Your Rotation Syllabus: A
Workshop
PCSP Preceptor Conference
December 15, 2011
Kate Gerrald, PharmD, BCPS (krgerrald@presby.edu)
Tiffaney Threatt, PharmD (tbthreatt@presby.edu)
Objectives
• Review a standard course syllabus and identify
essential components.
• Describe strategies to plan, implement and
evaluate students during introductory
pharmacy practice experiences.
• Develop a tailored syllabus incorporating
rotation specific objectives, practice
opportunities, and assessments.
If You Build It……
• As a team, use your LEGOS to create an original
structure.
• Create a set of instructions for building your
structure.
• Ask the facilitator to take a photo of your
structure.
• When finished with your instructions, trade
instructions and LEGOS with another team. (Be
sure to disassemble and put blocks back into
bag before giving to other team.)
Trade and Build
• Assemble the other team’s LEGO kit using their
instructions.
Think about the following questions while you
assemble the kit:
• Are any of the instructions particularly helpful
in assembling the model? If so, what are they?
• How easy or difficult was the model to
assemble? What features of the model do you
think made it easy or difficult to assemble?
When your team is finished, compare your structure
with the other team’s picture of the model.
• Were you able to assemble it correctly?
• What features of the instructions made them
particularly easy to use?
• What features were not particularly helpful?
• How could the kit’s instructions be improved?
What is a Syllabus?
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A tool for communicating the rotation.
Introduction to a course of study.
Summary outline of important factors.
Indicator for what students can expect and what
will be expected of them.
The Typical Syllabus Includes:
1. Preceptor Information
2. Pre-rotation requirements for student
a) Intern license to display
b) Portfolio for review by preceptor
3. Schedule
4. Dress code/logistics
5. Required/recommended preparation
The Typical Rotation Syllabus
(Continued)
6. Expectations
7. Rotation Goals and Objectives
8. Assignments/Projects/Activities
9. Rotation Calendar
10.Grading and Evaluation Guidelines
Ability Based Education
• Outcomes
▫ Also referred to as objectives
• Practice
▫ Active learning activities to meet objectives
• Criteria
▫ Rubrics or expectations of practice opportunities
• Feedback
▫ Assessment and constructive criticism
Objectives
• Description of knowledge, skills or behaviors
you want your student to exhibit at the end of
your rotation and/or activity
▫ Written with action verbs
 describe, calculate, demonstrate
• Provides guidance in planning activities
• Provides students with expectations
• Provides guidance in assessing student progress
Objectives
Qualities of well written objectives
Qualities of poorly written objectives
• What the learner will be able
to do
• Description of what instructor
will accomplish
• Measurable
• Not measurable
• Specific & clear
• Lacking clear expectations
• Result of instruction
• Outline of instruction
Example of objectives
• Know drug therapy for key
disease states
• Select and recommend drug
therapy for cardiovascular
diseases
• Be familiar with why a
specific drug therapy is
selected
• Explain rationale for drug
therapy choices
• Understand prescription
processing
• Describe the steps of
prescription processing
Cognitive thinking domains &
objective verbs
Recall
(Knowledge/
Comprehension)
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Choose
Define
Label
Locate
Select
Classify
Describe
Identify
Interpretation
(Application/
Analysis)
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Apply
Develop
Relate
Analyze
Compare
Contrast
Differentiate
Solve
Problem-solving
(synthesis/
evaluation)
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Arrange
Critique
Justify
Recommend
Organize
Formulate
Generate
Compose
Prove
Prioritize
• Work in small groups according to your practice sites to
brainstorm 2-3 overall course objectives for your rotation
(15 min)
• Later you will develop an activity that will feed directly
into the course objective.
Objectives from group
• Collect patient data and input accurately
• Apply HIPAA laws/requirements to practice and
explain how to carry out HIPAA requirements
• Describe what group of medications you will be
monitoring in the pharmacokinetics program
and describe the process for monitoring.
• Develop a good communication base….
• Select a patient and conduct a medication
reconciliation
Assignments and Projects
• Active Learning
▫ Requires learner to formulate answers to
questions based upon knowledge
▫ Encourages learner to ask new questions and
continue to search for new knowledge to provide
better, more complete answers
▫ Develops critical thinking and problem-solving
skills.
▫ Promotes achievement of the rotation’s goals and
objectives
ACPE Guideline 11.2
Rotation Activities Exercise
• Work in small groups according to your practice
site to create an “activities” sheet for your site
that will meet your objective(s): (5-10 minutes)
• Discussion: 5 minutes
Sample Rotation Activities
• Privately enter pt info into profile and counsel
patients in private
• Entering different types of prescriptions for
processing
• Access lab values in computer and document
appropriate information
• In IV room, observe tech preparation of TPN and
demonstrate sterile technique
• Teach/counsel patient according to socioeconomic
status
• Answer phone calls and appropriately respond to
drug information after checking with pharmacist
Calendar of Activities
Calendar of Activities
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Snapshot of the “game plan” for the rotation
Provides structure and organization
List of Activities
Time Line
Due Dates
Assessing Student Learning
• Summative assessment
▫ End of rotation evaluation
▫ Grading accountability
▫ End of the learning process
• Formative assessment
▫ Guides improvement in learning
▫ Part of the learning process
Formative Assessment
• Criteria based
▫ Describe knowledge, skills, and attitudes you
want demonstrated
▫ Should be able to be used by another
instructor/pharmacist/peer/student
• Evidence based
▫ What went right
▫ What when wrong
▫ How to get better
Example-Patient Case Presentation
Objectives:
• Assess a patient case and identify medical and drug-related problems.
• Determine goals of therapy for each identified problem in the patient case.
• Develop a pharmacy care plan for a particular patient case that includes monitoring parameters.
• Orally communicate patient case and care plan in a concise, complete, and organized presentation.
Total Possible Points: 40 points (20% final grade)
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Each student is expected to develop a pharmacy care plan for his or her case that will be the basis for
the patient case presentation.
The pharmacy care plan should include all references used and should be cited completely. References
should include, but are not limited to, clinical practice guidelines as well as primary literature. Please
refer to pages 57-59 in BOH’s Pharmacy Practice Manual, 3rd edition, for proper procedures to cite
references.
References used should be included in the care plan. For instance, Patient’s A1C goal is <x% per the abc
guidelines/group/study. It may be beneficial to include a separate page, or at the end of the care plan,
of all references used as you would in a paper.
Presentations are expected to be no more than 8 minutes long, with approximately 2 minutes for
questions.
Power points will not be used to conduct presentations, but rather an oral report will be given regarding
the patient case.
Presentations will be graded on assessment of the case, prioritization of the patient’s problems, the plan
for the patient’s problems, and communication style.
Criteria
Speaking style
2 points
1 point
0 points
Score
Spoke clearly; easy to hear and Difficult to hear or understand SOME Difficult to hear or understand
understand; speed of speech
things; speed of speech too fast or MOST things spoken; speed of
effective throughout
too slow in parts
speech too fast or slow
throughout
Distracters OR Uses NO distracters such as ‘um’
Uses FEW distracters and/or
Distracters and/or distracting
distracting
and NO distracting mannerisms
distracting mannerisms; OR uses
mannerisms used throughout
x2
mannerisms
them infrequently during
presentation
presentation
Eye contact
Maintains contact with audience
Occasionally looked at audience Did not look at audience OR read
throughout presentation
directly from care plan
Questions
Repeats ALL questions before
Repeats MOST questions before Does not repeat questions before
answering; answers questions
answering; answers MOST
answering; answers NO
confidently
questions confidently
questions confidently
Patient caseAccurately and completely reports Accurately and completely reports
Did not accurately and
overview
ALL relevant information relating MOST relevant information relating
completely report relevant
x2
to patient case
to patient case
information relating to patient
case
Patient caseAppropriately identifies each
Appropriately identifies MOST
Does not identify problems AND
assessment
problem and correctly prioritizes
problems OR prioritizes MOST
does not prioritize problem list
x2.5
problem list
problem correctly
Patient case—plan Discusses appropriate therapy to
Discusses therapy to treat each
Discusses therapy to treat
treat each patient problem AND problem that may be inappropriate
problems that may be
x5
includes ALL appropriate
OR fails to include ALL appropriate inappropriate AND fails to include
monitoring parameters and a
monitoring parameters and a followALL appropriate monitoring
follow-up plan
up plan
parameters and a follow-up plan
Defense of
Student provides therapeutic
Student provides therapeutic
Student provides no therapeutic
recommendations
rationale for treatment that is
rationale for MOST problems that is rationale for treatment that is
x2.5
evidence-based
evidence-based
evidence-based
***Faculty only
***Total Overall Score
***CARE PLAN
2 points
0 points
SCORE
Timeliness
Turned in 24 hours prior to presentation
Turned in <24 hours prior to presentation
x2
References
References used are appropriate
References used are not appropriate
Student-oriented Feedback
• Sandwich method
▫ Strengths
▫ Areas to improve
▫ Strengths, with motivating comments
• Multiple perspectives
▫ Should include self assessment
▫ Consider peer assessment
• Work in small groups according to your practice sites to
brainstorm how you will assess your activity(10-15 min)
• Be sure to match the assessment to your objectives
Resources
• Preceptor “Toolbox”
▫ See PCSP Preceptor website
(http://pharmacy.presby.edu/experiential-education/preceptors/)
• Pharmacist’s Letter Preceptor
Training & Resource Network
• Contact us at:
▫ krgerrald@presby.edu
▫ tbthreatt@presby.edu