The document outlines the strategic plan and objectives of N.V RAMA RAO, CIPS, GUNTUR pharmacy school. The mission is to provide excellent pharmacy education with an emphasis on recruiting, retaining, and graduating talented students. The vision is to educate the best pharmacists in the world and produce global leaders. Objectives include expanding experiential programs, increasing preceptors and sites, establishing emergency preparedness training, and enhancing alumni engagement. The plan aims to develop student skills in areas like patient care, medication management, health promotion, and population-based care. It also outlines approaches to teaching problem solving, education, advocacy, collaboration, cultural sensitivity, and communication.

1. N.V RAMA RAO,CIPS, GUNTUR

3. STRATEGIC PLAN
 MISSION:-
To provide Pharmacy education of excellent quality
to students with high academic and leadership
potential with particular emphasis upon the
recruitment, retention and graduation of pharmacy.
 VISSION:-
To educate the best pharmacist in the world a
producing global leaders

4. OBJECTIVES
 Develop and implement quality assurance plan for experiential
programe every year.
 Increase number of preceptors receiving orientation /training by 25%.
 Increase professional practice sites by 10%
 Establish one certificate training programe in emergency
preparedness.
 Enhance alumni engagement – increase alumni participation as
preceptors by 5% annually.
 Expansion of global impact on public health- to get these objectives
 Provide international rotation experiences to minimum of 10% of the
final year classes.
 Establish partnership with international schools of pharmacy to
provide curriculum content, and train Pharm.D’s in abroad.

5. OUTCOMES AND LEARNING OBJECTIVES
ESSENTIALS PRACTICE AND CARE:
1,Patient Centered Care(Care Giver) provide
patient centered care as the medication expert
for that prepare objectives
2,Medication Use System management(Manager)
Manage patient health care needs using human,
financial, technological and physical resources
to optimize the safety and efficacy of
medication use systems.

6. 3,Health and wellness(Promoter):
Design prevention, intervention and education all
strategies for individuals and communities to
manage- chronic disease and improve health and
wellness.
4,Population-based care(Provider) :Describe how
population based care influences patient
centered care and influences the development
of practice guidelines and evidence based best
practices.

7. APPROACH TO PRACTICE AND CARE
1,Problem solving(Problem Solver):- Identify problems, explore and
prioritize potential strategies and design, implement and evaluate a
viable solution.
2,Educater:- Educate all audiences by determining the most effective
and enduring ways to impart information and asses
understanding.
3, Patient – Advocacy(Advocate):-Assure that patient’s best interests
are represented.
4,Interprofessional Collaboration(Collaborator):-Actively participate
and engage as the health care team member by demonstrating
mutual respect, understanding and values to meet patient care
needs.
5, Cultural Sensitivity(Includer):- Recognize social determinates of
health to diminish disparities and inequities in access to quality
care.
6, Communication (Communicator):-Effectively communicate
verbally and nonverbally when interacting with an individual,
group, or organization.

8. PERSONAL AND PROFESSIONALAND DEVELOPMENT
1,Self – Awareness(Self Aware):- Examine and reflect
on personal knowledge, skills, abilities, beliefs,
biases, motivation and emotions that could enhance or
limit personal and professional growth.
2,Leadership(Leader):-Demonstrate responsibility for
creating and achieving standard goals, regardless of
position
3,Innovation and entrepreneurship(Innovator):-Engage
in innovate activities by using creative thinking to
envision better ways of accomplishing professional
goals.
4,Professionalism(Professional):- Exhibit behaviors and
values that are consistent with the trust given to the
profession by patients, other health care providers and
society.

9. My philosophy of Education
• WRITE THE ANSWER THE FOLLOWING
• PLS respond to each item indicating whether you agree or disagree by choosing appropriate no using following code
• 1= Strongly Agree 2=Agree 3= Neutral 4= Disagree 5= Strongly Disagree
• 1. Most students who do NOT perform well lack the motivation to work hard.
• ---- 1, 2, 3, 4, 5
• 2. My role as a preceptor is to provide students with the knowledge they need to be competent practioner. …. 1, 2, 3,
4, and 5
• 3. Every preceptor teaches ethics, either directly or by example. ---- 1, 2, 3, 4, 5
• 4. What students learn during a rotation should be the sole responsibility of the preceptor. ---- 1, 2, 3, 4, 5.
• 5. Only students, who have demonstrated competency during their rotations should receive positive evaluation from
their preceptors. ---- 1, 2, 3, 4, 5
• 6. The internship evaluation system encourages students to become good problem solver. ---- 1, 2, 3, 4, 5
• 7. Preceptor values are an important factor in the manner in which they teach and evaluate students. ---- 1, 2, 3, 4, 5
• 8. Learning is more than an accumulation of facts. ---- 1, 2, 3, 4, 5
• 9. Preceptor should make a conscious effort to reinforce the basic sciences.
• ---- 1, 2, 3, 4, 5
• 10. All faculty, including preceptors, should help students integrate information from a variety of sources. ---- 1, 2, 3,
4, 5
• 11. Preceptors should have a clear understanding of what students need learn during their rotations. ---- 1, 2, 3, 4, 5
• 12. Telling students what they need to is the most effective mode of helping them to learn. ---- 1, 2, 3, 4, 5.
• 13. Problem solving id domain specific. A good problem solver needs to have specific information related to the
problem to be solved... ---- 1, 2, 3, 4, and 5
• 14. Instructional strategies which require students to be active and accept responsibility for their own learning result in
improved performance as health care professionals. ---- 1, 2, 3, 4, 5
• 15. Preceptors have a unique opportunity to help students develop their problem solving and critical thinking skills. ---
- 1, 2, 3, 4, 5.

