Upper-division Writing Requirement Review Form (2/14)
I. General Education Review – Upper-division Writing Requirement
Dept/Program
Pharmacy Practice Course # (i.e. ANTY
Subject
455) or sequence
Course(s) Title
Drug Literature Evaluation
Description of the requirement if it is not a single course.
PHAR 550
II. Endorsement/Approvals
Complete the form and obtain signatures before submitting to Faculty Senate Office.
Please type / print name
Instructor
Sherrill Brown
Phone / Email
243-5299 /
Program Chair
Dean
Date
sherrill.brown@umontana.
edu
Donna Beall, Interim Chair
Reed Humphrey
III. Type of request
New
Renew x
Reason for new course, change
or deletion
One-time Only
Change
Remove
IV Overview of the Course Purpose/ Description
This course covers scientific and statistical evaluation of the drug and medical research
literature to formulate solutions for patient-specific pharmacotherapy problems. The ability to
find, interpret, and communicate biomedical information is an important skill for pharmacists
who will be expected to answer complex medication questions and continue learning after
graduation. Students are required to write responses to drug information questions using
current medical literature, appropriate online resources, and common pharmacy texts.
V Learning Outcomes: Provide examples of how the course will support students in
achieving each learning outcome.
Identify and pursue
sophisticated questions for
academic inquiry
x Yes
If yes, how will student learning be supported?
Students will take broad simple questions and use their research and
literature evaluation skills to provide focused and comprehensive
answers to the questions.
 No
If no, course may not be eligible
Find, evaluate, analyze, and
synthesize information
effectively and ethically from
diverse sources (see:
http://www.lib.umt.edu/libraryinformation-literacytables#Table2) Subject liaison
librarians are available to
assist you embed information
literacy into your course:
x Yes
If yes, how will student learning be supported?
Students are required to conduct at least four separate literature
searches using secondary literature such as PubMed/MEDLINE and
International Pharmaceutical Abstracts. The resulting literature is then
read and evaluated for use in written responses to drug information
questions. The students participate in small group journal article
critiques and discussions to increase their understanding of research
design and methods and potential limitations of the literature.
http://www.lib.umt.edu/node/115
#instructors
Manage multiple perspectives
as appropriate
Recognize the purposes and
needs of discipline-specific
audiences and adopt the
academic voice necessary for
the chosen discipline
Use multiple drafts, revision,
and editing in conducting
inquiry and preparing written
work
 No
If no, course may not be eligible
x Yes
If yes, how will student learning be supported?
While much of the course focuses on writing to an audience of
healthcare providers, portions of the course introduce the students to
information and writing for laypeople. Students will then practice
writing drug information at a level appropriate for the layperson.
 No
If no, course may not be eligible
x Yes
If yes, how will student learning be supported?
Students are required to adopt the citation conventions of the
discipline (AMA-like style), write a professional level (12th grade or
higher) for a healthcare provider audience, and use a formal writing
style. In addition, students will build on skills introduced in a
previous course (PHAR 412 which is taught earlier in the pharmacy
curriculum) by discussing and practicing writing for the general public
(6th grade level or lower).
 No
If no, course may not be eligible
x Yes
If yes, how will student learning be supported?
Four formal writing assignments are given throughout the course.
After either small group writing workshops (for the 3 shorter papers)
or peer review by one or two classmates (the longer DI Consult paper),
students are expected to revise each paper prior to grading. Several
papers by members of the group are discussed during the small group
writing workshops; this helps the students learn editing skills and trade
suggestions for improving researching and writing skills among group
members.
 No
If no, course may not be eligible
Follow the conventions of
citation, documentation, and
formal presentation
appropriate to that discipline
x Yes
If yes, how will student learning be supported?
Students are required to use an adaptation of the AMA citation style,
which is appropriate for this discipline. In addition, the drug
information questions used for the writing assignments are similar to
those seen in pharmacy practice.
 No
If no, course may not be eligible
VI. Writing Course Requirements
Enrollment is capped at 25
students.
If not, list maximum course
enrollment. Explain how
outcomes will be adequately
met for this number of
students. Justify the request
for variance.
Briefly explain how students
are provided with tools and
strategies for effective writing
and editing in the major.
The course is not capped at 25 students. The course has two sections
with enrollment of 32-33 students per section. This enables the
primary instructor to lecture once to the entire class (both sections)
once weekly then meet with each section individually. The primary
instructor uses a second faculty member to assist with grading, which
allows individual feedback on students’ written work.
Students are expected to have basic composition and grammar skills.
Students are provided with the required citation conventions at the
beginning of the course. A session with the health sciences librarian is
scheduled by the second week of the semester to provide instruction
on literature searches using resources from the Mansfield Library.
Course lecture topics include study design and methodology,
statistical analysis, and other information needed to critically evaluate
medical literature. Small group discussions and activities as well as
several short responses to drug information questions allow students to
practice their literature evaluation skills.
Which written assignment(s)
There are four formal writing assignments in the course. Students are
includes revision in response
expected to revise the first three papers after small group writing
to instructor’s feedback?
workshop discussions. The final paper, the DI Consult, is revised after
students participate in a peer review session and after receiving
feedback from the instructor.
VII. Writing Assignments: Please describe course assignments. Students should be required
to individually compose at least 20 pages of writing for assessment. At least 50% of the course grade
should be based on students’ performance on writing assignments. Quality of content and writing are
integral parts of the grade on any writing assignment.
Formal Graded Assignments
DI Consult paper – students select a drug information question
concerning the efficacy of a drug and respond to the question after an
appropriate literature search; the paper is approximately 6 pages long;
students are expected to revise the paper after peer review and
instructor feedback; worth 200 points (out of a total of 875 points)
DI Questions – students are given 3 different drug information
questions and respond to the question after an appropriate literature
search; these questions are not as in-depth as the DI Consult; each
paper is approximately 2 pages long; students revise each paper after a
small group writing workshop discussion; each paper is worth 50
points (out of a total of 875 points)
Students are required to pass each paper assignment with at least a
70% score in order to pass the course.
Survey Methods Assignment – students are required to write a onepage interpretation of the results from the statistical analysis of a data
set; worth 50 points (out of a total of 875 points)
Informal Ungraded
Initial drafts of all formal papers listed above, as well as in-class
Assignments
writing assignments which include one page study summaries,
interpretation of study results, and information for a public audience;
theses assignments are not formally graded, but completion is required
and is worth a total of 125 points (out of a total of 875 points)
Paste or attach a sample writing assignment, including instructions for students.
DI Question Assignment:
 Answer your assigned question from a healthcare professional.
 Your answer should be fully referenced, accurate, and concise (see example posted on
Moodle). Most responses will be approximately 2 pages in length (not counting reference list).
 Please follow the format outlined below.
 Grading will be based on the rubric posted on Moodle.
 Your response MUST be emailed to sherrill.brown@umontana.edu by midnight on the
following Tuesday (if you receive the question on Wednesday) or midnight on following
Thursday (if you receive the question on Friday).
FORMAT:
 Memo heading (see below)
 1 inch margins, 12-point font
 Double-spaced (reference list may be single-spaced)
 Reference list at end of response
 CHPBS Referencing Format for 2013-2014 must be followed
Memorandum
THE UNIVERSITY OF MONTANA
COLLEGE OF HEALTH PROFESSIONS AND BIOMEDICAL
SCIENCES
DRUG INFORMATION SERVICE
____________________________________________________________________________
DATE:
TO:
FROM:
SUBJECT:
[due date]
Sherrill Brown, DVM, PharmD, BCPS
[your name] , PharmD Student
[subject of response]
Sample of completed DI Question:
____________________________________________________________________________
Memorandum
THE UNIVERSITY OF MONTANA
COLLEGE OF HEALTH PROFESSIONS AND BIOMEDICAL
SCIENCES
DRUG INFORMATION SERVICE
____________________________________________________________________________
DATE:
08/07/2013
TO:
Sherrill Brown, DVM, PharmD, BCPS
FROM:
Pharmacy Student
SUBJECT: Guideline-based enoxaparin dosing for DVT prophylaxis in
morbidly obese patients
____________________________________________________________________________
Thank you for your request on enoxaparin dosing for DVT prophylaxis in morbidly obese
patients.
