UC College of Medicine forms Center for Addiction Research
October 1, 2020
The UC College of Medicine has established the Center for Addiction Research to expand the university’s scope as a national leader in addiction science.
The purpose of the Advanced Pharmacy Practice Experiences (APPE’s) is for the student to learn to apply the knowledge and skills gained in the first three years of the PharmD program so as to develop into a skilled pharmacy practitioner capable of assessing therapeutic problems and recommending optimum therapeutic drug regimens for specific patients.
In the APPE’s, the Doctor of Pharmacy student becomes an active participant in assessing the drug therapy needs of individual patients, in formulating safe and effective drug regimens, and optimizing the pharmaceutical care of patients.
Practice skills are developed through the successful completion of a minimum of nine rotations under the supervision and guidance of faculty preceptors. Each rotation consists of required learning objectives and practice activities which must be performed.
The APPE’s will take place throughout the final year of the program. Students will be registered for a total of 36 credit hours over the summer, autumn, and spring semesters of the final year.
APPE’s are conducted in practice sites which are affiliated with the College of Pharmacy. Learning takes place in a patient care environment under the auspices of the pharmacy services within the institution. Emphasis is placed on the contribution that the pharmacist can make to patient care. Students are precepted by faculty actively involved in clinical pharmacy practice.
Faculty preceptors are expected to:
Each student must complete a total of 9 months of Advanced Pharmacy Practice Experience. Registration with the Ohio and Kentucky Boards of Pharmacy as a pharmacy intern is a prerequisite for beginning experiential rotations. An Academic Experience Affidavit for Ohio must be completed and signed by each preceptor to serve as a record for the Board of Pharmacy and the College. Students must be identified by wearing a waist-length white lab coat with the College of Pharmacy emblem and have a U.C. Medical Center photo ID, unless this is in conflict with the specific dress code of the rotation site.
Students will complete a core group of rotations designed to develop a clinical pharmacy practitioner competent to practice in multiple health care settings. No more than 3 months may be completed in one area. The attached course outline describes the requirements and educational goals and objectives for the APPE Courses.
To meet the stated goals and objectives students will actively participate in the daily activities of the rotation site under the guidance of the faculty preceptor. The students will be given assignments by the preceptor that will enable the student to enhance their learning.
Examples of other possible activities and assignments are:
Student assessment is based on the stated goals and objectives for each of the APPE courses.
The competencies that will be assessed include:
Grades will be awarded based upon an evaluation that is completed by the preceptor and assigned by the Director of Experiential Education.
Each competency identified and evaluated by the preceptor will be given a score. Final grade for the rotation will be based and the average score for the all the evaluated sections based on following distribution
Successful completion of the rotation will be based on student achieving an average of ≥ 2.0 in all sections of the evaluation. If a score of <2.0 in any section is obtained, a grade of “F” will be issued. Should a student receive a failing grade for a rotation, the student will be asked to repeat the rotation. The student may be required to participate in remediation activities to support student learning and improvement.
The schedule for rotations for is determined by the site that the student is assigned. Students are expected to be in attendance at rotations according to this schedule. Students are expected to be at rotation a minimum of 8 hours per day. There may be times when you are required to devote more than the scheduled time. Excused absences, anticipated and unanticipated, are based upon extenuating circumstances beyond the control of the student. Four areas fall into the category of extenuating circumstance:
Absences lasting more than 1 day are to be reported to the preceptor and the APPE coordinator (Dr. Doherty) as soon as possible. Arrangements will be made with the preceptor to make up all missed time.
More than 1 unexcused absence per rotation will result in a grade of F.
Students must follow the policy at the site and not the university.
Students must follow the policy at the site and not the university.
If you have questions about an excused absence, contact Dr Doherty before the absence occurs.
Students that are interested in attending professional meetings during a rotation will need to do the following:
Punctuality is mandatory. Students are obligated to notify the preceptor as soon as possible and prior to the time involved if he/she will be late.
More than 2 unexcused tardiness per rotation will result in a grade of F.
Students should contact the preceptor of each rotation a minimum of ten days before the beginning of the rotation to introduce himself/herself and to make arrangement for the first day of the rotation.
