2012 a preceptor's manual mc pharm final - volume 1

0 A Preceptor’s Guide to the Master of Clinical Pharmacy Training and Education Volume 2
A Lecturer, Preceptor and Student’s Guidelines to the
Master of Clinical Pharmacy Education and Training as
an Internal Policy Document
Volume 2
Final Internal Policy Document
The University of Zambia
School of Medicine
Department of Pharmacy
(Updated September 2012)

1 A Preceptor’s Guide to the Master of Clinical Pharmacy Training and Education; Volume 2
Summary:
This document has been arranged and stated in the following order:
I. Introduction – This typically describes the scope of the document to give some detailed explanations or
summary of the document. It may also explain certain elements that are important to the write up in this
case the preceptor training process for clinical pharmacist trainees.
II. Purpose, Scope and General provisions:
A. Expectations, guidelines and Internal Policies for Students, Preceptors and Lecturers - Increased
capacity of the health care sector to provide high quality service, accelerated production of specialist
health professionals who will offer high quality health services in general and pharmaceutical care in
particular, supplementing the available specialist workforce in workforce shortage areas such as rural and
community-based locations and the development of specialist training arrangement beyond traditional
university teaching hospitals.
B. Benefits of Being a Lecturer/Preceptor - In the face of practical challenges in pharmaceutical care, the
national health system would be engaged in seeking solutions that are beneficial to overall health service
provision process such as professional advanced training techniques that can enhance operational
efficiency, improved customer service and increased product and service innovation.
C. Additional Resources for MClinPharm Preceptors - There are a number of different types of training
we can use to be engaged in as health workers so as to bring about health service improvement in general
pharmaceutical care in particular for master of clinical pharmacy (MClinPharm). Each type would consist
of different steps for comprehensive ending (theory-based, practical-based in form of orientation, in-house,
mentorship, and external training). The type training process utilized depends on the amount of resources
available for training, the type of organisation (public or private), and the priority the organization places
on training.
D. Guidelines for Evaluations of Master of Clinical Pharmacy Practice Experience - Fundamentally, the
Specialty Practice Training (SPT), including pharmaceutical care fields, provides support to enable health
professional to take up specialist training by rotating through an expanded range of settings dipper than
the traditional university teaching hospital. The trainees upon completion of the specialty training are
admitted to the Specialty Community of Practice as a specialist and gain entry to specialist registers
maintained by the Health Professions Council of Zambia (HPCZ). For clinical pharmacists, there is also a
change of the title from Pharmacist to ‘Doctor’ of Pharmacy.
III. Specialist Training Fields Detailing - Clinical pharmacy is the branch of pharmacy in
which pharmacists provide patient care that optimizes the use of medication and
promotes health, wellness, and disease prevention in a dipper professional approach. Clinical pharmacists
have both extensive and intensive health knowledge and skills in the biomedical, pharmaceutical, socio-
behavioural and clinical sciences. Most clinical pharmacists have a Doctor of Pharmacy
(Pharm.D.) degree while others will have completed one or more years of post-graduate training like
Zambian MClinPharm with residency learning attachment (for example, a general and/or specialty
pharmacy residency).

I. Introduction
The vision of the Department Of Pharmacy (DoPharm) is that pharmacists will be professional
health care providers who are accountable for optimal medication therapy in the prevention and
treatment of disease.
To achieve this vision, the profession must ensure that there will be an adequate supply of
appropriately educated and skilled clinical pharmacists. For this reason, the DoPharm developed a
didactic (educational) and experiential curriculum for Master of Clinical Pharmacy to serve as the
foundation for the education and core competencies of a clinical pharmacist. The Master of Clinical
Pharmacy (MClinPharm) intends to equip student with competence in research and clinical practice
in any of the following pharmacy specialties:
Nuclear Pharmacy
Specialists seek to improve and promote health through the safe and effective use of radioactive
drugs for diagnosis and therapy. Nuclear Pharmacy specialists are the primary source of scientific
information and professional judgement regarding the radiopharmaceuticals used in the diagnosis
and therapeutic treatment.
The specialists are expected to operate on Good Clinical Practice (GCP) principles.
Nutrition Support Pharmacy
Specialists promote the maintenance and/or restoration of optimal nutritional status, designing
and modifying treatment according to the needs of the patient.
Oncology Pharmacy
Specialists recommend, design, implement, monitor and modify pharmacotherapeutic plans to
optimize outcomes in patients with malignant diseases.
Paediatrics pharmacy
Specialists improve the health of children through interdisciplinary collaborative patient-oriented
care that addresses questions central to medicines for children. Specialists research and promote
knowledge on the biological, genetic, developmental, environmental and social mechanisms
underlying the effectiveness and safety of medicines for children. Furthermore, Paediatrics
Pharmacy Specialists:
 Develop new methodologies in advancing research of medicines for children.

 Increase research capacity through the provision of training in pharmaceutical science, clinical
pharmacology and pharmacoepidemiology applied to children.
 Conduct translational research in order to bring medicines to the clinical use.
General Pharmacotherapy
Specialists are responsible for ensuring the safe, appropriate, and economical use of drugs in
patient care and frequently serve as a primary source of drug information for other health care
organizations in various health practice areas of medicine.
Psychiatric Pharmacy
Specialists address the pharmaceutical care of patients with psychiatric disorders.
Among other pharmacy specialties electives under MClinPharm program include Ambulatory and
Critical care.
Compounding Pharmacy
Specialists design, formulate and package together ready-for–use medications at approved
preparation sites.
The specialists are expected to operate on both Good Manufacturing Practice (GMP) and Good
Clinical Practice (GCP) principles. Hence, the modular component that may be done jointly with
any of the eight clinical specialty fields of training.
This can also be taken as a scientific specialty field with bias to clinical application.
MClinPharm Program Impact
It is clear, therefore, that a clinical pharmacist who successfully matriculates through this
MClinPharm program will possess in-depth knowledge of medications that is integrated with a
foundational understanding of scientific basis of therapeutics, sources and chemistry of drugs,
dosage form design and manufacture and good clinical pharmacy practice. To achieve desired
therapeutic goals, the clinical pharmacist applies evidence-based therapeutic guidelines, evolving
sciences, emerging technologies, and relevant legal, ethical, social, cultural, economic and
professional principles. Accordingly, clinical pharmacists assume responsibility and accountability
for managing medication therapy in direct patient care settings, whether practicing independently
or in consultation/collaboration with other health care professionals. Clinical pharmacist
researchers generate, disseminate, and apply new knowledge that contributes to improved health
and quality of life.

Within the system of health care, clinical pharmacists as experts in the therapeutic use of
medications and will routinely provide medication therapy evaluations and recommendations to
patients and health care professionals. Clinical pharmacists will be primary source of scientifically
valid information and advice regarding the safe, appropriate, and cost-effective use of
medications. This way, the Master of Clinical Pharmacy training promotes knowledge and skills of
the pharmacy profession, commitment to self-improvement, service orientation, pride in the
profession, covenantal relationship with the patient, creativity and innovation, conscience and
trustworthiness, accountability for student’s work, ethically sound decision making, and leadership
The MClinPharm education and training program is divided into 12 month taught (didactic) course
work and 18 month experiential and research components. DoPharm began offering this graduate
study program in 2011. The MClinPharm curriculum was first implemented in September 2011
starting with a class of 12 MClinPharm students.
Clinical Pharmacy Research Project:
The MClinPharm student shall, with the guidance and supervision of appropriate preceptors, develop
and complete a clinical pharmacy research project. The project shall be written using a format and style
consistent with publication in a professional journal (including project subject, background, methods,
results, and conclusions). The project is expected to be submitted for publication in a professional
journal by the end of the academic year. Pertinent project deadlines are as follows:
Phase Activity/Output Start date Month Finish date Month
Project Defined Project Identified September of the academic 3
rd
Year
October of the academic 3
rd
Year
Project-Design Project Analysis and Appraisal
Project Proposal approved
November of the academic 3
rd
Year
December of the academic 3
rd
Year
Project Done Project Implementation, Data collection,
data analysis and defended
January of the same year that falls
within academic 3
rd
Year
August of the same year that falls
within academic 3
rd
Year
Project Developed Project closure, results announcements
and graduation
September of the year that
follows the end of academic 3rd
Year
December of the same year that
follows the end of academic 3rd
Year