The most recent CHEST Guidelines state that when compared to nonobese patients, patients
with a body mass index (BMI) ≥ 30 kg/m2 had no excess in the rate of bleeding when
administered doses of low molecular weight heparins (LMWH) adjusted by total body weight.1
The CHEST guidelines also state that, when using fixed-doses of enoxaparin for
thromboprophylaxis in obese patients, there is a negative correlation between total body weight
and anti-Xa levels.1 The guidelines do not include a dose recommendation for weight-based
dosing with LMWHs for venous thromboembolism (VTE) prophylaxis. There are several
dosing suggestions resulting from small clinical trials, but there are no official
recommendations or guidelines to substantiate them.2-6
Some of the dosing suggestions for obese patients include a 30% increase in the usual
enoxaparin dosing, 40 mg subcutaneously every 12 hours, or 0.5 mg/kg subcutaneously once
daily.2-6 The most recent trial evaluating enoxaparin dosing in obese patients for VTE
prophylaxis uses enoxaparin 0.5 mg/kg.3 The study included 28 patients with an average weight
and BMI of 135.6 kg and 48.1 kg/m2, respectively. The highest weight studied was 210 kg, and
the patients were given enoxaparin 0.5 mg/kg once daily for 2 consecutive days. The dose of
enoxaparin was not capped and was rounded to the nearest 5 mg unit. The authors found that
enoxaparin doses of 0.5 mg/kg for VTE prophylaxis resulted in anti-Xa levels that were near
recommended levels. The ranges for anti-Xa levels were 0.08 to 0.59 units/mL, and the
recommended anti- Xa therapeutic level for VTE prophylaxis is 0.5-2.0 IU/mL.3
Currently, there are no guideline-based enoxaparin dosing recommendations for VTE
prophylaxis in obese patients. The 2012 CHEST Guidelines suggest using weight-based dosing
for both VTE treatment and prophylaxis, but they do not suggest a prophylaxis dose.1 Several
dosing regimens have been evaluated but there is not an official recommendation available.2-6
Please contact the University of Montana Drug Information Service with additional
questions.
References:
1. Garcia DA, Baglin TP, Weitz JI, Samama MM. Parenteral anticoagulants:
antithrombotic therapy and prevention of thrombosis, 9th ed.: American College of Chest
Physicians clinical practice guidelines. Chest 2012;141(2S)e24S-e43S.
2. Michota F, Merli G. Anticoagulation in special populations: are special dosing
considerations required? Cleve Clin J Med 2005;72(1S):S37-S42.
3. Rondina MT, Wheeler M, Rodgers GM, Draper L, Pendleton RC. Weight-based dosing
of enoxaparin for VTE prophylaxis in morbidly obese, medically ill patients. Thromb
Res 2010;125(3):220-223.
4. Nutescu EA, Spinler SA, Wittkowsky A, Dager WE. Low-molecular-weight heparins in
renal impairment and obesity: available evidence and clinical practice recommendations
across medical and surgical settings. Ann Pharmacother 2009;43:1064-1083.
5. Blair MM. LMWH dosing in obesity. Pharmacist’s Letter 2008 February. Detail No.:
240212 [Electronic Version]. Available at: http://www.pharmacistsletter.com. Accessed
August 7, 2013.
6. Lehman LS. How should enoxaparin be dosed for VTE prevention? (02/15/2011).
Medscape Web site. Available at: http://www.medscape.com/viewarticle/737253.
Accessed August 7, 2013.
VIII. Syllabus: Paste syllabus below or attach and send digital copy with form.
The syllabus must include the list of Writing Course learning outcomes above.
Paste syllabus here.
Pharmacy 550 Drug Literature Evaluation
Course Syllabus
MWF 9:10-10:30
SB114 and SB336
(except as noted on schedule)
Course Coordinator:
Sherrill Brown
SB217
243-5299
sherrill.brown@umontana.edu
Office Hours by Appointment
Lecturers/Facilitators:
Christina Buchman
Jean Carter
Curtis Noonan
SB 218
SB 333A
SB 159
243-4056
243-5780
243-4055
Class Days and Times:
Fridays
9:10 to 10:30 am on Mondays, Wednesdays, and
Required Readings:
Distributed in class or available on Moodle
Recommended References:
 Malone PM, Kier KL, Stanovich JE. Drug Information: A Guide for



Pharmacists. 4th Ed. New York (NY): McGraw-Hill; 2011.
Bryant PJ, Pace HA. The Pharmacist’s Guide to Evidence-Based
Medicine for Clinical Decision Making. Bethesda (MD): American
Society of Health-System Pharmacists; 2008.
Gaebelein CJ, Gleason BL. Contemporary Drug Information: An
Evidence-Based Approach. Philadelphia (PA):Lippincott Williams &
Wilkins;2008.
Durham TA, Turner JR. Introduction to Statistics in Pharmaceutical
Clinical Trials. London (UK): Pharmaceutical Press;2008.
