The LMPS Pharmacy Practice Residency Program is focused on the development of the following ability-based outcomes in its residents:
- Provide direct patient care as a member of interprofessional teams
- Manage and improving medication-use systems
- Exercise leadership
- 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 direct 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 clinical findings to make appropriate, patient-specific drug therapy recommendations. (CPRB 3.1.4.e)
- Relate knowledge of pharmacology, pharmacokinetics, pharmaceutics, and evidence-based therapeutics to patient-specific clinical findings to make appropriate, patient-specific drug therapy recommendations. (CPRB 3.1.4.e)
- Acquire and utilize knowledge of safe medication practices to manage and improve medication use for patients. (CPRB 3.2.5)
Skills (Provision of Pharmaceutical Care)
Goal 2: Demonstrate the necessary clinical skills to provide direct patient care as a member of the interprofessional team.
The resident will be able to:
- Place a high priority on, and be accountable for, selecting and providing care to patients who are most likely to experience drug therapy problems. (CPRB 3.1.3)
- Establish a respectful, professional, ethical relationship with the patient and/or their caregiver(s). (CPRB 3.1.4.a)
- Gather relevant patient information through patient interview and from all appropriate sources. (CPRB 3.1.4.c.d)
- Develop a prioritized medical problem list and describe the currently active issues that are responsible for the patient’s admission or clinic visit. (CPRB 3.1.4.e)
- Identify, justify, and prioritize a list of patient-specific drug therapy problems. (CPRB 3.1.4.b)
- Advocate for the patient in meeting their health-related needs and their desired goals of therapy. (CPRB 3.1.2)
- Identify, prioritize, assess, and justify a list of reasonable therapeutic alternatives and discuss pros/cons of each, considering efficacy, safety, patient factors, administration issues, and cost. (CPRB 3.1.4.e)
- Develop, prioritize, justify, defend and implement a list of patient-specific recommendations for identified drug therapy problems. (CPRB 3.1.4.e.f)
- Design and implement monitoring plans and/or plans for continuity of care that accommodate new or changing information. (CPRB 3.1.4.g)
- Proactively provide patient education and seamless care. (CPRB 3.1.4.h)
- Proactively communicate healthcare issues (including medication order clarifications) and care plans verbally to the appropriate team members and/or patient, as appropriate. (CPRB 3.1.4.f.i, 3.2.4.c)
- Proactively document healthcare issues (including medication order transcriptions/clarifications) and care plans, as appropriate (CPRB 3.1.4.e.f.i, 3.2.4.b.c)
- Effectively respond to medication- and practice-related questions and educate others in a timely manner, utilizing systematic literature search, critical appraisal skills and appropriate means of communication (verbal or written, as appropriate). (CPRB 3.5.1.a.b.c.d.e)
Attitudes and Behaviors (Professional Characteristics)
Goal 3: Demonstrate the attitudes and behaviors that are hallmarks of a practice leader and mature professional.
The resident will:
- Demonstrate responsibility for own learning, through the refinement and advancement of critical thinking, scientific reasoning, problem-solving, decision-making, time management, communication, self-directed learning, and team/interprofessional skills. (CPRB 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 3.1.1, 3.2.2, 3.3.3)
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.