38
Pharmacy Residency Programs 2014 – 2015

Pharmacy Residency Programs 2014 – 2015 · Pharmacy Residency Programs . 2014 – 2015. 2 INTRODUCTION The pharmacy practice residency ... PGY2 Cardiology Pharmacy Practice PGY2

  • Upload
    buingoc

  • View
    220

  • Download
    0

Embed Size (px)

Citation preview

Pharmacy Residency Programs

2014 – 2015

2

INTRODUCTION The pharmacy practice residency programs offered by the University of Southern California in

conjunction with the Los Angeles County+University of Southern California Health Network, CareMore

Health Plans, Hollywood Presbyterian Medical Center, Huntington Hospital, Clinicare, Ralph’s Community

Pharmacy, USC Campus Pharmacy, USC/Norris Comprehensive Cancer Center and Hospital, Keck Hospital

of USC, Saddleback Memorial Medical Center, Veterans Affairs Greater Los Angeles Healthcare System, and

various Community/Safety Net Clinics are one-year, postgraduate, non-degree training programs. Available

PGY1 and PGY2 residency programs are as follows:

PGY1 Pharmacy practice with acute care emphasis

PGY1Pharmacy practice with ambulatory care emphasis

PGY1Pharmacy practice with ambulatory care/psychiatric emphasis

PGY1Community Pharmacy

PGY1 Managed Care Pharmacy Practice

PGY2 Ambulatory Care Residency Program in Video Telehealth

PGY2 Cardiology Pharmacy Practice

PGY2 Health-System Pharmacy Administration Residency

PGY2 Infectious Diseases Pharmacy practice

PGY2 Oncology Pharmacy Practice

PGY2 Psychiatric Pharmacy Practice

Two-year Pharmacy Administration Residency with the Master of Health Administration

(MHA)

The residency programs offered through the University of Southern California School of Pharmacy

are primarily designed to train and develop advanced skills in pharmacy practice and teaching while

increasing the resident's knowledge base through direct exposure. Depending on the area and the resident's

focus, the resident will receive extensive clinical experience in primary, secondary, and tertiary care settings.

In the various practice settings rotations the resident will to refine his/her skills and develop expertise as a

drug therapy specialist through the provision of patient care services. Teaching skills of the resident will be

developed in both the clinical and classroom settings. A Teaching Certificate program is available for

residents interested in a career in academia. Elective and assigned projects will enable the resident to develop

administrative, analytical and research skills.

3

Upon satisfactory completion of the one-year residency, the participant will receive a Certificate of

Completion of a Residency issued by the University of Southern California School of Pharmacy.

RESIDENT QUALIFICATIONS

All graduates of an accredited College of Pharmacy who have completed a Doctor of Pharmacy

degree who are licensed or are eligible for licensure as a pharmacist in the State of California during the

residency training period may apply. He/she should be comfortable and competent in clinical situations.

Criteria for selection to the USC School of Pharmacy residency program include:

1. Leadership abilities

2. Professional development

3. Professional competence

4. Communication skills

5. Scholastic achievements

6. Dependability and ability to work with others.

These criteria may be determined through personal interviews, peers, pharmacy school transcripts,

evaluations by instructors and supervisors, and letters of recommendation in conjunction with the application.

Following the review process by various faculty and the residency management team, the resident

applicants are individually ranked. The resident rankings for each program are then presented to the

Residency Council for review and approval. Since the residents are part of our teaching faculty, the

recommendations for appointment of the residents by the Residency Council are presented to the faculty for

their review before being forwarded to the Dean’s office for final approval by the USC School of Pharmacy.

4

ORGANIZATION

The residency training program at the USC School of Pharmacy is organized under the Department

of Clinical Pharmacy and Pharmaceutical Economics and Policy (CPPEP). The Director, Residency and

Fellowship Training, who chairs the Residency Advisory Committee (RAC) is responsible for the overall

direction of the residency training programs. The RAC has responsibilities for the following:

Develop Long-term Program Goals

Evaluation of Residency Programs, Mentors, Preceptors

Allocation of Residency Positions

Approve Residents’ Teaching Activities

The Residency Council composed of residency program directors (RPDs), resident representatives, and

Director, Residency and Fellowship Training perform activities such as…

Propose to the faculty the number of residents with justification, identified mentors, and proposed

schedule

Planning specific programmatic activities within each residency program consistent with the

overall residency programming

Identify mentors for each residents in the respective programs

Manage scheduling of rotations and preceptors

Coordinate residents’ activities consistent with overall residency programming

Recruit, interview, recommend list of acceptable residency applicants to faculty

The Director, Residency and Fellowship Training chairs the Residency Council, coordinates residents’

teaching activities with the Assistant Dean for Curriculum and Assessment, manages and coordinates overall

residency program activities.

5

RESIDENT REPRESENTATIVE

The residents will select two Resident Representatives from their group by majority vote. One

resident is selected to represent the USC-paid residents and the other is selected to represent the residents of

affiliated residency programs in the VA Greater Los Angeles Health System, Huntington Hospital, Hollywood

Presbyterian Medical Center, Saddleback Memorial Medical Center, etc. The Resident Representatives may

serve the entire year or may make a change in January so that others may have an opportunity to serve. In

addition, the Resident Representatives may be replaced if the majority of the residents deem it necessary.

The Resident Representatives’ responsibility is to act as leaders for the group, to assist the Director,

Residency and Fellowship Training, and to communicate information to the residents. Their responsibilities

include but are not limited to the following:

1. Serve as Resident Representatives on the Residency Council.

2. Serve as chair at the residents' meetings.

3. Maintain attendance record of residents at scheduled activities.

4. Insure that requested forms and reports are completed and returned by the residents.

5. Act as a liaison between the residents and the Director, Residency and Fellowship Training

Program.

6. Coordinate the development of the Residency Showcase.

7. The Resident Representatives may delegate aspects of their responsibilities with the approval of

the Director, Residency and Fellowship Training Program.

6

SALARY AND FRINGE BENEFITS

Individuals accepted to the Clinical Pharmacy Residency Program at the University of Southern

California School of Pharmacy actively participate in a twelve-month training and teaching program

normally beginning July 1 and ending June 30 of the following year. Upon satisfactory completion of the

twelve-month program, individuals will receive a Residency Certificate-of-Completion.

Residents accepted in the program are appointed as non-exempt staff with faculty appointments as

Adjunct Assistant Professor of Pharmacy Practice. Those paid by USC receive a fixed-term contract;

those paid by an affiliate job site are appointed voluntary faculty status at USC. The resident will abide by

the applicable University regulations, policies and procedures. Professional liability insurance is provided

in the various institutional job sites.

Residents salaried at USC are eligible for the following:

1. Annual Salary. The annual salary is approximately $52,000.* Staff at USC are paid bi-

monthly basis. If the 26th of the month is a weekend or University closed holiday, payday is the previous

work day.

2. Fringe Benefits. A fringe benefit orientation is provided the first workday in July. The

resident has a period of 60 days from your full-time hire date to enroll in benefits. The 60-day enrollment

eligibility window is strictly enforced. Fringe benefits include health care insurance, voluntary retirement

plan, basic and supplemental term life insurance, and various other options.

3. Separation & Layoff Pay. No separation or layoff benefits are paid to employees hired under

fixed term contracts.

4. Continuation of Health Benefits After Termination. After termination of your USC

employment, the resident will be eligible to continue your health benefits for eighteen (18) months via

COBRA, the Consolidated Omnibus Budget Reconciliation Act. The resident will be charged the full cost

of benefits plus a 2% administrative fee. There will be no University contribution.

