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PGY-2 PEDIATRIC PHARMACY RESIDENCY

PROGRAM MANUAL 2017 – 2018

Augusta University (AU) Medical Center University of Georgia (UGA) College of Pharmacy

Augusta, Georgia

Program Director: Kelley R. Norris, Pharm.D., BCPS, BCPPS

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TABLE OF CONTENTS

Program Overview Page # Residency Purpose and Description Statements 3

Administration and Preceptors 4 Program Oversight 5

Program / Rotation Structure 6 Resident Qualifications 7 Application Process 8 Resident Expectations 9-10 Attendance Attire Conduct Confidentiality Duty Hours Staffing Disciplinary Action 11 Criteria for Residency Completion 12 General Information 13-14 Benefits Salary Sick Days Vacation/PTO Moonlighting Director and Coordinator Responsibilities 15 Resident Well-Being 16 Rotation Descriptions 17-20 Longitudinal Activity Descriptions 21-22

Evaluation Procedures 23 ASHP Medication Therapy Areas of Emphasis 24-28 Required Competency Areas, Goals and Objectives 29-32

Elective Competency Areas, Goals and Objectives 33-34 UGA Teaching in Pharmacy Practice II Program 35-40

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PURPOSE AND DESCRIPTION STATEMENTS

Purpose Standard 3.1.b: PGY2 pharmacy residency programs build on Doctor of Pharmacy (Pharm.D.) education and PGY1 pharmacy residency programs to contribute to the development of clinical pharmacists in specialized areas of practice. PGY2 residencies provide residents with opportunities to function independently as practitioners by conceptualizing and integrating accumulated experience and knowledge and incorporating both into the provision of patient care or other advance practice settings. Residents who successfully complete an accredited PGY2 pharmacy residency are prepared for advanced patient care, academic, or other specialized positions, along with board certification, if available. Description The PGY-2 Pediatric Pharmacy Residency program provides the resident advanced clinical training in pediatric pharmacotherapy, as well as numerous opportunities for research, teaching, and scholarship. Upon completion of this residency, the pharmacist will be a confident clinical pharmacy practitioner in pediatrics who engages in multidisciplinary collaboration, demonstrates advanced critical thinking skills, and is able to design and implement complex medication recommendations. The resident will be given the opportunity to grow into an autonomous and independent practitioner and have the ability to practice in a variety of different patient care settings upon completion of the program.

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Administration and Preceptors

Program Director Coordinator Kelley R. Norris, Pharm.D., BCPS, BCPPS Margaret Oates, Pharm.D., BCPPS PICU Clinical Specialist PICU Clinical Specialist Supervisor Pediatric Pharmacy Services Residency Coordinator Residency Program Director Clinical Assistant Professor Clinical Assistant Professor moates@augusta.edu kenorris@augusta.edu Administration Richard Burrell, B.S. (Pharm), MBA Brad Phillips, Pharm.D., BCPS, FCCP Director of Pharmacy Professor and Department Head AU Medical Center University of Georgia College of Pharmacy 706-721-3221 706-542-5228 rburrell@augusta.edu bgp@rx.uga.edu Preceptors Anita Gallay, Pharm.D., BCPPS, AE-C Leann Thompson Lee, Pharm.D. Pediatric Clinical Specialist Hematology/Oncology Clinical Specialist Clinical Assistant Professor kthompsonlee@augusta.edu agallay@augusta.edu Katelyn Hood, Pharm.D. Alice Lopez, Pharm.D. NICU Clinical Specialist Pediatric Clinical Specialist Clinical Assistant Professor allopez@augusta.edu khood@augusta.edu Kelly Dye, PharmD Erinn Rowe, PharmD. MS Pediatric Pharmacist Pharmacy Manager, Clinical Services kedye@augusta.edu Clinical Assistant Professor erowe@augusta.edu Dianne May, PharmD, BCPS Stephanie Lively, Pharm.D. Clinical Professor, Department of Clinical Drug Information and Drug Policy Pharmacist and Administrative Pharmacy slively@augusta.edu Drug Information/Medication Policy Campus Director for Pharmacy Practice Experiences, Division of Experience Programs dimay@augusta.edu

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PROGRAM OVERSIGHT Residency Advisory Committee (RAC): The Residency Advisory Committee (RAC) is composed of the residency program directors (RPDs), Directors of Residency Programs for AU Medical Center Pharmacy and UGA College of Pharmacy, and selected preceptors. The RAC meets monthly to provide oversight of the residency programs and provides specific oversight for the PGY1 program. Its responsibilities include developing the overall residency schedule and rotation calendar, ongoing monitoring/assessment of residents, ensuring compliance with residency accreditation standards, intervening on resident or preceptor performance issues, and providing expertise for projects and/or research. PGY2 Program Meetings: The RPD will conduct a meeting with all preceptors of the PGY2 program on a quarterly basis. These meetings will include the following, if relevant: review of current resident schedule and progress, brainstorming ideas for future resident projects (research, writing, MUE, etc.), recruitment discussions, and open discussion on suggestions for program changes or enhancements. The RPD will present a brief synopsis of these meetings to the RAC. The RPD will also advise RAC on the PGY2 resident’s progress monthly as well as schedule before the PGY1 schedule is created semi-annually. Preceptor development for the PGY2 Pediatric residency program preceptors will occur in conjunction with the overall AU/UGA Residency Program. Namely, monthly preceptor meetings are held and often incorporate various development topics and guest speakers. Preceptors of the Pediatric program must adhere to the AU/UGA Residency Program requirements for preceptor development. Preceptor-In-Training: Preceptors who do not meet the criteria for full preceptor in the PGY2 Pediatric residency program per ASHP regulations will be designated as “in-training” for the designated time frame until full status is achieved. Preceptors-in-training will be paired with a seasoned mentor who is required to meet with the in-training preceptor before each rotation offered as well as periodically (at least twice) during the rotation. The mentor may sit in on rounds or topic discussions periodically as well to view the in-training preceptor’s interactions with the resident. The mentor will request feedback from the resident and provide overall commentary to the RPD and in-training preceptor for improvement. The preceptor-in-training will provide any documentation (updated CV, ASHP academic and professional form, completion of required preceptor training/CE as delineated by the AU/UGA RAC policies) to RAC for review at the end of their in-training period. The RPD for the PGY2 program will have final determination on preceptor status.

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PROGRAM STRUCTURE

July Orientation

August – June Core Experiences / Elective Experiences

Hospital Orientation Residency/RLS

Pharmacy Practice Model/Staffing

Core Experiences General Pediatrics/Hospitalist Pediatric Intensive Care Neonatal Intensive Care Hematology/Oncology Preceptor month Any core experience can be repeated as an elective experience.

Elective Experiences Antimicrobial Stewardship Ambulatory Care Subspecialty Emergency Medicine Pharmacy Management Academia

Longitudinal Experiences: Pharmacy Practice Management/Medication Safety Ambulatory Continuity of Care experience Hospital Pharmacy Practice

One weekday per month: operational staffing (day or evening) OR clinical unit-based coverage

Every 4th weekend

Drug Information and Drug Policy Development

Writing Project Research/Quality Improvement Project UGA Teaching in Pharmacy Practice II

Pharmacy Grand Rounds (weekly- Wednesday)

Residency Enrichment (weekly – Tuesday)

Residency Journal Club (monthly)

Teaching Certificate Program

Committee Participation *Program structure and rotation requirements are subject to change based on outside factors and resident needs. Every effort will be made to ensure broad experiences are provided to each resident.

