St. John's University
College of Pharmacy and Allied Health Professions
Ambulatory Care Learning Contract
Preceptor:
Regina Ginzburg, Pharm.D.
Associate Clinical Professor
Site:
The Institute for Family Medicine
Beth Israel Residency in Urban Family Practice
16 E. 16th Street
New York, NY 10003
Prerequisites:
Completion of the required didactic coursework of the entry-level
Doctor-of-Pharmacy program.
Rotation Objective: During this clerkship, the student will acquire the necessary
knowledge of disease state management in an outpatient setting.
Students are expected to become active members of the health care
team by monitoring patients’ drug therapy, providing therapeutic
recommendations, and communicating effectively with
pharmacists, physicians, nurses, allied health professionals and
patients on a daily basis. Emphasis will be placed on pharmacistpatient and pharmacist-healthcare provider relationships,
communication skills, patient education, and various ambulatory
care topics.
Learning Objectives and Competencies:
Upon completion of this clerkship, the students should be able to:
1. Identify and resolve potential or actual drug-related problems.
2. Interpret laboratory test results and use them to monitor disease processes and drug
therapy.
3. Develop appropriate therapeutic plans, including initial recommendations and
alternate drug therapy.
4. Determine the purpose of each drug prescribed, and assess efficacy and
appropriateness in the patient.
5. Identify potential drug/drug, drug/disease, and drug/laboratory interactions.
6. Identify and document adverse drug reactions and recommend appropriate
management.
7. Demonstrate effective, professional, and independent performance in daily activity.
8. Provide accurate and timely drug information responses using appropriate drug
information techniques and references.
9. Develop working relationships with the health care team.
10. Educate patients about their disease state and drug therapy, monitor for adherence to
therapy and employ techniques to minimize non-compliance.
11. Demonstrate effective patient counseling skills, including device use demonstration.
12. Serve all patients encountered during this course to the best of your ability and reflect
on these experiences on a daily basis for personal and professional growth. The
student should prepared to discuss these experiences with their preceptor.
Definition of Academic Service-Learning (AS-L):
Academic Service-Learning at St. John’s University is a classroom/experiential sitebased program that involves students in some form of required community service
activity and uses that activity as a means of understanding course concepts. It is a
pedagogical approach whereby students engage in a service activity that benefits the
common (public) good. The service activity meets course objectives, and through
reflection students examine issues pertaining to justice and identity.
Application of Academic Service-Learning:
Within CPP 5407, doctor of pharmacy students become integrated members of a
healthcare team that is dedicated to optimizing patient care and fulfilling health care
needs. This course provides an important experiential learning opportunity for the student
in which they practice, perform and observe theories and practical applications of the
course content and their discipline. The course is designated as an AS-L course and has
been approved as such by the University’s Office of Academic Service-Learning. Due to
the direct and indirect patient care responsibilities of CPP 5407, the student will spend a
significant amount of time engaged in service activity that benefits the common (public)
good. In addition to service activities, students will participate in structured and
organized reflection that will be organized by their preceptor. Reflection is an important
component of AS-L since it provides the opportunity for students to link what they learn
in the course with what transpires in pharmacy practice and their communities. Reflection
can be accomplished in a variety of ways such as: discussions, papers and diaries.
This rotation dedicates approximately 80 hours of service to the patients of the Institute
for Family Health. Students will reflect on their service through reflective discussions
throughout the month and one reflection paper. Following the completion of the course,
the student should be aware that the Office of Academic Service-Learning will contact
them to solicit their feedback on this AS-L experience. Students are urged to complete
this feedback honestly and as soon as possible upon receipt.
Rotation Schedule:
Schedule is subject to change on any given rotation.
Meeting with preceptor will be incorporated into rotation schedule
Lunch: 12pm – 1pm
Student 1 will follow this schedule week 1 & 3. Student 2 will follow this schedule
week 2 and 4.
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
Work
on Work
on Clinic
Work
on 8am-9am:
AM
assignments assignments
assignments
grand
rounds
9am-12pm:
Pharmacy
Clinic
Clinic
Clinic
Core
Clinic or DM Project time
PM
Curriculum
group
Student 2 will follow this schedule week 1 & 3. Student 1 will follow this schedule
week 2 & 4.
MONDAY TUESDAY WEDNESDAY THURSDAY
FRIDAY
Clinic
Work
on Pharmacy
Clinic
8am-9am:
AM
assignments Clinic
grand
rounds
9am-12pm:
assignments
Work
on Clinic
Core
Work on
Clinic
PM
assignments
Curriculum
assignments
Learning Activities:
1. Participate in the provision of pharmaceutical care in an ambulatory care setting,
including, but not limited to, patient medication-use counseling.
2. Review patient charts and present history and treatment to the preceptor, other healthcare
providers and fellow students.
3. Evaluate and present a patient case (written & oral) throughout the month of the rotation
on the days assigned by the preceptor.
