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PHARMACY 321
(Pharmaceutical Care II)
THERAPEUTICS I
SYLLABUS
LESLIE DAN FACULTY OF PHARMACY
144 College Street, University of Toronto
Toronto, Canada M5S 3M2
2011-2012
COURSE COORDINATOR: CASE STUDY SEMINAR COORDINATOR:
AMITA WOODS, Pharm.D.
Tel: (416) 340-4800 X 8758
Fax: (416) 978-8511
Room: PB 739
Email: [email protected]
GARY WONG, B.Sc.Phm.
Tel: (416) 340-4800 x (3780) - hospital
Room: PB 739
Fax: (416) 340-3685
Email: [email protected]
Administrative Assistant: ROSE DAMIAN tel: (416) 978-3172 room: PB 701 email: [email protected]
2
TABLE OF CONTENTS Page
I. OVERVIEW OF PHARMACY 321 (Therapeutics I)
A. Goals and Objectives 3
B. General Description of Course 4
1. Classes 4
2. Course Website 4
3. Case Study Seminars 5
4. Overall Course Format 5
C. Readings 5
D. Student Evaluation 6
E. Missed Examination / Case Study Seminar Policy 6
F. Student Evaluation of the Course 6
G. Lecture Schedule 7
II. CASE STUDY SEMINARS
A. Basic Philosophy and Description 8
B. Evaluation Criteria 8–9
C. Absences 9
D. Professional Conduct 9
E. Case Study Seminar Schedule 10–11
F. Guidelines for Evaluation in Case Study Seminars 12
III. SAMPLE ASSESSMENT FORMS
A. Evaluation of Student Performance in Case Study Seminar 14–15
B. Student Evaluation & Feedback on Case Study Seminar 16–17
C. Instructor Evaluation of Group Participation in Class Discussion 18
D. Group & Self Evaluation 19–20
E. Clinical Laboratory References Values 21–22
IV. APPENDICES
Identification and Resolution / Prevention of Drug Therapy Problems
Development of a Pharmacy Care Plan and Follow-Up Evaluation
Therapeutic Thought Process Algorithm
Parameters Commonly Used to Evaluate Effectiveness and/or Safety of Drug Therapy
Patient Care Process Form / Workup Notes
PARAMETERS COMMONLY USED TO EVALUATE EFFECTIVENESS AND/OR SAFETY OF DRUG THERAPY
PARAMETERS COMMONLY USED TO EVALUATE EFFECTIVENESS AND/OR SAFETY OF DRUG THERAPY
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I. OVERVIEW OF PHARMACY 321 (Pharmaceutical Care II)
A. GOALS AND OBJECTIVES
The primary goal of Pharmacy 321, THERAPEUTICS I, is to provide students with an opportunity to
acquire knowledge and further develop their skills in identifying, solving and preventing drug therapy
problems in patients who have common diseases that are not self-limiting. Individual simulated paper
patient cases will be utilized as a learning tool for identification and resolution of drug therapy problems.
This will require students to integrate knowledge learned in previous and concurrent courses such as
microbiology, clinical biochemistry and pathophysiology, pharmaceutics, pharmacology, and
pharmacokinetics, as well as, learn new information about pharmacotherapeutics.
In order for students to problem-solve, or more specifically, identify, solve and prevent drug therapy
problems, it is necessary to develop a decision-making framework or process which ensures that students
are complete in their assessment of the patient.1 Pharmacy 321 provides students with the opportunity to
utilize a structured decision-making process.2,3
Once students have identified the patient’s drug therapy
problems, they will then develop a pharmacy care plan for the patient. This will include identification of
goals of therapy, development of a pharmacotherapy plan, monitor for effectiveness and safety, and a
follow-up evaluation with the patient.
A practising pharmacist works as part of a team and is responsible for communication of information to
the patient, medical and nonmedical personnel, both verbally and in writing. Therefore, Pharmacy 321
will include assessment of written and verbal communication, and group participation skills.
Educational Objectives
After completion of this course students will be able to:
· read, interpret and evaluate general therapeutics literature.
· integrate and apply general therapeutics information to simulated patient cases.
· identify drug therapy problems for a paper patient using a specific decision-making process.