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RESIDENT QUALIFICATIONS Residency applicant qualifications will be evaluated by the residency program director (RPD) through a formal procedure including assessment of: completed application/essays, curriculum vitae, letters of recommendation, an on-site interview, and clinical skills. Residents should be a graduate of an ACPE-accredited Doctor of Pharmacy degree program. However, pharmacists who have experience beyond entry level practice and are licensed and practicing pharmacy in the United States may be considered for a residency position if they have all of the other qualifications to be ranked as a candidate. Residents will obtain licensure in the state of Georgia within ninety days of the start of the residency year (e.g. October 1). Failure to obtain a Georgia pharmacist license by this date will be grounds for immediate dismissal from the residency, unless the Director of Pharmacy and RPD determine that extenuating circumstances exist, and a mutually acceptable immediate plan of action is devised to ensure that the delay in licensure does not impede the resident’s ability to complete all program requirements. (ASHP accreditation standards require the resident be a licensed pharmacist for at least two-thirds, or 8 months of the residency.) Incoming residents who are not already licensed pharmacists will get licensed as a Georgia pharmacy intern before applying for licensure so they can practice as a graduate intern until a Georgia license is obtained. Beginning July 2016, the Georgia Board of Pharmacy has a process for granting a temporary license to a pharmacy resident that will be used for incoming pharmacists who are not yet licensed in Georgia but do not qualify for an intern license. Residents are appointed as a pharmacist in the AU Medical Center Department of Pharmacy and are responsible for all expectations/responsibilities in the pharmacist job description. Effective July 1, 2010, 60% of salary and full-time benefits come from AU Medical Center. Residents will be enrolled as graduate students in the University of Georgia Graduate School and receive 40% of their salary as a graduate teaching assistants (effective July 1, 2010).

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APPLICATION PROCESS Applicants to the program will complete an application packet using PHORCAS and submit by application deadline. This packet will include the following: 1) Official transcript from accredited College of Pharmacy 2) Three recommendations (at least 1 from preceptor, 1 from RPD) 3) Curriculum vitae 4) Letter of intent Completed application packets chosen by the RPD will be reviewed by members of the PGY2 Pediatric program. Selected candidates will be invited for an onsite interview with members of the PGY2 Pediatric program. Candidates will be required to perform a 20 minute clinical seminar on a topic of their preference. Following the interview cycle, residency candidates will be ranked based upon input from the program individuals. A rank list will be submitted to the Residency Matching Service. The RPD will provide the resident accepted to the program with a letter outlining their acceptance to the program.

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RESIDENT EXPECTATIONS

Attendance

Residents are expected to attend all functions as required by the RPD and/or experience/clinical site preceptors. An excused absence is defined as annual leave, sick leave, or professional leave discussed with and approved by the RPD. The residents are accountable for assuring that routinely scheduled service commitments are met in the event of an absence. All leave requests should be discussed at least 30 days in advance with the involved preceptor and RPD to ensure that service responsibilities will be covered.

Attire

Residents are required to wear lab coats in patient care areas unless unit guidelines determine otherwise. All lab coats worn should be clean and white in appearance. Approved lab coats will be button up, three-quarter (¾) length, white lab coats with full-length sleeves embroidered with the individual’s name, credentials and department. Residents are to wear professional dress during the week and scrubs on weekends, evenings, and holidays. On patient-care experiences, the resident must dress to their team, meaning if the attending physician and most of the healthcare team are in professional dress, the resident must dress professionally. Residents are allowed to dress in scrubs during their emergency department patient care experience. Furthermore, the resident will wear professional dress on days when the resident is giving major oral presentations (e.g., Grand Rounds) and representing the hospital (e.g., recruitment, lecturing, etc.). The resident will comply with the AUMC dress code during patient care, drug information, and pharmacy administration rotations (see Department of Pharmacy Employee Dress Code (accepted 5/31/2018).

Conduct

Residents should always conduct themselves as leaders in the profession. It is important that the resident report to the practice site on time and prepared to provide confident, competent, and compassionate service to patients. Residents are encouraged to share ideas and practice effective assertiveness; however, it is important for residents to demonstrate respect for both patient and professional colleagues, and in the spirit of learning, be open to and accepting of constructive feedback on performance.

Confidentiality

Patient confidentiality will be strictly maintained by all residents. Any consultations concerning patients will be held in privacy with the utmost concern for the patients’ families’ emotional as well as physical well-being. Residents will complete all patient confidentiality-related orientation activities successfully prior to working with patients. In addition, any project that may involve patient information must be reviewed by an oversight committee (e.g., P&T Committee) and/or Institutional Review Board (IRB), whichever is determined most appropriate.

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Duty Hours

Residents are encouraged to know the standards that have been established by the Accreditation Council for Graduate Medical Education (ACGME). See- www.acgme.org/acWebsite/dutyHours/dh_index.asp Duty hours are defined as clinical and academic activities related to the residency program (duty hours do not include reading and preparation time spent away from duty site). Residents will comply with the following the standards:

Duty hours will be limited to 80 hours per week, averaged over a four week period

Residents must be scheduled for a minimum of one day free of duty every week

Residents should have 10 hours free of duty between daily duties

Staffing

The PGY2 Pediatric resident will be required to staff an average of 24 hours per four-week period (i.e. currently every fourth weekend and one 8-hour shift in a critical care/pediatric satellite pharmacy or unit based coverage area). Residents will not be required to perform overnight staffing or be pulled from rotation activities to staff during the day unless unexpected circumstances present (i.e. Code Triage). In addition, the resident will be assigned to staff one major holiday period (four-day block during Thanksgiving, Christmas, etc.) and also work one minor weekday holiday during which the department is on “holiday staffing.” If a resident needs to switch a weekend shift, they must make the request to pharmacists trained in the area needed. When a switch has been agreed upon and approved by the RPD, the Pharmacy Scheduler must be notified in a timely manner to make the change on the master schedule. A weekend switch will not be allowed if it results in the resident exceeding the allowable hours under current ASHP duty hour standards or a staffing assignment outside of the individual’s current competency.

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DISCIPLINARY ACTIONS

Residents are expected to conduct themselves in a professional manner and to follow all pertinent practice site, university, College of Pharmacy, and residency program policies.

The resident is expected to display, develop, and continue to improve the following characteristics as a resident pharmacist:

Ability to organize and set priorities for work /activities (time management) Dependability in scheduling and assignments Initiative in learning Customer service orientation (see AUMC Health Customer Service Standards) Assertive approach to work Appropriate interpersonal interactions Appropriate verbal and written communication skills Organizational focus and commitment Ability to function as a member of pharmacy team and healthcare team Ability to function independently Commitment to patient care, professional service, teaching and discovery of new knowledge

A resident may be placed on probation, dismissed, or voluntarily withdrawn from the program should there be evidence of his/her inability to function effectively or put patients at risk. Examples of behavior which require dismissal are listed, but are not limited to the following:

Behavioral misconduct or unethical behavior that may occur on or off institution premises Unsatisfactory attendance (e.g., more than two unexcused absences and/or more than three

tardiness) More than one unsatisfactory performance evaluation Theft of institutional property Mental impairment caused by mental disorder or substance abuse Lack of adherence to policies/procedures of AU Medical Center, UGA, or the residency program

The RPD will document in writing and verbally counsel the resident at the time of the first instance of unsatisfactory performance or attendance. The resident will be notified verbally and in writing after the second instance of unsatisfactory performance of his/her probation status. Report of repeated unsatisfactory performance will be made to RAC and/or Human Resources if necessary to create a formal action plan. Residents who fail to improve their performance or meet criteria stated in the action plan may be dismissed.

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CRITERIA FOR RESIDENCY COMPLETION Residents will be required to perform or participate in a number of activities throughout the year. These activities are designed to ensure competency with the goals and objectives outlined by ASHP residency accreditation standards. By the end of the residency training year, in addition to the expectations outlined by each program’s training standards, we expect residents (at a minimum) to have successfully completed and documented: All clinical learning experiences and associated evaluations (including self-assessments, if assigned). The resident must achieve 100% of the required goals. Required experiences are

General Pediatrics/Hospitalist Pediatric Intensive Care Neonatal Intensive Care Hematology/Oncology Preceptor month Pharmacy Practice Management/Medication Safety (longitudinal) Ambulatory Continuity of Care experience (longitudinal) Hospital Pharmacy Practice (longitudinal)

One weekday per month: operational staffing (day or evening) OR clinical unit-based coverage

Every 4th weekend Drug Information and Drug Policy Development (longitudinal) Research/Quality Improvement Project (longitudinal) Writing Project (longitudinal) UGA Teaching in Pharmacy Practice II Committee Participation

Teaching/precepting activities assigned for the UGA College of Pharmacy Teaching in Pharmacy Practice include:

50 minute Pharmacy Grand Rounds (ACPE-accredited continuing education) Vizient Resident Poster Presentation Journal Club participation Classroom didactic lecture Southeastern Residency Conference (SERC) and/or Pediatric Pharmacy Advocacy Group (PPAG)

presentation Precepting small group learning

A residency research/QI project including manuscript suitable for publication (submission to a journal prior to the end of residency is expected). Topics require approval of the RPD and RAC. Upon completion of the aforementioned items, the resident will be awarded a certificate of completion. Immediately following the certificate, the resident should return identification badge, keys, pagers, and removal of all personal items from office.