Figure 1: The route pathway to obtain the Master of Clinical Pharmacy
Note: Clinical Pharmacy Students are required to meet the HPCZ conditions outside the curriculum
Bachelor of
Pharmacy
(4-5 years)
depending on the
circumstances
Internship
(Residency)
program
(1- 2years)
depending on
the
circumstances
MClinPharm
PGY 2
Elective
Pharmacy
Specialties
(12 months)
MClinPharm
PGY1
(12months)
MClinPharm
Pharmacy
practice
experience
Minimum of
1-2 years
depending
on the
situation
Health Professions Council of Zambia Requirements
Instructive Course work; Didactic &
Experiential learning
MClinPharm
PGY 3
Research Project
(12 months)

II. Purpose, Scope and General provisions
This manual being both operational and preceptor’s guide to the implementation of the
instructive and experiential curriculum of the Master in Clinical Pharmacy program, it provides
general instructions and policies for the competence-based clinical pharmacy specialty training. It
gives guidance on the MClinPharm program quality assurance, forming preceptor’s practical
experience, preceptor’s expectations, requirements, teaching and learning resources, student
expectations, experience and evaluation.
The pharmacy specialty areas covered in this volume are Nuclear Pharmacy, Pharmacotherapy and
Paediatrics and Children pharmacy and Oncology Pharmacy. The remaining MClinPharm
specialties will be included in subsequent volumes.
A. Expectations, guidelines and Internal Policies for Students, Preceptors and Lecturers
i. Expectations for Students, Preceptors and Lecturers
Student is defined as ‘a trainee’; an internee; knowledge-seeking person in one of the specialist
areas of health practice.
Preceptor is defined as “a teacher; an instructor; an expert or specialist, such as a Clinical
Pharmacist or Physician, who gives practical experience and training to a student.
Primary preceptor is defined as the primary contact person at the practice site and also the
preceptor who is responsible for submitting the evaluation of the student clinical pharmacist in
contrast to secondary preceptors who are everyone else at the site who participates in the
teaching of the student clinical pharmacist.
Lecturer is defined as “a teacher; an instructor; an expert or specialist, such as a Clinical-
Oriented Pharmacist or any other Clinician that organises and compiles training materials; gives
both theoretical and practical guide and experience to the training processes in clinical
pharmacy training to a student and preceptor.
Student expectations include but not the only ones:
 Accept the responsibility and the challenges of training program in its current form,
 Show a willingness to devote adequate time for acquisition of specialist knowledge,
 Serve as a role model for clinical specializing pharmacy student pharmacist and exhibit
exemplary professional ideals as reflected through appearance, attitudes, practice style and
accomplishments in practical studies
 Follow the course syllabus to provide the lecturers and preceptors adequate time to
complete the training program as designed
 Work with the lecturers and preceptors to identify his or her strengths and weaknesses and
then attempt to tailor such to successful completion of the training program
 Routinely and frequently undertake assessment steps as formative feedback to the lecturers
and preceptors in regard to the student’s overall performance,
 Actively participate to complete a fair and constructive evaluation of training activities,

 Actively participate to complete the evaluation and grading procedures in a timely manner
at the end of each experience
 Have access to professional reading and studying reference materials that may be available
from the training centre of the program
 Communicate or submit any program-associated problems/difficulties or successes to the
training centre for continued improvement of the training program.
Preceptor expectations include but not the only ones:
 Accept the responsibility and the challenge of guiding and training the student pharmacist
in areas consistent with course objectives
 Show a willingness to devote adequate time for proper instruction
 Serve as a role model for the student pharmacist and exhibit exemplary professional ideals
as reflected through appearance, attitudes, practice style and accomplishments in practice
 Assure that adequate professional experience is made available to the student pharmacist
and that appropriate mentoring and supervision is provided
 Follow the course syllabus to provide the student pharmacist with the necessary
experiences, and measure his or her performance against the objectives established for the
course
 Set clear expectations for the student pharmacist regarding appearance, conduct, attitude,
scheduling of hours, experiences to complete, and general policies and procedures of
practice
 Work with the student pharmacist to identify his or her strengths and weaknesses and then
attempt to tailor the experience accordingly
 Routinely and frequently provide formative feedback to the student pharmacist on his or
her performance
 Complete a fair and constructive evaluation of the student pharmacist’s attitude and ability
to perform designated activities
 Complete the evaluation and grading procedures in a timely manner at the end of each
experience
 Make access to professional references available to the student pharmacist
 Communicate any problems regarding the delivered experience or significant behavioural
deficiencies of the student pharmacist to the professional experience program
Lecturer expectations include but not the only ones:
 Accept the responsibility and the challenge of guiding and training the student pharmacist
in areas consistent with course objectives
 Show a willingness to devote adequate time for proper compilation and delivery of training
materials and instructions to the students as well as the preceptors
 Serve as a role model for the student pharmacist and exhibit exemplary professional ideals
as reflected through appearance, attitudes, practice style and accomplishments in practice
 Assure that adequate professional training and studying materials are made available to the
student pharmacist and that appropriate mentoring and supervision is provided

 Follow the course syllabus to provide the student pharmacist with the necessary
experiences, and measure his or her performance against the objectives established for the
course
 Set clear expectations for the student pharmacist and preceptors regarding appearance,
conduct, attitude, scheduling of hours, experiences to complete, and general policies and
procedures of practice
 Work with the student pharmacist to identify his or her strengths and weaknesses and then
attempt to tailor the experience accordingly to complete the training program
 Routinely and frequently provide formative feedback to the student pharmacist on his or
her performance
 Complete a fair and constructive evaluation of the student pharmacist’s attitude and ability
to perform designated activities
 Complete the evaluation and grading procedures in a timely manner at the end of each
experience
 Make access to professional references available to the student pharmacist
 Communicate any problems regarding the delivered experience or significant behavioural
deficiencies of the student pharmacist to the professional experience program
ii. General Guidelines for Forming Preceptor/Student Practice Experience
Below are some guidelines for establishing practice experience:
 Orientation,
 Setting expectations,
 Providing feedback, and
 Evaluations.
Orientation
Preceptor and students must ensure that each of them has acquired enough practical bases on
appropriate orientation to the training site by the programme coordinator and is introduced to
individuals at the practice site. ‘Already-know’ attitude by the preceptor and students should be
discouraged when possible by the coordinator.
Suggested topics to include in your orientation are listed in Table 1.

Table 1: Practice-based Learning Process Orientation
Topic Details
Introductions
 Student
 Primary Preceptor
 Secondary Preceptors
Goals and Objectives for
Training and Experience
 Syllabus review
 Activities that will support each goal
 Expected outcomes for each objective
 Strategies for assessing achievement of objective
 Daily requirements
 Special activities/projects
MClinPharm Student
Review
 Student-completed self-assessment tool
 Strengths and weaknesses
 Previous experience
 Specific interest areas
Scheduling
 Hours/schedule, including breaks
 Calendar with deadlines
 Absence policy
 University/Department holidays
Logistics
 Parking
 Personal item storage
 Restroom/break area location
 Dress Code
 Tour of facility
Introduction to Specialty
Study Field
 General introduction to the training site
 Review of pharmacy layout and workflow
 Computer system and expectations
 Phone system and expectations
 Paper documentation system
 Orientation to Clinical assessments process
 Specific and Non-specific disease states identification
 Identification process of Major and minor symptoms for
disease states
 Diagnostic techniques
 Range or scope of therapies applicable
 Establishment of both short and long term therapies
 Rights of patients to medications
Specialized Competence-
based Training
(Pharmaceutical Care Plan
Designing)
 Disease types,
 Disease pattern,
 Disease categories,
 Patient or health seeking person identification,
 Level of patient care,
 Health care provision techniques,
 Type and range of medication systems required
Associated Specialty
Course Study Themes
(Clinical Case-study
scenario Designing)
 Patient care strategies
 Patient drug treatment compliance and non-compliance
 Individualized patient treatment
 Drugs treatment profiles for the patient
 Pharmacodynamics and Pharmacokinetics of drug administration
 Unwanted drug effects or Adverse Drug reactions (ADRs)
 Accumulate into the designing and compilation of Health
Case-study scenarios for academic assessment and training
progression (Minimum of 2 cases per scheduled academic month)

