Ambulatory Care Pharmacy Elective

Course Status: Elective, Semester 4 or 6

Credit: 2 hours

Tracks: Pharmacotherapy, Missions/Global Health

Prerequisites: Successful completion of semesters 1 - 3

Time: Mondays, 5:10 - 6:50pm

Location: MCWH 112

Course Description

This course will cover core ambulatory care disease states while expanding the student’s knowledge of patient care in this setting. Focuses will include discussions and activities regarding health literacy, medication adherence, patient education, financial considerations, and other topics to promote pharmacists’ role in primary care. Five disease states will be primarily focused on throughout the course: diabetes, hypertension, hyperlipidemia, asthma, and anticoagulation.

Course Objectives

1. Describe the role of the ambulatory care pharmacist
2. Demonstrate understanding of the importance of staying “up-to-date” as a pharmacist and implement strategies to remain abreast of new pharmacy developments
3. Expand verbal and written communication skills with both patients and health care professionals
4. Utilize specified “newer” technology to present information to an audience
5. Perform a thorough clinical assessment of a primary care patient
6. Identify barriers to medication adherence and health literacy and recommend methods to overcome these barriers
7. Explain and clarify misconceptions in primary care to patients and health care professionals
8. Explain preventive health and screening recommendations for primary care disease states
9. Address financial considerations to most appropriately select medications for an ambulatory care patient
10. Identify appropriate technology to enhance care for primary care patients
11. Describe important considerations regarding insurance in the primary care population

Grading Scale

A...92 – 100

A-...90 – 91

B+...88 – 89

B...82 – 87

B-...80 – 81

C+...78 – 79

C...70 – 77

F...< 70

Course Breakdown

1000 total points

25 points: Attendance, Participation, and Professionalism

50 points: Class Assignments

150 points: Reading Assessments

50 points: Pillbox Project Experience and Reflection

50 points: Two Minute Updates

150 points: Health Care Professional In-Service Presentation

125 points: Pharmacy Debate

125 points: Disease State Game

125 points: Pocket Guide for Primary Care Pharmacists

125 points: Patient Case Assessments

25 points: Evaluations

Course Assessments

Attendance, Participation, and Professionalism

Students are expected to be in attendance and prepared each week to contribute to the class discussion. Please refer to “Attendance Policy” below. Additionally, professionalism during class and in communications regarding class (verbal, email, Blackboard) will be assessed. Refer to “Student Professionalism and Demeanor” below.


All students will be required to complete a pre-course survey on the first day of class and a post-course survey on the last day of class. Surveys answers will not impact the students’ class grade. Additional surveys may be included throughout the course at the instructor’s discretion. Students may receive participation points for completing the surveys.

Class Assignments and Projects

Each lecture will contain a minimum of one assignment and/or project for students to complete, either individually or as a group. Assignment/project details will vary: patient cases, worksheets, mini-presentations, development of a handout, etc. Students are required to complete the assignment according to the instructor’s directions in the time frame allotted. Some assignments may be required to be completed in-class, while others may be “take-home” assignments and required to be uploaded to Blackboard by a specific date. Group members must work cohesively to ensure group assignments are completed.

Reading Assessments

Reading assignments pertaining to primary care disease states may be assigned throughout the semester. If so, students will complete a reading assessment at the beginning of class the following week. This assessment will be completed individually and may be multiple choice, short answer, or a combination of both.

Pillbox Project Experience and Reflection

During four weeks of the semester, students will be required to fill, organize, and adjust (as needed) their own pillbox. Students will be provided a pillbox, a month supply of medications (candies), and a medication list. Students will be required to fill their pillbox according to their medication list. Pillboxes will be assessed on a weekly basis. A pre- and post-survey focusing on students’ perceptions of medication adherence will be administered. Survey answers will not impact the students’ class grade. Additionally, at the end of the assignment, students will complete a 1-page reflection on their experience.

Resident/Pharmacist Roundtables

Local ambulatory care clinical pharmacists and residents will be invited to participate in a roundtable discussion with the class. Each student will be required to submit at least one question they asked during the discussion at the end of class. Failure to ask at least one question will result in a loss of participation points.