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GENERAL INFORMATION Benefits Comprehensive medical, dental, and eye health insurance coverage is available Free parking The ASHP Midyear Clinical Meeting, Vizient Pharmacy Network Annual Meeting, and the Pediatric Pharmacy Advocacy Group (PPAG) are required meetings. The resident will receive an annual allowance for travel for attending professional meetings; meeting registration and travel expenses will be supported. Additional professional/personal leave (e.g. interviews, etc.) may be requested but not necessarily supported financially if costs go over and above the allotted resident professional travel budget. Salary/PTO The 2018 – 2019 resident stipend is $46,940 Residents earn approximately 24 days of paid time off (PTO). The first ten days are from UGA which must be taken during the year. The remaining PTO days will be removed from their leave bank. The resident may receive financial compensation for those remaining PTO days at the completion of the residency year. For each required acute patient-care rotation, the resident must be present for a minimum of 80% of the total patient contact days to achieve completion of that experience. Days missed from a rotation (other than residency-required off-campus leave) must be approved by the preceptor of the rotation and RPD in advance. All efforts should be made to notify the preceptor prior to the start of the rotation for planned PTO. The rotation preceptor and RPD must sign the Leave Request before it is submitted to the pharmacist responsible for the master pharmacist schedule. Sick Days Excessive sick leave and/or absenteeism may lead to non-attainment of outcomes and forfeiture of residency certificate. “Excessive” may be subjectively defined based on individual circumstances; for the Residency Program, “excessive” will be defined as any length of time that will severely limit the resident’s ability to achieve the residency competency areas. Generally, a period equal to 30 days will indicate “excessive” training absence. This will either lead to an extension of the training period (without pay) or forfeiture of graduation certificate. The RPD will explain all options to the employee, if the situation warrants. Bereavement Up to 3 days may be taken for bereavement of an immediate family member.

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Vacation/Holiday Requests Vacation and personal days must be planned and scheduled in advance with considerations of rotation obligations. The resident will be required to work one major holiday block (Thanksgiving, Christmas, New Year’s) and one minor holiday (Independence Day, Labor Day, Martin Luther King Day, etc). It is the responsibility of the resident to arrange staffing switches if necessary to accommodate their own vacation requests. All switches must be approved by the RPD and should be reported to the appropriate pharmacist scheduler and documented on the master schedule. Moonlighting “Moonlighting” is defined as “all additional, compensated, non-residency-related work.” UGA residents should fully understand that his/her residency (and meeting residency requirements effectively) takes priority. The resident must disclose all additional work hours outside of the residency and receive approval from the RPD. Resident participation in outside employment must comply with ACGME duty hours.

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PROGRAM DIRECTOR AND RESIDENT COORDINATOR RESPONSIBILITIES

Responsibilities of the Pediatric Pharmacy Residency Director include providing direction, conduct, and oversight of the residency program according to ASHP standards.

Provides oversight of the residency program which includes: o Provision of ongoing support, guidance, education and mentorship of the residency

program preceptors o Participates in residency recruitment, candidate interview process, and resident

selection o Participates on the RAC

Provides oversight of resident activities which includes: o Evaluate resident for baseline knowledge, skills, attitudes, and abilities to achieve goals

of the program. o Regular review of rotation evaluations of and by the resident o Oversight of the progress of the resident’s research project, quality improvement

project, and major presentations o Provide quarterly evaluations of the resident as outlined in the residency program

requirements o Facilitates communication between the resident and other members of the pharmacy

department, UGA faculty, and other members of the health care system.

Oversight of the Residency Coordinator Responsibilities of the Pediatric Pharmacy Residency Coordinator include, but may not be limited to:

Ensures compliance with residency accreditation standards which includes: o Coordination of PharmAcademicTM evaluations by preceptors to monitor resident

progress and achievement of goals and objectives o Maintain PharmAcademicTM content and fulfillment of agreed upon goals and objectives o Site visit preparation and readiness

Coordination of the resident’s activities which includes: o Plans for and coordinates for new resident orientation. o Preparation of the resident’s rotation schedule

Participates and plans for residency recruitment which includes: o Prepares promotional materials-brochures/website o Coordinates and participates in residency program candidate interviews

Participates in the planning of the end of year residency retreat, and other program quality improvements.

Attends quarterly evaluations with the Residency Program Director and the resident as needed

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RESIDENT WELL-BEING

There is a paucity of information in pharmacy literature about depression, stress, and the general well-being of pharmacy residents and practicing pharmacists. Several articles on physician resident well-being have been published in the Journal of Graduate Medical Education. The Accreditation Council for Graduate Medical Education and American Psychiatric Association have identified some tools and resources for trainee and faculty well-being:

http://www.acgme.org/What-We-Do/Initiatives/Physician-Well-Being/Resources https://www.stepsforward.org/modules/physician-wellness https://www.psychiatry.org/psychiatrists/practice/well-being-and-burnout

Resources available at AU Medical Center include:

https://paws.augusta.edu/pub/hr/services/employee-assistance-program/Pages/medical%20center/index.aspx

For free, confidential help 24/7, contact the National Suicide Prevention Lifeline at 1-800-273-TALK (8255) or contact the Crisis Text Line by texting TALK to 741741.

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ROTATION DESCRIPTIONS

General Pediatrics/Hospitalist This is a learning experience where the resident will gain experience following both general pediatric and hospitalist patients. The general pediatric team will focus primarily on general pediatric patients and gastrointestinal patients. The hospitalist team will focus on ENT (ears, nose and throat) patients, pulmonary patients, and chronic disease patients. The multidisciplinary team consists of attending, pediatric medical residents/interns, medical students, pharmacists, pharmacy students, nurses, nursing students, dietician, respiratory therapy, child life, and social work. The clinical pharmacy specialist on the team is responsible for ensuring safe and effective medication use for all patients on the service through active multidisciplinary collaboration on teaching rounds daily; collaboration with other pharmacists and nurses to assure appropriate and timely medication delivery; education of patients, family members, and other healthcare professionals; education of trainees, including pharmacy, medical, and other allied healthcare students; participation in the management of medical emergencies; and participation in the 4C quality improvement committee and daily multi-disciplinary discharge rounds. The overall purpose of the general pediatric & hospitalist learning experience is to allow the PGY2 resident to develop advanced skills and abilities in taking care of pediatric patients from neonates to adolescents. The resident will expand on their knowledge base of common disease states that affect the pediatric population. The resident should be able to independently problem-solve any issues and proactively identify future issues, effectively identify any pharmacotherapy issues, communicate well with the medical team and nursing staff, as well as effectively counsel pediatric patients and their parents. The resident will develop expertise of pediatric disease states through self-directed learning on disease state management, teaching rounds, direct patient care, and literature review. During the course of the experience, the resident will assert their role as the independent pharmacist on the multidisciplinary team by providing input for treatment planning, identifying and resolving medication therapy problems, and monitoring patient care outcomes (efficacy, safety, and financial). Mastering differences in pharmacokinetic and pharmacodynamics principles of the pediatric population is essential to the success of the resident in this setting. The resident must devise efficient strategies for accomplishing the required activities in a limited time frame. Good communication and interpersonal skills are of paramount importance in this setting. Hematology/Oncology This rotation is a learning experience on the Pediatric Hematology/Oncology (Hem/Onc) Service. The multidisciplinary team consists of pediatric Hem/Onc attendings, nurses, medical residents and students, and various other allied healthcare professionals. The clinical pharmacy specialist on the team is responsible for ensuring safe and effective medication use for all patients on the service in both the inpatient and outpatient setting through active multidisciplinary collaboration. This rotation requires daily interactions with the inpatient and outpatient multidisciplinary teams; collaboration with other pharmacists and nurses to assure appropriate and timely medication delivery; education of trainees, including pharmacy, medical, and other healthcare students. The overall purpose of the pediatric Hem/Onc experience is to allow the PGY2 pharmacy resident to develop knowledge and skills for providing pharmaceutical care to pediatric patients with cancer or hematological disorders. The resident will expand on their basic knowledge base of fundamental

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pediatric concepts and pharmacotherapy while learning to assume responsibility for medication therapy outcomes. During the course of the experience, the resident will be introduced to skills necessary to become an active participant in providing patient care services to pediatric patients with cancer or hematological disorders. The resident will incorporate their knowledge of pharmacotherapy, disease states, dosage formulations, and pharmacokinetics to develop and assess therapeutic plans and evaluate drug selection for patients. The goal of this primary experience is for PGY2 residents to better understand the process employed and information used to reach decisions regarding pediatric drug therapy in pediatric patients with cancer or hematological disorders. The resident will gain competency in the evaluation and implementation of chemotherapy treatment plans according to Children's Oncology Group (COG). Interacting with pharmacists, physicians, nurses, patients, and patient families will enable the resident to further develop his or her knowledge of pediatric pharmacotherapy and hematological/oncological disease states and their ability to apply their knowledge to direct patient care activities. The resident will participate in discharge planning by communicating with patients and/or patient families and providing medication education in both the inpatient and outpatient settings. During the course of the experience, the resident will assert their role as the independent pharmacist within the multidisciplinary team by providing input for treatment planning, identifying and resolving medication therapy problems, and monitoring patient care outcomes (efficacy, safety, financial). The resident must devise efficient strategies for accomplishing the required activities in a limited time frame. Pediatric Intensive Care Unit This experience in the Pediatric Intensive Care Unit (PICU) and the Pediatric Intermediate Care Unit (PIMCU). The PICU is a 14-bed unit for critically ill pediatric patients while the PIMCU is a 6 bed intermediate area. The multidisciplinary team consists of PICU attendings, nurses, medical residents and students, and various other allied healthcare professionals. The clinical pharmacy specialist on the team is responsible for ensuring safe and effective medication use for all patients on the service through active multidisciplinary collaboration. This rotation requires daily interactions with the multidisciplinary team at the point of decision making; collaboration with other pharmacists and nurses to assure appropriate and timely medication delivery; education of trainees, including pharmacy, medical, and other healthcare students. The overall purpose of the PICU experience is to allow the PGY2 pharmacy resident to develop advanced knowledge and skills for providing pharmaceutical care to critically ill children. The resident will expand on their basic knowledge base of fundamental pediatric concepts and pharmacotherapy while learning to assume responsibility for medication therapy outcomes. During the course of the experience, the resident will be introduced to skills necessary to become an active participate in providing patient care services to critically ill children. The resident will incorporate their knowledge of pharmacotherapy, disease states, dosage formulations, and pharmacokinetics to develop and assess therapeutic plans and evaluate drug selection for patients. The goal of this primary experience is for PGY2 residents to better understand the process employed and information used to reach critical decisions regarding pediatric drug therapy in critically ill children. Interacting with pharmacists, physicians, nurses, patients, and patient families will enable the resident to further develop his or her knowledge of pediatric pharmacotherapy and disease states in the critical care setting and their ability to apply their knowledge to direct patient care activities. To accomplish this task, the resident will collect, analyze, and evaluate pertinent pediatric patient data. Information

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should come from, but not be limited to patients, patient families, medical records, laboratory reports, primary literature, and other references. During the course of the experience, the resident will assert their role as the independent pharmacist within the multidisciplinary team by providing input for treatment planning, participating in scholarship within the department, identifying and resolving medication therapy problems, and monitoring patient care outcomes (efficacy, safety, financial). Mastering differences in pharmacokinetic and pharmacodynamics principles of the pediatric population is essential to the success of the resident in this setting. The resident must devise efficient strategies for accomplishing the required activities in a limited time frame. Good communication and interpersonal skills are of paramount importance in this setting. Neonatal Intensive Care Unit This rotation is a required learning experience in the Neontatal Intensive Care Unit (NICU). The NICU is a 45 bed unit for critically ill neonatal patients. This experience is designed to build upon the foundational pharmacotherapy knowledge in the neontatal critical care population by providing comprehensive clinical pharmacy services to a neonatal population. The emphasis will be on the application of therapeutics and current literature in patient care and further skill development in patient assessment and education, proper drug therapy selection, drug delivery and administration, and provision of other clinical pharmacy services such as pharmacokinetics, nutrition support, anticoagulation, etc. The multidisciplinary NICU team consists of two separate teams comprised each of one attending, nurse practitioners, neonatology fellows, and medical residents. This rotation requires daily interactions with the multidisciplinary team at the point of decision making; collaboration with other pharmacists and nurses to assure appropriate and timely medication delivery; education of trainees, including pharmacy, medical, and other healthcare students. The overall purpose of the NICU experience is to provide the PGY2 resident an opportunity to become an independent practitioner in a neonatal critical care setting. The resident will expand on their basic knowledge base of fundamental pediatric concepts and pharmacotherapy while learning to assume responsibility for medication therapy outcomes. During the course of the experience, the resident will be introduced to skills necessary to become an active participate in providing patient care services to critically ill children. The resident will incorporate their knowledge of pharmacotherapy, disease states, dosage formulations, and pharmacokinetics to develop and assess therapeutic plans and evaluate drug selection for patients. The intent of this primary experience is for PGY2 residents to better understand the process employed and information used to reach critical decisions regarding pediatric drug therapy in critically ill neonates. Interacting with pharmacists, physicians, nurses, patients, and patient families will enable the resident to further develop his or her knowledge of pediatric pharmacotherapy and disease states in the neonatal population and their ability to apply their knowledge to direct patient care activities. To accomplish this task, the resident will collect, analyze, and evaluate pertinent pediatric patient data. Information should come from, but not be limited to patients, patient families, medical records, laboratory reports, primary literature, and other references. During the course of the experience, the resident will assert their role as the independent pharmacist on the multidisciplinary team by providing input for treatment planning, identifying and resolving medication therapy problems, and monitoring patient care outcomes (efficacy, safety, and financial). Mastering differences in pharmacokinetic and pharmacodynamics principles of the pediatric population is essential to the success of the resident in this setting. The resident must devise efficient strategies for accomplishing the required activities in a

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limited time frame. Good communication and interpersonal skills are of paramount importance in this setting. Precepting Month This rotation is a dedicated teaching experience in a previously completed pediatric rotation area for the PGY2 pharmacy resident. The overall purpose of this rotation is to allow the PGY2 pharmacy resident the opportunity to participate on a pediatric service team and provide patient care, drug information, and pharmacokinetic services to all patients while also serving as primary preceptor to a pharmacy student. The resident will be responsible for following his/her team and providing necessary pharmaceutical care to all patients on the team. Responsibilities will include timely responses to drug information questions, issues related to drug therapy, and counseling of patients on drug therapy. The goal of this precepting month is provide the resident with more responsibility in precepting and teaching. The resident will be responsible for developing a syllabus for a pharmacy student, precepting a student, and evaluating the student under the supervision of the preceptor. During the course of the experience, the resident will assert their role as primary preceptor, modeling and coaching appropriate behaviors and skills as a clinical pharmacist. They will also be required to provide consistent feedback for the students. Good communication and interpersonal skills are of paramount importance in this setting.

