SPRING/SUMMER 2009 IPPE & PEMS Preceptor Training
Objectives To review with preceptors the ACPE standards regarding Experiential Education To review the UK College of Pharmacy Student Outcomes To review with preceptors past accreditation concerns regarding the EPPE course To review with preceptors improvement plan and curriculum changes for EPPE To inform preceptors of changes in store for the upcoming PY1 experiential students To review with preceptors the Pharmacy Practice & Science Philosophy of Practice To train preceptors on the Pharmacy Education Management System (PEMS)
ACPE Standard 14 Curricular core for Pharmacy Practice Experiences The college or school must provide a continuum of required and elective pharmacy practice experiences throughout the curriculum, from introductory to advanced, of adequate scope, intensity, and duration to support the achievement of the professional competencies
Standard 14 The pharmacy practice experiences must integrate, apply, reinforce, and advance the knowledge, skills, attitudes, and values developed through the other components of the curriculum. The objectives for each pharmacy practice experience and the responsibilities of the student, preceptor, and site must be defined. Student performance, nature and extent of patient and health care professional interactions, where applicable, and the attainment of desired outcomes must be documented and assessed.
Standard 14 In aggregate, the pharmacy practice experiences must include direct interaction with diverse patient populations in a variety of practice settings and involve collaboration with other health care professionals. Most pharmacy practice experiences must be under the supervision of qualified pharmacist preceptors licensed in the United States.
Guideline IPPE The introductory pharmacy practice experiences must involve actual practice experiences in community and institutional settings and permit students, under appropriate supervision and as permitted by practice regulations, to assume direct patient care responsibilities. Additional practice experiences in other types of practice settings may also be used. The introductory pharmacy practice experiences should begin early in the curriculum, be interfaced with didactic course work that provides an introduction to the profession, and continue in a progressive manner leading to entry into the advanced pharmacy practice experiences.
Introductory Pharmacy Practice Experiences (IPPE) The introductory pharmacy practice experiences may use various formats, including: – shadowing of practitioners or students on advanced pharmacy practice experiences – interviews with real patients – real practice experiences (From ACPE Appendix C)
IPPE Activities In this regard, colleges and schools are encouraged to identify or develop introductory pharmacy practice experiences that consistently expose students to and allow participation in activities such as, but not limited to:
IPPE Activities processing and dispensing new/refill medication orders conducting patient interviews to obtain patient information creating patient profiles using information obtained responding to drug information inquiries interacting with other health care professionals participating in educational offerings designed to benefit the health of the general public interpreting and evaluating patient information triaging and assessing the need for treatment or referral, including referral for a patient seeking pharmacist-guided self-care identifying patient-specific factors that affect health, pharmacotherapy, and/or disease state management assessing patient health literacy and compliance performing calculations required to compound, dispense, and administer medications
IPPE Activities continued administering medications providing point-of-care and patient-centered services conducting physical assessments preparing and compounding extemporaneous preparations and sterile products communicating with patients and other health care providers interacting with pharmacy technicians in the delivery of pharmacy services documenting interventions in patient records in a concise, organized format that allows readers to have a clear understanding of the content presenting patient cases in an organized format covering pertinent information billing third parties for pharmacy services
UK College of Pharmacy Student Outcomes General Abilities Foundation Knowledge Critical Thinking Skills Information Management Communications Professionalism Social Interaction, Citizenship, Leadership Lifelong Learning Professional Patient Care Medication Distribution Management Teaching Research Public Health
ACPE Accreditation Actions & Recommendations (January 2004) Concerns regarding the comparability and consistency of early pharmacy practice experiences across sites Concerns that single-site early pharmacy practice experiences may not provide students with the diversity of pharmacy experiences found in today’s practice environment
Changes in Store for Spring/Summer 2009 Early Pharmacy Practice Experience (EPPE) will change its name to Introductory Pharmacy Practice Experience (IPPE). Curricular changes
Curriculum Changes Professional Year Pre-Class of 2012Class of 2012 PY1PHR Early Pharmacy Practice Experience (EPPE) 4 credit hours Summer following PY1 Year Students are surveyed to determine what type of experience they have (community pharmacy vs. community hospital). Those with an experience in one area are assigned to the opposite during EPPE. PHR Introductory Pharmacy Practice Experience I (IPPE I) 4 credit hours Summer following PY1 Year Community Pharmacy Focus PY2There is no experiential course following the PY2 year. PHR Introductory Pharmacy Practice Experience II (IPPE II) 4 credit hours Summer following PY2 Year Community Hospital Focus
Pharmacy Practice & Science Philosophy of Practice (PoP) PRINICIPAL OBJECTIVES OF THE PHILOSOPHY The pharmacist assumes a defined responsibility for the patients under his/her direct care, which further directs patient care activities on the patient’s behalf. The pharmacist accepts responsibility for his/her patients’ need for expertise in reducing individual medication-related morbidity and mortality, and assumes overall responsibility for patient care in collaboration with other health care professionals. The pharmacist addresses all of his/her patients’ medication-related needs using a patient-centered approach. The pharmacist approaches each individual patient in such a way as to establish a caring therapeutic one-on-one relationship.
PoP Activities & Specific Outcomes Assessment Establish and recognize needs & desired outcomes Ensure efficacy & safety Identify & prioritize problems Care Plan Develop, Implement, Revise Resolve and prevent problems Ensure goals are achieved Evaluation Document Evaluate progress Continually reassess
Changes for EPPE Preceptors New name: EPPE is now IPPE (IPPE I - community pharmacy, IPPE II - hospital) Continue to receive a manual as with past EPPEs Continue to provided a structured experience with required site appropriate activities that are outcomes focused New – more preceptor involvement with assessment of required activities Use of an Online Rotation Management system called PEMS (Pharmacy Education Management System)
What is PEMS? Internet based experiential education management system that will allow the preceptor to evaluate student online. Student and course information will be available to preceptors in one central location.
Logging into PEMS Access the website https://www.ems-webs.com/Kentucky/ Default Userid is your first and last name separated by a period. Example: Jane.Doe Initial Password = Password
PEMS Home Page
Activity Logs John D. Student
Evaluations John D. Student
Forms & Documents
Rotations John D. Student
For Assistance.... If you have any questions regarding the use of PEMS please contact Helen Garces Phone: