429 PHCL

Pharmaceutical care
this course consist of different parts to increase
 Knowledge:
a. Identify key patient information that is important for evaluating drug related problem (DRP)
b. Describe a logical process for identifying, preventing and resolving DRP
c. Demonstrate an understanding of a process for formulating concise, organized and rational recommendations to resolve actual and potential DRP
d. Describe the principles of communicating patient data and recommendations
e. Understand the role of pharmacist in patient self-care therapeutics
a. Perform a comprehensive medication history session to assess if patient’s drug therapy needs are met.
b. Perform a comprehensive patient evaluation to identify potential and actual DRP
c. Effectively use patient-specific data to formulate concise, organized and rational recommendations for resolving DRP
d. Effectively utilize primary and secondary resources and clinical practice guidelines to make recommendations when resolving patient DRP.
e. Recognize adherence issues and design a patient-centered plan to resolve adherence problems.
 Attitude:
a. Recognize that problem-solving skills are essential component of a pharmacist function
b. Appreciate the professional and moral responsibility of pharmacists.
c. Respect patients and other healthcare professionals
d. Respect different learning styles that classmate exhibit
e. Recognize the value and need to be self-learning, life-learning for the profession of a pharmacist
f. Appreciate that all pharmacists are teachers and that they must effectively communicate their knowledge.
Communication Skills
a. Understand the concept of professionalism
b. Identify the important elements of good interpersonal and group communication
c. Understand active learning and responsibility to be teachers as well as learners
d. Describe important problems and recommendations learned from the presentations made by self and classmates.
e. Identify important questions or issues that are unclear or missing from a classmate's presentation.
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f. Understand the need to provide constructive criticism and feedback of one’s peers
g. Practice giving and receiving feedback
 Skills
a. Define and perform professionally
b. Demonstrate effective group communication
c. Participate in a group that includes members with different learning and work styles
d. Effectively and constructively work in a group learning team
e. Perform self-learning strategies effectively
f. Ask logical questions that help clarify a patient presentation and avoid asking questions that are obvious, unnecessary
g. Effectively perform an evaluation of a student’s patient presentation that is appropriate for the performance of the presenter. Provide written comments that are constructive and can help student improve their performance
 Attitude
a. Respect different cultures, values, customs and learning strategies in classmates and colleagues
b. Value the diversity and difference of opinion or methods of accomplishing goals
c. Value the importance of student self learning (self directed learning)
d. Appreciate that some classmates will be anxious and nervous during their presentations
e. Recognize that a good question may help both the presenter and the audience recognize or understand a topic in different way or it may generate new information or questions Value the need to avoid questions that are inappropriate or personal attacks Recognize that feedback and evaluation is critically important in order that a student or a colleague can improve their performance Respect the need for constructive criticism, and confidentiality in feedback and evaluation.