The following must be completed by the student/preceptor each month in order for the student assignment for the month to be considered complete.
Assessment Form
The preceptor completes this form on-line, discusses it with the student, submits the form online.
Preceptor & Learning Experience-Evaluation Form
The student submits this form online the last day of the rotation and discusses it with the preceptor after he/she has discussed the preceptor’s evaluation of student performance. This will provide feedback for improvements if needed and as appropriate.
Completed Reflective Journals
Submitted online each week.
Journal Club Evaluations
Or any other assessments that are specific to the site.
Students should place the completed any forms in the mailbox of the Director of Experiential Programs following completion of the rotation(s) to receive a grade.
If the preceptor does not complete the evaluation form on the last day of the rotation, the student should turn in a blank sheet indicating, if possible, when the preceptor will complete the form.
The Academic Experience Affidavit must be turned in at the end of the 9 months of rotations.
The Advanced Pharmacy Practice Experiences (APPE’s) during the fourth professional year at the James L. Winkle College of Pharmacy is a full-time practical experience. The student receives academic credit for their experience as well as internship hours acceptable toward licensure by the Ohio State Board of Pharmacy.
The student will participate in nine training periods, each of which is one month in duration. The selection of sites as well as the sequence of rotations will be determined following an interview with each student and the APPE coordinator. The rotations are conducted in practice sites which are affiliated with the College of Pharmacy. These sites will be carefully chosen to ensure that all students have an opportunity to learn and participate in the direct care of acute and chronically ill patients. All students will complete 6 core rotations in 1 hospital medicine 2 hospital medical-surgical specialty 3 ambulatory care clinic 4 community pharmacy 5 health-system drug policy development, 6 direct patient care elective. Students will actively participate in assessing the drug therapy needs of individual patients, formulating safe and effective drug regimens and optimizing the pharmaceutical care of patients. Students will also have the opportunity to elect 3 rotations in direct or non-direct patient care settings.
During the Professional Experience Program, each student will train under the immediate supervision of faculty who serve as their preceptors. Preceptors will assist students in applying the knowledge gained in the classroom to the day-to-day practice of pharmacy. The preceptors serve as role models and mentors for students in their practice environment. The student will function as an extension of the preceptor within the guidelines and objectives established for that particular rotation. The preceptors will also evaluate student progress toward mastering those competencies necessary to enter the profession of pharmacy.
Hospital Medicine rotations - are those that provide 4th year student pharmacists the opportunity to actively participate in the pharmacist patient care process in an acute care setting with the purpose of optimizing patient health and medication outcomes. The student will manage individual patients with a variety of diseases, disorders, symptoms, complications and patient specific pharmacotherapy.
Hospital Medical Surgical Specialty rotations - are those that provide 4th year student pharmacists the opportunity to actively participate in the pharmacist patient care process in an acute care setting with the purpose of optimizing patient health and medication outcomes. The Medical Surgical specialty rotation focuses on a specific content area and requires specialized interventions and interactions with multiple disciplines. These rotations may be unique services or consult services within an institution.
Ambulatory Care rotations - are those that provide 4th year student pharmacists the opportunity to actively participate in the pharmacist patient care process in an outpatient setting with the purpose of optimizing patient health and medication outcomes. The student will manage patients with a variety of diseases and/or a specific disease state/organ system, disorders, symptoms, complications and the patient specific pharmacotherapy.
Community Pharmacy rotations - are those that provide 4th year student pharmacists the opportunity to actively participate in the pharmacist patient care process in a traditional community pharmacy setting focusing on the development, implementation, and evaluation of an innovative pharmaceutical care model. The student will engage in direct patient care, management, and professional service activities that will foster personal growth, and improve patients’ quality of life.
Health-System Drug Policy Development/Medication Safety Management rotations - are those that provide 4th year student pharmacists the opportunity to actively participate in the pharmacist patient care process in an institutional setting through the dissemination of medication information to patients, health-care professionals, and health-care systems.
Direct Patient Care Elective rotations - are those that provide 4th year student pharmacists the opportunity to actively participate in the pharmacist patient care process in an acute, chronic, and/or ambulatory care setting with the purpose of optimizing patient health and medication outcomes.