5. Vacation Time. Twelve (12) working days per twelve-month contract per year are granted

each resident for vacation time. Requests for vacation are submitted in writing to the Director, Residency

& Fellowship Training, for approval at least two weeks prior to the requested time off. Vacation requests

are considered in the order in which the requests are submitted and approved contingent upon sufficient

7

pharmacist coverage of the pharmaceutical services sites and teaching commitments. Job interviews, site

visits, personal appointments, etc. count as vacation days. Vacation time should be used within the twelve-

month appointment period.

6. Professional Leave. Professional leave to attend meetings and/or conventions is arranged on

an individual basis. Requests for professional leave are submitted in writing to the Director, Residency &

Fellowship Training, and are approved contingent upon sufficient pharmacist coverage of the

pharmaceutical services sites and teaching commitments. Additional leave beyond the assigned activities at

the professional meetings will count at vacation/personal leave time. These include job interviews, site

visits, personal appointments, etc.

7. USC Identification Card. Upon receipt of a USC identification card you are eligible to use

the USC libraries, to receive discounts at the USC bookstores, to attend USC cultural events, to submit

applications for seasonal tickets to USC athletic events, to apply for membership in the Faculty Center, and

to enroll in pharmacy postgraduate education courses at no charge. The resident is also eligible for

discounts with various national hotel and car rental vendors, and southern California amusement sites.

Upon completion of the Pharmacy Residency Program and/or termination of employment, the residents

agree to surrender the University ID card to the School of Pharmacy.

8

GOALS AND OBJECTIVES

The overall goals of the pharmacy residency programs of the University of Southern California

School of Pharmacy are to train a resident to be competent in the provision of pharmaceutical care and to train

the resident to be competent as an educator. In the process of achieving this, the goals include:

1. To develop the resident's understanding and philosophy of pharmaceutical care so that with

this conceptual base he/she will be able to contribute to the development of the profession.

2. To develop the resident's knowledge and appreciation of how other health care professionals

approach patient care and their responsibilities so he/she may work with them more

effectively.

3. To develop the resident's communication skills so he/she may effectively manage patients by

recognizing their needs and sensitivities.

4. To develop the resident's clinical expertise as a drug therapy specialist in his/her particular area

of interest.

5. To develop the resident's teaching skills in both clinical and classroom settings for the

education of pharmacy students and other health care professionals.

6. To provide the resident exposure to various types of pharmacy services and drug delivery

systems.

7. To provide the resident with opportunities to work on projects that could involve either

program development or clinical research.

8. To develop writing skills and prepare a manuscript for publication. The manuscript is due at

the start of the Western States Conference for Pharmacy Residents, Fellows, and Preceptors

normally held in May of the residency-training calendar.

ACTIVITIES & RESPONSIBILITIES

The following resident activities and responsibilities have been developed toward achievement of the

aforementioned goals. Specific objectives are identified for each rotation or area of specialization.

Resident activities and responsibilities are divided into three primary components. 1) patient care, 2)

teaching; and 3) project/research.

9

Service Responsibilities (Clinical Practice)

The residents will be assigned specific patient care responsibilities on each rotation. The responsibilities

may include but are not limited to the following:

1. Attend and participate in patient rounds with the health care team.

2. Provide drug information and consultation where appropriate.

3. Ensure the selection of appropriate drug therapy.

4. Ensure accurate distribution and administration of medications including preparation of

parenteral drug products in their respective practice sites at appropriate.

5. Provide initial and follow-up patient care using objective and subjective monitoring

parameters.

6. Provide patient focused care.

7. Provide patient counseling and take patient drug histories.

Teaching Responsibilities

To Fourth Year Pharmacy Students (P4): The residents are responsible for teaching and for

serving as a role model pharmacist to fourth year pharmacy students during their advance pharmacy

practice experiences (APPE). This will involve serving as a preceptor during team-based experiences,

small group conferences and one-on-one interaction with the students. Specific responsibilities vary with

each rotation and are outlined in the respective sections of the syllabus dedicated to the various rotations.

To Second and Third Year Pharmacy Students (P2, P3): Each resident will be responsible for

teaching specific components of the Therapeutics Module Series for Second or Third year students. 1)

Residents will be responsible for developing teaching materials for the Therapeutics Module series case

conferences 2) Residents will facilitate a discussion group for Therapeutics Modules, to be held weekly

during the school year, and participate in the OSCE assessment in May during finals week. See Appendix

A. In addition, the residents will be responsible for serving as a preceptor for introductory pharmacy

practice experiences (IPPE) for the second and third year pharmacy students. Please see Appendix B.

Therapeutics Discussions: Each discussion group will consist of Therapeutics Module students

(second or third year) to be facilitated by one or two residents. Student group assignments will be made in

10

August. Patient cases are distributed to residents and students approximately one week prior to the

discussion sessions. During each two-hour session, 1 or 2 patient case(s) will be discussed by the students

under the direction of the resident(s). Cases are to be discussed in a manner simulating the clinical practice

settings. Students will present relevant patient data, results and findings to the other students and discuss

the material presented. Residents will facilitate the discussion and evaluate the students in the group on a

weekly basis. Within the discussion there MUST be time spent critically evaluating the journal article cited

as required reading, and determining whether the study should modify any aspect of treatment for the case

patient. Residents will also supervise students as they practice clinical assessment activities (blood

pressure measurement, use of glucose meters, peak flow meter) applicable to the case each week.

The case discussions with the students are to be held at the assigned rooms and times. Any

deviation in room assignments or time must be arranged in advance with the module coordinator and the

Director, Residency and Fellowship Training and the Assistant Dean, Curriculum and Assessment. The

coordinators working with the residents are responsible for the following in the Therapeutics Module

Series:

1. After receiving preferences from the residents, topics will be assigned by the Case Conference

Coordinator prior to the beginning of the school year.

2. Assignment of students and residents to conference groups.

3. Assigning rooms for case conferences.

Residents will be assigned to develop one or two cases for use in the case conference sessions during the

school year including a Residents’ Guide for use by residents participating in the cases. Residents guides

are not to be distributed to students. Faculty teaching in the module will be assigned to provide residents

with guidance in preparing their assigned case and must approve the case prior to distribution. Cases must

be prepared using the format below.

Format of the Case Presentations: Each case should contain the following:

a. Learning Objectives - A list of objectives should be developed. The learning

objectives should specify what the student is expected to perform after reading the

assigned readings and participating in the discussion. The objectives should be

11

related to the case (not the disease state as a whole) and should be of a reasonable

number.

b. A Summary of the Case presented in the POMR manner as appropriate - The case

should contain (but is not limited to):

1) Demographic information

2) Chief Complaint

3) Completed History & Physical Exam

4) Labs & Other Pertinent Data

5) Problem List

6) Hospital Course or Clinic Visit Summary

c. Emphasis. The case should be designed to emphasize the role of the pharmacist in

the management of the patient. Both in-patient and out-patient are desirable. Actual

patients should be used.

d. Required reading assignment and reference List. The reading list for the case must

contain required reading, and may contain supplemental reading. The required

reading list MUST include at least one recently published journal article of

original research that incorporates a high quality study design (e.g., not a case

report or review article). In addition, if current treatment guidelines are available

for the case disease state, then these MUST also be included in the required

reading list. The final reading list must be approved by the faculty

advisor/preceptor for the case. Chapters of text books do not qualify as required

reading materials, and may only be used if high-quality journal articles are not

available.

e. The Resident Guide. The resident guide should consist of a detailed discussion of

the case and should highlight points to be emphasized. This will provide uniform

coverage of the discussion topics by all residents and require a minimum work-up by

the residents. The resident guide should also review the disease state, basic therapy,

and monitoring criteria for the topic of discussion. Questions or topics to be covered

12

for the Residents to go over with students during the discussion should also be

included.

f. Case Discussion. One week prior to the case discussion date, the resident

responsible for preparing the case along with the faculty advisor/module coordinator

will meet with the other residents to do a Grand Rounds presentation to discuss the

case and answer questions so that all the residents will be able to present and conduct

the case in a uniform manner.

g. Distribution Prohibition. Resident Guides are NOT to be distributed to the students.