· design a pharmacy care plan for individual patients, including goals of therapy, pharmacotherapy
plan and a monitoring plan, in order to solve and prevent drug therapy problems.
· document a drug therapy problem and pharmacotherapy plan on patient charts and profiles.
· communicate, both verbally and in writing, the rationale for the identification and resolution of
the drug therapy problem and the pharmacy care plan.
· understand the concept of evidence-based medicine and use such in justifying therapeutic
interventions
· develop self-learning skills that will promote life-long learning.
· work effectively in a self-directed group.
1 Pharmaceutical Care Practice – the Clinician’s Guide. Cipolle, RJ, Strand, LM & Morley, PC. McGraw-Hill Co., Inc.
NY, 2004.
2 Therapeutic Thought Process, Faculty of Pharmacy, University of Toronto.
3 Pharmacotherapy Work-up, Pharmaceutical Care Practice – The Clinician’s Guide, pp. 152-161.
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B. GENERAL DESCRIPTION OF THE COURSE Through discussion of a series of case studies, students will acquire and/or reinforce their skill at determining whether a patient’s signs or symptoms are related to drug therapy and, if so, how they are related to drug therapy and what alterations are required in the patient’s drug therapy to solve or prevent this problem. The case studies utilized in therapeutics will reinforce relevant pathophysiological and pharmacological concepts required to make these decisions. The specific disease states discussed will be common diseases that are not self-limiting in the areas such as infectious diseases, respirology, rheumatology and endocrine diseases. Students will be expected to communicate both their decisions and the process followed in making these decisions in an understandable, appropriate written and verbal format. Team skills are also developed as students will work in small groups during case preparation, in-class assessments, and case study seminars. The minimum pass grade in this course is 60%.
Details Related to Class Discussions
1. Classes
Student learning will be based on problem-based philosophy, utilizing the principles of Pharmaceutical Care
1 and self directed learning. Patient cases, with selected readings, will be made
available to students prior to the scheduled class sessions. They are then responsible for identifying any drug-therapy problems and developing a pharmacy care plan prior to class. The disease states are as outlined on your schedule (see Section H). They are grouped together so as to teach related disease states together. The topics have been coordinated as much as possible with Clinical Biochemistry and Pathophysiology, Pharmacology and Professional Practice.
Clinical instructors who are experts in their practice area will be involved in teaching this course. During class, the instructors will facilitate discussion about how the students identified the drug therapy problem(s) and the subsequent pharmacy care plan. Therefore, class learning is highly dependent on preparing the case prior to class and active participation during the session.
There are a number of principles that have been shown to enhance student learning and these will be utilized in this course. They include active involvement of the learner, students taking responsibility for their own learning, an atmosphere of cooperation and positive interaction between the teacher and learner. At the beginning of the year students will be divided into groups of approximately ten students (see Section G). Prior to each lecture, students within each group are expected to prepare and discuss the case together. Some class time will also be available (designated on the schedule as "case work-up"). The course coordinators will be available after class, during case workup time and during office hours to answer questions.
Five to six groups will be randomly assigned to each case discussion hour. Students not in the selected groups are also encouraged to participate during the discussion. Both quality and quantity of responses will be assessed by the course coordinator and will result in a group mark. As well, students will be responsible for assigning participation marks to individuals within their group. Each group will be called upon 4 to 6 times during the duration of the course.
2. Course Website
A course website will provide students with supplemental information relevant to the therapeutic areas discussed in class and the case study seminars. Periodically, key points covered in each therapeutic area will also be provided through the web site. Students are encouraged to login during the first week to ensure that they are able to access the site. If students have difficulty in accessing the site, they should contact the course coordinator.
PHM 321 – Pharmaceutical Care II Web Site Access:
Log in information: Please go to the following link: https://portal.utoronto.ca/ and sign in using your UTORID and password. Click on this link which will bring you to the course website. Go to Course Documents, then to the Lecture. Link on the individual discussion topics.
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3. Case Study Seminars (CSS)
Case study seminars are conducted at hospital sites or at the Faculty. It is recognized that differences in personalities and instructional philosophy among seminar leaders will result in a different "flavour" for seminars in different hospitals, and even within a given hospital by different instructors. As much as possible, an effort has been made to standardize the general approach to the seminars and methodology of assessing students.