Associated Specialty
Study Field Research
Themes (Both Scientific &
Clinical Research Scenario
Designing)
 Research Proposal Writing Process (1 Month)
 Research Data Collection Process (3 Months)
 Research Data Analytical Procedure (1 Month)
 Research Project Write-up Process (3 Months)
 Research Project Oral Presentation Process (1 Month)
 Research Data & Relevant Articles’ Publications (1 Month)
 Accumulate into the designing and compilation of both
research proposals and write-ups for academic assessment and
training progression (production of required number of copies for
assessment process)
Legal and regulatory
issues
 Patient confidentiality Requirements
 Pharmacy law and ethics
 Drug legislation
Setting expectation
Setting expectations at the beginning of the experience can set the tone for the rest of the
experience. It is ideal for the preceptor to meet the MClinPharm student on the first or second day
to review the expectations and set goals for the educational experience. The Lecturer/Preceptor
should also review areas that he or she may need to work on during the cycle. MClinPharm
Students are also required to complete a self-assessment prior to the beginning of each cycle. The
Primary Lecturer/Preceptor must make sure to ask the student to see his or her self-assessment.
This may help the lecturer/preceptor identify areas on which to concentrate during the experience.
Feedback
MClinPharm Students should be given feedback on a regular basis on their performance. At a
minimum, MClinPharm student should have termly and a final evaluation. During this time,
Lecturers Preceptors can discuss strengths and areas for improvement. The Preceptor can also set
new goals and expectations for the MClinPharm student at this time.
Evaluations
Evaluations must be completed in a timely manner in order to meet the deadline for student
performance report submission with the Program Coordinator. Evaluations should be completed
by the Wednesday following the end of the rotation/module.

iii. MClinPharm Specialty Elective Program Policies and Procedures
Teaching Facility or Organization Requirements
All practices sites must exhibit the following:
1. Accredited and/or certified where appropriate through the approved system,
2. Free of any violations of written National law,
3. Meet the standards enacted by all relevant governmental departments and agencies
4. Have adequate material and financial resources available to support teaching activities,
5. Employ high standards of practice,
6. Maintain adequate staffing during the training period to allow the MClinPharm student a
rewarding and meaningful experience.
7. Provide adequate exposure to and contact with other health professionals and/or patients, as
appropriate for setting.
8. Promote a health-care team approach to patient care, as appropriate for setting.
9. Promote the clinical role/patient-centred care role of the pharmacist, as appropriate for setting.
10. Have patient data readily accessible for patient care activities, as appropriate for setting (this
may include: patient care records, laboratory results, pharmacy/nursing administration records,
etc.).
Lecturer/Preceptor Requirements
All lecturers/preceptors for University of Zambia MClinPharm students must exhibit all of but not
only the following:
1. Licensed pharmacist with a relevant postgraduate qualification in the field of Clinical Pharmacy
and in good standing with the Health Professional Council of Zambia. In exceptional
circumstances, a preceptor may be another health care professional. In these cases, the
healthcare provider preceptor must be a Consultant in approved clinical healthcare specialty
and have a license in good standing with Health Professional Council of Zambia.
2. Have more than one year of clinical related pharmacy practice experience with a minimum of
six months experience at respective practice site. In circumstances where the preceptor is not a
pharmacist, but another healthcare professional, he or she must have at least one year
experience as a clinical healthcare consultant with a minimum of six months at respective
practice site. Other Clinical pharmacists working in the setting with less than one year
experience may, and are encouraged to, interact with MClinPharm student and will be eligible
to be acknowledged by the University of Zambia department of Pharmacy as preceptors once
they reach the requirements
3. Interested and motivated to teach graduate student pharmacists.
4. Devote adequate time to the training and guidance of the MClinPharm students.
5. Committed to and provide evidence of lifelong learning and professional growth.
6. Function as a role model for MClinPharm student.
7. Agree to abide by all guidelines of the MClinPharm instructive course work and experiential
program

8. Be appointed as a MClinPharm lecture/preceptor at the University of Zambia School of
Medicine Department of Pharmacy. MClinPharm Lecturer/Preceptor can belong to one of the
following categories:
i. Salaried with primary responsibilities in teaching, scholarship/research and service as an
employee of the University of Zambia.
ii. Salaried with primary responsibilities in teaching, service and professional productivity as an
employee of the University of Zambia and/or Ministry of Health
iii. An individual who is not University employee and the training of graduate student
pharmacists is not their main endeavour. Additionally, their adjunct appointment is at no
normal salary pay by the University other than agreed allowances. Such training Assistant
preceptors should offer availability for scheduling of graduate student pharmacists in their
practice on a routine basis.
iv. A preceptor who agrees to precept a graduate student pharmacist on a one-time basis. This
preceptor will not receive an Assistant Preceptor School appointment.
Master of Clinical Pharmacy graduate Residents as Preceptors
Clinical Pharmacy graduate Residents at designated sites (i.e. University of Zambia and University
Teaching Hospital and Clinics, will be appointed as an adjunct instructor for the time in which they
are participating in the residency program.
Appointment and Promotion of Preceptors as Assistants
1. All Assistant Preceptors are appointed by the Dean of the School of Medicine upon
recommendation by the Program coordinator and the Head of Department
2. Appointment of Assistant Preceptors is initiated by Program Coordinator, through the
Department of Pharmacy individuals required to assist in the delivery of the MClinPharm
curriculum.
3. Members as indicated in section 8 (i) and (ii) will not be considered for Assistant appointment.
4. Individuals should have one year of professional experience before being considered for
Assistant status.
5. Appointments will be made for a period of three years, with re-consideration of each
appointment occurring at each renewal.
6. Initial appointments will be made based on the qualifications of the individual using the
general guidelines established. These guidelines consider the individuals educational
background, their professional and teaching experience, and their professional achievements.
To be considered for appointment the individual must supply their resume or curriculum vitae,
and other requested information.

Preceptor Development
Preceptor development is intended to assist Clinical pharmacist preceptors in enhancing their skills
as teachers and evaluators of student clinical pharmacist performance. The department or school
must ensure that preceptors receive orientation, especially for first-time preceptors prior to
assuming their responsibilities.
All new preceptors must complete some form of a Preceptor Development Program prior to
teaching graduate student pharmacists for MClinPharm.
All preceptors must participate in some form of on-going development and training every 3 years.
The preceptors must submit proof of participation in such Program (e.g. copy of CE certificate or
electronic notification through such program) at their school appointment renewal which occurs
every 3 years. List of on-going preceptor development programs (subject to change) include other
preceptor development programs offered through professional pharmacy organizations and
continuing education providers.
Preceptor to Student Ratio
An established policy regarding maximum Clinical Pharmacy student to Lecturer ratios allows for
not more than 20 students per session on MClinPharm degree in-takes. Additionally, lecturers
should be aware that other student pharmacists (e.g. undergraduate students) and “interns”
require to be taught also as provided by the University of Zambia. A lecture may interact with a
number of students not more than twenty pharmacist-interns or students concurrently
Quality Assurance Program
Provision of quality professional experiential education to graduate student of Clinical Pharmacy
requires on-going oversight regarding the quality of preceptors for these experiences and their
practice settings. Preceptors practice in a wide variety of practice settings, provide these
experiences to varying numbers of clinical student pharmacists and different educational
institutions, and have a range of relationships with colleges/schools of pharmacy. Therefore a
quality assurance process compliant with current Standards, yet applicable to the diverse nature of
the professional experience environment is essential to the advancement of Master of Clinical
Pharmacy program.
Initiation of New Experience Site
The Department of Pharmacy Master of Clinical Pharmacy Experiential Education or their designate
will evaluate all new sites before being approved for experiential education. Established criteria
(see Attachments, Experiential Site and Preceptor Evaluation form) will be used to complete the
process.

B. Benefits of Being a Lecturer/Preceptor
Practice sites and lecturers/preceptors can benefit from teaching student pharmacists through a
variety of ways. Being a lecturer/preceptor of student clinical pharmacists may allow for the
development and maintenance of clinical services, the sharpening of critical thinking skills through
teaching, and awareness of new knowledge from student clinical pharmacist input. Clinical
Pharmacists and other health care professionals have also indicated that being a
lecturer/preceptor allows them to give something back to their profession.
The University Of Zambia Department Of Pharmacy also will provide benefits to all of our assistant
preceptors. The following are benefits which may be provided to assistant preceptors through the
School of Medicine Department of Pharmacy:
 Appointment as an Assistant Preceptor of the School with the potential for promotion within
the School
 Free access and continuing education credit for the preceptor development modules offered
through specified website
 Quarterly newsletters and other publications to keep the faculty member in contact with the
Department and assist them in the delivery of quality experiences
 Access to an online preceptor manual
 Access via the use password to all on-line resources made available by The University of
Zambia Libraries for off-campus use
 Yearly preceptor awards recognition
 Student Clinical Pharmacist involvement and contributions at your practice site
C. Additional Resources for MClinPharm Preceptors
Below is a list of additional resources available via the internet. This list is non-inclusive, but
contains some websites that have been found useful in teaching student Clinical Pharmacists
during practice experiences.
 Competency based hospital Radiopharmacy training manual.
International Atomic Energy Agency training manual targeting trainers who wish to train
Pharmaceutical scientists, medical physicists, technologists, radiographers, basic scientists, chemists,
employed in Radiopharmacy.
 American Association of Colleges of Pharmacy. American Journal of Pharmacy Education.
Available at: http://www.ajpe.org/
This website provides free access to AJPE. The journal features original articles, editorials, reports
on the state of pharmaceutical education, descriptions of teaching innovations and book reviews.
 American Pharmacists Association. Preceptor Resources. Available at:
http://www.pharmacist.com/Content/NavigationMenu3/Careers/PreceptorResources/Precept
or_Resources.htm
This website contains free CE and resources for preceptors. The CE was developed by APhA and
the NACDS Foundation.