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LONGITUDINAL EXPERIENCES

Management and Medication Safety This is a longitudinal experience where the resident will receive an overview of the leadership and management within the Pharmacy Department as well as learn about medication safety and understand the role of the pharmacist in effecting change to the system. The residents will participate in longitudinal projects relating to the overall management of the Children's Hospital. The pediatric pharmacist on the medication safety group is responsible for reviewing pertinent safety intelligence reports, attending weekly safety intelligence meetings, and assisting in system improvements for medication safety. The pediatric pharmacist collaborates with pharmacy informatics and management on this group. By the end of the experience, the resident should be able to identify means to improve medication safety in pediatric patients. The resident will be involved with a major and a few minor medication safety projects throughout the year. Drug Information and Drug Policy Development The drug information rotation has been designed to provide the resident with an academic and practice experience with a focus on drug information and medication use policy. This is a year-long, longitudinal required learning experience for PGY2 pediatric residents. By completing of the activities listed below, the resident will have the opportunity to:

Develop sufficient understanding and participation in drug information services including, but not limited to, drug policy development, formulary management, adverse drug reaction reporting and monitoring, medication use evaluation and education via newsletter, website, inservices and precepting activities.

Achieve competence in the knowledge and use of drug information resources in actual practice situations.

Develop and improve drug literature evaluation skills through journal club, and preparing Pharmacy & Therapeutics (P&T) agenda items.

Participate in the Pediatric adverse drug reaction (ADR) reporting and monitoring program by running the monthly ADR conference with Department of Pediatric physicians and assisting with follow-up and documentation and reporting of ADRs. Resident expected to present at a minimum of one of these conferences.

Gain experience attending and preparing for committee meetings such as Pharmacy & Therapeutics Committee, Anti-Infective Subcommittee, Nutrition Subcommittee and Oncology Subcommittee.

Gain experience in didactic teaching for PharmD students (when applicable)

Improve writing, speaking and editorial skills

Manage time and projects in an efficient manner Hospital Pharmacy Practice The PGY-2 Pediatric resident will staff in a clinical pharmacist role one weekend every month (two 8 hour shifts). They will also work in an operational staffing capacity (day or evening shift) or a UB coverage position one weekday per month.

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Research/Quality Improvement Project PGY2 Pediatric residents are required to complete either a residency research project and/or a quality improvement (QI) project based on the ASHP standards. It is advantageous for residents to be exposed to both types of projects during their PGY2 year. In early July, the resident will meet with potential collaborators for discussion of potential research and quality improvement opportunities. The resident will be required to generate a research question or quality issue, describe their proposal, and develop a project timeline. Research projects should be original research that includes translational science investigations, prospective drug evaluations, or the development or enhancement of pharmacy services which improves patient care. Following the creation of the resident research or quality improvement plan, this project will be presented to the RAC for final approval. Teaching in Pharmacy Practice II: Providing education to others is a significant and routine component of pharmacy practice and direct patient care. Practice at all levels provides numerous opportunities for classroom, experiential, and professional educational involvement. Therefore, development of teaching skills should add to the learning that occurs in becoming an effective practitioner and educator. For PGY2 residents, in addition to foundation teaching abilities, it is important to develop and demonstrate highly advanced skills as a pharmacy educator and preceptor. To foster this development, the University of Georgia College of Pharmacy offers a structured course as part of its Graduate Certificate Program for Pharmacy Residents/Graduate Students that will provide PGY2 residents with peer-reviewed opportunities to practice and grow as a teacher and preceptor beyond the challenges already incurred as a 1st year resident. Each resident will receive coaching and formal evaluation on various types of teaching. PGY2 residents should (based on resident’s individual customized plan) successfully complete all teaching activities to complete the course and qualify for the UGA Graduate Certificate. The 7940 course is introduced annually through a one-day seminar series and will be conducted longitudinally through independent experiential activities which will be managed by the individual resident and his/her program director. The course coordinator will offer additional instruction and pertinent information as needed throughout the residency year. The coordinator is also available to assist in providing feedback and evaluation of activities of resident teaching above those in which the coordinator is not directly involved.

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EVALUATION PROCEDURES

End of Rotation The resident is expected to complete a written self-evaluation in PharmAcademic prior to the end of the experience so that the preceptor can use this as a component of the evaluation process. Each preceptor will complete a criteria based evaluation of the resident no later than the end of the experience. Preceptors will also meet with the resident and discuss their evaluation in person. The resident will complete an evaluation of the preceptor and learning experience evaluation according to the schedule in PharmAcademic. Residents will be encouraged to provide constructive critical feedback. Quarterly longitudinal summative evaluations: These will be conducted to cover longitudinal experiences. The evaluations must be completed according to the schedule in Pharmacademic. All preceptors will be solicited for input into the longitudinal evaluation. The resident will also complete a customized “self”-assessment quarterly which allows the resident to chart their progress, acknowledge strengths and weaknesses, and also celebrate their accomplishments.

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ASHP MEDICATION THERAPY AREAS OF EMPHASIS The resident will demonstrate an understanding of the mechanism of action, pharmacokinetics, pharmacodynamics, pharmacogenomics, pharmacoeconomics, usual regimen (dose, schedule, form, route, and method of administration), indications, contraindications, interactions, adverse reactions, and therapeutics of medications and non-traditional therapies, where relevant, that are applicable to the diseases and conditions listed below. For some diseases and conditions, direct patient care is required. For other diseases and conditions, a case-based, didactic approach may be substituted. In the table below, “Required patient experience” identify those diseases and conditions where the resident must have direct patient care experience. Items listed in the “Required case-based or topic discussion” column indicate areas where the resident must have EITHER direct patient care experience OR demonstrate understanding via didactic instruction, case-based application, simulation, or other appropriate approach.