Timetable for Case Presentations: Residents must adhere to the following timetable:

*August 1: Contact course coordinators to confirm your case conference assignment.

8 weeks prior to scheduled case conference date:

1. Residents should contact the faculty preceptor assigned oversee to the case. Consultation

with the module coordinator/faculty advisor the faculty preceptor at this early stage is essential

to establish goals and identify appropriate patient cases for development.

2. Select disease states and identify patient case for presentation. Actual patients must be

selected for patient cases. Synthesized patients are not acceptable. Cases should be “textbook”

type patients with a typical presentation and course of treatment. Unique or unusual patients

generally do not make good teaching cases for students at this level. Compile information for

case (patient history and physical, labs and other pertinent studies, problem list, initial

medications).

3. Prepare the Resident Teaching Guide and quiz if appropriate.

* Five weeks prior case presentation (on Monday):

After receiving approval of the faculty advisor, submit all case materials to the case Module

Coordinator for review. Cases must be electronic (WORD) and charts or diagrams, if any,

should be in place. The Module Coordinator will provide input and the case will be reviewed

by the Inter-Module Coordinating Council (IMCC) and other Module Coordinators to ensure

coverage of material, consistency between cases, and as well as vertical integration of the

cases. Final modifications will be made at this time.

13

* Three weeks prior to case presentation: All case materials in WORD format must be

provided to the Case Conference Coordinators (submit to Joyce Day PSC 207) for copying and

distribution.

* Two weeks prior to case presentation: Distribution of all final case materials to the

residents for independent review and preparation for group discussion of the content, prior to

presentation to students.

* One week prior to case presentation: The resident reviewing the case for the week will

pick up the case conference materials from the Residency Program Office. The resident and

Module Coordinator will review case materials with all the residents where the resident

developing the case will present in a Grand Rounds format. To provide feedback and

development of teaching skills for the resident, the resident colleagues will perform a peer

evaluation of the resident presenting the case material to the residency class. All teaching

materials including the slide presentation are to be submitted to the Director, Residency and

Fellowship Training prior to the presentation and review with the residents.

2. The EVALUATION of student performance in the discussion. Students will be evaluated by the

residents based on their performance on the quizzes, oral case exams, and on their ability to discuss and

present material in a clinical setting. Evaluations of the students must be completed and are to be

submitted at the end of each teaching session.

3. Students will be asked to evaluate the resident’s performance as an instructor. The students will

complete an on-line evaluation of the resident at the end of each semester. The result of the students’

evaluations of the residents will be returned to the residents at the end of each semester.

Other Teaching Responsibilities

The resident will have opportunities provide conferences and lectures to pharmacy students and

other health care professionals during the year.

Teaching Certificate

The residents have the option to pursue a Teaching Certificate at the USC School of Pharmacy.

Requirements for the Teaching Certificate will require the minimum completion of the above teaching

activities as well as completing the requirements as outlined for the Teaching Certificate. See Appendix C.

14

Resident Project

Residents in the various rotations will have opportunities to work on projects which may be

administrative or clinical research in nature. This will afford the residents the opportunity to gain

experience and to develop administrative and research skills. These opportunities are outlined in the

respective sections of the syllabus dedicated to the various rotations.

The residents should begin to identity projects for the residency beginning July 1 following

meetings with their residency program directors (RPDs). They will be required to present their projects to

the faculty and their colleagues in November. Papers for presentation and/or publication concerning

pharmacy services or patients must be cleared through the appropriate pharmacy supervisors and the

University of Southern California Health Science Institutional Review Board (IRB) for approval as

necessary. IRB approval will take time, so it is essential that the process be started early. Progress reports

on the projects will be performed regularly. It is important that the resident select his/her project early so

that it may be prepared in time for presentation in a pharmacy forum such as the Western States Conference

for Pharmacy Residents, Fellows and Preceptors normally held in the May of the residency calendar.

Manuscript Requirement

A manuscript prepared suitable for publication by the end of the residency training program is a

requirement. Upon project completion residents are expected to document their experiences and prepare a

manuscript suitable for publication. The resident will be required to submit drafts of the manuscript at

various intervals during the residency for review and feedback. The manuscript required may include

projects other than the one presented at the Western States Conference. It may include review articles, case

reports, original research, or other topics deemed appropriate by the residency program director. The

manuscript must be completed and submitted by the start of the Western States Conference for Pharmacy

Residents, Fellows, and Preceptors in order for the resident to satisfactorily complete the residency

program.

RESIDENT EVALUATIONS

Residents will be evaluated using ResiTrak or the equivalent throughout the year in order to maintain

standards of performance, ensure improvement during the year, and to achieve program goals and objectives.

Evaluations will be performed at regular intervals as determined by the respective residency program directors

15

with both the resident and preceptor discussing and signing off the evaluation at the appropriate intervals.

Residents taking consecutive or longitudinal practice experiences in the same practice area from the same

preceptor(s) will be evaluated at a pre-determined interval not to exceed three-months as specified by the

respective program directors. The evaluation will include such items as achievement of the general goals and

objectives of the program, and performance of the activities and responsibilities of each practice area.

Evaluations can be completed electronically and kept in the residents’ portfolio.

RESIDENT ACTIVITY REPORTS

Each should be maintaining a Residency Binder to track their activities during the residency.

Depending on the practice experience and institution, the resident may be required to turn in a written report

documenting his or her activities at the end of each month. Reports for patient care services provided at the

LAC+USC Health Network are to be submitted to the clinical pharmacy office via Quantifi electronic data

collection.

PRECEPTOR EVALUATIONS

At the end of each rotation, the resident is required to complete an evaluation of the learning

experience and preceptor using ResiTrak. This will aid in designing an experience so that the resident may

benefit maximally from each learning experience. See above section on Resident Evaluations.

AWARDS

Resident of the Year Award

Each year one resident is selected to receive the Resident of the Year Award. This award is designed

to recognize and acknowledge one of our residents for his or her leadership qualities. The resident selected

ideally should be an example of a "role model" for other residents to follow.

Criteria for the award may include, but are not limited to, qualities such as leadership and

commitment to the profession, not only in teaching but also in service and research. The resident should also

be someone who has contributed to the overall residency program and is respected among his or her

colleagues. The Resident of the Year candidate is nominated by the residents and selected by the Residency

Advisory Committee. The resident selected will be recognized at the Annual Residency and Fellowship

Banquet held at the end of the residency program.

16

Excellence in Teaching Award

Each year one resident will be selected for the Excellence in Teaching Award by the Residency

Advisory Committee based on nominations submitted by faculty, resident preceptors, and residents.

Candidates for the award must have completed the teaching portfolio which are due at the end of May and be

eligible for the USC Teaching Certificate.

Project of the Year Award

There will be two Project of the Year awards at the end of the residency year; one for a PGY1

resident and one for a PGY2 resident. The Project of the Year Awards will be selected by the Residency

Advisory Committee based on nominations submitted by the residents and or by the resident’s faculty/project

advisor. Selection of the Project of the Year Awards includes criteria developed by the Residency Advisory

Committee. See Appendix D. Completion of the manuscript that meets criteria for publication in a scientific

or professional journal must be submitted with the nomination. Nominations for either award must be jointly

submitted and signed off by both the faculty advisor and the nominated resident.