American Society of Health-System Pharmacists. Preceptor Information. Available at:
http://www.ashp.org/Import/MEMBERCENTER/NewPractitionersForum/DevelopmtalResources/
PreceptorInfo.aspx
This website contains specific definitions and values for preceptors. It also has some topic
discussions regarding an overview of being a preceptor, developing your clinical teaching skills,
and other useful links.
 Pharmacist’s Letter. Preceptor Training and Resource Network. Available
atwww.pharmacistsletter.com
If you subscribe to Pharmacist’s Letter, you have access to preceptor training listing of schools and
colleges of pharmacy and contacts for their professional experience program, a preceptor’s list
serve, and a preceptor toolbox with resources for teaching student pharmacists.
 Society of Teachers of Family Medicine. Preceptor Education. Available at:
http://www.stfm.org/fmhub/
This website contains archived columns of “For the Office-based Teacher of Family Medicine”
which include valuable information on integrating teaching into your daily activities.
D. Guidelines for Evaluations of Master of Clinical Pharmacy Practice Experience
i. Preceptor Evaluation of the Student
Master of Clinical Pharmacy Practice Experiences are graded on an Honours-Pass-Fail System.
Our evaluation system focuses on the students’ ability to demonstrate competent performance of
the curricular outcomes. The reason for using an Honours-Pass-Fail grading system is to help the
student transition to a continuous quality improvement process rather than focus on letter
grading.
The Department of Pharmacy will adopt Clinical pharmacy educational outcomes to meet current
health care requirements. These requirements not only dictate the components of the curriculum,
but also what students will achieve and be able to demonstrate by the completion of the program.
Those outcomes have three major headings namely:
1. Patient- Specific Clinical Pharmaceutical Care,
2. Systems Management and Public Health,
3. Integrate knowledge, professional attributes, inter-professional practice, and professionalism
across the breadth of pharmacy profession.
Outcomes are assessed across the curriculum, many during student pharmacists’ performance. The
variety and extent of outcome completion will differ across the range of rotation experiences
completed by any given student. The overall mix of completed experiences will allow for
measurement of the items included in the assessment over the course of the rotation year.

Table 2: Rating Scales
5 Extraordinary
Performance
Far exceeds expectations for the outcome. Provide written
comments to justify rating
4 Very Good Performance Exceeds expectations for the outcome
3 Competent
Performance
Meets expectations for outcome. Student is at the level expected for this outcome. The rating
indicates competency for a student on this rotation at this point in the rotation year.
2 Needs Performance
Improvement
Student demonstrates skills, but not at the level of competence/expectations for this outcome.
Provide written comments to indicate deficiencies.
1 Unacceptable
Performance
Student demonstrates skills significantly below competence expectations for this outcome.
Provide written comments to document specific deficiencies
N/A Not Assessable Not able to assess. Demonstration of skills for outcome not observed or insufficiently to rate
student.
N/O No Opportunity No opportunities exist on this rotation to allow student to demonstrate skills.
Our evaluation system uses a 5-point rating scale as noted in table 2. All applicable outcomes will
be given a rating from the range of ‘1’ -Unacceptable Performance, to ‘5’ - Extraordinary
Performance. Rating a performance as ‘4’ indicates very good performance and that the student
has exceeded expectations and a ‘3’, that the student has demonstrated competent performance
of the outcome. A ‘2’ means the student did not demonstrate the outcome sufficiently to meet
expectations. If the student has improved dramatically during the course of the rotation, but is still
performing for the most part at the level of ‘3’ – Competent Performance, they should be given a
‘3’ for that outcome. A student nuclear pharmacist should demonstrate the selected level of
achievement for all aspects of the skill listed in an outcome.
If some, but not all facets are met, the highest rating where all components of an outcome are met
should be selected. As an example, if a student can complete all aspects of, “Develops
radiopharmaceutical care plans that are specific to the characteristics and needs of the patient”, at
the ‘4’ level, except for the patient monitoring and referral components, which they complete at a
level of ‘3’, then they should be assigned a ‘3’ for that item.
It is important in considering the Rating Scale that Competent Performance of an outcome is rated
as a ‘3’, meaning that the student can perform the skill based on your judgment. While it might be
a natural tendency, please do not consider the 5 to1 scale equivalent to that of an A to F scale. For
most students who can meet the expectations for an outcome, the assignment of a ‘3’ will be
appropriate as it is performed, most likely at the level of a young practitioner. Ratings at this level
will allow the student to “Pass” a rotation. Use of higher ratings will occur but should be limited to
truly superior performance of these outcomes.
Assign the rating for the student’s performance based on performance demonstrated at the end of
the rotation experience. Frequent on-going formative feedback during the rotation will allow the
student to improve over the course of the rotation and will allow for your final summative
evaluation to be surprise free for both you and the student. Completing a midpoint assessment of
the student using this form allows for a time for discussion between the student and preceptor to
address areas of improvement and clarify expectations.
It is important that the selection of the ‘Very Good’ and ‘Extraordinary’ performance levels and
ultimately the ‘Honours’ designation have real meaning for the benefit of the student and those
reviewing the student’s performance. The ‘Honours’ designation is intended to be used to

recognize truly extraordinary performance and should only be recommended for the top 10- 15%
of student performances overall. Depending on the students you have on rotation at your practice,
you may not recommend an ‘Honours’ in a given year. The Professional Experience Program will
track the numbers of students given each designation across all rotations. We anticipate that the
vast majority of rotations will be designated as ‘Pass’, the small percentage listed above as
‘Honours’ and hopefully a smaller percentage of ‘Fail’.
The boundary between ‘Pass’ and ‘Fail’ is your determination of the student’s competence. If you
judge the student’s performance to be indicative of competence in the skills measured on your
rotation experience, you should recommend the student be assigned the designation of ‘Pass’.
Students who achieve an average score of 3.00 or higher for overall performance on an experience
should be given a designation of ‘Pass’. If your assessment is that the student is competent, but
they achieve an average score of less than 3.00 for the experience, you have the option of
assigning a designation of ‘Pass’ for the student. If in this later case, you judge the student’s
performance as not competent, a ‘Fail’ should be assigned as the designation. If a ‘Fail’ is assigned,
it should be clear that an interim assessment was completed and specific recommendations for
improvement were provided to the student nuclear pharmacist.
The boundary between ‘Honours’ and ‘Pass’ is determined by comparing the student’s
performance with that of other students who receive the designation of ‘Pass’. As stated above, the
‘Honours’ designation is intended to be reserved for the top 10-15% of all students ‘performances
across all rotations. Experienced preceptors may be able to compare performance over several
years of students in addition to ratings of individual student performance that clearly exceeds the
expectations of the rotation experience. The average score of the ratings given for the outcomes
measured should be consistent with this high level of achievement.
Generally, students who receive ratings of ‘2’ or ‘1’ for any outcomes should not be recommended
for the designation ‘Honours.
It is vital that students who are unable to demonstrate minimal competency on a Pharmacy
Specialty Practice Experience have this information transmitted to the Department and to the
student by the issuance of non-passing assessment. Comments you provide will help the student
and academic personnel better understand both the extremely good and poor ratings you
assigned. The requirement of comments is, as discussed above, part of the overall plan to reorient
rotations to be skill practice and mastery as compared to grade achievement.
ii. Student Evaluation of the Preceptor and Site
Student Clinical pharmacists will complete an evaluation of the preceptor and the site at both the
midpoint and conclusion of the experience. Final evaluations are compiled and given to preceptors
as described in this document.