Two Minute Updates

Pharmacists must stay up-to-date on current topics to provide evidence-based care for patients and educate other health care providers. Students will be assigned one date during the semester on which they will present a “Two Minute Update” to the class. The topic must be recent (within two weeks), pertain to primary care, and be presented within approximately two minutes. Two students will be presenting each day; these two students must confer with each other prior to the class period to ensure each has chosen a different topic. Topics for these updates may be identified by using reputable news and/or journal sources. Each student will submit a written summary of the update (include AMA citation for the source(s) used) via Blackboard.

Health Care Professional In-Service Presentation

Students will be required to work with their group members to develop and present an in-service to health care professionals. Specific health care professionals and presentation topics will be assigned following the “Presenting to Health Care Professionals” discussion. Presentation topics will correlate with each group’s disease state case presentation. This lecture will provide students with necessary information to appropriately educate various types of health care professionals. Other groups will complete peer evaluations to identify areas of strength and areas for improvement. Students will be evaluated both on the verbal presentation and the final Prezi.

Pharmacy Debate

Students will work with their disease state group. Each group will assume a grant is available for funding prevention and treatment of the “most significant” disease state currently affecting the United States. Each group will debate why their chosen disease state deserves this funding based on impact of the disease and potential impact of treatment. Items to consider for making a strong argument include: direct and indirect costs of the disease, prevalence and incidence of disease, current available treatment options (costs, risks, efficacy), future research and potential treatment options (pharmacologic and/or non-pharmacologic), role of the pharmacist in managing the disease state. Each group will have 5 minutes to present an opening statement to discuss key points. After each group has presented opening statements, each group will be allowed to present a 2 minute follow-up/rebuttal. The winning group will be decided by a class vote. Groups will be graded based on preparation, content, presentation, and follow-up/rebuttal.

Disease State Game Day

Students will be required to work with their group members to develop and present an interactive game focusing on their disease state. Students are encouraged to be creative and focus on various aspects of their disease state covered in the elective course. Students will be evaluated both on the verbal presentation and the final game.

Pocket Guide for Primary Care Pharmacists

This project has two purposes:1) for students to demonstrate the ability to create evidence-based, quality reference materials and 2) to provide students with a pocket reference for ambulatory care disease states. Students will work with their disease state groups. Each group will be responsible for creating a section in the pocket guide. The following elements are required for each disease state: goals of therapy, risk factors, screening recommendations, current treatment options (drug classes, side effects, recommended doses), guideline recommendations/evidence-based practices, monitoring, follow-up, and clinical pearls. Groups will be evaluated based on: inclusion of all elements, spelling, grammar, layout of material, presentation of material, and ability to provide clear, concise, and correct information. This should be at least 1 page in length and no longer than 2 pages. Students must include and cite all references with AMA citation.

Patient Case Assessments

Students will complete patient cases pertaining to primary care during the semester, both in groups and individually. Concepts discussed in previous coursework and the elective should be applied to fully and accurately complete these patient cases.


Peer Presentation Evaluations

Each student will be required to complete peer evaluations for other groups following each presentation (health care professional in-service presentations, pharmacy debate, disease state game day, and disease state elective components final presentation). Students will individually complete these evaluations and turn them in by the end of the class period. Peer evaluations allow each student to provide feedback and constructive criticism to the presenting individuals. Students will complete standardized forms for each peer evaluation.

Self Evaluations

Students will be required to complete a midpoint and final self evaluation. Self evaluations allow students to evaluate their strengths and abilities, analyze their progress, and set goals for future learning. Students will complete standardized forms for both the midpoint and final self evaluations.

Group Member Evaluations

Students will be required to complete a midpoint and final group member evaluation. Scores provided by other group members will be considered to assess each student’s group work performance. Group evaluations allow students to assess the contributions of their group members and provide valuable feedback to improve the group dynamics. Students will complete standardized forms for both the midpoint and final group evaluations.