Preceptor of the Year Award

This award complements the Resident of the Year Award. The intent of this award is to recognize

and promote faculty participation, support and interest in our residency program. All faculty/resident

preceptors are eligible for the award. The recipient will be selected by the current residency class through a

nomination process and finalized by May 31. Nominations are to be submitted to the Resident Representative

or his/her designate. The Preceptor of the Year selection will be made by the residents using criteria

developed by them. The selected preceptor should have demonstrated commitment to the residency program

in general as well as to individual residents. Criteria that have been developed by past residents include the

following:

Criteria

1. Be devoted to pharmacy education for all residents, students, peers, and colleagues.

2. Devote time to assist residents when needed.

3. Be interested in developing the expertise of the resident.

4. Be devoted to research for the betterment of pharmacy.

5. Possess leadership qualities.

17

6. Be compassionate.

7. Be involved with extracurricular pharmacy activities.

8. Be responsible.

9. Be an expert of their area of specialty.

10. Be respected by their colleagues.

11. Demonstrate exemplary teaching abilities.

12. Be a role model for the residents.

PROGRAM STRUCTURE AND ROTATIONS

Schedules

The University of Southern California School of Pharmacy offers both Postgraduate Year One

(PGY1) and Postgraduate Year Two (PGY2) pharmacy residency programs. Prior to the start of the residency

program, each resident will complete the "Resident Assessment and Program Planning" worksheet and submit

to the program director. Based on this information the resident’s schedule is planned in advance with changes

to be made during they year as necessary. During the year program changes will be made to tailor the resident

rotations to fit the individual needs and interests of the resident. Each resident will report to the faculty

preceptor of each rotation to determine and review his/her responsibilities as outlined in each rotation

syllabus. All patient care activities are supervised by qualified faculty/preceptors for the residents in their

respective practice areas. Duty hours are defined as clinical and academic activities related to the residency

program and are not to exceed 80 hours per week averaged over a four-week period inclusive of all in-house

call activities. Moonlighting or outside employment is allowed as long it is cleared with the RPD and it does

not interfere with the residency training and the combined time does not exceed the 80 hours per week.

Changes in rotation schedules and selection of elective rotations shall require review by the specific RPD

Training and Educational Seminars

As part of the residency, the residents are required to attend regularly scheduled business meetings,

training and educational courses, and seminars. Failure to complete coursework and seminars will result in

non-completion of the residency. Seminars and courses provided during the residency include the following:

1. Physical Assessment Training

18

2. BLS and ACLS Training

3. Teaching Skills Course

4. Research Methods in Clinical Pharmacy

5. Pharmacy Administration and Management

6. Drug Information Systems and Drug Audits

7. Leadership and Professional Development Workshop

Vacation and Professional Leave Time

Residents requesting vacation leave must submit a written request to the Director at least two weeks

in advance to be considered. Sufficient personnel must be available to maintain teaching service and

administrative commitments normally performed by the individual. Residents are NOT to take time off when

they have classroom teaching responsibilities. Vacation leave is subject to approval by the individual's rotation

faculty preceptor and the program director. Requests for vacation leave will be honored in the order in which

they are submitted. See Appendix E.

Residents requesting leave for attending professional meetings must be submitted in advance.

Attendance at professional meetings beyond assigned activities will count as vacation time. As above, vaca-

tion leave, teaching, service and administrative commitments must be covered during the individual's

absence. Approval criteria for leave requests will include but will not be limited to the following factors:

1. Presentation of papers at a meeting.

2. Participation in the meeting as an officer of the sponsoring organization.

3. Necessity of attending the meeting.

4. Previous attendance at the meeting.

Leave for job interviews, site visits, and personal matters, etc., are to be counted as vacation time. A

resident's absence from any given rotation due to leave time may not exceed 25% of the rotation length.

Excessive absences due to protracted sick leave or other leave time will necessitate a review of the resident's

progress by the Residency Council and may result in the extension of the residency program beyond the 12

months period.

19

Completion of Residency Requirements and Dismissal Guidelines

For the resident to complete the residency program, he/she shall meet the objectives planned for

his/her individualized residency program, as presented at the beginning of the residency year. The resident

will attend all activities regularly scheduled and organized for the residency year. Residents missing more

than 25% of any scheduled activities or practice experience are required to make up content or materials

missed during that time to satisfactorily complete the residency. This may include extending the residency

beyond the normal schedule of June 30 to make up requirements for completion of the residency.

Those residents who miss 25% or more of the scheduled activities will receive written notice of their

deficiencies and the need to correct the situation as necessary. In addition, the resident must have successfully

passed the California State Board of Pharmacy examination and prepared a manuscript suitable for publication

(see Residency Projects) prior to receiving the Residency Certificate.

The resident is subject to dismissal from the residency-training program as a result of any one of

the following conditions:

1) unprofessional conduct

2) poor performance in the residency program, eg. not able to achieve goal and outcomes as

required by the residency program

3) non-licensure by the California State Board of Pharmacy by January of the residency program

year (end of the second quarter of the residency program year).

4) revocation of the pharmacist's license by the California State Board of Pharmacy

Neglect of service, patient care, or teaching responsibilities; failure to participate in scheduled

coursework and seminars; and insubordination are some examples of unprofessional conduct exhibited by a

resident. Documented incompetence in patient care and teaching activities are two examples of poor

performance in the residency program.

Residents who are not licensed to practice pharmacy in the State of California by the end of

September may be subject to dismissal from the residency program, unless extenuating circumstances

exists as deemed by the USC Residency Council. Residents who are not licensed in the State of California

by January 1 will be dismissed within 30 days of notification of failure to achieve licensure.

20

Residents who are subject to dismissal will be advised in writing of the events leading to

recommendation for dismissal by the Director, Residency and Fellowship Training. The resident will have

an opportunity to respond to the events leading to recommendation for dismissal. The Residency Council

will review events leading to dismissal of the residents for disposition. See Appendix F for Checklist for

Completion of Residency Requirements.

APPENDICES

Appendix A – Therapeutics Case Conference Syllabus Appendix B – IPPE Teaching Responsibilities Appendix C – Teaching Certificate Form Appendix D – Project of the Year Criteria Form Appendix E – Insert Vacation Request Form Appendix F – Checklist for Completion of Residency Requirements Form

Appendix A

USCSchool Pharmacy

THERAPEUTICS CASE CONFERENCE SYLLABUS 

Therapeutics I‐XI  Fall 2014 and Spring 2015 Thursday 1:00‐3:00pm  Location: as assigned in PSC or CHP rooms Course Coordinators:  

 Danny Kim, Kathleen Besinque and William Gong Office:    PSC 200C                                 PSC B15 Office Hours: by appointment Contact Info: [email protected]   [email protected]                         323‐442‐1399              323‐442‐2648 Residents: see assignments on Blackboard  IT Help:.   Blackboard is utilized as the learning management system for this course.  For help (at any time),  •  Call 213‐740‐5555 and choose Option 3. •  Visit USC’s Blackboard Online Help site for how‐to videos and      guides. •  Send an email to [email protected] • Access additional Blackboard 9 training videos on Lynda.com at  http://www.usc.edu/its/lynda and search for Blackboard 9 Essential Training Mediasite is used for lecture capture and delivery, and Turning Point is used as the audience response system in this course.  For help, • Visit Instructional Media Services in the basement on weekdays between 9:00 AM and 5:00 PM or email [email protected]. For other technology‐related questions, call 213‐740‐5555. 

