points is required, you
should ensure that this takes place at an appropriate date. A copy of the completed form
should also be provided to the School team.
Performance in each area should be rated as follows:
1 Not acceptable
2 Needs development
3 Competent
4 Excellent
Student Name
Tutor Name
Placement Site
Date of Appraisal
Period Covered
Days Absent
No of Unexcused Absences
1
PROFESSIONALISM
Student’s comments
Am I/ do I?
Punctual
Attend as required
Dress appropriately
Interact appropriately
with colleagues and
patients
Maintain patient and
other confidentiality
Rating (circle one)
Student: 1
2
3
Tutor:
1
2
3
4
4
4
Tutor’s comments
2
PRACTICE
Am I/do I?
Student’s comments
Hard working
Well organised
Reliable
Respond to requests
promptly
Produce work to
deadline
Pay attention to detail
Demonstrate problem
solving skills
Demonstrate decision
making skills
Accurate
Spend too long on some
tasks
Rating (circle one)
Student: 1
2
Tutor:
1
2
3
3
4
4
5
Tutor’s comments
3
INITIATIVE
Student’s comments
Am I/do I?
Tutor’s comments
Work independently
Enthusiastic
Ask thoughtful questions
Inquisitive
Take responsibility for
my own learning
Helpful to site without
being asked
Rating (circle one)
Student: 1
2
Tutor:
1
2
4
3
3
4
4
COMMUNICATION
Am I/do I?
Student’s comments
Speak clearly and
pronounce words
correctly
Write clearly and
concisely
Listen attentively
Interview and counsel
patients effectively
Use non-verbal
communication (e.g. eye
contact) appropriately
Rating (circle one)
Student: 1
2
3
Tutor:
1
2
3
4
4
6
Tutor’s comments
Discussion at appraisal meeting
Actions to be taken
By when
By whom
Review (Y/N)
Date
Signed: (Student)
Signed: (Tutor)
7
PRACTICE PATIENT PROFILE ASSESSMENT – MSc CPIPP
Student Name:
Tutor Name:
Therapeutic Area:
COMMENTS
ASSESSMENT CRITERIA
Patient background (including choice of
patient, relevant medical history, allergies,
social & family history)
Signs & symptoms, relevant
investigations (with appropriate
explanations) and diagnosis
Drug history and current medications
including reason for use
Medical and pharmaceutical problems
Prioritisation of pharmaceutical problems
with brief explanation
Comments on the SOAPO note
How well has the student:
(a) Identified the S/O data and adequately
related this to the A? Is A evidence
based?
(b) Evaluated and advised an appropriate
P based on A
(c) Identified the parameters required to
monitor the efficacy/toxicity of the
treatment?
(d) Explained the outcome for the patient.
(e) Highlighted important counselling
points and designed a discharge plan
(within the Plan & Outcomes where
relevant)?
How well has the student explained the
role of the pharmacist?
8
Are the relevant references included in
the appropriate format (Harvard Style)?
Is the writing fluent and succinct? (Has
the student used correct grammar and
spelling throughout?)
Completed
Reflection
Not completed (circle one)
(Please include feedback for student)
Will harm be caused to patient by student’s recommendations?
Yes / No
{If Yes; automatic fail (with consideration for severity of harm)}
PASS
/
FAIL
(Circle One)
Indicative Grade: (if ‘PASS’, circle indicative grade below):
Excellent / Very Good / Good / Pass / Borderline Pass
OVERALL COMMENTS
Tutor’s signature:
Date:
Student’s signature:
Date:
9
ADVANCED PATIENT PROFILE ASSESSMENT – MSc CPIPP
Student Name:
Tutor Name:
Therapeutic Area:
APP #
COMMENTS
ASSESSMENT CRITERIA
Patient background (including choice of
patient, relevant medical history, allergies,
social & family history)
Signs & symptoms, relevant
investigations (with appropriate
explanations) and diagnosis
Drug history and current medications
including reason for use
Medical and pharmaceutical problems (all
identified?)
Prioritisation of pharmaceutical problems
with brief explanation
Comments on the SOAPO note
How well has the student:
(a) Identified the S/O data and adequately
related this to the A? Is A evidence
based?
(b) Evaluated and advised an appropriate
P based on A
(c) Identified the parameters required to
monitor the efficacy/toxicity of the
treatment?
(d) Explained the outcome for the patient.