The following topics will be discussed during the three seminars:
(i) Infectious Diseases (ii) Asthma and Chronic Obstructive Pulmonary Disease (COPD) (iii) Diabetes Mellitus.
All seminars will be conducted in the assigned groups of nine or ten students. Each seminar will be 3.5 hours in length (a total of 10.5 hours). For a detailed description of CSS, please refer to Section II - Case Study Seminars.
4. Overall Course Format: Lectures (Problem-based and didactic) 61.5 hrs Exam review (optional) 3.0 hrs Case Study Seminars 10.5 hrs
C. READINGS 1. TEXTBOOKS
Required:
DiPiro JT, Talbert RL, Yee GC , Matzke GR, Wells BG, Posey LM (editors), Pharmacotherapy – A
Pathophysiologic Approach, 8th ed. The McGraw-Hill Companies, Inc., NY, 2011.
Cipolle RJ, Strand LM and Morley PC. Pharmaceutical Care Practice – The Clinician’s Guide, The
McGraw-Hill Companies, Inc. New York, 2004.
Recommended Textbook:
Koda-Kimble MA and Young LY, et al. (eds), Applied Therapeutics: The Clinical Use of Drugs, 9th
ed. Lippincott Williams & Wilkins, Baltimore, MD, 2009 OR 10th edition is being release February
2012. 2. ARTICLES Readings will be posted on BlackBoard.
ADDITIONAL RESOURCES: May be useful in preparing for the Case Study Seminars:
1. Ravel R. Clinical Laboratory Medicine, current edition. Chicago: Yearbook Medical Publishers, Inc. 2. McCormack et al. Drug therapy - Decision making guide. WB Saunders co. 1996. 3. Knoben JE, Anderson PO, eds. Handbook of clinical drug data, current edition. Hamilton: Drug
Intelligence Publications Inc. 4. Hansten PD. Drug interactions: clinical significance of drug-drug interactions, current edition.
Philadelphia: Lea & Febiger.
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D. STUDENT EVALUATION
1. Examinations: Evaluation of the students’ ability to identify and resolve patients’ drug-therapy problems will be based on a combination of written, multiple choice questions and oral examinations. Students are administered one examination in November, one in February and one in April. The examinations are based on material which supports the learning objectives from the lectures and case study seminars, for the respective terms.
2. Class Participation: During class discussions, selected groups will be evaluated by the course coordinators on the quality and quantity of their participation, communication skills and group work (see page 19). Students will also be required to complete a self- and peer- evaluation form related to group work in preparation for class discussions (see page 20).
3. Self and Peer Assessment:
There will be 3 assessments during the year; which will account for 5% group mark. Each student will be expected to complete the GROUP and SELF-EVALUATION FORM thrice during the course and hand it in to the course coordinator at the specified time.
Assessment #1 - November 24, 2011 Assessment #2 - February 02, 2012 Assessment #3 - March 15, 2012
PLEASE NOTE: Assessment Forms will NOT be accepted after the due date. 4. Case Study Seminars:
In addition to the class, students will be evaluated during each of the three case study seminars by the instructor (see pages 15–16). At these times, students will also be asked to complete a verbal self- and a peer-evaluation.
PLEASE NOTE: The PASS MARK in this Course is 60% The final mark for Pharmacy 321 will be based on the following:
Case Study Seminars (5% each x 3 sessions) 15% Self- and peer-evaluation of group work 5% Instructor evaluation of group during class discussions 5% Examination, November 25% Examination, February 25% Examination, April (Oral and written) 25%
E. MISSED EXAMINATION / CASE STUDY SEMINAR POLICY
If a student is absent due to illness from a Case Study Seminar and the seminar cannot be rescheduled, an alternative form of assessment will be determined by the course coordinator. If this is not feasible for the course coordinator, then the grade component for the Case Study Seminars (i.e., 15% overall grade) will be based on the completed seminars.
As per Faculty policy, petitions must be filed with the Faculty Registrar for missed case study seminars and examinations. One make-up examination (oral or written) will be arranged by the course coordinator for students with a valid petition for missed exams (as determined by the Registrar). If not judged legitimate by the Faculty, the student shall receive zero for the exam. The student is of course free to pursue the appeals system where they feel it is appropriate. NOTE: The student will be provided with one opportunity only, to complete a supplemental exam. The format of the supplemental exams will be at the discretion of the course coordinator and may be in an oral or written format.