  

Course Description The case conferences provide students with a “simulated” practice‐based experience to bridge the transition from the classroom environment to the practice‐based experiences.   Small groups are used to develop clinical reasoning skills and foster communication & interaction with peers.  Students will be required to complete an onsite visit with their assigned resident each semester and write a SOAP note and a reflective essay after the experience.  A portion of the time spent during case conference is included in the “experiential” hours of the program.   

Learning Objectives A. Program Competencies/ABILITY‐BASED OUTCOMES 

The School of Pharmacy Ability‐Based Outcomes (ABOs) introduced, practiced and/or 

achieved in this course are indicated by bold type below. 

1. Provide patient care. Includes: 1.1 Provide patient centered care 

Syllabus for Therapeutics Cases Conferences, Page 2 of 5 

1.2 Promote health and wellness 1.3 Provide population‐based care 

2. Apply medical and therapeutic knowledge to pharmacy practice. Includes: 2.1 Develop, integrate, and apply knowledge from the foundational sciences (Scientist) 2.2 Evaluate the scientific literature 2.3 Explain drug action 2.4 Solve therapeutic problems 2.5 Advance population health and patient centered care 

3. Demonstrate a comprehensive approach to practice and care. Includes: 3.1 Demonstrate problem solving skills (Problem Solver) 3.2 Demonstrate educator skills (Educator) 3.3 Engage in patient advocacy (Advocate) 3.4 Demonstrate Interprofessional collaboration (Collaborator) 3.5 Demonstrate cultural sensitivity (Includer) 3.6 Demonstrate effective communication skills (Communicator) 

4.0 Demonstrate professional behavior.  4.1 .Exhibit behaviors and values consistent with the profession of pharmacy 4.2 Demonstrate professionalism in interactions with patients 4.3 Demonstrate professionalism in interactions with other healthcare providers 4.4 Demonstrate professionalism in interactions with society. 4.5 Exhibit behaviors that demonstrate accountability and ownership in all professional activities (Professional) 

5.0 Manage and use the resources of the health‐care system: Includes 5.1 Optimize safety and efficacy of medication use systems (Manager) 5.2 Manage human resources 5.3 manage financial resources 5.4 Manage technological resources 5.5 Manage physical resources 

6. Engage in Personal and Professional Development. Includes: 6.1 Demonstrate self‐awareness (Self‐aware) 6.2 Demonstrate Leadership (Leader) 6.3 Innovation and Entrepreneurship (Innovator) 

 

B. Course Objectives: 

a. Provide small group environment to develop clinical reasoning skills and foster 

communication & interaction with peers   

b. “Simulate” practice‐based experience to bridge classroom didactic and practice 

based experiences.   

c. Apply the knowledge from the Therapeutics modules to patient care.   

 C. Concurrent Enrollment: Students must be enrolled  in  the P2/P3  therapeutics modules  to participate in the course       

Appendix A

D. Course Schedule exact dates TBA Fall 2014 begins August 25, 2014 and ends December 19, 2014. Case groups meet each Thursday from 1:00‐3:00pm. Attendance is MANDATORY.   Topic  Date of Case Conference 

All School Picnic (Tentative)until 1;30pm 

Case conference orientation: 1:30‐2:30pm 

 

Hypertension and Dyslipidemias   

Anticoagulation and VTE   

Ischemic Heart Disease   

Arrhythmias   

Heart Failure   

Diabetes session 1   

Diabetes session 2   

Thyroid and Adrenal Steroids    

Hormone Therapy (men and women)   

pK   

Urosepsis/UTI/skin soft tissue infections   

Thanksgiving (no case)   

Pneumonia/ Intra‐abdominal Infection   

 E. Course Notes Copies of case conferences, reading assignments and other class information will be posted on Blackboard.  

 F. Technological Proficiency and Hardware/Software Required:  Students must meet the USC School of Pharmacy Technology requirements to participate in this course.  

G. Required Readings and Supplementary Materials: a. Textbooks as the same as those required for the Modules will be used.  b. In addition “accesspharmacy” has many helpful reference sources. 

c. Additional reading may be assigned by course faculty.  

d. Students will be notified of these reading assignments as part of the case conference assignment. 

 

H. Description and Assessment of Assignments  There are 3 parts to the grade for this course: 

1. Participation in the weekly case conferences 

Syllabus for Therapeutics Cases Conferences, Page 4 of 5 

2. Completion of a site visit (4 hours minimum) with their assigned residents 3. Submit a reflective essay after the site visit. 

 During the case conferences, students will be required to participate in patient case discussions. Prior to attending the session students must prepare a SOAP note and complete reading assignments. Upon arrival at the session students are expected to be prepared to discuss both the patient case and the assigned reading.   

I. Grading Breakdown a. Attendance is required at each class session. b. Students will be graded by the assigned resident based upon the attached rubric. 

a. Students must “pass” each session to pass the Therapeutics course series. b. A minimum score of 60% on the rubric is required to pass each session. 

c. Students must complete an onsite visit with their resident each semester (minimum of 4 hours) and complete a SOAP note during the visit. 

d. Students must complete a reflective essay after the site visit experience (one page minimum). e. Students must satisfactorily complete ALL three sections of the course to receive a passing score 

(case discussions, site visit, reflective essay) in the course.   

 

J. Assignment Submission Policy Cases must be completed prior to each case session.   

K. Additional Policies  IMCC POLICY REGARDING MISSED CASE CONFERENCES AND CASE CONFERENCE QUIZZES Attendance at case conferences (discussion sessions) for students enrolled in the Therapeutics Course Modules is required. 

A. A case conference will be graded as zero “0” by the course coordinator, residents and peer evaluators   unless one of the following criteria are met: 

a. In case of an immediate personal emergency that precludes attendance at the case conference, the student MUST notify the Course Coordinator as specified in the syllabus prior to the start of the case conference. If the student is not able to make immediate contact he/she must make contact within 24 hours of the conference. 

b. Personal emergencies are defined as serious vehicle accidents involving the student, hospitalization of the student, serious illness or physical injuries to the student which require emergency medical treatment, or the sudden death of an immediate family member (spouse, child, mother, father, sister or brother).  

c. All immediate personal emergencies must be verified in writing by the attending physician or in the case of a death in the family, the mortuary. 

d. Notification of residents and/or fellow students does NOT serve as appropriate notification of an emergency. Students must contact the Course Coordinator directly.  

B. If a student has a significant scheduled event that conflicts with a scheduled conference the student must contact the Course Coordinator as specified in the syllabus, two weeks prior to the case conference to obtain approval to miss the case conference. An approval may or may not be granted by the instructor.  

a. If an approval is granted the student must accept the grading procedures as described in the course syllabus. If a student is excused from a missed case conference the Course Coordinator has the option to: 

i. Require the student to submit the case conference assignment in writing as a makeup. OR 

ii. Excuse the student from the case conference and use either another assignment or pro‐rate the students grade. 

Syllabus for Therapeutics Cases Conferences, Page 5 of 5 

b. If the instructor excuses the students or permits a make‐up or written case submission, the highest grade that can be received is “C”. The only exceptions to the make‐up “C” grade restrictions are verified religious holidays, judicial procedures, US citizenship interviews, and necessary medical procedures. 

c. Quizzes given as part of the case conferences can NOT be made up.  University Policy on Absences: Holy Days University policy grants students excused absences from class for observance of religious holy days. Faculty are asked to be responsive to requests when students contact them IN ADVANCE to request such an excused absence. The student should be given an opportunity to make up missed work because of religious observance. Students are advised to scan their syllabi at the beginning of each course to detect potential conflicts with their religious observances. Please note that this applies only to the sort of holy day that necessitates absence from class and/or whose religious requirements clearly conflict with aspects of academic performance.  