Advanced Elective rotations - are those that provide 4th year student pharmacists the opportunity to actively participate in the pharmacist patient care process in practice settings that are of significant interest to the individual student. Elective rotations allow the student obtain additional learning experiences in practice areas that are required as well as unique areas that help the student become a more well-rounded practitioner.
The primary goal of the APPE’s is to provide the student with an opportunity to utilize the knowledge gained in the classroom or laboratory environment in “real-life” professional practice environments. This will allow the student to mature in a continuous manner over the entire pharmacy program. Students will be expected to develop their professional, communications and managerial skills under the supervision of faculty preceptors. The rotations will be chosen to ensure that each student develops the professional judgment necessary to competently serve the public as a licensed pharmacist.
In order to achieve the stated goals of this program, preceptors serve as teachers, role models and mentors to provide the necessary training and education within the scope of their practice so that the students will learn and achieve the following goals and objectives as summarized below:
Domain 1 – Foundational Knowledge
1.1. Learner (Learner) - Develop, integrate, and apply knowledge from the foundational sciences (i.e., pharmaceutical, social/behavioral/administrative, and clinical sciences) to evaluate the scientific literature, explain drug action, solve therapeutic problems, and advance population health and patient-centered care.
Domain 2 – Essentials for Practice and Care
2.1. Patient-centered care (Caregiver) - Provide patient-centered care as the medication expert (collect and interpret evidence, prioritize, formulate assessments and recommendations, implement, monitor and adjust plans, and document activities).
2.2. Medication use systems management (Manager) - Manage patient healthcare needs using human, financial, technological, and physical resources to optimize the safety and efficacy of medication use systems.
2.3. Health and wellness (Promoter) - Design prevention, intervention, and educational strategies for individuals and communities to manage chronic disease and improve health and wellness.
2.4. Population-based care (Provider) - Describe how population-based care influences patientcentered care and influences the development of practice guidelines and evidence-based best practices.
Domain 3 - Approach to Practice and Care
3.1. Problem Solving (Problem Solver) – Identify problems; explore and prioritize potential strategies; and design, implement, and evaluate a viable solution.
3.2. Educator (Educator) – Educate all audiences by determining the most effective and enduring ways to impart information and assess understanding.
3.3. Patient Advocacy (Advocate) - Assure that patients’ best interests are represented.
3.4. Interprofessional collaboration (Collaborator) – Actively participate and engage as a healthcare team member by demonstrating mutual respect, understanding, and values to meet patient care needs.
3.5. Cultural sensitivity (Includer) - Recognize social determinants of health to diminish disparities and inequities in access to quality care.
3.6. Communication (Communicator) – Effectively communicate verbally and nonverbally when interacting with an individual, group, or organization.
Domain 4 – Personal and Professional Development
4.1. Self-awareness (Self-aware) – Examine and reflect on personal knowledge, skills, abilities, beliefs, biases, motivation, and emotions that could enhance or limit personal and professional growth.
4.2. Leadership (Leader) - Demonstrate responsibility for creating and achieving shared goals, regardless of position.
4.3. Innovation and Entrepreneurship (Innovator) - Engage in innovative activities by using creative thinking to envision better ways of accomplishing professional goals.
4.4. Professionalism (Professional) - Exhibit behaviors and values that are consistent with the trust given to the profession by patients, other healthcare providers, and society.
Pharmacists use a patient-centered approach in collaboration with other providers on the health care team to optimize patient health and medication outcomes. This course contributes to attaining the highlighted (bolded) PPCP items listed below that distinguish graduates from our Pharm. D. program.
Collect
The pharmacist assures the collection of necessary subjective and objective information about the patient in order to understand the relevant medical/medication history and clinical status of the patient.
Assess
The pharmacist assesses the information collected and analyzes the clinical effects of the patient’s therapy in the context of the patient’s overall health goals in order to identify and prioritize problems and achieve optimal care.
Plan
The pharmacist develops an individualized patient-centered care plan, in collaboration with other health care professionals and the patient or caregiver that is evidence-based and cost-effective.