III. Specialist Training Fields Detailing
Syllabus and Program Calendar for the Master of Clinical Pharmacy (General
Pharmacotherapy) program
The MCPharm (Pharmacotherapy) intent is to equip student with clinical pharmacy practice
competence in Pharmacotherapy. As indicated in figure 2, there are currently eight pharmacy
specialties from which each clinical pharmacist student can choose one field to complete the
Master of Clinical Pharmacy educational program. In addition, each student is also at liberty to
include a component of compounding pharmacy as part of clinical pharmacy specialty field of
training depending on the area of focus. Compounding pharmacy can also be applied within the
field of clinical practice as advanced science.
Purpose statement: Pharmacists completing this postgraduate training program will have the
knowledge, skills, and attitudes necessary to provide pharmacotherapy services across diverse
patient populations and in different practice settings as a member of multidisciplinary teams.
The MClinPharm students specializing in pharmacotherapy will also attain comfort and expertise in
provision of pharmaceutical education to health care providers, undergraduate students, patients,
and the community at large.
In figure 2, will find an outline summary of Master of Clinical Pharmacy Curriculum. This may help
each trainer when providing introductory practices experiences and determining which courses the
graduate student pharmacist has completed.
The rotation schedule for the 8 months General Pharmacotherapy Pharmacy Practice training will
include:
Orientation 2 weeks
General Pharmacotherapy pharmacy practice 4 weeks
Rotations (core and elective) 32 weeks
Professional conferences 2 weeks
Research/Evaluation 40 weeks
TOTAL 80 weeks

Figure 2: Syllabus of Master of Clinical Pharmacy (Specialty Fields of Training)
MClinPharm Year 1 - Instructive Course work Components
MClinPharm Year 1 - Instructive Course work that involves scientific theory as
applied in clinical pharmacy training as stated below:
PMY 5011-Clinical Pharmacy & Pharmacotherapuetics
PMY 5012-Pharmaceutical Knowledge & Skills
PMY 5013-Pharmacy Law & Ethics
PMY 5014-Research Methodology & Biostatistics
MClinPharm Year 2 - Didactic and Experiential Clinical Components
MClinPharm Year 2 - Didactic and Experiential Components from ONE of the
specialty training field as stated below:
PMY 5012- General Pharmacotherapy
PMY 5022- Nuclear Pharmacy
PMY 5032- Emergency Care Pharmacy
PMY 5042- Nutrition Support Pharmacy
PMY 5052- Oncology Pharmacy
PMY 5062- Psychiatric Pharmacy
PMY 5072- Pediatric & Children Pharmacy
PMY 5082- Critical Care Pharmacy
Note: Compounding Pharmacy (Optional attachment to any relevant specialty fields)
MClinPharm Year 2 – Clinical case scenarios compilation and presentations from
ONE of the specialty training field as stated below:
MClinPharm Year 3 - Clinical Research and Data Compilation Components
MClinPharm Year 3 - Clinical Research involving clinical data collection, compilation and
defensive presentation from ONE of the preferred specialty training field as stated below:

Chapter 1
General Pharmacotherapy Specialty Education and
Training (Internal Medicine; Obstetrics & Gynaecology and Surgery)

Figure 3: Syllabus of Master of Clinical Pharmacy (General Pharmacotherapy Training)
MClinPharm Year 1 - Instructive Course work Components
MClinPharm Year 1 - Instructive Course work that involves scientific theory as applied in clinical pharmacy
training as stated below:
PMY 5011-Pharmacotherapeutics and Clinical Pharmacy
PMY 5012-Pharmaceutical Skills
PMY 5013-Pharmacy Law and Ethics
PMY 5014-Research Methodology and Biostatistics
MClinPharm Year 2 - Didactic and Experiential Clinical Components
MClinPharm Year 2 - Didactic and Experiential Components through rotation process of Internal Medicine sub-
sections for General Pharmacotherapy as stated below:
 General Overview
 Infectious Diseases
 Nephrology
 Cardiology
 Pulmonary
 Haematology & Oncology
 Dermatology & Compounding Pharmacy
 Emergency Medicine
 Reproductive systemic conditions
 Surgical procedural conditions
Note: Compounding Pharmacy (Optional attachment to any relevant specialty fields)
MClinPharm Year 2 – Data collection and compilation for point scoring from Clinical Case Scenarios using ALL
the sub-sections of General Pharmacotherapy training field as stated below:
 Nephrology
 Cardiology
 Pulmonary
MClinPharm Year 3 - Clinical Research and Data Compilation Components
MClinPharm Year 3 - Clinical Research involving clinical data collection, compilation and defensive
presentation from ONE of the preferred sub-specialty training fields of General Pharmacotherapy as stated
below:
 Nephrology
 Cardiology
 Pulmonary

1.Internal Medicine Departmental Rotation
Round 1
Rotation Learning Activities: Clinical Rotation Period: TBA
Training Platform: Internal Medicine (General Overview) Rotation Type: Patient Care (Pharmaceutical care provision)
Preceptor’s Name: TBA Phone:
Description:
The Internal Medicine rotation involves the provision of pharmaceutical care for acutely ill patients on the Internal Medicine
service. The purpose of this learning experience is to provide the Pharmacotherapy specialty students an opportunity to expand
his/her knowledge of internal medicine in an acute care setting. The core of the experience will revolve around intensive
interaction with house staff, physicians of the Division of Internal Medicine and patients. The preceptor serves as a role model
and a learning resource for the students. The rotation provides opportunities and flexibility for independent practice. The student
is encouraged to take initiative in the direction of the learning experience to optimize his/her personal development.
Goals:
The complete spectrum of pharmaceutical care is experienced during the rotation as the student will learn how to properly:
 Collect and analyze patient information
 Design evidence-based therapeutic regimens
 Design evidence-based monitoring plans
 Educate patients, caregivers, and health care professionals
 Establish collaborative professional relationships with members of the health care team and patients
 Communicate with patients, caregivers, and health care professionals
Rotation Content:
Core content which will be covered via patient experiences, discussions of reading materials, and/or case presentations includes a
review of at least five of the following:
 Anaemia
 Antimicrobial regimen selection
 Asthma/COPD
 Chronic kidney disease
 Diabetes mellitus
 Hypertension
 Venous thromboembolism
 Acute coronary syndromes
 Acute renal failure
 Cellulitis
 Complications of cirrhosis
 Heart failure
 Hyperlipidemia
 Hyponatremia/hypernatremia
 Intra-abdominal infections
 Pancreatitis
 Pneumonia
 Urinary tract infections
Activities:
Activities required to complete the Internal Medicine rotation include:
 Daily participation in rounds
- Formulation of pharmaceutical care plan
- Routine patient discussions with the preceptor
- Topic discussions
- Any required case presentations or journal clubs scheduled during the rotation
Additional activities that may be required at the discretion of the preceptor include:
 In services to the Internal Medicine team
 In services to the nursing staff

 Internal Medicine Noon Conference attendance
 Internal Medicine Grand Rounds attendance
 Internal Medicine Morning Report attendance
 Teach, coach and precept undergraduate / graduate students and Internship pharmacists trainees

Round 2
Training Platform: Internal Medicine (Infectious Diseases) Rotation Type: Patient Care (Pharmaceutical care provision)
Preceptor’s Name: TBA Phone: TBA
Description:
Infectious diseases are disorders caused by organisms — such as bacteria, viruses, fungi or parasites. Many organisms live in
and on our bodies. They're normally harmless or even helpful, but under certain conditions, some organisms may cause disease.
Some infectious diseases can be passed from person to person. Some are transmitted by bites from insects or animals. And
others are acquired by ingesting contaminated food or water or being exposed to organisms in the environment.
Signs and symptoms vary depending on the organism causing the infection, but often include fever and fatigue. Mild infections
may respond to rest and home remedies, while some life-threatening infections may require hospitalization.
Many infectious diseases, such as measles and chickenpox, can be prevented by vaccines. Frequent and thorough hand-washing
also helps protect you from most infectious diseases.
The Infectious Diseases rotation involves the provision of pharmaceutical care for patients on the Infectious Diseases consult
service. The purpose of this learning experience is to provide the resident an opportunity to expand his/her knowledge of
infectious diseases. The core of the experience will revolve around intensive interaction with the Infectious Diseases team.
Goals:
 Assess patient-specific disease states
 Collaborate with a multidisciplinary team
 Communicate with patients, caregivers, and health professionals
 Educate patients, caregivers, and health professionals
 Evaluate drug therapy
 Monitor drug therapy
 Select/recommend a comprehensive drug therapy plan
Rotation Content:
Core content that will be covered via patient care experiences, discussions, reading, and/or presentations include the following:
 Aminoglycosides pharmacokinetics/dosing
 Antibiotic resistance
 Cellulitis
 Community acquired pneumonia
 Dosing of antibiotics in setting of obesity, renal insufficiency, hepatic insufficiency, etc.
 Endocarditis/endovascular infection
 Fungal infections
 HIV/AIDS
 Interpretation of an antibiogram
 Meningitis
 Microbiology laboratory functions
 Methicillin resistant staphylococcus aureus
 Nosocomial pneumonia
 Sepsis
 Urinary tract infections
 Vancomycin pharmacokinetics/dosing
Additional content to be covered at the discretion of the resident and the preceptor include the following:
 Multi-drug resistant gram negative organisms
 Neutropenic fever
 Pharmacokinetic dosing of beta-lactam antimicrobials
 Opportunistic infections in immune-compromised hosts
 Vancomycin resistant enterococci
Activities:

Activities required to complete the Infectious Diseases (Inpatient) rotation, include:
 Participating in daily rounds with the Infectious Diseases team
 Formulation of pharmaceutical care plan
 Attending Infectious Diseases conference
Additional activities that may be required at the discretion of the preceptor include, but are not limited to, the following:
 Presenting a formal case presentation (including overheads and a handout)
 Presenting a formal journal club
 Reporting adverse reactions
 Visiting microbiology lab
 Visiting pathology lab

Round 3
Training Platform: Internal Medicine (Neurology) Rotation Type: Patient Care (Pharmaceutical care provision)
Description:
Neurology is a branch of medicine dealing with disorders of the nervous system. Neurology deals with the diagnosis and
treatment of all categories of conditions and disease involving the central and peripheral nervous system (and its subdivisions,
the autonomic nervous system and the somatic nervous system); including their coverings, blood vessels, and all effectors tissue,
such as muscle.[1]
Neurological practice relies heavily on the field of neuroscience, which is the scientific study of the nervous
system.
Some of the commonly encountered conditions treated by neurologists include
headaches, radiculopathy, neuropathy, stroke, dementia, seizures and epilepsy, Alzheimer's Disease, Attention
deficit/hyperactivity disorder, Parkinson's Disease, Tourette's syndrome, multiple sclerosis, head trauma, sleep
disorders, neuromuscular diseases, and various infections and tumours of the nervous system. Neurologists are also asked to
evaluate unresponsive patients on life support in order to confirm brain death.
The Neurology rotation involves the provision of pharmaceutical care for patients receiving care in the neuro intensive care unit
and neurology floor areas. The purpose of this learning experience is to provide the MClinPharm students an opportunity to
expand his/her knowledge of the management of acute stroke and other neurology patients in an acute care setting.
The core of the experience will revolve around intensive interaction with house staff and the physicians of the Department of
Neurology. The preceptor serves as a role model and a learning resource for the resident. The rotation provides opportunities
and flexibility for independent practice. The resident is encouraged to take initiative in the direction of the learning experience
during the rotation to optimize his/her personal development.
Goals:
The complete spectrum of pharmaceutical care is experienced during the rotation as the students will learn how to properly:
 Communicate with patients, caregivers, and health-care professionals
 Educate health-care professionals
Rotation Content:
 Acute ischemic stroke
 Acute intra-cerebral hemorrhage
 Aneurysmal subarachnoid hemorrhage
 Blood pressure management in acute stroke patients
 VTE prophylaxis in stroke patients
 Intracranial hypertension
 Status epilepticus
 Hospital-acquired/ventilator-associated pneumonia
 Neuroanatomy
 Hyponatremia in the neurointensive care unit
 Management of pain, agitation, and delirium
 Mechanical ventilation
 Management of hospital-acquired infections
 Acid-base disturbances
 Fluids, electrolytes, and nutrition support

 Stress ulcer prophylaxis
Activities:
Activities required to complete the Neurology (Stroke) rotation include:
 Daily participation in Stroke Neurology rounds
 Routine patient discussions with the preceptor
 Scheduled topic discussions
 Case presentations or journal clubs scheduled during the rotation, if applicable
 Informal presentation to the Stroke Neurology service
 Education and/or informal presentation to nursing staff

Round 4
Training Platform: Internal Medicine (Cardiology) Rotation Type: Patient Care (Pharmaceutical care provision)
Description:
Cardiology is a branch of medicine dealing with disorders of the heart be it human or animal. The field includes medical
diagnosis and treatment of congenital heart defects, coronary artery disease, heart failure, valvular heart
disease and electrophysiology. Physicians who specialize in this field of medicine are called cardiologists, a specialty of internal
medicine. Pediatric cardiologists are pediatricians who specialize in cardiology. Physicians who specialize in cardiac surgery are
called cardiothoracic surgeons or cardiac surgeons, a specialty of general surgery
Disorders of the Cardiological study field include those of coronary circulation; Cardiac arrest, Disorders of the myocardium
(muscle of the heart), Ischemic cardiomyopathy, and non-ischemic; Disorders of the pericardium (outer lining of the
heart), Disorders of the heart valves; Congenital heart defect; Diseases of blood vessels (vascular diseases); Procedures to
counter coronary artery disease; Devices used in cardiology; Devices used to maintain blood pressure; Diagnostic tests
and procedures;
The purpose of this learning experience is to provide the MCpharm student an opportunity to expand his/her knowledge of
critical care in a coronary intensive care setting.
The core of the experience will revolve around intensive interaction with house staff and the physicians of the Division of
Cardiology. The preceptor serves as a role model and a learning resource for the students.
The Cardiology Critical Care rotation involves the provision of pharmaceutical care for patients receiving care in the coronary
intensive care unit. The rotation provides opportunities and flexibility for independent practice. The resident is encouraged to
take initiative in the direction of the learning experience to optimize his/her personal development.
Goals:
The complete spectrum of pharmaceutical care is experienced during the rotation as the resident will learn how to properly:
 Collect and analyze patient information
 Design evidence-based therapeutic regimens
 Design evidence-based monitoring plans
 Educate patients, caregivers, and health care professionals
 Establish collaborative professional relationships with members of the health care team and patients
Rotation Content:
 Acute coronary syndromes
 Acute decompensated heart failure
 Atrial fibrillation
 Hemodynamic monitoring
 Vasoactive drugs
 Sudden cardiac death
 Endocarditis
 Intra-aortic balloon pump counter-pulsation
 Valvular diseases
 Hypertrophic obstructive cardiomyopathy
 Hypertensive emergency
 Hyperlipidemia
 Heparin-induced thrombocytopenia
 Pericardial effusions/cardiac tamponade
 Syncope

 Myocarditis
 Pericarditis
Activities:
Activities required to complete the Cardiology Critical Care rotation include:
 Topic discussions
 Any required case presentations or journal clubs scheduled during the rotation
 In services to the Cardiology Critical Care team
 Attendance at Cardiology conferences

Round 5
Training Platform: Internal Medicine (Pulmonary critical care) Rotation Type: Patient Care (Pharmaceutical care provision)
Description:
The Division of Pulmonary and Critical Care Medicine is a group of physicians and scientists caring for patients who have
diseases related to lungs and breathing.
We provide state-of-the-art clinical evaluation, diagnosis and treatment services to patients with health problems such as:
Asthma; Acute and chronic pulmonary emboli; Bronchiectasis; Emphysema, including lung volume reduction surgery;
Hepatopulmonary syndrome; Interstitial lung disease; Lung cancer; Lung transplantation; Sarcoidosis; Granulomatous lung
diseases; Porto pulmonary hypertension; Pulmonary vascular diseases; Tuberculous and nontuberculous mycobacterial
pulmonary diseases; Fungal infections of the lung; Granulomatosis with polyangiitis (Wegener's granulomatosis)
The Pulmonary/Critical Care rotation involves the provision of pharmaceutical care for patients receiving care in the medical
intensive care unit. The purpose of this learning experience is to provide the MCpharm students an opportunity to expand his/her
knowledge of critical care in a medical intensive care setting.
The core of the experience will revolve around intensive interaction with house staff and the physicians of the Division of
Pulmonary, Critical Care and Sleep Medicine.
The preceptor serves as a role model and a learning resource for the resident. The rotation provides opportunities and flexibility
for independent practice. The resident is encouraged to take initiative in the direction of the learning experience to optimize
his/her personal development.
Goals:
Rotation Content:
 Management of pain, agitation and delirium in the ICU
 Sepsis and the systemic inflammatory response syndrome
 Hemodynamics
 Vasoactive drugs
 Acid-base disorders
 End-stage liver disease
 Community acquired pneumonia
 Nosocomial pneumonia/ventilator-associated pneumonia
Additional content to be covered at the discretion of the student and the preceptor include the following:
 Mechanical ventilation
 Therapeutic paralysis
 Management of infections in the ICU
 ICU toxicology
 Acute alcohol withdrawal
 Anaemia in the ICU
 Management of gastrointestinal bleeding
 Asthma/COPD