Course Policies:
"Drug Literature Evaluation" is a course designed to allow the student to think
creatively and to accept responsibility for his/her own learning. Students are
expected to complete all required readings and assignments before the lecture is
delivered. In addition, students are expected to actively participate in group
discussions and to lead discussions when appropriate. Participation in assigned
discussions will be evaluated based on the following:
 The student provides insightful comments.
 The student demonstrates knowledge acquired through
assignments, etc.
 The student builds on thought processes from previous discussions
and does not simply agree or disagree with previous statements.
 The student leads group discussions when appropriate.
Not everything that is important will necessarily be covered in class; therefore,
material from the required readings may appear on quizzes even though it was
not explicitly covered in class. The instructor in this course welcomes and
encourages class participation. Please feel free to ask pertinent questions in
class. Also, be prepared to answer questions or otherwise comment in class and
to lead group discussions when called upon by the instructor. Short in-class
assignments may occasionally be utilized to further develop your thinking skills
and to elicit your feedback about the class.
Assignments are due on the date designated, at the beginning of class. If any
assignment is turned in after the due date, the student may be penalized
10% of the point value for the assignment for each day that the assignment
is late. In other words, assignments turned in after 10:30am on the due
date are considered late and are subject to a 10% penalty. Please contact
the instructor prior to the due date if extenuating circumstances will prevent you
from turning in an assignment on time! If extenuating circumstances arise,
especially if it means you will not be in class for a quiz or discussion or are
unable to turn in an assignment on time, contact the instructor BEFORE the due
date. While each case will be handled on an individual basis, in general, if you
do not take responsibility for the situation, you will not be allowed to make up the
assignment or quiz.
Professionalism and Student Conduct:
If any assignment contains information that is false or unsubstantiated, you WILL
fail the assignment, and you may fail the course. As a health care professional, if
you disseminate information that is wrong you could gravely impact the care that
a patient receives. All students must act professionally and practice academic
honesty. Academic misconduct is subject to academic penalty by the course
instructors and/or disciplinary sanction by the University. All students need to be
familiar with the Student Conduct Code
(http://www.umt.edu/vpsa/policies/student_conduct.php).
The Professionalism Policy for the Skaggs School of Pharmacy is available
online
(http://pharmacy.health.umt.edu/Current%20Students/Documents%20and%20Li
nks.php).
Plagiarism:
Plagiarism is a form of academic dishonesty. This is using anyone else's work as
your own. This includes another student's, another author's, etc. If you plagiarize
anyone else's work in this class, you WILL fail the assignment, and you may fail
the course. What is plagiarism? While everyone has their own concept of this,
the guide that will be used for this class is either copying more than six
consecutive words verbatim or using more than two sentences in an assignment
that reflect the original author's phrasing, sentence structure, and meaning rather
than the student's own thoughts, with or without proper citation.
Students with Disabilities:
Students with disabilities may request reasonable accommodations by contacting
the course coordinator. The University of Montana assures equal access to
instruction through collaboration between students with disabilities, instructors,
and Disability Services for Students (DSS). “Reasonable” means the University
permits no fundamental alterations of academic standards or retroactive
modifications. For more information, consult the UM Disability Services for
Students website (http://www.umt.edu/dss/Current_Students/default.php).
This course may require the student to access documents produced by thirdparties. Every attempt is made to use only accessible third-party documents and
websites in this course; however, students are encouraged to notify the instructor
if third-party material is not accessible. For non-accessible PDFs, students can
send the PDF to convertdoc@umontana.edu for conversion to both an
accessible PDF and Rich Text File.
Grading Policies
Grades for the course are based on the following percentage scale:
90-100%
765-850 pts
A
80-89%
680-764 pts
B
70-79%
595-679 pts
C
65-69%
552-594 pts
< 65%
< 552 pts
All grades will be posted on Moodle.
D
F
Final grades will be determined by the number of points earned out of a total of
875 points. The point values of the assignments and exams are listed below:
Assignment/Exam
Points
DI Consult Paper
200
Final Exam
150
In-Class Assignments/Participation
125
DI Questions (3 questions @ 50 pts each)
150
Journal Club Participation (4 J.C. @ 25 pts each) 100
Quizzes (4 quizzes @ 25 pts each)
100
Survey Methods Assignment
50
TOTAL
875
**You must achieve a 70% score on ALL papers (DI Consult and DI
Questions) in order to pass this course.**
Learning Objectives:
At the conclusion of this course, the student will be able to:
1. Differentiate between primary, secondary and tertiary literature.
2. Given a drug information request:
a. Classify the request, outline a search strategy, and collect the
necessary information using appropriate references.
b. Evaluate the information obtained.
c. Formulate and communicate a response in writing.