F. STUDENT EVALUATION OF THE COURSE
Pharmacy 321 course will be continually revised in an attempt to provide the students with the best possible learning experience in the time that is available. You will be asked to formally evaluate the activities in which you participate so that additional positive changes may be identified. You may also be asked to evaluate the course coordinators.
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PHM 321 COURSE SCHEDULE 2011-2012 LECTURE ROOMS: CSS SCHEDULE:
Room B250 - September – April 2012 [Thursday] October 31, November 1, 4, 2011 – Infectious Diseases
January 18, 20, 25, 2012 – Asthma/COPD
February 29, March 7, 9, 2012 – Diabetes Mellitus
DATE TIME TOPIC FACILITATOR
Sep 15/11 1:00-2:30 2:30-4:00
Course Introduction Introduction to Problem-Solving Process
A.Woods, L. Raman-Wilms, G. Wong, O. Fernandes
Sep 22/11 1:00-2:30 2:30-4:00
Antibiotic Overview I Gout
S. Walker A. Woods
Sep 29/11 1:00-2:30 2:30-4:00
Antibiotic Overview II Gout
S. Walker
A. Woods
Oct 04/11 2:00-4:00 Otitis Media (BA bldg., rm 1160 - TUESDAY) S. Boodhan-Teskey
Oct 13/11 1:00-2:30 2:30-4:00
Community Acquired Pneumonia Meningitis
O. Fernandes O. Fernandes
Oct 20/11 1:00-2:30 2:30-4:00
Osteomyelitis Case Work-up
S. Walker A. Woods
Oct 27/11 1:00-2:30 2:30-4:00
Endocarditis Diabetic - Foot Infection
C. Stumpo M. Pitre
Nov 03/11 1:00-2:30 2:30-4:00
Case Work-Up Integrated Case
A. Woods S. Yamashita
Nov 10/11 1:00-2:30 2:30-4:00
Intra-abdominal Infections Exam review
A. Bombassaro A. Woods
Nov 17/11 1:00-2:30 2:30-4:00
Influenza Lecture Pandemic Overview / Antibiotic Recap
A. Mills A. Mills, O. Fernandes
MID-TERM EXAMINATION
Nov 24/11 1:00-4:00 Case Work-up A. Woods
Nov 28/11 11:00-12:00 HIV Overview (Room PB B150 - MONDAY) D. Yoong
Dec 01/11 1:00-2:30 2:30-4:00
HIV Case Work-up
D. Yoong A. Woods
Dec 08/11 1:00-4:00 Review Session A. Woods
CHRISTMAS EXAM BREAK
Jan 05/12 10:00-11:30 11:30-01:00
Asthma/COPD Pathophysiology lecture Herpes/ Sexually Transmitted Infections
L. Jackson D. Yoong, Public Health RN
Jan 12/12 10:00-01:00 PDW A. Woods
Jan 19/12 10:00-11:30 11:30-01:00
Migraine Headaches Oral Esophageal Candidiasis
M. Wong A. Bombassaro
Jan 26/12 10:00-11:30 11:30-01:00
Drugs and Breast Feeding Glaucoma
A. Taddio C. DeAngelis
Feb 02/12 10:00-12:00 12:00-01:00
Tuberculosis Exam review
T. Antoniou A. Woods
Feb 09/12 10:00-11:30 11:30-01:00
Oral Contraceptives Menopause
T. Brown T. Brown
MID TERM EXAMINATION
Feb 16/12 10:00-11:30 11:30-01:00
Osteoarthritis Rheumatoid Arthritis
J. Wang
Feb 23/12 10:00-11:30 Diabetes Mellitus Pathophysiology (Didactic) B. Cornish
READING WEEK FEBRUARY 20 – FEBRUARY 24
Mar 01/12 10:00-11:30 11:30-01:00
Dyspepsia Case Work-up
B. Bartle A. Woods
Mar 08/12 10:00-11:30 11:30-01:00
Oncology – Pain Management Osteoporosis
C. DeAngelis L. Raman-Wilms
Mar 15/12 10:00-11:30 11:30-01:00
Inflammatory Bowel Disease Documentation
H. Leung L. Raman-Wilms
PAIN WEEK MARCH 19 – MARCH 23
Mar 29/12 10:00--01:00 Review Session A. Woods
Apr 05/12 10:00-01:00 Integrated Case Exam Review/ Course Evaluation A. Woods
FINAL ORAL/WRITTEN EXAMINATION – APRIL 16, 2012
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II. CASE STUDY SEMINARS
A. BASIC PHILOSOPHY AND DESCRIPTION.
1. Basic Philosophy of Case Study Seminars
Case study seminars are designed to provide the student with the opportunity to apply his/her
knowledge to a specific case, develop problem-solving skills and to further his/her comprehension on
the topic. Just as a laboratory period provides the student with an opportunity to apply and/or test
his/her knowledge, this seminar is designed to encourage the student to think about what he has
learned and to discover how to apply his/her knowledge in solving drug therapy problems. These
seminars also provide an opportunity for the student to practice communication skills in a team
environment, as is often necessary in practice. The primary role of the Case Study Seminar Facilitator
