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Level of activity: Beginner

Setting: Classroom

Mapping

ACPE Standards 2016: 2.3, 3.2, 3.4, 3.6, 4.1, 4.4

EPAs: Patient Care Provider (Collect, Analyze), Information Master (Evidence-based care)

PPCP: Assess, Implement, Follow-Up, Evaluate

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

Contributors

Megan Adelman (Elavsky), PharmD, BCPS, BCGP, CDCES, is Assistant Professor of Pharmacy Practice at West Virginia University School of Pharmacy. Dr. Adelman received her Doctor of Pharmacy degree from the Northeast Ohio Medical University (NEOMED) and then completed a PGY1 Pharmacy Practice Residency at Carolinas Medical Center in Charlotte, North Carolina, followed by a PGY2 Geriatric Residency at the Louis Stokes Cleveland VAMC in Cleveland, Ohio. Her practice site is with the Department of Family Medicine with WVU Medicine where she provides comprehensive, chronic care management to patients. In addition to providing patient care, Dr. Adelman precepts Advanced Pharmacy Practice Experience students and PGY1 and PGY2 in Ambulatory and Geriatric Care. Dr. Adelman is a co-coordinator for the SOP’s Pulmonology Therapeutic Module, the Ambulatory Care Course, and the Geriatric Area of Emphasis.

Ashlee McMillan, PharmD, BCACP, is Associate Professor in the Department of Clinical Pharmacy at the West Virginia University School of Pharmacy. Dr. McMillan received her Doctor of Pharmacy degree from WVU and completed a post-graduate residency with an emphasis in ambulatory care at the Shenandoah University Bernard J Dunn School of Pharmacy and Amherst Family Practice in Winchester, Virginia. She co-precepts students on an academic teaching Advanced Pharmacy Practice Experience rotation. She is the co-coordinator of the Preparation of Pharmaceutical Products and coordinator of Foundational Pharmacy Skills course at the WVU School of Pharmacy.

Brief Overview and Setting

The purpose of this activity is to facilitate a “real-world” patient scenario where students are immersed in a difficult situation, which commonly occurs during patient care. Demonstrating empathy is central to the delivery of patient-centered care, though it can be difficult to teach in a didactic setting. In this activity, students are “diagnosed” with diabetes and instructed to test their blood glucose daily using the provided testing supplies but without instructions. The following week, students are taught in class how to appropriately utilize the supplies provided and how to utilize these new skills to counsel a patient. A verbal debrief of the experience, including how it can relate to patient care, is conducted. This is intended for small-group sessions (groups of 10–30 students); we have implemented this in our first-year curriculum (Foundational Pharmacy Skills Course) with class sizes of 80–90 students.

Learning Objectives

  1. Discuss implications of a diabetes diagnosis.

  2. Demonstrate how to properly use a glucometer.

  3. Identify barriers to successfully obtaining a blood draw for glucose measurement.

  4. Discuss strategies to minimize patient burden for obtaining blood draws.

  5. Recognize situations where ...

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