Statement for Students with Disabilities Any student requesting academic accommodations based on a disability is required to register with Disability Services and Programs (DSP) each semester. A letter of verification for approved accommodations can be obtained from DSP. Please be sure the letter is delivered to me (or to TA) as early in the semester as possible. DSP is located in STU 301 and is open 8:30 a.m.–5:00 p.m., Monday through Friday. Website and contact information for DSP: http://sait.usc.edu/academicsupport/centerprograms/dsp/home_index.html, (213) 740‐0776 (Phone), (213) 740‐6948 (TDD only), (213) 740‐8216 (FAX) [email protected].  

Statement on Academic Integrity  USC seeks to maintain an optimal learning environment. General principles of academic honesty include  the concept of respect for the intellectual property of others, the expectation that individual work will be submitted unless otherwise allowed by an instructor, and the obligations both to protect one’s own academic work from misuse by others as well as to avoid using another’s work as one’s own. All students are expected to understand and abide by these principles. SCampus, the Student Guidebook, (www.usc.edu/scampus or http://scampus.usc.edu) contains the University Student Conduct Code (see University Governance, Section 11.00), while the recommended sanctions are located in Appendix A.   

Emergency Preparedness/Course Continuity in a Crisis  In case of a declared emergency if travel to campus is not feasible, USC executive leadership will announce an electronic way for instructors to teach students in their residence halls or homes using a combination of Blackboard, teleconferencing, and other technologies.    

Introduction to Clinical Practice (IPPE)

This purpose of this policy is to: 1) provide guidance for faculty, residents, and students participating in the

Introduction to Clinical Practice IPPE and the Therapeutics Modules 2) assure consistency in the implementation of the IPPE experience.

A. Purposes of the Introduction to Clinical Practice IPPE:

1. Provide students with an introduction to patient monitoring and assessment in the practice-based environment.

2. Prepare students for advanced practice clinical experiences by providing introductory clinical experience that bridge between the classroom and practice-based experiences.

3. This experience is included in the 300 hour requirement of the IPPE program.

4. Complete a SOAP note and reflective essay for each site visit

B. Standardized Format (See attachments)

1. Students will complete the “Introduction to Clinical Practice” IPPE in conjunction with the Therapeutics Modules during Spring Year 2 and Fall Year 3.

2. The Introduction to Clinical Practice IPPE includes the following: a. Each student in the Therapeutics Modules will be assigned to a

Resident conference group each semester. Students in Year Two will participate during the Spring term and students in Year Three will complete the IPPE during Fall term. Documentation of participation will be done by the both the Resident and student and credit for completion of the IPPE will be in Therapeutics XI PHRD 612.

b. Students will schedule an on-site visit to a clinical practice site designated by their Resident. The location and time of the visit will be determined by the Resident and will be scheduled outside of the students’ class schedule. The minimum time for the IPPE visit is 4 hours at the site. During the site visit students will be under the direct supervision of the Resident. There should be no more that two students per resident at each IPPE visit.

c. During the IPPE students must complete a minimum of one patient encounter, develop an appropriate care plan for the patient, write one SOAP note approved by the Resident documenting the encounter and treatment plan and write a reflective essay of the experience (one page, 11-12 point font minimum).

d. A standardized SOAP format as presented in the Modules will be used for the IPPE.

e. A rubric for assessment of SOAP notes by the Resident will be used for providing feedback to students about the SOAP note.

f. Students must wear appropriate attire for the clinical setting (white coat, business attire) including a USC Student Identification Badge during the encounter.

William Gong
Typewritten Text
Appendix B

C. Role of the Module course coordinators 1. Include information about the IPPE in course syllabi for the Modules. 2. The coordinators of Module XI will maintain credit for this experience.

Passing the experience is required for passing the PHRD 612 course. D. Role of the Resident Program Directors

1. Inform the practice site of the students IPPE 2. Inform resident preceptors of the residents responsibility for the IPPE

E. Role of the Resident

1. Establish a schedule for the IPPE visits. a. At the beginning of each semester the Resident will identify suitable

times and dates for the IPPE visits and establish a schedule for the visits with the students assigned to them.

b. Residents will obtain approval from their preceptor at the selected clinical site prior to scheduling students to the IPPE.

2. Provide direct supervision to students during the 4 hours IPPE in the clinical setting including during the interview of the patient. 3. Identify a minimum of one appropriate patient for the student to interview and complete a care plan (including SOAP note). 4. Review and provide feedback to the student of the patient interview, care plan and SOAP note. 5. Submit to the course coordinator of Module XI in PSC 301 no later than the last day of classes for the semester documentation of successful completion of the IPPE for each student.

F. Role of the Student 1. Complete the two IPPE experiences as scheduled by the respective

Residents and as outlined in item B above. 2. Submit the reflective essay and proof of hours signed by the resident to

the coordinator of Module XI (PSC 301) no later than the last day of classes during the term each visit is completed and retain a copy of the essay for his/her portfolio.

3. Follow the Policies and Procedures of the Practice-based experience programs at all time during participation in the IPPE including attire, professional behavior and proper identification.

Attachments:

1. Reflective essay rubric 2. SOAP rubric 3. Policies and Procedures of the Practice-based experience programs

RubiStar en Español

Find Rubric | Create Rubric | Teacher Home | Edit Profile | Tutorial | Logout Create Rubrics for your Project-Based Learning Activities

Rubric ID: 1224956 Find out how to make this rubric interactive

Date Created: January 14, 2006

Go to Waypoint

6+1 Trait Writing Model : SOAP Note Assessment Rubric

CATEGORY 4 3 2 1

Word Choice Student uses appropriate medical terminology throughout note(100% of the time)

Student uses appropriate medical terminology throughout note, but occasionally(25% of the time)the words are used inaccurately or lay terms used instead

Student uses appropriate medical terminology only 25% of the time, relying on lay terms as descriptors

Student uses no appropriate medical terminolgy, relying heavily on lay terms for all descriptors

Sequencing (Organization)

Details are placed in a logical order and the way they are presented effectively describes the treatment session with 0 errors

Details are placed in a logical order for the most part with 1-2 errors.

Some details are not in a logical or expected order, with 3-4 errors.

Many details are not in a logical or expected order. There is little sense of organization and does not describe the true sequence of treatment session and contains 5 or more errors.

Accuracy of Facts (Content)

All information is reported accurately and in the correct section.

Almost all supportive facts are reported accurately with only 1 error.

Most supportive facts are reported accurately with 2 errors.

NO facts are reported OR most are inaccurately reported.

Grammar & Spelling (Conventions)

Writer makes no errors in grammar or spelling that distract the reader from the content.

Writer makes 1-2 errors in grammar or spelling that distract the reader from the content.

Writer makes 3-4 errors in grammar or spelling that distract the reader from the content.

Writer makes more than 4 errors in grammar or spelling that distract the reader from the content.

