Goals: Make pharmacist more comfortable when encountering patients with brain tumors outside of the oncology floor

Objectives:

Identify signs, symptoms, and exam findings that indicate brain tumor

List appropriate treatment options for brain tumors

Identify clinical signs/symptoms and the progression of brain tumors

Assessment: Patient case - have students write up an A&P (write a SOAP note), or answer multiple choice questions

Multiple choice is summative, SOAP note is formative

Grading will be right or wrong on questions, and a rubric for the SOAP note

GOAL: Help the pharmacists understand the new guidelines to review appropriateness of antibiotics

SMART GOALS

1. Be able to differentiate the revised definitions of complicated and uncomplicated UTI

2. Be able to determine which patients fit in which categories

3. By the end of the lecture be able to identify what abx are appropriate for each disease state

   
   

   Assessment: By the end of the lecture be able to integrate the new guidelines into a patient case by identifying the correct antibiotic choice for the patient

Goal: For students to understand BPH in order to use in their future practice.

By the end of this lecture students should be able to:

1. Recall the pathophysiology of BPH when asked in practice.

2. Discuss the follow-up monitoring parameters of BPH, including medication side-effect profiles.

3. Create a treatment algorithm for BPH and be able to apply it to a specific patient case scenario.

Formative Assessment: Will provide students with patient case in order to apply the objectives listed above at the end of lecture in a SOAP note format. Will use a rubric to assess if they met all objectives with room at the end to receive written feedback from the resident that led the lecture.

Goal: Develop the necessary skills to become a competent and self-sufficient pharmacist

Objectives:

1. Ask student their personal goals for the rotation (ex. number of patient workups, presentations, etc.) and ensure they are completed by the end of the rotation.

2. Practice how to find and summarize guidelines to make evidence-based recommendations to providers. Submit 3 drug info questions to providers by the end of the rotation.

3. Identify student's areas of interest to complete 1 topic discussion per week.

Scenario: Precepting an APPE Student

Smart Goal: By the midpoint evaluation, student will identify 1 journal club to present to pharmacy staff

1. By the end of the first week, the student will identify an area of interest for the journal club

2. One week prior to the journal club, the student will review the article with the preceptor and discuss any pertinent statistics

3. The student will send a handout for the journal club at least 24 hours prior to the presentation to the preceptor for feedback

Goal: have providers understand concept globally rather than the nuances of pharmacy

1. Summarize the role of each type of insulin and which BG reading they affect

2. Understand the inpatient BG goals (140-180) and that better control does not necessarily mean better outcomes

3. Demonstrate ability to adjust insulin regimen based off of BG readings

Goal: improve staff understanding of how to treat and prevent hypoglycemia.

SMART goals: Identify the signs and symptoms of hypoglycemia. List recommended treatments of hypoglycemia. Determine if glucagon should be administered.

Scenario: In-service about interpreting Lumbar Puncture (LP) results for meningitis 

Audience: everybody (providers, pharmDs, RNs) 

Goal: determining appropriate empiric coverage from LP findings from inservice learning

Objective 1: Define appropriate indications for antibiotic and antiviral meningitis coverage

Objective 2: Reduce the incidence of antibiotic orders in patients without proper indication based on LP results 

Objective 3: Demonstrate ability to determine possible source and select appropriate coverage or unnecessary coverage in unique scenarios at the end of inservice by utilizing example patient cases  

Assessment: Using patient case vignettes, recognize appropriate or inappropriate orders for empiric meningitis coverage.

• Would be a formative learning example where audience members split into small interprofessional groups to go through patient case example, come to conclusions on their interpretation of the LP results, and what antibiotic regimen they would choose based on said discussion, before coming back into the larger group and share what they discussed in group and why that conclusion/medication regimen was made and receive instant feedback from the presenter 

Feedback: providing guidance on correct or incorrect answers and clinical findings that generate conversation about clinical grey areas and optimal pharmacotherapy

Joyjeet K, Tariq P, Elena H, Taylor C, Maria S

Doing a Presentation on DM 2 management to fellow residents

Main Goal:

--> Be able to formulate a treatment plan on how to treat DM 2 patients

Smart Goals:

1. Participant will be able to accurately demonstrate insulin initiation, titration, and patient counseling techniques (including injection technique and storage)

2. Participants will be able to create a patient-centered diabetes treatment plan using non-insulin pharmacotherapy and non-pharmacological therapies (i.e,. lifestyle)

3. Participants will be able to assess and analyze a patient case successfully in a complex DM2 patient.

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Assesment / Measurement of goals

Small groups create DM 2 patient cases

• Small groups swap patient cases

  • Solve each group case

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Assessment is formative

Grading: Rate each case on a 5-star basis

Feedback: Peer feedback on the cases when swapped

Learning activity: Share experiences with irl pt cases with DM2 in either rotations or residency.

Goal: The student should be able to independently work up up to 4 patients by the end of the rotation using a step-wise approach. This includes starting with one patient and progressively adding patients, making interventions with the primary team, and using guidelines and literature to back up their rationale.

Learning Objectives:

1. Practice communication skills within the primary care team by making recommendations as statements and not questions.

2.  Interpret creatinine clearance for all patients, identify patients requiring renal dose adjustment, and adjust medication as appropriate.

3. Assess primary literature regarding the patient disease state and apply this to the patient's medication regimen.

In-service to Medical Residents on New IDSA Guidelines for cUTI

Goal: Emphasize the rationale behind the new update and discuss the evidence behind the recommendations.

Objective #1: By the end of the in-service, residents will be able to differentiate the new classifications of cUTI from the old classifications.

Objective #2: By the end of the in-service, residents will be able to list key recommendations from the new guidelines, along with the corresponding level of graded evidence.

Objective #3: By the end of the in-service, residents will apply their knowledge of what constitutes a C. diff-associated UTI (cUTI) via small case studies and discuss the optimal treatment regimens.

Formative Assessment

Criterion Grading

Pre and Post Survey

1. Include polling throughout the in-service to assess the residents' understanding of the new guidelines.

2. Small case studies at the end of the session to assess their ability to apply the knowledge we discussed.

1. confidently justify evidence-based antihypertensive therapy for patients with diabetes.

2. clearly articulate first-line and alternative therapies for patients with CKD, providing insightful comparisons

3. accurately distinguish safe vs. contraindicated therapies in pregnancy, delivering well-supported recommendations.

SMART learning objectives, by the end of this presentation:

1. Recognize the risk factors, clinical presentation, and diagnostic criteria for opioid use disorder.

2. Create a patient-specific treatment plan.

3. Formulate a longterm treatment plan for opioid use disorder.

Goal: Develop necessary skills to communicate with patients and provide counseling effectively.

Objectives:

1. Apply patient-centered communication to deliver patient counseling.

2. Remember to use teach-back to verify patient understanding.

3. Analyze the encounter and identify one area of improvement for future counseling sessions.