 Nutritional support in the ICU
 Improving outcomes in critically ill patients
Activities:
Activities required to complete the Pulmonary/Medicine Critical Care rotation, include:
 Daily participation in medical ICU rounds
 Presenting a formal presentation to Pulmonary/Critical Care team
 Attending Critical Care conferences
 Presenting informal presentations to intensive care nursing staff

Round 6
Training Platform: Internal Medicine (Haematology & Oncology) Rotation Type: Patient Care (Pharmaceutical care provision)
Description:
Haematology & Oncology is the diagnosis, treatment and prevention of blood diseases (hematology) and cancer (oncology) and
research into them. Hematology-oncology includes such diseases as iron deficiency anemia, hemophilia, sickle cell disease, the
thalassemias, leukemias and lymphomas, as well as cancers of other organs. Abbreviated hem-onc.
The purpose of this learning experience is to provide the stuents an opportunity to expand his/her knowledge of oncology
medicine by focusing on Karposis sarcoma, leukemia, lymphoma, and supportive care.
The core of the experience will revolve around intensive interaction with the house staff and physicians of the unit of Hematology
and Oncology. The preceptor serves as a role model and a learning resource for the resident.
The Hematology and Oncology rotation involves the provision of pharmaceutical care for patients on the Hematology and
Oncology Unit. The rotation provides opportunities and flexibility for independent practice. The student is encouraged to take
initiative in the direction of the learning experience to optimize their personal development.
Goals:
 Assess patient specific disease states
 Communicate with health professionals
 Educate health professionals
 Select and recommend a comprehensive drug therapy plan
Rotation Content:
 Treatment of adult leukemias
 Treatment of lymphomas
 Appropriate use of colony stimulating factors
 Oncologic emergencies
 Anti-emetic regimens
 Pain management
 Medication safety
 Patient selection for stem cell rescue or bone marrow transplant
 Screening guidelines
 Malignant melanoma
 Multiple myeloma
 Hepatocellular carcinoma
 Head and neck cancer
 Immunosuppression
 Complications of allergenic transplant
 Fertility after chemotherapy
 DVT prophylaxis
 Pharmacogenomics
 Pharmacoeconomics
 Palliative care

Activities:
Activities required to complete the Hematology and Oncology rotation, include:
 Daily participation in oncology rounds
 Attending Department of Haematology and Oncology conferences
 Formal presentation to the nursing staff
 Reporting adverse events
 Preparing nursing recertification examination

Round 7
Training Platform: Internal Medicine (Dermatology & Compounding) Rotation Type: Patient / Pharmaceutical care provision)
Description:
The Dermatology and Compounding pharmacy rotation involves the provision of pharmaceutical care for patients on the
Dermatology Unit. The purpose of this learning experience is to provide each training student an opportunity to expand his/her
knowledge of medicine for skin problems (diseases or illnesses) by focusing on Skin cancer, lupus, Rubeola (Measles), Acne,
Hemangioma of the skin, cold sores, Psoriasis, Rosacea, Eczema, Vitiligo, Warts, Impetigo, Canker sores, Viral/Bacterial/Fungal
infections etc for supportive care.
The core of the experience will revolve around intensive interaction with the house staff and physicians of the unit of
Dermatology or Skin unit at UTH. The preceptor serves as a role model and a learning resource for the resident.
The rotation provides opportunities and flexibility for independent practice. The student is encouraged to take initiative in the
direction of the learning experience to optimize their personal development.
Goals:
 Assess patient specific disease states
 Communicate with health professionals
 Educate health professionals
Rotation Content:
 Treatment of all infectious skin conditions
 Treatment and management of skin discoloration conditions
 Treatment and management of chronic skin conditions
 Treatment and management of Acute skin conditions
 Treatment of all dermatological cancer conditions
 Pain management of skin conditions
Additional content to be covered at the discretion of the resident student and the preceptor include the following:
 Screening guidelines dermatological conditions
 Screening guidelines for Skin cancer conditions
 Principles of compounding pharmacy for pharmaceutical skin products
 Complications of allergenic skin conditions
 Fertility after chemotherapy of skin cancer
 Palliative care
Activities:
Activities required to complete the Dermatological & compounding rotation, include:
 Daily participation in skin treatment procedures
 Routine patient discussions in the presence of the preceptor
 Identifying topical discussion themes on dermatological conditions
 Attending Department of Dermatology meetings or conference
 Attend any required case presentations or journal clubs scheduled during the rotation
 Formal presentation of pharmaceutical care topics on skin conditions management processes

 Reporting adverse events during skin management and therapeutical process

Round 8
Training Platform: Internal Medicine (Emergency Medicine) Rotation Type: Patient / Pharmaceutical care provision)
Description:
The Emergency Medicine rotation involves the provision of pharmaceutical care for patients at the Emergency Unit. The purpose
of this learning experience is to provide each training student an opportunity to expand his/her knowledge of medicine for
undifferentiated, unscheduled patients with potentially serious acute illnesses or injuries that require immediate medical
attention by focusing on Trauma, Sepsis, Burns, Acute coronary syndrome, Poisoning, Stroke etc for supportive care.
The core of the experience will revolve around palliative care, critical-care medicine, medical toxicology, wilderness
medicine, pediatric emergency medicine, sports medicine, disaster medicine, tactical medicine, ultrasound, pain medicine, pre-
hospital emergency medicine, or undersea and hyperbaric medicine present at UTH as patients.
for independent practice. The student is encouraged to take initiative in the direction of the learning experience to optimize their
personal development.
Goals:
 Assess patient specific emergency disease states
 Collaborate with a multidisciplinary team at the emergency unit
 Communicate with other health professionals for patient care enhancement
 Educate health professionals on pharmaceutical care provision
Rotation Content:
 Treatment of all palliative care conditions,
 Treatment of all critical-care conditions
 Treatment of all medical toxicological
 Treatment of all complementary and alternative medicine interactions
 Attend and treat all pediatric emergency conditions
 Treatment of all sports-based conditions
 Treatment of all disaster medicine infectious skin conditions
 Pain management of skin conditions
Additional content to be covered at the discretion of the resident student and the preceptor include the following:
 Screening guidelines critical emergency cases conditions
 Treatment guidelines for different types of emergency case conditions
 Principles of compounding an appropriate and urgent pharmaceutical care plan for different types and levels of
emergent state conditions
 Complications of medical toxicology
 Palliative care
Activities:
Activities required to complete the Emergency Medicine rotation, include:
 Daily participation in emergency case management procedures
 Formulation of pharmaceutical care plan for each type and level of emergency case condition
 Routine patient discussions in the presence of the preceptor
 Identifying topical discussion themes on emergency case conditions
 Attending departmental or conference meetings

 Attend any required case presentations or journal clubs scheduled during the rotation
 Formal presentation of pharmaceutical care topics on emergency case management processes
 Reporting adverse events during emergent-case management and therapeutical process

2.Department of Obstetrics and Gynaecology Rotation
Round 1
Training Platform: Obs and Gyn (Obstetrics) Rotation Type: Patient / Pharmaceutical care provision)
Description:
Obstetrics is the field of study concentrated on pregnancy, childbirth, and the postpartum period. As a medical specialty,
obstetrics is combined with gynaecology under the discipline known as obstetrics and gynaecology (OB/GYN). The Obstetrics
rotation involves the provision of pharmaceutical care for patients receiving care during pregnancy, childbirth and postpartum
patient stages within the obstetrics care unit.
The purpose of this learning experience is to provide the resident trainee an opportunity to expand his/her knowledge of
pharmaceutical care within the clinical unit. The core of the experience will revolve around pregnancy care monitoring,
pharmaceutical care requirements during childbirth and after birth. Also enhanced interactive communications with house staff
and the physicians of the Obstetric unit. The preceptor serves as a role model and a learning resource for the resident.
The rotation provides opportunities and flexibility for independent practice. The resident is encouraged to take initiative in the
direction of the learning experience to optimize his/her personal development.
Goals:
 Collect and analyze information of each pregnant and child delivering mother
 Design evidence-based therapeutic regimens for pregnant mothers
 Design evidence-based pharmaceutical care monitoring plans
 Educate expectant mothers , caregivers, and health care professionals on the use drugs during pregnancy, childbirth and
child-breast feeding
 Establish collaborative professional relationships with members of the other health care team and patients
Rotation Content:
 Menstrual disorders e.g. PMS, dysmenorrhoea, menorrhagia, amenorrhoea
 Urinary tract infections in pregnancy
 Pelvic inflammatory disease
 Endometriosis management insecondary care
 Management of pre-eclampsia / eclampsia and chronic hypertension
 Contraception
 Nausea and vomiting of pregnancy and Hyperemesis Gravidarum
 Gestational diabetes, fetal macrosomia and chronic diabetes mellitus
 Vaginitis and candidiasis
 Group B Streptococcal infection in pregnancy
 Premature rupture of membranes and preterm premature rupture of membranes
 Post-partum haemorrhage
 Induction and Augmentation of labour
 Preterm labour and tocolytics
 Abortions (septic, spontaneous, threatened)
 Puerperal sychosis and puerperal sepsis
 Post-operative Management after cesarean section
 Malaria in pregnancy
 Anaemia
 Prevention of Mother to Child Transmission (PMTCT)

