The LMPS Pharmacy Practice Residency Program is focused on the development of the following ability-based outcomes in its residents:
Provide evidence-based patient care as a member of interprofessional teams
Manage and improving medication-use systems
Exhibit ability to manage one’s own practice of pharmacy
Provide medication- and practice-related education
Demonstrate project management skills
Direct Patient Care Rotation Goals and Objectives
The below are the general Goals and Objectives for ALL Direct Patient Care (DPC) rotations. Objectives contained in individual rotation manuals are considered to be IN ADDITION to these. In any rotation manual where the goals and learning objectives are not listed, these are assumed to be the same as those listed below. Where learning objectives appear to be IN CONFLICT, this should be clarified between preceptor and resident, but the Direct Patient Care (DPC) Goals and Objectives listed below are expected to take precedence.
Goal 1: Develop and integrate the knowledge required to provide evidence-based patient care as a member of the interprofessional team.
The resident will be able to:
Relate knowledge of the pathophysiology, risk factors, etiology and clinical presentation of common medical conditions, including symptoms, physical assessment, relevant diagnostics, and laboratory findings, to patient-specific findings to make appropriate clinical assessments and care plans. (CPRB 3.1.1.b)
Relate knowledge of pharmacology, pharmacokinetics, and therapeutics to patient-specific findings and integrate best available evidence to make appropriate clinical assessments and care plans. (CPRB 3.1.1.b, 3.1.2.a.b.c)
Apply safe medication practices to clarify, manage and improve medication use for individual patients and groups of patients. (CPRB 3.2.5, 3.2.6, 3.3.2)
Skills (Provision of Pharmaceutical Care)
Goal 2: Demonstrate the necessary skills to perform patient-centred clinical assessments and establish evidence-based care plans incorporating principles of shared decision-making in collaboration with other health care professionals.
The resident will be able to:
Place a high priority on, and be accountable for, selecting and providing appropriate care to patients who are most likely to experience drug therapy problems. (CPRB 3.1.1.a, 3.1.7)
Establish a respectful, professional and ethical relationship with the patient and/or their caregiver(s), by engaging in empathetic, compassionate, non-judgmental, culturally safe and tactful conversations. (CPRB 3.1.4, 3.1.8.a)
Accurately gather, evaluate and interpret relevant patient information from all appropriate sources in an organized, thorough and timely manner, including effectively eliciting patient history and performing assessments. (CPRB 3.1.8.d.e)
Develop a prioritized medical problem list and describe the active issues that are responsible for the patient’s admission or clinic visit. (CPRB 3.1.8.f)
Identify, prioritize and justify a list of patient-specific drug therapy problems. (CPRB 3.1.8.c, 3.2.4)
Establish and incorporate the patient’s desired outcome(s) of therapy and advocate for the patient in meeting their health-related needs. (CPRB 3.1.5, 3.1.6, 3.1.8.b.f)
Identify, assess, and justify a list of reasonable therapeutic alternatives and integrate best available evidence into clinical decision-making with consideration of drug efficacy, safety, patient factors, administration issues, and cost. (CPRB 3.1.2.b.c, 3.1.8.d.e.f)
Establish a patient care plan and implement recommendation(s) that include consideration of the patient’s goals and the roles of other team members; and incorporates the principles of shared decision making. (CPRB 3.1.1.d, 3.1.3.c, 3.1.6, 3.1.8.f.g)
Proactively monitor drug therapy outcomes and revise care plans on the basis of new information. (CPRB 3.1.8.h.i)
Establish and maintain effective inter- and intra-professional working relationships for collaborative care and provide safe and effective transfer of responsibility during care transitions. (CPRB 3.1.3.a.b.e.f)
Proactively share and document information about care plans and any additional measures to optimize clinical decision-making, patient education and patient safety both verbally and in writing to team member(s), patient and/or caregiver(s), as appropriate. (CPRB 3.1.1.d, 3.1.8.i)
Effectively respond to medication- and practice-related questions and educate others in a timely manner, select and navigate resources, utilize systematic literature search and critical appraisal skills to formulate a response shared verbally or in writing, as appropriate. (CPRB 3.1.2.a.b.c, 3.5.1.a.b.c.d.e)
Attitudes and Behaviors (Professional Characteristics)
Goal 3: Demonstrate the attitudes and behaviors characteristic of a mature health care professional.
Goal 4: Demonstrate the necessary skills to manage their own practice of pharmacy, effectively carry out professional duties and advance their learning.
The resident will:
Demonstrate responsibility for own learning, through refinement and advancement of critical thinking, scientific reasoning, problem-solving, decision-making and interprofessional skills to effectively carry out professional duties. (CPRB 188.8.131.52, 184.108.40.206, 3.1.1.c, 3.4.1)
Demonstrate commitment to the profession, collaboration and cooperation with other healthcare workers, and an understanding of the role of the pharmacist in the interprofessional team in the improvement of medication use for patients. (CPRB 220.127.116.11, 3.1.3.a.b.c.d, 3.2.2, 3.3.4)
Direct Patient Care Rotation ITER (In-Training Evaluation of Resident)
The below are the performance rubrics used in the DPC ITER. The Knowledge Rubric is based on Blooms Taxonomy and the Skills Rubric is based on the Dreyfus Model of Skill Acquisition. These rubrics are valuable to both the resident and preceptor in clearly communicating the specific performance requirements and standards of the DPC rotation and standardizing assessment methods between sites and preceptors.
Expectations of Resident Performance
The below outlines the resident’s expected level of performance throughout their residency program. For example, by the end of their residency program (ie: during DPC rotation # 6 and onward), residents are expected to be PROFICIENT in their ability to provide pharmaceutical care for moderately complex patients and their drug therapy problems.
cprb levels and ranges
For further guidance on resident performance expectations during a Direct Patient Care (DPC) rotation, please also review the CPRB Levels and Ranges below. These are based on the 2010 Accreditation Standards.
Standard 3.1 - Provide Direct Patient Care as a Member of Interprofessional Teams
The resident shall be proficient in providing evidence-based direct patient care as a member of interprofessional teams
Standard 3.2 - Manage and Improve Medication Use Systems
The resident shall demonstrate a working knowledge of medication use system(s) as well as pharmacy and other care provider roles within the system, in order to manage and improve medication use for individual patients and groups of patients.
Standard 3.3 - Exercise Leadership
The resident shall apply leadership and management skills to contribute to the goals of the program, department, organization, and profession.
Standard 3.4 - Exhibit Ability to Manage One's Own Practice of Pharmacy
The resident shall apply skill in the management of his/her own practice of pharmacy, to advance his/her own learning, to advance patient care, and to contribute to the goals of the program, department, organization, or profession.
Standard 3.5 - Provide Medication and Practice-Related Education
The resident shall effectively respond to medication and practice-related questions, and educate others.
Standard 3.6 - Demonstrate Project Management Skills
The resident shall use effective project management skills to undertake, conduct, and successfully complete a project related to pharmacy practice.
Drug Distribution Rotation ITER
This form embraces the dual nature of the Drug Distribution rotation’s evaluation process. The oral assessment is the primary component of the evaluation at some sites, which is based directly on the site’s specific rotation objectives, which is posted in one45 as a rotation object under Handouts & Links. The other domains here address issues not directly assessed in the oral assessment.
Resident Evaluation of Preceptor and Rotation
Completed by resident and DISCUSSED with preceptor at the time of final evaluation for the rotation. Residents should complete a separate form for each preceptor involved in the rotation. The preceptor can view this evaluation as soon as they have submitted their evaluation of the resident for the rotation.