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Level of activity: Intermediate

Setting: Classroom

Mapping

ACPE Standards 2016: 1.1, 2.1, 2.3, 3.1, 3.6

EPAs: Patient Care Provider (Collect, Analyze, Care Planning), Information Master (Evidence-Based Care)

PPCP: Collect, Assess, Plan, Communicate

Instructors can request access to the Instructor's Guide on AccessPharmacy. Email User Services (userservices@mheducation.com) for more information.

Contributors

Vasudha Gupta, PharmD, BCACP, CDCES, is Associate Professor of Pharmacy Practice at Roseman University of Health Sciences. Dr. Gupta received her Doctor of Pharmacy degree from the University of Rhode Island. She completed a post-graduate ambulatory care focused residency at Coastal Medical in Rhode Island and became a Board-Certified Ambulatory Care Pharmacist in 2013. Her practice site is First Person Complete Care Clinic in Las Vegas, Nevada, where she provides chronic cardiovascular disease state management and medication therapy management services to patients. In addition to providing patient care, Dr. Gupta precepts Advanced Pharmacy Practice Experience students in Ambulatory Care. Dr. Gupta is a co-coordinator for the Pharmacists’ Patient Care Process skills lab for P2 students at Roseman University.

Mickayla Clark, PharmD, BCPS is Assistant Professor of Pharmacy Practice at Roseman University of Health Sciences. She received her PharmD from Massachusetts College of Pharmacy and Health Sciences (MCPHS) and then completed a post-graduate pharmacy practice residency at University Medical Center of Southern Nevada. Her practice site is at an acute-care teaching hospital where she provides clinical services and serves as an internal medicine preceptor for pharmacy students and pharmacy residents. Dr. Clark is also one of the coordinators for the Pharmacists’ Patient Care Process skills lab at Roseman University.

Brief Overview and Setting

The purpose of this activity is to allow students to practice their verbal communication with patients in the form of a patient interview, and then use the information collected to create an evidence-based assessment and plan. Students communicate this information with a provider in the form of a patient presentation. This activity currently takes place in the laboratory curriculum at Roseman University in the second professional year of a 3-year pharmacy curriculum. Approximately 130 students, divided into two laboratory sections, participate in the activity. In their P1 year, students have already reviewed and learned the basic skills related to motivational interviewing and presenting a patient in subjective, objective, assessment, and plan (SOAP) format, but with limited practice to perform these skills. In this activity, students in their P2 year are provided a more comprehensive patient case and work in teams to develop skills related to interview, patient presentation, and clinical problem-solving.

Learning Objectives

  1. Obtain a complete medical history via a patient interview using open-ended and appropriate follow-up questions.

  2. Integrate all previously learned disease states and pharmacotherapy to identify and assess medical-related, patient-related, and medication-related problems.

  3. Construct a prioritized problem list based on health and medication information collected.

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