 Rheumatic Heart Disease
 Deep Vein Thrombosis
 Placenta previa
Activities:

Round 2
Training Platform: Obs and Gyn (Gynaecology) Rotation Type: Patient / Pharmaceutical care provision)
Description:
Gynaecology or gynecology is the medical practice dealing with the health of the female reproductive systems (vagina, uterus
and ovaries) and the breasts. Literally, outside medicine, it means "the science of women". Its counterpart is andrology, which
deals with medical issues specific to the male reproductive system. As a medical specialty, gynaecology is combined
with obstetrics under the discipline known as obstetrics and gynaecology (OB/GYN).
The Gynaecology rotation involves the provision of pharmaceutical care for patients receiving care for Cancer and pre-cancerous
diseases of the reproductive organs including ovaries, fallopian tubes, uterus, cervix, vagina, and vulva, Incontinence of urine,
Amenorrhoea (absent menstrual periods), Dysmenorrhoea (painful menstrual periods), Infertility, Menorrhagia (heavy menstrual
periods); a common indication for hysterectomy, Prolapse of pelvic organs, Infections of the vagina (vaginitis), cervix and uterus
(including fungal, bacterial, viral, and protozoal) and other vaginal diseases within the obstetrics care unit.
The purpose of this learning experience is to provide the resident trainee an opportunity to expand his/her knowledge of
pharmaceutical care within the clinical unit. The core of the experience will revolve around providing and monitoring of
pharmaceutical care for Gynaecological cancer conditions, Menstrual bleeding and infertility from pregnancy through to child
delivery. Also enhanced interactive communications with house staff and the physicians of the gynaecology unit.
for independent practice. The resident is encouraged to take initiative in the direction of the learning experience to optimize
his/her personal development.
Goals:
 Collect and analyze information of each pregnant and child delivering mother
 Design evidence-based therapeutic regimens for pregnant mothers
 Design evidence-based pharmaceutical care monitoring plans
 Educate expectant mothers , caregivers, and health care professionals on the use drugs during pregnancy, childbirth and
child-breast feeding
 Establish collaborative professional relationships with members of the other health care team and patients
Rotation Content:
 Menstrual disorders e.g. PMS, dysmenorrhoea, menorrhagia, amenorrhoea
 Urinary tract infections in pregnancy
 Pelvic inflammatory disease
 Endometriosis management in secondary care
 Management of pre-eclampsia / eclampsia and chronic hypertension
 Contraception
 Nausea and vomiting of pregnancy and Hyperemesis Gravidarum
 Gestational diabetes, fetal macrosomia and chronic diabetes mellitus
 Vaginitis and candidiasis
 Group B Streptococcal infection in pregnancy
 Premature rupture of membranes and preterm premature rupture of membranes
 Post-partum haemorrhage
 Induction and Augmentation of labour
 Preterm labour and tocolytics
 Abortions (septic, spontaneous, threatened)
 Puerperal sychosis and puerperal sepsis
 Post-operative Management after cesarean section
 Malaria in pregnancy

 Anaemia
 Prevention of Mother to Child Transmission (PMTCT)
 Rheumatic Heart Disease
 Deep Vein Thrombosis
 Placenta previa
Activities:

3.Department of Surgery Departmental Rotations
Round 1
Training Platform: Surgery (Trauma Care) Rotation Type: Patient / Pharmaceutical care provision)
Description:
Surgery in general is referred to as an ancient medical specialty that uses operative manual and instrumental techniques on
a patient to investigate and/or treat a pathological condition such as disease or injury, to help improve bodily function or
appearance or to repair unwanted ruptured areas (for example, a perforated ear drum). Surgical procedures are commonly
categorized by urgency ( Elective), type of procedure ( Exploratory), body system involved (Cardiac, GIT, orthopedic), degree of
invasiveness (Amputation, Replantation, Reconstructive) and special instrumentation ( Laser, Microsurgery, Robotic). The Trauma
Surgery rotation involves the provision of pharmaceutical care for patients on the Trauma Surgery service.
The purpose of this learning experience is to provide the MClinPharm students an opportunity to expand his/her knowledge of
critical care in a surgical intensive care setting. The core of the experience will revolve around intensive interaction with the
trauma surgeons and intensive care nurses.
The rotation provides opportunities and flexibility for independent practice. The student is encouraged to take initiative in the
direction of the learning experience to optimize his/her personal development.
Goals:
Rotation Content:
 Crush injuries
 Spinal cord injury management
 Ventilator associated pneumonia
 Sedation/analgesia/chemical paralysis management
 Nutritional support for surgery patients
 Infectious diseases for ICUs
 DVT/PE prophylaxis and treatment
 Fluid and electrolyte management
 Pharmacokinetics and pharmacodynamics
 Resuscitation
 Sepsis
 Acid/base disorders
 Arrythmias
 Head injury management
 Hemodynamic monitoring

Activities:
Activities required to complete the Trauma Critical Care rotation, include:
 Attending surgery grand rounds
 Participating in daily trauma rounds
 Reporting adverse reactions
 Attending trauma surgery conferences
 Surgical care prophylaxis follow-up
 Stellara alerts for trauma patients
 Presenting a formal presentation to the trauma team at conference
 Attending morbidity and mortality conference
 Attending a trauma case in the emergency or operating room
 Presenting informal presentations to intensive care nursing staff

Round 2
Training Platform: Surgery (Cardiothoracic) Rotation Type: Patient / Pharmaceutical care provision)
Description:
The Cardiothoracic Surgery rotation is an elective rotation for the MCPharm students. It is the field of medicine involved
in surgical treatment of organs inside the thorax (the chest)—generally treatment of conditions of the heart (heart disease)
and lungs (lung disease). Cardiac surgery (involving the heart and great vessels) and thoracic surgery (involving the lungs) are
separate surgical specialties.
The rotation involves the provision of pharmaceutical care for patients on the Cardiothoracic Surgery service. The purpose of this
learning experience is to provide the students an opportunity to expand his/her knowledge of critical care in a cardiac and
thoracic surgical intensive care setting. The core of the experience will revolve around intensive interaction with the
cardiothoracic surgery fellow, surgery residents, and nurse practitioners. Interaction with the nurses providing direct care to the
patients is also encouraged to develop an overall understanding of patient care in this setting.
The preceptor serves as a role model and a learning resource for the students. The rotation provides the opportunities and
flexibility for independent practice. The student is encouraged to take initiative in the direction of the learning experience to
optimize his/her personal development.
Goals:
 Communicate with patients, care givers, and health professionals
 Educate patients, care givers, and health professionals
Rotation Content:
 Coronary artery bypass grafting (CABG)
 Valvular heart disease
 Hemodynamics/inotropes/vasopressors
 Post-operative arrhythmias
 Pleural effusions
 Heparin-induced thrombocytopenia
 Thoracic aortic aneurysms
 Lung and esophageal cancer surgery
 Reflux surgery
 Post-surgical pain management
 Cardioplegia/myocardial protection
 Hemostasis/antifibrinolytics
 Sternal wound infections
 Renal replacement therapy
Activities:
Activities required to complete the Cardiothoracic Surgery rotation, include:
 Daily participation in Cardiothoracic Surgery rounds
 Routine patient discussions with preceptor

 Attend weekly CTS conference
 Informal presentation to CTS team
 Informal presentation to nursing staff

2012 a preceptor's manual mc pharm final - volume 1

2012 a preceptor's manual mc pharm final - volume 1

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2012 a preceptor's manual mc pharm final - volume 1