is to coordinate this learning experience, to provide leadership to the students and to facilitate
discussion. The facilitators are clinical pharmacy practitioners who are experts in their fields and
have some experience in teaching. For a number of reasons the facilitator may decide to elaborate on
a particular point to enable the students to understand the case better.
2. Description
Approximately one month prior to the CSS, students will be provided with reading material and one
of the two cases to be discussed during the seminar. If there is also a didactic session on that topic,
the student should read the packet before that session (eg. Read Asthma/COPD CSS prereading
materials prior to Asthma/COPD lecture). The packet will specify which readings are required and
which are supplementary (ie optional readings for interest or future reference). Students may also
find it helpful to review pertinent Pharmacology, Microbiology and/or Clinical Biochemistry/
Pathophysiology topics prior to the CSS.
Each CSS reading packet contains a list of learning objectives. The purpose of these objectives is to
guide the student in his/her preparation for the seminar and to illustrate to the students how he/she
will be expected to apply his/her knowledge during the CSS, on the final exams, and as a graduate
pharmacist.
In each 3.5 hour seminar, students will discuss two simulated paper patient cases. One case will be
provided prior to the seminar and one will be presented during the seminar. Students will be asked to
identify potential or actual drug therapy problems and design a pharmacotherapy plan. Since students
are assigned to seminar groups of 9–10 (same groups as for lectures), each student will have
considerable opportunity to interact with other members of the group and with the facilitator. Among
other benefits, these seminars teach the students to think about the total patient and to consider how
factors such as age and concomitant diseases might influence the therapy and/or outcome of that
patient.
B. EVALUATION CRITERIA
During the seminar, students are presented with data from one or more patient cases and asked to
discuss the disease and its treatment in relation to those patients. Application of the knowledge gained
from the reading material in identification and solving of drug therapy problems is stressed, particularly
with respect to the learning objectives for that disease. Ability to communicate this knowledge and to
participate in the seminar discussion is also important. In addition, students should note that courteous
and co-operative interaction with group members is expected.
9
During the seminar, students will be assessed according to the performance level achieved. The grade
assigned to each case study seminar (15% of the final grade in total will be determined through the following weighting:
Therapeutic Content 1.5% Application of Knowledge 2.0% Interpersonal and Group Skills 1.5% _______
Total 5.0%
Students will be given feedback on their performance after each seminar session. A copy of the written assessment may be picked up at a specified location during designated times. It is important that this assessment be reviewed prior to the next case study topic, so that the student may learn and improve for the next CSS.
Students will also be expected to assess themselves and their peers at the end of each CSS. This practice will help foster team skills and a positive attitude toward self-improvement and life-long learning.
C. ABSENCES
1. Anticipated Absence
If a student is unable to attend any assigned Case Study Seminar as scheduled, the instructor or the course coordinator must be contacted at least two weeks in advance. No scheduling changes will be allowed without Faculty approval.
2. Unanticipated Absence
Call the CSS coordinator as soon as possible so that the facilitator can be informed that you will not be able to participate and that alternative arrangements can be made.