QuizStar | TrackStar | NoteStar | Profiler Pro | More Tools RubiStar en Español | Contact Us | Terms of Use Copyright. © 2000-2008, ALTEC at University of Kansas

4Teacher Tools

Page 1 of 1Your Rubric

2/4/2009http://rubistar.4teachers.org/index.php?screen=ShowRubric&rubric_id=1224956&

PRACTICE BASED EXPERIENCES POLICIES Kathleen Hill-Besinque, Pharm.D., M.S.Ed. Director, Professional Experience Programs USC School of Pharmacy

The Practice Based Experiences program at the USC School of Pharmacy includes but is not limited to: the Year One Introductory experiences (IPPE-Externship), the Parenteral Therapy Practicum (IPPE-IV rotations), the Introduction to Clinical Practice IPPE, and the Advanced Practice program (APPE-clerkship). The APPE is a 36 week, intensive experience in the practice of pharmacy. Each student completes six APPE, each of which is six weeks in duration during Year 4 of the Doctor of Pharmacy program. The purpose of the practice-based experiences in the curriculum is to provide students with supervised experience in the provision of pharmaceutical care, to build and improve communication skills and refine the skills needed to practice pharmacy effectively. Students enrolled in the Practice Based Experiences programs at the USC School of Pharmacy are required to comply with the following policies. These policies are discussed with students at mandatory orientation meetings where students are given with an opportunity to ask questions and clarify issues. Preceptors are advised of policies via preceptor meetings and memos. ATTENDANCE:

• Students are required to attend all scheduled IPPE/APPE activities, participate in conferences and be present at the assigned site during all program hours (normal business hours for most APPE and as scheduled for IPPE).

• Students may be excused from Practice Based Experiences for illness, personal emergencies or to attend specific pre-determined professional meetings with the approval of BOTH the preceptor and IPPE/APPE Program Director. Students with absences related to illness or family emergencies may be required to make up time at the convenience of the preceptor.

• Students missing more than 1 IPPE/APPE day are required to notify the Program Director (Besinque/Baron/Goad/Lieu) by written memo (E-mail acceptable) of the absence and reasons. Students interviewing for residency positions must contact the preceptor prior to scheduling interviews for approval of dates and times of absence. Students applying for residency program may request Spring 1 “off” to facilitate interview scheduling.

• Students ARE NOT excused from Practice Based Experiences due to conflicts with the student’s outside employment.

• The Practice Based Experiences program honors the following holidays: Thanksgiving Day, Christmas Day, New Years Day, Labor Day and the Fourth of July. All other holidays are considered regular school days unless the facility is closed or operating on a holiday schedule and a preceptor is not available to supervise the student. Veterans Day, Washington’s Birthday, MLK Holiday and the day after Thanksgiving are not considered clerkship days off.

• Students must inform preceptors, in writing prior to any scheduled absence including religious holidays at least 2 weeks in advance.

• Students should call preceptors if they are going to be late or are ill. • Students may request o be excused for religious activities as per the

University Policy (details are contained in the Scampus). Students excused from Practice Based Experiences for religious activities must provide advance notice to preceptors and may be required to make up time at the convenience of the preceptor.

PROFESSIONAL BEHAVIOR: Students are expected to exhibit professional behavior at all times during IPPE/APPE activities. As Interns, licensed by the California State Board of Pharmacy, students must comply with rules and regulations governing the practice of pharmacy during clerkship activities. A copy of the students current California Intern License should be available to preceptors. Students should check the evaluation criteria for additional descriptions of professional behavior (ie arriving on time). Professional behavior is included in the student’s grade. ATTIRE: Professional attire is required during participation in all IPPE/APPE activities. Professional attire means CLEAN, business style clothing (shirt and tie, dress pants, skirts, dresses with CLOSED TOE shoes). Jeans, tennis shoes shorts, tee-shirts and sandals are not permitted. Women may be required to wear nylon stockings (pantyhose) or similar covering of the legs if they wear skirts or dresses (NO BARE LEGS OR MIDRIFFS). A clean white coat should be worn while in clinical facilities. Artificial/acrylic nails or extenders are not permitted in patient care areas. Sites may have additional requirements for attire- please check the site syllabus for more information. Year 4 students must wear their LAC+USC identification badge at all times. Year 1-3 students must wear their USC photo ID badge. Additional badges or identification may be issued at the Practice Based Experiences facility and must be worn if required. Students are responsible for returning badges or other material issued. Student loosing badges or similar may be required to pay for replacement or a “lost fee”. CONFIDENTIALITY: All students must be HIPAA certified prior to starting Practice Based Experiences. The School of Pharmacy has a strict policy regarding confidentiality. All information related to patients, proprietary information of the clerkship facility or similar information is considered confidential. Students may not discuss, report or allow confidential information to be communicated to others. Students violating rules of confidentiality may be discharged from clerkships and failed in the course. A letter describing confidentiality in more detail is distributed to all students during orientation. RESPONSIBILITY: Practice Based Experiences are generally taught in patient care settings. Students are reminded that monitoring patients, completing consults in a timely manner and reporting activities to their preceptor are the student’s responsibility. Students must take recommendations and interactions with the health care team seriously and responsibly. Practice Based Experiences in other settings also require the student to assume responsibility for completion of assignments and follow-through in reporting and recording their activities.

COMPLIANCE WITH HEALTH REQUIREMENTS: Students must comply with health screening and immunization requirements of the Practice Based Experiences facilities. Responsibility for compliance rests with the student and proof of compliance may be requested by preceptors prior the students attending clerkship activities. All students must be screened for TB, have a record of immunity to measles, mumps and rubella and be in good general health. Failure to satisfy health screening requirements will disqualify a student from attending Practice Based Experiences. Some sites may require additional health screening. Students must check the syllabus at least 4 weeks prior to an IPPE/APPE to insure compliance with site specific requirements. FACILITY POLICIES AND PROCEDURES: Students must comply with specific policies and procedures of the Practice Based Experiences facility. Preceptors should advise students of facility policies during the Practice Based Experiences orientation process. Preceptors and students should discuss the following procedures specifically: fire and safety procedures, emergency drills, telephone etiquette, medication distribution systems and ADR reporting policies. INFECTION CONTROL: Students receive training in infection control as a component of didactic instruction. Students are to review this material prior to Practice Based Experiences attendance. Students are expected to comply with infection control procedures. CRIMINAL BACKGROUND CHECKS, DRUG TESTING AND OTHER SCREENING:

Participation in the IPPE/APPE may require additional screening of students assigned to institutional and certain other sites. This may include but is not limited to criminal background checks, drug screens and fingerprinting. Students must sign the notice of background checks before beginning each year of the IPPE/APPE program. All students are required to complete background checks and provide the Office of Experiential Programs with proof of completion at the beginning of Year 1 and Year 4. COMPENSATION: Students may not receive or request compensation from facilities or preceptors for activities related to the Practice Based Experiences. PROPERTY: Students must respect the property of the IPPE/APPE facility. Damage to the sites property may result in dismissal from Practice Based Experiences sites. Students must return all property to the facility upon completion of the Practice Based Experiences. Grades may be held until ALL material (including books, journals, etc.) are returned. Fines, if any, for overdue materials are the responsibility of the student. FIRST DAY INFORMATION: Students are responsible for reading the course syllabus provided during orientation before the Practice Based Experiences begins. Students are to contact preceptors one week prior to the Practice Based Experiences (unless otherwise stated in the syllabus) to confirm first day arrangements. Students are to have a current portfolio for each preceptor on the first day of Practice Based Experiences.

COMPLIANCE WITH UNIVERSITY POLICIES: The University of Southern California has policies regarding discrimination, sexual harassment, academic dishonesty and many other topics. University policies are published annually in the Scampus which is distributed to students and Practice Based Experiences sites. Please consult the Scampus for details. HONOR CODE: The School of Pharmacy has adopted an Honor Code which addressed examination behavior and academic dishonesty. Copies of the Honor Code will be distributed to students and clerkship facilities. Students must comply with the Honor Code during all clerkship activities. Preceptors should follow the guidelines in the Honor Code for issues related to academic integrity issues. ACADEMIC STANDARDS: Students are advised of the academic standards for the USC School of Pharmacy during every year of the professional program. Requirements for graduation are discussed at the mandatory meeting in May for all students. Grading criteria and requirements for individual courses is contained in the syllabus provided to each student during orientation. The technical standards required for completion of the IPPE/APPE program (Ability statement) are included in the School of Pharmacy Academic Policies distributed to students. Questions regarding Practice Based Experiences grading criteria should be discussed with the Program Director or the students preceptor. MONITORING FORMS AND PATIENT RELATED RECORDS: Students are to maintain confidentiality of monitoring forms and patient related records. At the conclusion of the rotation, students should return all patient related documents to the preceptor for disposal.