Course Calendar

Big image

Next Class: Week 6

Monday, Feb. 10th, 5-7pm

MCWH 112

Students: Two Minute Updates

Topic: Pillbox Project Follow-up and Medication Adherence

Topic: Developing Patient Material and Health Literacy

Course Policies

Attendance Policy

Classroom attendance is mandatory. Students will be held responsible for all announcements made in class. Lecture material will be made available on Blackboard at the instructor’s discretion. If an absence is anticipated, the student must contact the instructor in a timely manner (24 hours or more prior) to be excused and the absence will be documented. Only verifiable absences will be excused (examples: physician’s excuse note, traffic accident report). If an assignment or presentation was due on that day and the absence was excused, a make-up activity or alternative due date may be assigned at the instructor’s discretion. Emergencies will be evaluated on an individual basis. Unexcused absences or failure to notify the instructor of an absence before the beginning of the class period will result in deduction of credit and a zero on any assignments or presentations due on that day. No make-up activity will be allowed. One unexcused absences will result in the student’s final grade being lowered by one letter grade (example: an earned A- will result in a B-). Two or more unexcused absences will result in failure of the course, regardless of the grade earned. Extenuating circumstances will be evaluated on an individual basis. Students are expected to arrive on time to class. Points will be deducted from the “attendance, participation, and professionalism category” each time a student presents to class after the scheduled starting time.

Due Dates

Refer to Course Schedule (available on Blackboard). Assignments are due on Blackboard at the time/date indicated on the Course Schedule. Except in case of extraordinary circumstances and when prior arrangement has been made with the instructor, assignments submitted late are subject to point deductions.

Student Professionalism and Demeanor

Behavior consistent with a professional graduate level course is expected. Please refer to the BUCOP Student Guide for policies on dress code, disruptive behavior, etc. Students are expected to be prepared, prompt, courteous, and engaged during this course.

Electronic Device Policy

Cell phones are to be turned off and put away during class. Refer to BUCOP Student Manual for additional details. Use of cell phones without instructor permission will result in a loss of points. Students with an extenuating need to keep their cell phone turned on but silenced must get approval from the instructor. All electronic devices should only be used as necessary as a component of class learning activities. To ensure that any University-sent emergency messages are received, course instructors’ cell phones connect to the University’s emergency alert system and remain on vibrate during class periods.

Cell phones, text message, social media, etc.

“Use of cell phones, messaging devices and other electronic devices (for example, recording devices, music players, PDAs, computers) is prohibited in classes unless specifically permitted by the instructor, or if the device is being used as a component of class learning activities. Failure to abide by school electronic device policy may result in corrective action by the faculty instructor. This may include a reprimand in class, being asked to leave the class and/or the filing of a community conduct violation.”

Class recording/image capture

“Use of personal recording devices (tape, digital, video, web camera, etc.) requires instructor approval. Students should request permission to record class activity in writing.”

Student Honor Pledge

As with all courses, enrolled students will abide by the Belmont University Honor Code:

In affirmation of the Belmont University Statement of Values, I pledge that I will not give or receive aid during examination; I will not give or receive false or impermissible aid in course work, in the preparation of reports, or in any other type of work that is to be used by the instructor as the basis of my grade; I will not engage in any form of academic fraud. Furthermore, I will uphold my responsibility to see to it that others abide by the spirit and letter of this Honor Pledge.

Academic Accommodations

In compliance with section 504 of the Vocational Rehabilitation Act and the Americans with Disabilities Act, Belmont University will provide reasonable accommodation of all medically documented disabilities. If you have a disability and would like the University to provide reasonable accommodations for the disability during this course, please notify the Office of the Dean of Students, located in the Beaman Student Life Center, (460-6407) as soon as possible.

What Students Say About The Course

"Ambulatory care was a great class and I'm really glad that I took it as an elective. It really helped me to learn more about my disease state as well as the other commonly seen disease states in ambulatory care setting. The group work was a good idea and the progression of the projects throughout the semester aiding in my learning."

"I really enjoyed the course. There were many different types of assignments and different type of interactive assignments in-class that were very interesting and fun."

"The pharmacy round tables provided students the opportunity to talk to pharmacists as well as residents about Ambulatory Care. This experience also allowed students to see the various career settings that Ambulatory Care has to offer as well as meet potential resident directors and bosses. I know that I have taken away important information from this elective that will continue to help me through my career."