Required Patient Care Experience

Case Based or Topic Discussion

Topic Area Gen Peds

H/O PICU NICU ED L&L Disc

Cardiac

Hypertension X X X

Arrhythmias X

Heart Failure X X

Kawasaki Disease X

Pulmonary Hypertension X X

Congenital Heart Disease X

Critical Care

Acute respiratory distress X X

Sedation and analgesia X X

Status epilepticus X X X

Status asthmaticus X X

Fluid and electrolyte disorders X X X X X

Shock (cardiogenic, septic) X X

Near drowning X

Trauma X X

Pediatric advanced life support X

Traumatic brain injury X

ECMO X X

CRRT X X

Rheumatology

Interstitial arthritis X

Juvenile rheumatoid arthritis X

Lupus X

Endocrine/Metabolic

DM – Type 1 and Type 2 X X

DKA X

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Topic Area Gen Peds

H/O PICU NICU ED L&L Disc

Adrenocortical insufficiency X

Diabetes insipidus X

Growth Hormone Deficiency X X

SIADH X

Thyroid Disease X

GI/Hepatology

Diarrhea X X

Constipation X X

Gastroesophageal reflux X

Nausea/Vomiting X X

Appendicitis X

Hemorrhage X X

Hepatic dose adjustment X

Short bowel syndrome X X

Ulcers X X

Cholestatic jaundice X

Hepatitis X

Liver failure X

Inflammatory bowel syndrome X

General Pediatrics

Immunizations X X

Maintenance fluids X

Pain management X X X X X

Pharmacokinetics X X X X X

Dehydration X X X

Enteral nutrition X X

Infant formulas X

Nutritional Supplements X

Oral rehydration X

Parenteral Nutrition X X X X

Hematology

Anemia X

Anticoagulation X X X

DIC X X

Hemophilia X X

ITP X X

SSD X X X

Infectious Disease

Antibiotic prophylaxis X X X

Fever X X X X

Meningitis X X X X

Pneumonia X X X X

Sepsis X X X

UTI X

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Topic Area Gen Peds

H/O PICU NICU ED L&L Disc

Antimicrobial Stewardship X X X X

Catheter sepsis X

Cellulitis X X

Conjunctivitis X

Croup X

Endocarditis X X

Epiglottitis X

Fungal Infections X X X

Impetigo X

Osteomyelitis X X X

Otitis media X

Sexually transmitted diseases X

Shunt infections X X

Strep throat X

Viral encephalitis X

Clostridium difficile X X

AIDS/HIV X

Tuberculosis X

Septic arthritis X X

Neonatology

Apnea with bradycardia X

Bronchopulmonary dysplasia X

Intraventricular hemorrhage X

Neonatal abstinence syndrome X

Necrotizing Enterocolitis X

Neonatal seizures X

Nutrition X

Hypoglycemia X

Ophthalmia neonatorum X

Patent ductus arteriosus X

PPH X

Respiratory distress syndrome X

Retinopathy of prematurity X

Sepsis X

Drugs in pregnancy and lactation X

Nephrology

Interstitial nephritis

Renal dose adjustment X X X X X

Renal failure X X X

Renal tubular acidosis X

Hemolytic uremic syndrome X

Dialysis X

Drug dosing in dialysis X

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Topic Area Gen Peds

H/O PICU NICU ED L&L Disc

Neurology / Psychiatry

Attention deficit disorder X

Autism X

Depression X

Enuresis X

Febrile seizures X X X

Headache X

Infantile spasm X X

Epilepsy X X X

Ketogenic diets X

Bipolar X

Delirium X

Attention deficit disorder X

Autism X

Depression X

Oncology

CNS malignancies X

Hodgkin disease Leukemia X

Lymphoma X

Neuroblastoma X

Osteosarcoma X

Retinoblastoma X

Rhabdomyosarcoma X

Tumor lysis syndrome X

Fever and neutropenia X

Oncologic emergencies X

Ewing sarcoma X

Wilm's tumor X

Pulmonary

Asthma X X

Bronchiolitis X

CF and associated complications X

Tracheitis X X

Ventilators X X

Obstructive sleep apnea X

Obstetrics

Diabetes X

Pre-eclampsia/eclampsia X

Premature labor X

Premature rupture of membranes X

Prenatal care/nutrition X

Intrauterine infections X

Maternal fetal medicine X

Diabetes X

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Topic Area Gen Peds

H/O PICU NICU ED L&L Disc

Pre-eclampsia/eclampsia X

Transplant

Heart X

Bone marrow transplant X

Lung X

Kidney X

Liver X

Small bowel X

Immunocompromised host X

PTLD X

Heart X

Bone marrow transplant X

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REQUIRED COMPETENCY AREAS, GOALS, AND OBJECTIVES

Competency Area R1: Patient Care Goal R1.1: In collaboration with the health care team, provide comprehensive medication management to pediatric patients following a consistent patient care process.

Objective R1.1.1: (Applying) Interact effectively with health care teams to manage pediatric patients’ medication therapy.

Objective R1.1.2: (Applying) Interact effectively with pediatric patients, family members, and caregivers.

Objective R1.1.3: (Analyzing) Collect information on which to base safe and effective medication therapy for pediatric patients.

Objective R1.1.4: (Analyzing) Analyze and assess information on which to base safe and effective medication therapy for pediatric patients.

Objective R1.1.5: (Creating) Design and/or redesign safe and effective patient-centered therapeutic regimens and monitoring plans (care plans) for pediatric patients.

Objective R1.1.6: (Applying) Ensure implementation of therapeutic regimens and monitoring plans (care plans) for pediatric patients by taking appropriate follow-up actions.

Objective R1.1.7: (Applying) For pediatric patients, document direct patient care activities appropriately in the medical record or where appropriate.

Objective R1.1.8: (Applying) Demonstrate responsibility to pediatric patients.

Goal R1.2: Ensure continuity of care during transitions of pediatric patients between care settings.

Objective R1.2.1: (Applying) Manage transitions of care effectively for pediatric patients.

Goal R1.3: Manage and facilitate delivery of medications to support safe and effective drug therapy for pediatric patients.

Objective R1.3.1: (Applying) Prepare and dispense medications for pediatric patients following best practices and the organization’s policies and procedures.

Objective R1.3.2: (Applying) Manage aspects of the medication-use process related to formulary management for pediatric patients.

Objective R1.3.3: (Applying) Facilitate aspects of the medication-use process for pediatric

patients.

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Competency Area R2: Advancing Practice and Improving Patient Care

Goal R2.1: Demonstrate ability to manage formulary and medication-use processes for pediatric patients, as applicable to the organization.

Objective R2.1.1: (Creating) Prepare or revise a drug class review, monograph, treatment guideline, or protocol related to care of pediatric patients including proposals for medication-safety technology improvements.

Objective 2.1.2: (Evaluating) Participate in a medication-use evaluation or quality improvement audit related to care for pediatric patients. (Guidance: This should not be the major project but may be part of the project.)

Objective 2.1.3: (Applying) Participate in the review of medication event reporting and monitoring related to care for pediatric patients.

Objective 2.1.4: (Analyzing) Identify opportunities for improvement of the medication-use system related to care for pediatric patients.

Goal R2.2: Demonstrate ability to conduct a quality improvement or research project.

Ideally, objectives R2.2.1-R2.2.6 will be addressed through residents working on one quality improvement or research project; however, if this is not possible, all objectives must be addressed by the end of the residency year and can be addressed through work on more than one initiative.

Objective R2.2.1: (Analyzing) Identify and/or demonstrate understanding of a specific project topic to improve care of pediatric patients or a topic for advancing the pharmacy profession or pediatric pharmacy.

Objective R2.2.2: (Creating) Develop a plan or research protocol for a practice quality improvement or research project for the care of pediatric patients or a topic for advancing the pharmacy profession or pediatric pharmacy.

Objective 2.2.3: (Evaluating) Collect and evaluate data for a practice quality improvement or research project for the care of pediatric patients or a topic for advancing the pharmacy profession or pediatric pharmacy.

Objective R2.2.4 (Applying) Implement a quality improvement or research project to improve care of pediatric patients or for a topic for advancing the pharmacy profession or pediatric pharmacy.

Objective R2.2.5: (Evaluating) Assess changes made to improve care of pediatric patients or for a topic for advancing the pharmacy profession or pediatric pharmacy.

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Objective R2.2.6: (Creating) Effectively develop and present, orally and in writing, a final project report suitable for publication related to care for pediatric patients or for a topic for advancing the pharmacy profession or pediatric pharmacy at a local, regional, or national conference. (The presentation can be virtual.)

Competency AreaR3: Leadership and Management Goal R3.1: Demonstrate leadership skills for successful self-development in the provision of care for pediatric patients.

Objective R3.1.1: (Applying) Demonstrate personal, interpersonal, and teamwork skills critical for effective leadership in the provision of care for pediatric patients.

Objective R3.1.2: (Applying) Apply a process of ongoing self-evaluation and personal performance improvement in the provision of care for pediatric patients.

Goal R3.2: Demonstrate management skills in the provision of care for pediatric patients.

Objective R3.2.1: (Applying) Contribute to pediatric pharmacy departmental management.

Objective R3.2.2: (Applying) Contribute the pediatric pharmacist’s perspective to technology and automation systems decisions.

Objective R3.2.3: (Applying) Manage one’s own pediatric pharmacy practice effectively.

Competency Area R4: Teaching, Education, and Dissemination of knowledge

Goal R4.1: Provide effective medication and practice-related education to pediatric patients, caregivers, health care professionals, students, and the public (individuals and groups).

Objective R4.1.1: (Applying) Establish oneself as an organizational expert for pediatric pharmacy related information and resources.

Objective R4.1.2: (Applying) Ensure appropriate pediatric pharmacy resources are available.

Objective R4.1.3: (Applying) Design effective educational activities related to the care of pediatric patients.

Objective R4.1.4: (Applying) Use effective presentation and teaching skills to deliver education related to pediatric pharmacy.

Objective R4.1.5: (Applying) Use effective written communication to disseminate knowledge related to pediatric pharmacy.

Objective R4.1.6: (Applying) Appropriately assess effectiveness of education related to pediatric pharmacy.

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Objective R4.1.7: (Applying) Provides effective patient and caregiver education. Goal R4.2: Effectively employ appropriate preceptor roles when engaged in teaching students, pharmacy technicians, or fellow health care professionals about the care of pediatric patients.

Objective R4.2.1: (Analyzing) When engaged in teaching about the care of pediatric patients, select a preceptor role that meets learners’ educational needs.