4. Research and provide written responses to the drug information question assigned by the
preceptor in appropriate written form.
5. Critique and present one journal club pertaining to ambulatory/family medicine.
6. Complete one assigned project by end of rotation period. Project may be in written form,
oral or both as designated by the preceptor. Oral projects will involve preparing and
delivering an in-service presentation pertaining to drug therapy.
7. Participate in weekly drug therapy topic discussions with preceptor.
8. Document at least 3 daily interventions per clinic session, using the intervention form, at
the clinical site.
9. Attend grand rounds and Core Curriculum as assigned by preceptor.
Documentation:
1. Document all information related to case studies/pharmaceutical care plans presented to
the preceptor, healthcare providers and fellow students.
2. Provide a handout reviewing the underlying disease state and current treatment strategies
pertaining to the assigned journal club article, as well as a written summary and critique
of the article.
3. Document responses and all references used to answer drug information questions
approved by the preceptor.
4. Provide appropriate materials for assigned rotation project for review by the preceptor.
5. Document all interventions made at the rotation site. A form will be provided.
6. Reflection paper: Identify what you observed the first week regarding your patient care
experiences and how it impacted you personally and/or professionally. Please explain
whether this first week’s experience is what you had anticipated it to be prior to this
course. Identify any surprises or challenges that you have encountered and how you have
dealt with these experiences. Then reflect how this experience evolved throughout the
rotation and the impact it has had on you as a person, you as a pharmacist and your
perception of the role of the pharmacy profession in serving this population. Explain your
thoughts on the larger social and cultural contexts of the indigent community served by
the Institute for Family Health and the impact of economic and health care obstacles
faced in providing care to this patient population.
Resources Available:
1. Main library, St. John's University and/or Andrew J. Bartilucci Health Education Resource
Center (HERC), St. John's University.
2. Tertiary references in clinic as well as “Clinical Guideline” binder.
3. Recommended references:
a. DiPiro JT. Pharmacotherapy: A Pathophysiologic Approach. Current Edition.
b. Koda Kimble MA. Applied Therapeutics: The Clinical Use of Drugs. Current
Edition.
c. Micromedex (use St. John’s ID and password)
d. Lexi-comp (use St. John’s ID and password)
e. Medscape. http://www.medscape.com (register online for free login)
f. DynaMed (available within the electronic health record)
In signing this document, I state that Dr. Ginzburg has fully reviewed the
clerkship/rotation syllabus and answered all of my questions and concerns satisfactorily. I
understand that any unprofessional behavior by me will not be accepted and that I am a
guest of the Institute for Family Health. If such behavior is exhibited by me, I understand
that it will result in deductions in my daily performance score and overall grade leading
to potential failure and dismissal from the clinical site.
______________________________
Student
______________________
Date
Student: _______________________
Preceptor: _______________________
MIDPOINT EVALUATION
The midpoint evaluation is used to determine the progress of the student at the
midpoint of the rotation. Completed assignments are reviewed, and areas of needed
improvement should be discussed.
Preceptor’s Comments:
Areas of strength:
Areas requiring improvement:
I have received my midpoint evaluation. My preceptor and I have discussed areas of
competence and areas of improvement.
Student Signature: _______________________
Date: ____________________
Preceptor Signature: _____________________
Date: ____________________
St. John’s University College of Pharmacy and Allied Health Professions
CPP 5407: Ambulatory Care Clerkship Assessment Form
Student: _______________________
ACTIVITY
TOTAL
POINTS
Daily Performance (450 points; 45%)
Attendance/Punctuality/
Appearance
Reflection of experiences
Growth throughout rotation
Ability to follow directions
Organization/ Time mgmt
Follow up on questions/pts
Decision making
Professionalism/confidence
Motivation/Initiative
Knowledge of medications
and disease states
Assesses appropriateness of
medications/ Care-planning
Ability to counsel patients
appropriately
Ability to communicate
appropriately with healthcare
professionals and staff
25
25
30
30
30
30
30
30
50
50
40
40
40
Patient Case (150 points; 15%)
150
Journal Club (100 points; 10%)
100
Special Project (150 points; 15%)
150
Clinical Interventions (150 pts;
15%)
150
Total Points
1000
Preceptor: _______________________
POINTS
EARNED
Breakdown
COMMENTS
FINAL GRADE DETERMINATION
Total Points Earned
1000
Total Points  10 =
Final Grade =
[Letter grade ranges: A = 90-100; A- = 87-89; B+ = 83-86; B = 80-82; B- = 77-79; C+ = 73-76; C = 70-72; C- = 67-69; D+ = 63-66; D = 60-62; F < 60]
Comments:
I have reviewed my evaluation with my preceptor and understand reasoning for the final
grade.
Student Signature: ____________________
Date: ____________________
Preceptor Signature: ___________________
Date: ____________________