Appendix C

Updated 06/29/14

Teaching Certificate Requirements for Residents

Name of Resident: ________________________________________

For the resident to complete the teaching certificate program at the University of Southern California School of Pharmacy, the resident establish and maintain a teaching portfolio beginning with the initial teaching workshop and completing a teaching reflection at the end of the residency. As part of the teaching portfolio the resident will maintain documentation for completion of the following items in the teaching portfolio.

Item Date Completed Identify item in portfolio Completed Teaching Skills Seminar Series ______________

Teaching Skills Development Initial Self-Assessment ______________ ___________________________

Initial Teaching Philosophy Statement ______________ ___________________________

Complete Teaching Log (on reverse) ______________ ___________________________

Teaching Experience Log

Develop teaching materials for a lecture in the classroom setting with goals and objectives ______________ ___________________________

Complete lecture in the classroom setting ______________ ___________________________

Develop examination questions or self-assessment questions ______________ ___________________________

Develop teaching materials for the case discussions ______________ ___________________________

Facilitated small group discussions in the therapeutics modules ______________ ___________________________

Clinical/In-services Teaching programs (List) ______________ ___________________________

Evaluate pharmacy students in small groups and/or Fall ______________ ___________________________ clinical setting

Spring ______________ ___________________________

Evaluations of Resident Teaching

Lecture/classroom setting evaluation by students ______________ ___________________________

Small group case conference evaluations by students ______________ ___________________________

Peer/preceptor evaluations of teaching/presentations ______________ ___________________________

Teaching Skills Development Final Assessment ______________ ___________________________

Final Reflection/Updated Teaching Philosophy ______________ ___________________________

Future Plans Statement ______________ ___________________________ _______________________________________________________________ Residency Program Director Date _______________________________________________________________ Director, Teaching and Learning Resources Date _______________________________________________________________ Director, Residency and Fellowship Training Date

Appendix C

Updated 06/29/14

TEACHING LOG

(Lectures, Small Group Discussions, In-service, etc.)

DATE HOURS TITLE AUDIENCE TYPE SITE

Type of Teaching: I - In-service L - Lecture P - Practice site/Precepting S - Small Group Sessions

        Appendix D 

 

2013 – 2014 Project of the Year Selection Criteria

Name of Resident: ____________________________________________________________________

Nominated by: _______________________________________________________________________

Title of Project: _______________________________________________________________________

Name of Journal for Submission: _________________________________________________________

Manuscript meets guidelines for Journal : ___ Yes ___ No

Please check off the following items to describe your nominations for the Resident Project of the Year. Circle one number that best reflects your assessment on the following criteria based materials submitted.

Type of Residency Project

___PGY1

___PGY2

Contribution to project, (was the resident self-directed, had initiative, needed a lot of attention, etc.?)

___Self-Directed

___Moderate

___Minimal (required support by project advisor)

Quality of residency project ___Excellent ___Good ___Acceptable

Significance of project and contribution to the health center/profession/patient care

___Very significant

___Significant

___Somewhat significant

___Minimal

Project has been submitted and presented at the following meetings. Please specify whether presentation was platform or poster: ___ACCP ___AMCP ___ APhA ___ASHP ___CSHP ___WSC ___Other (Please identify meeting):_______________ Overall quality of submitted draft manuscript ready for journal submission

___Yes

___Almost

___Early draft

Appendix E 

USC SCHOOL OF PHARMACY

REQUEST FOR TRAVEL, VACATION OR OTHER ABSENCES

Name: ______________________________________ Date: ___________________________________ Department: _________________________________ My responsibilities will be covered by: _____________________________________________________

Non-Business Time Off: □ Vacation □ Personal Day □ Other □ Jury Duty □ Military Leave Comments: __________________________________________________________________________ ____________________________________________________________________________________ Dates Out: From: __________________ To: _______________ Total Days Taken: ___________________________________________ Business Travel: □ During a period when clerkship students are assigned (MUST be submitted 2 weeks prior) Purpose: □ Presenting □ Officer □ Education □ Other Funding Type: □ Dept. Funds □ Research □ 3rd Party □ Personal For approved business-related absence, provide title of meeting/conference/seminar, and inclusive dates. ____________________________________________________________________________________ ____________________________________________________________________________________ Destination: _____________________________________________________________________________________ City State Country _____________________________________________________________________________________ Hotel Name & Telephone Number (include area code) Date of Departure & Time: ______________________________________________________________ Date of Return & Time: ______________________________________________________________ Date of Return to Office: ______________________________________________________________ Travel Carrier □ Airline (Name & Flight #, Outbound)_____________________________________ (Name & Flight #, Inbound) _____________________________________ □ Private Automobile ____________________________________________________ □ Other (please explain) __________________________________________________

_____________________________________________ ____________________________ Employee Signature Date _____________________________________________ _____________________________ Supervisor’s Signature Date

Appendix F

Updated: 4/22/2014

Checklist for Completion of Residency Requirements Due: June 25, 2015

Resident Name: ______________________________ Program: ___________________________ Please Initial: Resident/Program Director _____/_____ 1. All clinical practice requirements have been completed as stated in the individual residency manual. _____/_____ 2. All teaching activities have been completed as stated in both the general and individual residency manual. _____/_____ 3. The major resident project is completed and an acceptable written summary* has been submitted to the

Program Director. IRB paperwork has been completed as appropriate. _____/_____ 4. The resident has completed and submitted a manuscript suitable for publication*. _____/_____ 5. The resident has presented at the Western States Conference for Pharmacy Residents, Fellows and

Preceptors or an appropriate forum. _____/_____ 6. The resident has completed all required self assessments* and preceptor assessments as listed below:

- Evaluation of preceptor for each rotation unit - Baseline and quarterly self assessments

_____/_____ 7. The preceptors / program directors have completed the following resident evaluations* and discussed with

the resident. - Evaluation of the resident for completion of learning objectives for each rotation unit - Baseline and quarterly evaluation

_____/_____ 8. The resident has completed an exit interview with the Program Director. This interview should include

discussion of the written reflection by the resident of the past year to include: - areas of strength or continued improvement identified for the resident - areas of strength or areas requiring improvement identified for the individual program (specific

suggestions on how to improve the program are encouraged) -

_____/_____ 9. Written reflection of the residency year by the resident is completed submitted for the resident notebook. * Please include documentation of each of these activities in a “resident notebook”. Other materials may be included, such as copies of lectures, presentations, awards, etc. The notebook should be reviewed during the exit interviews. The program director will retain a copy of these materials at the end of the program. I support that each of the above requirements has been completed. If any deficiencies exist, I understand that I will not receive certificate of completion of the residency program until all of these requirements are fulfilled. Resident Signature _______________________________ Date___________________________ To my knowledge, the resident has completed all of the requirements of the residency training program as defined by USC School of Pharmacy Residency Program and is to granted certificate of completion of the program. ___________________________________________ ____________________________ Program Director Date ___________________________________________ ____________________________ Director, Residency and Fellowship Training Date