3. Failure to Attend A Scheduled Case Study Seminar
If a student fails to attend a scheduled Case Study Seminar due to an unapproved reason or due to an inability to adhere to an assigned schedule, the student will normally be required to make up that seminar at the convenience of the instructor and/or complete an additional assignment in that area, provided a valid petition has been filed with the Faculty. Otherwise, the student will receive a mark of zero for that seminar.
Note: In keeping with the University of Toronto policy, absences due to illness will require a
physician's note submitted to the Registrar’s office. D. PROFESSIONAL CONDUCT
The University has been granted the privilege of sending students to hospital sites. It is essential that students in these settings conduct themselves in a manner that is consistent with their professional image and show due respect to employees of these institutions. We are fortunate in that problems with professional conduct of pharmacy students have been rare and we trust this pattern will continue. Some specific guidelines related to this issue include the following:
1. Punctuality
Be prompt. Case Study Seminars start on the hour or on the half-hour as specified (not 10 minutes after the specified time). Allow time for travel to the hospital and to locate the meeting place. Plan on being at the hospital 10 minutes prior to the start of the seminar.
2. Dress Code For seminars held at the hospitals, students should dress appropriately. As in most workplaces, blue
jeans are not appropriate.
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E. 2011-2012 CASE STUDY SEMINAR SCHEDULE and ROOM LOCATION
Last Updated: August 1, 2011
CSS Seminar Date/ Time Group Location
Infectious Disease Monday, October 31, 2011 9:00 am – 12:30 pm
A1 TBA
B1 TBA
C1 TBA
D1 TBA
E1 TBA
A2 TBA
B2 TBA
Tuesday, November 1, 2011 2:00 – 5:30 pm
C2 TBA
D2 TBA
E2 TBA
A3 TBA
B3 TBA
C3 TBA
D3 TBA
E3 TBA
A4 TBA
Friday, November 4, 2011 9:00 am – 12:30 pm
B4 TBA
C4 TBA
D4 TBA
E4 TBA
A5 TBA
B5 TBA
C5 TBA
D5 TBA
E5 TBA
Asthma/ COPD Wednesday, January 18, 2012 2:00 – 5:30 pm
C2 TBA
D2 TBA
E2 TBA
A3 TBA
B3 TBA
C3 TBA
D3 TBA
Friday, January 20, 2012 9:00 am – 12:30 pm
E3 TBA
A4 TBA
B4 TBA
C4 TBA
D4 TBA
E4 TBA
A5 TBA
B5 TBA
C5 TBA
Wednesday, January 25, 2012 2:00 – 5:30 pm
D5 TBA
E5 TBA
A1 TBA
B1 TBA
C1 TBA
D1 TBA
E1 TBA
A2 TBA
B2 TBA
11
CSS Seminar Date/ Time Group Location
Diabetes Mellitus Wednesday, Feb. 29, 2012
2:00 – 5:30 pm
E3 TBA
A4 TBA
B4 TBA
C4 TBA
D4 TBA
E4 TBA
A5 TBA
Wednesday, March 7, 2012
2:00 – 5:30 pm
B5 TBA
C5 TBA
D5 TBA
E5 TBA
A1 TBA
B1 TBA
C1 TBA
D1 TBA
E1 TBA
Friday, March 9, 2012
9:00 am – 12:30 pm
A2 TBA
B2 TBA
C2 TBA
D2 TBA
E2 TBA
A3 TBA
B3 TBA
C3 TBA
D3 TBA
REMINDER:
Students cannot refer to their readings and notes during the case study evaluation and are expected to
come prepared to discuss the cases pre-assigned readings. ALL SEMINARS START PROMPTLY.
GROUP AND SITE ALLOCATIONS:
Room allocations will be posted on Blackboard. PLEASE CHECK THE SCHEDULE
CAREFULLY.
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PHM 321 - THERAPEUTICS I
F. GUIDELINES FOR EVALUATION IN CASE STUDY SEMINARS
1. Instructor Evaluation of Student (each seminar: 5% of course mark)
The student’s performance during the session will be evaluated on a 5-point graded scale as illustrated
on the evaluation form.
The instructor’s evaluation will be based on the following criteria: 1. Therapeutic Content 1.5% 2. Application of Knowledge 2.0% 3. Interpersonal and Group Skills 1.5% 5.0%
Performance Objectives
The performance objectives for case study seminars are:
Therapeutic Content: The student will demonstrate knowledge of the pathophysiology and
management of the disease state under discussion.