Objective R4.2.2: (Applying) Effectively employ preceptor roles, as appropriate, when instructing, modeling, coaching, or facilitating skills related to care of pediatric patients.

Competency Area R5: Management of Medical Emergencies

Goal R5.1: Demonstrate understanding of the management of pediatric medical emergencies.

Objective R5.1.1: (Applying) Demonstrate understanding of the management of pediatric medical emergencies according to the organization’s policies and procedures.

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ELECTIVE COMPETENCY AREAS, GOALS, AND OBJECTIVES Competency Area E1: Academia

Goal E1.1: Demonstrate understanding of key elements of the academic environment and faculty roles within it.

Objective E1.1.1: (Understanding) Demonstrates understanding of key elements of the academic environment and faculty roles within it.

Goal E1.2: Exercise case-based and other teaching skills essential to pharmacy faculty.

Objective E1.2.1: (Applying) Develop and deliver cases for workshops and exercises for laboratory experiences.

Objective E1.2.2: (Evaluating) Compare and contrast methods to prevent and respond to academic and profession dishonesty and adhere to copyright laws.

Goal E1.3: Develops and practices a philosophy of teaching.

Objective E1.3.1: (Creating) Develop or update a teaching philosophy statement.

Objective E1.3.2: (Creating) Prepare a practice-based teaching activity.

Objective E1.3.3: (Applying) Deliver a practice-based educational activity, including didactic or experiential teaching, or facilitation.

Objective E1.3.4: (Creating) Effectively document one’s teaching philosophy, skills, and experiences in a teaching portfolio.

Competency Area E2: Initiating a Pediatric Pharmacy-Related Service

Goal E2.1: Develop a proposal for a new pediatric pharmacy-related service.

Objective E2.1.1: (Creating) Write a proposal for a pediatric pharmacy-related service.

Objective E2.1.2: (Creating) Present a proposal for a new pediatric pharmacy-related service

Objective E2.1.3: (Applying) Implement a new pediatric pharmacy-related service.

Objective E2.1.4: (Applying) Appraise a new pediatric pharmacy-related service.

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Competency Area E3: Outcomes Research

Goal E3.1: Contribute to pediatric clinical, humanistic and economic outcomes analyses.

Objective E3.1.1: (Evaluating) Contribute to a pediatric prospective clinical, humanistic and/or economic outcomes analysis.

Objective E3.1.2: (Evaluating) Contribute to a pediatric retrospective clinical, humanistic, and/or economic outcomes analysis.

Competency Area E4: Added Skills for the Pediatric Pharmacy Scholarship

Goal E4.1: Contribute to the presentation and publication of pediatric pharmacy research.

Objective E4.1.1: (Creating) Design an effective poster for the presentation of a specific topic.

Objective E4.1.2: (Creating) Exercise skill in responding to questions occurring during the presentation of a poster.

Objective E4.1.3: (Applying) Submit completed project for publication.

Objective E4.1.4: (Evaluating) Contribute to the peer review of a pediatric pharmacy professional’s article submitted for publication or presentation.

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University of Georgia College of Pharmacy

Teaching in Pharmacy Practice I & II for PGY1/PGY2 Residents

PHRM 7840/7940

Graduate Course Syllabus

Course Coordinators:

J. Russell (Rusty) May, Pharm.D., FASHP

Clinical Professor

jmay@augusta.edu

Beth Phillips, Pharm.D., FCCP, BCPS, FASHP

Rite Aid Professor

PGY-2 Ambulatory Care Director

bbp@uga.edu

Background / Purpose:

Providing education to others is a significant and routine component of pharmacy practice and

direct patient care. Practice at all levels provides numerous opportunities for didactic and

experiential educational involvement. Therefore, development of teaching skills should add to

the learning that occurs in becoming an effective practitioner and educator.

To foster this development, the University of Georgia College of Pharmacy (UGA) offers a

structured course as part of its Graduate Certificate Program for Pharmacy Residents/Graduate

Students that will provide specific instruction on key facets of teaching as well as peer-reviewed

opportunities to practice and grow as a teacher. All UGA residents/graduate students have the

opportunity to enroll in the course.

Each resident will receive coaching and formal evaluation on various types of teaching.

Residents should successfully complete all teaching activities (guidelines listed below; will be

based on resident’s customized plan) to pass the course and qualify for the UGA Graduate

Certificate.

The 7840/7940 courses are introduced annually through a one-day seminar series and will be

conducted longitudinally through independent experiential activities. The course coordinators

and/or teaching mentors will offer additional instruction and pertinent information as needed

throughout the residency year. The coordinator is also available to assist in providing feedback

and evaluation of activities of resident teaching above those in which the coordinator is not

directly involved.

The course is designed to:

1. Create meaningful experiential learning activities that directly relate to the residency

experience;

2. Facilitate development of skill through participant interaction and teaching (and being

evaluated in) in multiple settings;

3. Foster professional development of participants

2018-2019_v1

Course Goals and Objectives:

Upon completion of the course, participants will be able to:

1. Demonstrate skill in and enthusiasm for teaching others

2. Develop a teaching philosophy and an individual “method” for teaching and demonstrate these

philosophies and skills in teaching activities

3. Through coaching, learner feedback, and effective self-assessment, identify positive changes in

teaching behaviors and abilities and areas for continued improvement

4. Produce a professional teaching portfolio to demonstrate documented progress and skill towards

becoming an effective healthcare educator and to use as a foundation for continued teaching

innovation

Participants completing PHRM 7840/7940 will be able to:

1. Develop, deliver, and evaluate an instructional activity for a defined audience, to include:

Appropriate planning and preparation

Appropriate methods of instruction

Targeting audiences

Resources and instructional materials (handouts, etc.)

Procedures (organization, sequence, integration, etc)

Responding to questions

Evaluation strategies

Personal reflection/evaluation of the activity

2. Select and use appropriate student and curricular evaluation tools to assess individual student

abilities, competence, and/or performance in the experiential and didactic settings

3. Utilize educational methods based on the best available evidence and technology as well as

feedback from peers to continually improve skills

4. Demonstrate basic proficiency as a teacher/facilitator in the following settings/roles:

Classroom teaching using active learning

Distance learning and/or multimedia-augmented classroom teaching

Small group teaching/facilitation (in classroom or clinical setting)

Skills laboratory facilitation

Clinic/institutional bedside teaching and/or educational sessions for patients

Teaching in the community

Professional presentations (such as Continuing Education lectures)

Precepting/mentoring (including IPPE and APPE)

Course Guidelines:

1. Participate in the Teaching in Pharmacy Course Introductory Seminar (REQUIRED)

2. Implement best teaching practices in at least 7 of these activities*:

a. Pharmacy student classroom teaching or “lecture” (large or small) including all

related preparation:

background research

handouts, slides, or other teaching materials

learning objectives

examination questions

b. Community service presentation to members of the general public

c. Academic (i.e., Pharmacy Grand Rounds) presentation in which active distance

learning technology is utilized to engage audience

d. Journal club presentations

e. Team-based “in-service” type presentations

f. Skills Lab/Essentials/Advanced Pharmacy Practice Experience (APPE) presentation, facilitation, or recitation leader

g. Southeastern States Residency Conference (SERC) presentation (resident requirement)

h. Preceptor for (including evaluation of) APPE student and IPPE students

i. Distance learning teaching (can be any of the above)

*Any additional teaching activity that appropriately challenges and/or highlights resident ability

and/or interest may be substituted for one of the above

3. Submit an electronic “portfolio” final teaching portfolio for formal review by June 15, 2017. The

portfolio should include the following:

a. Table of contents (organized by sections; each section is a separate teaching activity)

b. Statement of teaching philosophy

c. Each activity/section should include:

i. All teaching materials utilized (prepared handouts, slides presentations,

references, exam questions, etc.);

ii. Evaluations (a qualified preceptor evaluation and a resident self-assessment

must accompany all activities for credit; for any precepting activity, the

person being precepted should also provide written feedback for inclusion

in portfolio)

iii. For precepting activities, the person being precepted should provide an

evaluation (in addition to #2)

d. Statement (no more than 1 page) of reflection on overall experience

Mentor Assignment:

A faculty mentor will be assigned to review, discuss, and provide feedback on the teaching philosophy,

as well as the complete teaching portfolio. PGY2 Residents enrolled in PHRM 7940 may assist in

serving as a mentor to PGY1 residents in PHRM 7840.