Implement
The pharmacist implements the care plan in collaboration with other health care professionals and the patient or caregiver.
Monitor and Evaluate
The pharmacist monitors and evaluates the effectiveness of the care plan and modifies the plan in collaboration with other health care professionals and the patient or caregiver as needed.
The James L. Winkle College of Pharmacy preceptors will be competent practitioners who are committed to pharmacy education, meet the standards below as appropriate for their practice site, and are positive and role-models for the student.
To meet the stated goals and objectives students will actively participate in the daily activities of the rotation site under the guidance of the faculty preceptor. The students will be given assignments by the preceptor that will enable the student to enhance their learning.
Examples of possible activities and assignments are:
This serves as documentation of the student’s activities during their experiential training at each site. The student will submit a copy prior to the midpoint and final evaluation to their preceptor. The journal will be reviewed as part of the assessment of the student’s performance while at their training site. The reflective journal entries are an opportunity for a student to self-evaluate and self-assess their learning while on a rotation. Reflective journaling should include, but is not limited to, overview of patient cases, drug information questions, patient counseling, interactions with health care professionals, review of presentations attended or given, and self-evaluation and self-assessment. The preceptor will acknowledge the completion of each journal at the end of each week/rotation.
During the rotation the student and preceptor will choose a minimum of two activities to be assessed at the time each activity is being performed. This will give the preceptor the opportunity to provide support and feedback to the student about their performance and identify any areas for improvement.
Student assessment is based on the stated goals and objectives for each of the APPE courses.
The competencies that will be assessed include:
Grades will be awarded based upon an evaluation that is completed by the preceptor and assigned by the Director of Experiential Education.
The students should contact the preceptor of each rotation a minimum of 7 days before the beginning of the rotation to introduce himself/herself and to make arrangement for the first day of the rotation.
The following must be completed by the student/preceptor each month in order for the student assignment for the month to be considered complete.
Turn in your experiential affidavits upon completion of your final APPE rotation
The schedule for rotations for is determined by the site that the student is assigned. Students are expected to be in attendance at rotations according to this schedule. Students are expected to be at rotation a minimum of 8 hours per day. There may be times when you are required to devote more than the scheduled time. Excused absences, anticipated and unanticipated, are based upon extenuating circumstances beyond the control of the student. Four areas fall into the category of extenuating circumstance:
Absences lasting more than 1 day are to be reported to the preceptor and the APPE coordinator (Dr. Doherty) as soon as possible. Arrangements will be made with the preceptor to make up all missed time.
More than 1 unexcused absence per rotation will result in a grade of F.
Students must follow the policy at the site and not the university.
Students must follow the policy at the site and not the university.
If you have questions about an excused absence, contact Dr Doherty before the absence occurs.
Students that are interested in attending professional meetings during a rotation will need to do the following:
Punctuality is mandatory. Students are obligated to notify the preceptor as soon as possible and prior to the time involved if he/she will be late.
More than 2 unexcused tardiness per rotation will result in a grade of F.
There are many reasons a student could be removed from an IPPE or APPE rotation. This policy is intended to describe the process and implications for being removed from a site. This policy is meant to outline the most common occurrences but cannot account for all circumstances and each circumstance is always reviewed on an individual basis.
October 1, 2020
The UC College of Medicine has established the Center for Addiction Research to expand the university’s scope as a national leader in addiction science.
August 13, 2020
The University of Cincinnati Foundation Board of Trustees has elected five new trustees to its 55-member board: James P. Boyce; Thomas B. Carleton, A&S ’91; Barbara S. Fant, PharmD ’85; Anil D. Hinduja, MBA ’86; and Amanda L. Wait, Bus ’00.
January 31, 2020
UC study shows a dramatic increase in naloxone dispensing in Ohio since 2015, when pharmacists here were given the opportunity to participate in the management of patients addicted to opioids
November 6, 2019
October 15, 2019
UC is one of only 92 universities honored by INSIGHT Into Diversity magazine. In addition to the university award, three colleges — Allied Health Sciences, Nursing and Pharmacy — were also recognized.