(e) Highlighted important counselling
points and designed a discharge plan
(within the Plan & Outcomes where
relevant)?
How well has the student explained the
role of the pharmacist?
10
Are the relevant references included in
the appropriate format (Harvard Style)?
Is the writing fluent and succinct? (Has
the student used correct grammar and
spelling throughout?)
Reflection
Completed
Not completed (circle one)
(Please include feedback for student)
Will harm be caused to patient by
student’s recommendations?
Yes / No
OVERALL COMMENTS
{If Yes; automatic fail (with consideration for
severity of harm) < 49%. Specify mark}
Final Mark (please refer to marking guide and allocate a
mark using the best fit approach for the profile as a whole):
Tutor’s signature:
Date:
Student’s signature:
Date:
11
PRACTICE PATIENT PROFILE PRESENTATION ASSESSMENT – MSc CPIPP
Student Name:
Date:
Assessor: (Name & Role)
Start time
End time
Duration (mins)
Student attended entire presentation session Y / N
Patient’s Initials (& any notes on
patient)
CONTENT
COMMENTS
CASE PRESENTATION
choice of patient appropriate
patient information thorough
hospital course well-delineated
identification of appropriate issues/problems
evaluation and appraisal of the problems
patient focused
CASE INTERPRETATION
Y
N
accurate interpretation of patient data
rational conclusions
PROBLEM GENERATION & INTERPRETATION
pharmaceutical problems listed & prioritised
appropriately
actual or potential pharmacists contribution discussed
COMMUNICATION
COMMENTS
Presentation style: overall
presentation was polished
clarity/eye contact
used notes infrequently
professional appearance
Delivery of presentation
quantity/quality of acetates/materials
data presentation: appropriate use of tables, graphs
appropriate structure; format; formatting (e.g. fonts)
On questioning
ability to respond accurately
ability to provide own opinions- not just regurgitate facts
manner/attitude / confidence
OVERALL Performance
Circle one:
Excellent / Very Good / Good / Pass / Bare Pass/ Fail
Will harm be caused to patient by
student’s recommendation? Y / N
Y = FAIL (with consideration for severity
of harm)
Assessor’s comments / questions / feedback for student
12
ADVANCED PATIENT PROFILE PRESENTATION ASSESSMENT – MSc CPIPP
Student Name:
Date:
Assessor: (Name & Role)
Start time
End time
Patient’s Initials (& any notes on
patient)
Duration (mins)
Student attended entire session.
CONTENT
Y/N
CASE PRESENTATION
choice of patient appropriate
patient information thorough
hospital course well-delineated
identification of appropriate issues/problems
evaluation and appraisal of the problems
patient focused
CASE INTERPRETATION
accurate interpretation of patient data
rational conclusions
PROBLEM GENERATION & INTERPRETATION
pharmaceutical problems listed
pharmaceutical problems prioritised appropriately
patient’s pharmacotherapeutic plan reviewed &
discussed
recommendations according to EBM
specific monitoring parameters & frequency
identified
actual or potential pharmacist’s contribution
discussed
LITERATURE INTERPRETATION
accurate & thorough interpretation of relevant
primary literature; discussed strengths / weaknesses
of studies & provided own opinions
partial assessment /interpretation of primary
literature; only presented investigator’s conclusions
did not interpret relevant primary literature; did not
provide rational conclusions
(select the most appropriate)
13
COMMENTS
COMMUNICATION
Y/N
COMMENTS
Presentation style: overall
presentation was polished (logical flow, easily heard,
good pace)
clarity/eye contact
used notes infrequently
professional appearance
Delivery of presentation
quantity/quality of acetates/materials
data presentation: appropriate use of tables, graphs
appropriate structure; format; formatting (e.g. fonts)
On questioning
ability to respond accurately
ability to provide own opinions- not just regurgitate
facts
manner /attitude / confidence
Will harm be caused to patient by student’s
recommendations? Yes = Automatic Fail (with
consideration for severity of harm)
Yes
No
(circle one)
OVERALL Performance
Mark
Mark: Refer to marking guide
Excellent (85%) / Very Good (75%) / Good (65%) / Pass (55%) / Bare Pass (50%) Fail (< 49%)
Assessor’s comments / questions / feedback for student
Student’s acknowledgement (Acceptance of feedback and mark)
Signature:
Name:
Date:
Assessor’s signature:
Name:
Date:
14