Application of Knowledge: The student will apply the knowledge of the pathophysiology and
management of the disease under discussion, to any given patient case.
Interpersonal and Group Skills: The student will interact with other members of the group and the
Case Study Seminar leader in a positive manner to contribute to the learning experience of the
seminar.
2. Student Evaluation of Self and Peer Group Members
Verbal Assessment
At the completion of the case study seminar, each student will be required to verbally evaluate both
themselves and other peer group member (as assigned by the instructor).
In verbally evaluating self and peer, the student should provide at least two positive comments and one
or two area(s) for improvement. The instructor will comment on the accuracy of the assessment.
13
SAMPLE
ASSESSMENT
FORMS
14
PHM 321
THERAPEUTICS I
EVALUATION OF STUDENT PERFORMANCE IN CASE STUDY SEMINAR
STUDENT NAME: GROUP NO:
STUDENT NO.: DATE:
SEMINAR TOPIC:
INSTRUCTOR:
Therapeutic Content
1 2 3 4 5
Inadequate fund of knowledge
to address the case.
Adequate fund of
knowledge/information.
Exceptional fund of
knowledge.
Application of Knowledge
1 2 3 4 5
Inability to discern relevant
data; unable to apply and
integrate knowledge to
resolve major DTPs; unable
to justify choices/conclusions/
decisions accurately.
Discerns relevant data;
adequately applies
knowledge and integrates
data to resolve significant
DTPs; accurately justifies
most choices, but not
always consistently.
Precisely and consistently
discerns relevant data;
synthesizes and integrates
data consistently to identify
and resolve DTPs; consistently
justifies choices/thoroughly
explains conclusions.
Interpersonal and Group Skills
1 2 3 4 5
Monopolizes discussion or
minimal or no participation;
unprepared; unable to
contribute new information
to discussion; may respond
inappropriately to others.
Interacts and participates
appropriately; is prepared;
attentive and appropriately
responsive to others’
comments.
Well prepared; considerate of
others while actively
participating in discussion.
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SPECIFIC COMMENTS / SUGGESTIONS:
STUDENT’S STRENGTHS:
AREAS FOR IMPROVEMENT:
Self Assessment: Appropriate Needs Improvement
Peer Assessment: Appropriate Needs Improvement
I. THERAPEUTIC CONTENT II. APPLICATION OF KNOWLEDGE III. INTERPERSONAL & GROUP SKILLS
Score % x .015 weighting
Score % x .02 weighting
Score % x .015 weighting
= Total Score / 1.5
= Total Score / 2.0
= Total Score / 1.5
= OVERALL SCORE / 5.0
GRADE SUMMARY AND CONVERSION TO %
1. (< 50%) <40/45
2. (50–59%) 50/55/59
3. (60–74%) 60/70/ 74
4. (75–85%) 75/80/85
5. (86–100%) 86/92/100
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PHARMACY 321 and 421 STUDENT EVALUATION AND FEEDBACK ON CASE STUDY SEMINAR
Site: Topic: Instructor: _________________________________
1. Please comment on how successful your preparation and participation in the Case Study Seminar(CSS) was in helping
you meet the learning objectives of the seminar (outlined in the package)?
2. Please comment on how helpful the CSS was on learning to apply knowledge to the treatment of specific patients?
3. Please comment on how helpful the CSS was in improving your skills related to the identification and resolution of
drug therapy problems?
4. Approximately how many hours did you spend on the reading material? hours
5. Case Study Seminar PRE-READING PACKAGE:
a. What specifically did you find useful? b. Specific suggestions for improvement:
17
6. Case Study Seminar BACKGROUND DIDACTIC LECTURE:
a. What specifically did you find useful? b. Specific suggestions for improvement:
7. Case Study Seminar PATIENT CASES:
a. How appropriate were the PATIENT CASES in
demonstrating the discussion and application of
principles to specific patients?
b. What specific suggestions do you have for
improving the PATIENT CASES?
8. How effective was your INSTRUCTOR in establishing a comfortable learning environment, facilitating
group discussion, clarifying misunderstandings?