Faculty Mentors:

Albany: W. Anthony Hawkins, Pharm.D.

hawkins@uga.edu

Augusta: Rusty May, Pharm.D., FASHP

jmay@augusta.edu

Athens: Trisha Branan, Pharm.D., BCCCP

tbranan@uga.edu

Rebecca (Becca) H. Stone, Pharm.D., BCACP, BCPS

rhstone@uga.edu

Keith Herist, Pharm.D., AAHIVP, CPA

kherist@uga.edu

Savannah: Chris Bland, Pharm.D., BCPS, FIDSA, FCCP

cmbland@uga.edu

* Specific guidelines for the above (specifically regarding teaching activities):

1. Each RPD is responsible for determining teaching rigor based on needs and interests of each

individual resident and specific characteristics of each residency.

2. RPDs is responsible for assigning appropriate teaching assignments and document in resident’s

Development Plan during 1st quarter of residency year and will update quarterly. Varied teaching

learning experiences should be emphasized in order to demonstrate teaching excellence in multiple

settings. RPDs may consult with course coordinator on teaching plan development.

3. RPDs and residents are responsible for ensuring that each teaching experience is adequately

evaluated. Residents must provide/submit sufficient qualitative evidence (preceptor evaluation and

reflective statements/self assessments) in portfolio for all teaching experiences. Student

evaluations should be included as well when appropriate (i.e., precepting IPPE or APPE students).

4. Residents will meet with their mentor to review and discuss initial draft of their Teaching

Philosophy by December 31 of residency year. Course coordinator(s) will provide additional

instruction during fall semester.

5. Resident will meet with mentor no later than May 15, for an end-of-the-year review of their

teaching portfolio.

6. Completed portfolios electronic submission deadline is June 15.

7. Residency preceptors are invited to attend the teaching seminar to participate in preceptor

development activities.

RPDs/Mentors are responsible for assessing all portfolios based on initial and modified teaching

plans, provide constructive mid-point feedback, and assign end of year grades based on overall

teaching evidence provided in portfolios. Final grades will be emailed to Drs. Rusty May and

Beth Phillips by June 19.

PHRM 7940 Advanced Teaching in Pharmacy Practice

Teaching Evaluation Form

Date_______________ Resident / Preceptor being evaluated __________________________________

Topic/Course_____________________________________________________________________________________

Evaluator________________________________________________________________________________________

Type of teaching: Classroom Lecture CE/Grand Rounds Other________________________

General Public/Community Service Talk Small Group/Skills Laboratory Session

Active learning utilized (describe) ___________________________________________________________________

Rate the following using this scale: 1 = Unsatisfactory 3 = Satisfactory 5 = Superior

2 = Needs improvement 4 = Exceeds expectations

Objectives Score

Defined knowledge/skill to be acquired by learner 1 2 3 4 5 NA

Used active words to specify a measurable outcome 1 2 3 4 5 NA

Specified a target level of desired achievement 1 2 3 4 5 NA

Presentation Score

Clear and related to objectives 1 2 3 4 5 NA

Targeted to audience 1 2 3 4 5 NA

Included sufficient background for the learner 1 2 3 4 5 NA

Included a manageable amount of pertinent information 1 2 3 4 5 NA

Had a structured flow and logical order 1 2 3 4 5 NA

Utilized principles of evidence-based medicine & deductive reasoning 1 2 3 4 5 NA

Provided relevant information that learners can apply to practice 1 2 3 4 5 NA

Included an accurate conclusion and summarized important points 1 2 3 4 5 NA

Adequately answered learners questions 1 2 3 4 5 NA

Style Score

Captured / held audience’s attention 1 2 3 4 5 NA

Delivered at an adequate speed, tone 1 2 3 4 5 NA

Used effective active learning techniques to engage audience* 1 2 3 4 5 NA

Maintained eye contact with audience / used effective body language 1 2 3 4 5 NA

Avoided use of notes in speaking to learners 1 2 3 4 5 NA

Used transitional statements / effective transition 1 2 3 4 5 NA

Shared thought processes (“how would I do it”) 1 2 3 4 5 NA

Provided time at beginning for grp work; at end for grp reflection / questions 1 2 3 4 5 NA

Handouts and Visual Aids Score

Materials well organized 1 2 3 4 5 NA

Materials / slides added benefit to presentation 1 2 3 4 5 NA

Effectively evaluated published literature on topic and sheared with learners 1 2 3 4 5 NA

Slides (if used)…font and color scheme appropriate; no typographical errors 1 2 3 4 5 NA

References provided on presentation material 1 2 3 4 5 NA

Questions and Answers Score

Questions repeated for audience clarification 1 2 3 4 5 NA

Provided clear/concise answers 1 2 3 4 5 NA

Answers added to audience comprehension 1 2 3 4 5 NA

Facilitated discussion demonstrated extent of knowledge; offered follow-up

opportunities to students to increase learning

1 2 3 4 5 NA

*Active learning strategies must be incorporated into all 7940 activities

Preceptor…Please provide written qualitative comments below; if needed, continue on the reverse side. How can the resident improve?

[Resident…please use this section to document self assessment]

PHRM 7840 / 7940 Teaching in Pharmacy Practice

Precepting Evaluation Form

Date___________________ Resident / Preceptor being evaluated____________________________

Rotation_______________________________________________________________________________

Learner: IPPE student APPE student PGY1 (for PGY2 only)

Evaluator (must be faculty preceptor for course credit) _________________________________________*

Rate the precepting skills using this scale: 1 = Unsatisfactory 3 = Satisfactory 5 = Superior

2 = Needs improvement 4 = Exceeds expectations

Demonstrates professionalism, leadership, and precepting skill Score

Dependability (prepared for precepting) 1 2 3 4 5

Managed all responsibilities while precepting…aka organizational

ability / multitasking / “triaging”

1 2 3 4 5

All evaluations completed including self-assessment 1 2 3 4 5

Resident scheduled time to meet with preceptor to discuss his/her

precepting perfomance/progress following precepting activity

1 2 3 4 5

Resident confidence level as preceptor 1 2 3 4 5

Resident communication ability 1 2 3 4 5

Demonstrates effective precepting skill Score

Expectations, learning obj clearly communicated to learner 1 2 3 4 5

Schedule provided to learner (daily/weekly activities) 1 2 3 4 5

Preceptor (resident) designed / arranged a learning activity (or

activities) to meet specified objective(s) 1 2 3 4 5

Resident provided clear instruction… Learning activities clearly

reviewed, explained prior to activity

Role modeling…demonstrated skills needed to function in practice

area or demonstrates intended level of skill expected by learner

1 2 3 4 5

Role-modeling…demonstrated qualities of a practice role model 1 2 3 4 5

Coaching…provided effective oversight of student activities 1 2 3 4 5

Coaching…observed learner ability and provides feedback to learner;

challenged learner to improve by coaching how to improve

1 2 3 4 5

Coaching… provided feedback on a regular basis 1 2 3 4 5

Overall coaching ability

Facilitating…provided additional practice time for learner and

observed his/her progress

1 2 3 4 5

Facilitating…encouraged student self-directed learning 1 2 3 4 5

Demonstrated enthusiasm for and dedication to teaching students 1 2 3 4 5

Other:

*Resident (self-assessment) and learner should also complete this form

Learner…How has your learning improved though this experience? How can the resident improve his/her precepting

ability? What should the resident do to improve?

Preceptor…Please provide qualitative comments, suggestions for improvement based on your observation:

Specifically, how can the resident improve? [Resident…Please indicate specifically what you learned from this experience and how will you improve / what actions will be taken by

you to improve your precepting ability?]