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Level of activity: Intermediate

Setting: Classroom

Mapping

ACPE Standards 2016: 1.1, 2.1, 2.3, 3.1, 3.6, 4.4

EPAs: Patient Care Provider (Collect, analyze, care planning, implement), Information Master (Evidence-based care)

PPCP: Collect, Assess, Plan, Implement, Communicate, Document

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

Contributors

Jingyang Fan, PharmD, BCPS, is Assistant Dean of Academic Affairs and Clinical Associate Professor of Pharmacy Practice at Southern Illinois University Edwardsville (SIUE). Prior to joining SIUE, Dr. Fan served as an Associate Professor of Pharmacy Practice at the University of Southern Nevada College of Pharmacy (now Roseman University). Dr. Fan received her Doctor of Pharmacy from the University of Illinois at Chicago and subsequently completed a pharmacy practice residency (PGY-1) at the University of Kentucky, where she also obtained a Certificate of Scholarship of Teaching and Learning. Dr. Fan is one of the coordinators for the Pharmacy Rounds courses (skills-based courses in the legacy curriculum) and oversees the Pharmacy Skills Lab sequence in the new curriculum.

Katie Ronald, PharmD, BCPS, is Clinical Associate Professor of Pharmacy Practice at Southern Illinois University Edwardsville (SIUE). She received her PharmD from St. Louis College of Pharmacy, completed a PGY-1 Pharmacy Practice Residency at St. Joseph’s Hospital in Marshfield, Wisconsin, and acquired an ACCP Teaching and Learning Certificate. Dr. Ronald is co-coordinator of the Pharmacy Rounds II course and will be co-coordinating and overseeing the development of the third professional year Pharmacy Skills Lab in the new curriculum.

Brief Overview and Setting

The purpose of this activity is to help students develop skills in collecting, assessing and planning, as well as verbal communication. It is designed as a telephonic communication activity for admission medication reconciliation. Students are given a patient case, where the patient has two discordant medication lists from two different health care sources (hospital and clinic charts). Each student individually calls the patient’s family member via phone to clarify the medication list. After the medication list is obtained and clarified, each student will meet with his/her partner to compare the medication list obtained from the patient’s family member. Each pair of students will complete and submit one admission medication reconciliation note to document the accurate medication list. This activity currently takes place in a skills-based course in the third year of a 4-year PharmD curriculum. Approximately 80 students are able to complete the 10-minute telephone communication portion within 2 hours of class time. Although facilitators will evaluate students’ verbal communication skills and the written notes, students are able to obtain immediate feedback and reflect on their own performance by working on the note in pairs. This self-assessment and peer-assessment model decreases the workload for the instructor without compromising student feedback.

Learning Objectives

  1. Collect a patient’s home ...

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