Title: Pharmacy Education at the University of Maryland School of Pharmacy
1Pharmacy Education at the University of
MarylandSchool of Pharmacy
- David S. Roffman, PharmD, BCPS/Cardiology
- Associate Dean for Academic Affairs
- Professor, Pharmacy Practice and Science
2OUTLINE
- Introduction
- Academic Affairs Vision
- Overview -- Curriculum and Professional
Competencies - Questions
3Vision
- 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
4Responsibilities
- 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
5Issues 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
6Curricular 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
7Terminal 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
8Terminal 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
9Terminal 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
10Terminal 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)
11Terminal Performance OutcomesPatient Level
- TPO 7 Administer drug products to patients
- Employ professional practice standards to
administer drug products to patients
12Terminal 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
13Terminal 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
14Terminal 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
15Terminal 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
16Terminal 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
17Terminal 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
18Terminal 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
19Terminal 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
20Terminal 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
21Terminal 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
22Terminal 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
23Year 1 DidacticCoursework
24Year 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
25Abilities 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
26Contemporary 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
27PPT 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.
28PPT 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.
29PPT 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
30Life Beyond Year 1
31Electives
- 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.
32Pathways
- 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.
33Pathways 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
34What 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
35- WELCOME!!!!!!!
- Questions?