G was very effective G quite effective G effective G not very effective Gwas ineffective
COMMENTS:
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
9. What specific feedback / suggestions for improvement would you have for the INSTRUCTOR in facilitating the
CSS?
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
10. ADDITIONAL COMMENTS:
Positive aspects / areas that you found valuable: Areas and suggestions for improveme nt:
Olavo Fernandes, PharmD September 2003
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Instructor Evaluation of Group
Pharmacy 321 and 421 - Therapeutics I and II
Group Number: ___________
Marking Scheme
Responsible Group Work - students in the group demonstrate that they are well prepared by participating in class discussion in a
meaningful manner - when necessary, group members clarify and/or add to other members’ comments
Session 1 2 3 4 5 6 7
Date
A+
A
B
C
D (Unacceptable)
Marking Scheme
Problem Solving - contribution of relevant, logical information and ideas - strong support of statements and arguments - demonstrate consistently an in depth understanding of the relationship between disease, drug therapy,
and the clinical case
Session 1 2 3 4 5 6 7
Date
A+
A
B
C
D (Unacceptable)
Marking Scheme
Communication - vocabulary is appropriate for class - information communicated accurately and succinctly - delivery: audible, clear, appropriate rate of speech
Session 1 2 3 4 5 6 7
Date
A+
A
B
C
D (Unacceptable)
Average for each Lecture
Overall Group Mark = Average of all lectures minus the lowest mark)
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Pharmacy 321 ( Therapeutics II) - GROUP AND SELF-EVALUATION FORM
NAME: Group: Student Number: Date:
SCALE: 1 = unacceptable 2 = below average 3 = average 4 = above average 5 = excellent Please indicate your evaluation in the columns below. Provide 1-2 areas for improvement for each student.
GROUP MEMBERS
*I
GroupWork/ Interaction
Skills
*II
Knowledge/ Problem Solving
Skills
Justification
Student’s Strength
Areas for Improvement
SAMPLE FORM - NOT FOR USE
Students MUST complete and submit this form to receive their group mark. Please return to the Course Coordinator by the specified date.
LATE FORMS WILL NOT BE ACCEPTED
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NOTE: * SCALE: 1 = unacceptable 2 = below average 3 = average 4 = above average 5 = excellent
I. Group/Work Interaction Skills (scale 1 to 5):
II.
III. Questions to consider in evaluating group members:
Did the student help organize and attend group meetings?
Did the student participate in a variety of ways during meetings & class discussion? (such as giving information or opinions, clarifying ideas,
evaluating ideas or suggestions, summarizing discussion)
Did the student effectively interact with others? (does not dominate/monopolize discussion, actively participates, is courteous to others, respects
others’ opinions)
Did the student communicate ideas clearly and effectively? (clarity of speech, vocabulary appropriate for class level, information clearly organized)
Did the student participate effectively on behalf of the group?
EXAMPLES:
SCALE 5: Excellent Group Work-Group Interaction Skills:
Takes initiative in organizing group work, during discussions, gives information or opinions, clarifies ideas, evaluates ideas or suggestions, both
during group meetings and class discussions
SCALE 1: Unacceptable Group Work –Group Interaction Skills:
• does not attend group meetings • does not contribute to group work • does not participate in class discussion on behalf of group
II. Knowledge/Problem-Solving Skills (scale 1 to 5): This component refers to the Quality of Knowledge and Problem-Solving Skills of the student.
Questions to consider in evaluating group members: • Did the student contribute logical, relevant information and ideas?
• Did the student demonstrate the ability to apply relevant information to case being discussed during meetings and class discussions?
• Does the student support his/her comments with evidence/explanation?
EXAMPLES:
SCALE 5: Excellent demonstration of Knowledge / Problem-Solving Skills: • contributes logical, relevant information and ideas, stays on the subject, analyzes solutions
• is able to clearly apply therapeutic knowledge to case to correctly identify issues and resolve these
SCALE 1: Unacceptable demonstration of Knowledge / Problem-Solving Skills: • makes no meaningful contributions to the discussion
• is able to recall some information, although not relevant to the discussion
Prepared by: L. Raman-Wilms, Pharm.D.
August 25/03
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CLINICAL SEPARATE FILE
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APPENDICES