3. Given an article from the primary literature:
a. Describe the type and the advantages/disadvantages of study
design used.
b. Identify limitations of the study design, including the
appropriateness of the statistical tests used.
c. Assess the appropriateness of the conclusions of the study based
on the information presented in the study.
4. Discuss and prepare a questionnaire and database.
5. Describe evidence-based medicine.
Pharm.D. Program Outcomes:
This course contributes to specific Pharm.D. program outcomes
(pharmacy.health.umt.edu/Current Students/Documents and Links.php).
The outcomes reinforced or applied in this course are
 Communicate effectively with patients, families, caregivers, and health
care professionals
 Use critical thinking and problem solving skills to enhance patient care






Identify, retrieve and interpret relevant professional literature
Communicate evidence-based information to other health care
providers, patients, and the public
Maintain professional competence by becoming a self-directed learner
Be a good citizen, demonstrate leadership and contribute to the
community
Use a scholarly approach to become an agent of change to advance
pharmacy practice
Demonstrate a commitment to life-long learning
Writing Outcomes:
This course has been approved by the Writing Committee of the UM Faculty
Senate and fulfills the upper-division writing requirement for the pharmacy
program. After completion of this course, the student will be able to:







Identify and pursue more sophisticated questions for academic inquiry
Find, evaluate, analyze, and synthesize information effectively from
diverse sources
Manage multiple perspectives as appropriate
Recognize the purposes and needs of discipline-specific audiences
and adopt the academic voice necessary for the chosen discipline
Use multiple drafts, revision, and editing in conducting inquiry and
preparing written work
Follow the conventions of citation, documentation, and formal
presentation appropriate to the discipline
Develop competence in information technology and digital literacy
TOPIC SCHEDULE:
Reminder: Monday classes are held in SB 114; Wednesday and Friday
classes are held in SB 336, except where noted.
Date
Topic
Instructor
M 8/25
Introduction
Brown
W 8/27
IDIS / Writing
& F 8/29
M 9/1
LABOR DAY
HOLIDAY – NO
CLASS
W 9/3 & Library Resources
F 9/5
Brown
M 9/8
Brown
Study Design
Brown
W 9/17
Study Design/Statistics
& F 9/19
Brown
M 9/22
Brown
Meet in
Mansfield
Library
Quiz #1
Noonan
Revised DI
Question #1
DUE
W 9/24
& F 9/26
M 9/29
Observational
Studies/Case Reports
Brown
W 10/1
Writing Workshop
& F 10/3
M 10/6
Risk/NNT
Brown
W 10/8
&F
10/10
M 10/13
Risk/NNT
Brown
Meta-Analyses &
Reviews
Journal Club
Brown
Brown
Get DI
Question #3
EBM/Clinical
Guidelines
Buchman
Quiz #3
W 10/15
&F
10/17
M 10/20
Brown
Comments
Get DI
Question #1
Kim
Granath
W 9/10
Writing Workshop
& F 9/12
M 9/15
Statistics
Limitations/Bias
Writing Tips/Strategies
with Jake Hansen
Journal Club
Quizzes and
Assignment
Due Dates
Get DI
Question #2
Quiz #2
Brown
Revised DI
Question #2
DUE
Date
Topic
Instructor
W 10/22
&F
10/24
M 10/27
Writing Workshop
Brown
Patient Information
Brown
W 10/29
&F
10/31
M 11/3
Patient Information
Brown
Survey Methods
Carter
W 11/5
Survey Methods
& F 11/7
Carter
M 11/10
Survey Methods
Carter
W 11/12
&F
11/14
M 11/17
Survey Methods
Carter
Peer Review
Brown
W 11/19
&F
11/21
M 11/24
Peer Review
Brown
Journal Club
Brown
W 11/26
&F
11/28
M 12/1
THANKSGIVING
HOLIDAY – NO
CLASS
NO CLASS
W 12/3
Journal Club
& F 12/5
Finals
FINAL EXAM ONLINE
Week
(12/812/12)
Quizzes and
Assignment
Due Dates
Revised DI
Question #3
DUE
Meet in
Computer Lab
(SB 214)
PAPER DUE
Monday 11/10
Meet in
Computer Lab
(SB 214)
Quiz #4
Revised Paper
DUE
Brown
Comments