Pharmacy Education at the University of Maryland School of Pharmacy

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Pharmacy Education at the University of
MarylandSchool of Pharmacy

• David S. Roffman, PharmD, BCPS/Cardiology
• Associate Dean for Academic Affairs
• Professor, Pharmacy Practice and Science

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OUTLINE

• Introduction
• Academic Affairs Vision
• Overview -- Curriculum and Professional
  Competencies
• Questions

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Vision

• To deliver high quality pharmacy education in a
  safe, professional and nurturing environment that
  provides/equips pharmacy students with the
  knowledge, skills and abilities to deliver
  appropriate, effective, efficient and
  culturally-competent pharmacy services aimed at
  improving patient care and quality of life by
  offering solutions to major issues in the health
  care system

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Responsibilities

• Administrative management of educational programs
  at the School of Pharmacy
• Curriculum, including Experiential Learning
• Elective Pathways
• Dual Degree Programs
• Accreditation and Institutional Assessment
• Professional Licensing Requirements
• Student Grievance Issues - Academic
• Liaison to the faculty and students on academic
  issues

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Issues Facing the Pharmacy Profession

• Social, demographic and economic trends
• Evolution in information, biomedical, care
  management technology
• Alterations in model of care delivery
• Healthcare policy trends at the federal and state
  level
• Changing role of the profession- Pharmaceutical
  Care

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Curricular Outcomes

• AACPs Center for the Advancement of
  Pharmaceutical Education (CAPE)
• Patient Outcomes
• System Outcomes
• Population Outcomes
• ACPEs Accreditation Standard 12
• UM-SOPs Terminal Performance Outcomes

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Terminal Performance OutcomesPatient Level

• TPO 1 Participate in the development of a
  patient specific therapeutic plan
• Collaborate with physicians, other prescribers,
  patients, and caregivers to
• establish therapeutic objectives
• select an appropriate drug regimen
• determine the dose and dosage schedule
• assess an existing drug regimen and recommend
  modifications

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Terminal Performance OutcomesPatient Level

• TPO 2 Select the appropriate dosage form,
  formulation, route of administration and/or drug
  delivery system
• Collaborate with physicians, other prescribers,
  patients, and caregivers to select the most
  appropriate dosage form to achieve the
  therapeutic objectives
• Select the route and method of drug
  administration

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Terminal Performance Outcomes Patient Level

• TPO 3 Provide drug products to patients
• Oversee a drug delivery system that provides drug
  products to patients in a timely, safe, and
  efficient manner
• Ensure the security, integrity, and proper
  storage of drug products

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Terminal Performance Outcomes Patient Level

• TPO 6 Educate patients regarding patient
  specific therapeutic plans
• Communicate with patients and caregivers to
• assure they understand the importance, nature,
  and scope of the therapeutic plan(s) being
  implemented
• inform them about the potential benefits and
  risks of the therapeutic plans being recommended
• Determine if patients and caregivers are able to
  appropriately use the drug regimen included in
  their therapeutic plan(s)

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Terminal Performance OutcomesPatient Level

• TPO 7 Administer drug products to patients
• Employ professional practice standards to
  administer drug products to patients

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Terminal Performance Outcomes Patient Level

• TPO 8 Perform basic life support measures and
  triage patients
• Achieve and maintain certification in
  cardiopulmonary resuscitation (CPR)
• Recognize situations that are beyond ones own
  scope and practice of professional competence
• Refer patients to other health care professionals
  or institutions for advanced levels of care

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Terminal Performance Outcomes Patient Level

• TPO 9 Maximize appropriate drug use behaviors
• Determine the extent to which patients adhere
  with their therapeutic plans including
  recommended drug regimens
• Determine whether patients engage in and use
  appropriate techniques to perform self-monitoring
  activities as part of their therapeutic plan(s)
• Identify the root cause(s) that prevent patients
  from engaging in optimal drug use behaviors.
• Influence patients to improve adherence to
  recommended lifestyle behaviors, drug regimens,
  and self-monitoring

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Terminal Performance Outcomes Patient Level

• TPO 10 Participate in the process of monitoring
  patient outcomes
• Collaborate in the patient monitoring process by
  
• Interviewing patients to determine if the
  therapeutic objectives are being achieved or if
  the patient is experiencing an adverse drug
  effect
• Performing targeted physical examinations to
  determine if the therapeutic objectives are being
  achieved or if adverse drug reactions are present
• Recording patient specific monitoring data in an
  organized manner using appropriate medical
  terminology

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Terminal Performance Outcomes Patient Level

• TPO 11 Answer patient specific questions
• Identify appropriate sources of information and
  evaluate primary literature to synthesize answers
  to patient-specific questions
• Communicate information to physicians, other
  prescribers, patients, and caregivers in a timely
  and effective manner

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Terminal Performance OutcomesSystem Level

• TPO 4 Use technology effectively to carry out
  professional functions
• Use technologies to
• safely and effectively prepare and deliver drug
  products to patients
• store and retrieve information
• perform patient monitoring activities

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Terminal Performance Outcomes System Level

• TPO 5 Prepare medication for patient use
• Assure that drug products are labeled
  appropriately
• Employ professional practice standards to
  compound the most commonly prescribed drug
  products in acute and chronic care

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Terminal Performance Outcomes System Level

• TPO 12 Identify payment sources and mechanisms
  for professional services and products
• Use electronic payment systems effectively to
  receive payment for professional services and
  products
• Identify codes that use the most common
  professional services provided by pharmacists

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Terminal Performance Outcomes Population Level

• TPO 13 Participate in quality assurance
  processes related to drug use
• Participate and perform drug use evaluations
• Identify the root cause(s) of patient safety
  problems related to drug use
• Recommend changes in the drug use system to
  optimize patient outcomes

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Terminal Performance Outcomes Population Level

• TPO 14 Participate in public health education
• Prepare and deliver educational programs to lay
  audiences regarding health promotion and
  appropriate drug use
• Respond to general drug information requests from
  patients, health professionals and lay media
• Prepare and deliver educational programs to
  health professionals regarding drug therapy

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Terminal Performance Outcomes Population Level

• TPO 15 Participate in health policy
  decision-making processes related to drug use
• Identify appropriate sources of information,
  analyze data, and evaluate primary literature to
  assist policy makers and prescribers with
  well-informed decisions about drug therapy

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Terminal Performance Outcomes Population Level

• TPO 16 Maintain professional competence
• Identify and analyze emerging issues, products,
  and services related to drug therapy and health
• Carry out responsibilities in accordance with
  legal, ethical, social, and professional norms
• Demonstrate self-awareness, identify
  self-learning needs, and engage in a process of
  continual professional development

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Year 1 DidacticCoursework
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Year 1 Experiential Learning

• Fall, Weeks of October 19 and October 26
• Half the class on rotation (IPPE 101, Community
  or Institutional)
• Other course activities ongoing
• Switch during the next week
• Spring, Weeks of March 8 and March 15
• Half the class on rotation (IPPE 101, Community
  or Institutional)
• Other half on Spring Break
• Switch during the next week

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Abilities Lab Sequence

• Abilities lab is a series of courses that occur
  during years 1-3 of the curriculum. The sequence
  requires the integration of didactic and
  experiential content across the first three years
  of the curriculum.
• Abilities lab consists of independent self-paced
  and hands-on small group experiences and
  activities, designed to assist student
  pharmacists in achieving proficiency in
  professional abilities in order to function as an
  independent pharmacy practitioner in a variety of
  health care environments.
• Year 1 topics include calculations, community and
  hospital dispensing, history taking, patient
  counseling

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Contemporary Issues Sequence

• Non-credit requirement for graduation
• 2 Educational forums and 2 Professional events
  (per semester)
• 2 SOP or campus educational forums - Student
  organization speakers, endowed lectures
• 2 SOP, campus, or professional association events
  - Founders Day celebration, School picnic, APhA
  convention

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PPT Course Sequence

• This 3 semester course sequence provides
  foundational information in mechanisms of common
  chronic and acute diseases, pharmacologic
  mechanisms of action, basic therapeutic
  applications and adverse effects.
• The focus of this course is to integrate
  pathologic mechanisms, the relationship of these
  mechanisms to subjective and objective findings,
  disease progression, and potential targets of
  treatment.
• The student will learn to use an organized
  framework for making therapeutic decisions that
  integrate basic and clinical sciences.

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PPT Year 1 Spring

• PPT 1 a general approach to assessment and
  interpretation of patient data, this course
  focuses on processes and concepts which will be
  utilized throughout the sequence. Topics
  include nutritional assessment, inflammation,
  pain, fever, prostaglandins and autacoids.
• PPT 2 introduces the autonomic nervous system,
  the systems it controls and the significance of
  laboratory testing as well as specific disease
  states. Students will utilize basic and clinical
  sciences and an organized framework for making
  therapeutic decisions to approach ophthalmologic,
  dermatologic, and respiratory diseases.
• PPT 3 continues the system based approach to
  understanding pathologic mechanisms, the
  relationship of these mechanisms to subjective
  and objective findings, disease progression, and
  potential targets of treatment. Topics covered
  include gastrointestinal, genitourinary, and
  hematologic disorders.

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PPT Year 2

• Fall
• PPT 4 renal and cardiovascular disease
• PPT 5 cardiovascular disease
• PPT 6 autoimmune disease, oncology, and joint
  disease
• Spring
• PPT 7 endocrine disorders, obesity, diabetes,
  womens health, and osteoporosis
• PPT 8 neurologic and psychiatric disorders
• PPT 9 neurologic and psychiatric disorders

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Life Beyond Year 1
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Electives

• Electives provide opportunities for students to
  develop deeper insight, obtain new skills or
  further student knowledge.
• Didactic electives are taken in the 3rd year
  while experiential electives occur during the 4th
  year APPEs.
• Students involved in dual degree programs may
  need to take electives before year three.
  Students may also take electives during Winter
  Minimester or Summer semesters. Students may
  seek out special project electives with
  individual faculty members at any time during
  their enrollment.

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Pathways

• Students may choose to pursue a pathway if they
  have an interest in a particular area. A pathway
  is a focused course of elective study designed to
  enhance learning in a structured manner. The
  completion of the pathway will be marked by an
  appropriate capstone project and formal
  certification.
• Students enrolled in a pathway are advised by
  faculty mentors who guide and assist them in
  developing their plans of study and designing
  appropriate capstone projects. Examples of
  projects include research projects, business
  plans for new services, marketing programs, or
  clinical protocols.
• Pathways are NOT required for graduation.
  Successful completion of a pathway results in the
  awarding of a credential that aids the student in
  pursuing or fulfilling a specific career role or
  further training immediately upon graduation.

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Pathways Dual Degrees

• Examples of Pathways
• Advanced Practice Pathway
• Community Track
• Institutional Track
• Pharmacotherapy Track
• Geriatrics/Palliative Care Track
• Research Pathway
• Pharmaceutical Sciences Track
• Pharmaceutical Health Services Research Track
• Dual Degrees
• PharmD/MBA UB/Towson
• PharmD/MPH UMB School of Public Health
• PharmD/JD UMB School of Law
• Under development
• PharmD/MBA Smith School of Business, UMCP
  (offered at Shady Grove and Baltimore BioPark)
• PharmD/MPH School of Public Health, UMCP

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What distinguishes the UM PharmD Curriculum?

• Our Faculty
• High value placed on professional education
• Curricular design is explicitly focused on
  educational outcomes derived from the
  Pharmaceutical Care mission.
• Structural flexibility
• Many alternative/active learning approaches
• Large number of elective options
• Opportunities for pathways

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• WELCOME!!!!!!!
• Questions?