10. Self Assessment of ones ability to show concern for students’ feelings,interests,problems
• SHOW CONCERN FOR STUDENTS ‘FEELINGS, INTERESTS, PROBLEMS
• Directions:- Complete the following exercise by circling on e of three responses, have explain why u have chosen that
answer.
• 1. If a student told me that his work was suffering because of a fight with his wife , I would say….
• a) “Too bad. You cannot let outside things have such an effect on your school work”
• b) “Let’s talk about it and if we can get your mind back on your work”
• c) “You are old enough to handle your own love life”
• d)
• 2) When I know member of a student’s family is ill, I…
• a) Would just hope he gets his rotation completed.
• b) Enquire about the person and ask if any different arrangements need to be made about doing his work.
• c) Donot say anything because I don’t know how to bring up the subject.
• D)
• 3) When a student brings up something she read in a professional journal only tangentially related to the topic we are
discussing , I ….
• a) Tell her to quit trying to get me off the track.
• b) Tell her to get mind back on the subject we are discussing
• c) Try to find a way to use her information in our discussion
• d)
• 4) When a student asks if the she can do a community research project on public health during her rotation, I would
respond
• a) Let’s see where we can work it into your schedule and determine what resourses would be necessary.
• b) We do not have time for that on his rotation
• c) That’s not part of the assigned curriculum, and besides, I do not know anything about the community and how it
contributes to public health.
• D)
• 5) When another preceptor tells me about how he used a new technique for teaching students about “over – the –counter”
drugs, I would say…
• a) “This is a well established internship, not a set up to let everyone do their own thing. In the real world, people do not
keep trying new things but stick with the tried true”
• b) “You are breaking your neck for nothing. Neither the students or pharmacy faculty appreciate your efforts”
• c) “Sounds pretty good. What kind of results did you get and could you explain it to me sometime?”
• d)
• this is ability towards quality education and experience with practical exposure

11. STARTING ASPECIALITY PRACTICE EXPERMENTAL ROTATION
• Lecture Outline:-Role of preceptor in the
learning process.
• Pre-rotation preparation
-Syllabus
- Calendar
• Writing rotation goals
• Orientation
• Developing rotation activities.

12. References
• FACULTY DEVELOPMENT
1.WWW.OUCOM.OHIOU.EDU
• THE COMMUNITY PHARMACIST EDUCATOR
• 2.WWW.PHARMACIST.COM/EDUCATION
• PRECEPTOR TRAINING RESOURCE NETWORK
• 3. WWW.PHARMACISTSLETTER.COM

13. ROLE OF PRECEPTORS IN THE LEARNING PROCESS
Learning Objectives:-
 1,Recognize the stages of learning and their importance of
preceptors.
 2, Define Four roles of the preceptors in developing
students clinical skills, industrial, research analyzing need
skills.
 3, List methods to identify appropriate teaching role for
different clinical teaching situations.
 4,Identify the methods to effectively integrate learner
development in to daily practice.
Ex-audio& videos,games,make easy learning steps, handouts to practice.

14. CONTENT BASED LEARNING
• We design training as it learning were like
filling up an empty vessel. Ex:- students

15. Learners Centered :-
 When actually ,it’s a complex and active
process of transformation.
Remember the goals is to develop the
student’s clinical and practical and
research thinking skills
• “It’s not what you tell them
that matters; it’what they
take away”.

18. CHARACTERISTICS OF ADULT LEARNERS
• Like to h input into their learning and value
a) Active involvement in clinical activities
b) Skills that are meaningful and relevant to
practice.
c) Regular feedback.
d) Time for reflection.
• Shift from thinking about what you
want to teach….to what they want to
learn.

19. ROLE OF THE PRECEPTOR
• Pharmacist:
Expert source of all knowledge
• Teacher:
Listen, question, encourage, doubt…. But don’t always
provide the answer show the paths to browse
• Supervisor:
Procedures, syllabi, policies, assessment, grading
• Person:
Develops an atmosphere of trust and mentoring.

20. INDIVIDUALIZING YOUR TEACHING
TECHNIQUE
• Direct instruction:
 Direct learner to connect specific to their practice problem
 Teach how a new piece of content relates to other pieces.
 Introduce new content in the context of solving a patient
care problem.
• Modeling:
 Teach strategies to help clarify problems.
 Teach the patterns that characterize different categories of
patient care problems.Ex:- specific-dose , brand, time,
 Explain out loud what you are thinking as you solve a
problem.

21. INDIVIDUALIZING YOUR TEACHING
TECHNIQUE
• Coaching:
 give learners opportunities to practice solving
direct patient care problems coupled with
feedback on their strategies.
 Provide sufficient problem – solving practice .
 Ask learners to explain our loud what they are
thinking as they solve a problem.
• Facilitating:
 Teach learners to evaluate their own work and
think independently.

22. PREPARING ITEMS PRIOR TO THE
ROTATION
• : Syllabus- teacher should have it.
• Make time table for every hour in the week and
month
• year calendar
• In this which topic u are going take at particular
day.
• This should give to student before orientation
classes .. So student should can ready for it.
• Never surprise with new topic..tell them prior to
class

23. ACADEMIC PLAN COMMUNITY SERVICES
S
NO
WEEKS WORK
SCHEDULE
(9AM-1.00PM)
WORK
SCHEDULE
(02.00 PM -04.45
PM)
JOURNAL
CLUB
RESEARCH
HOUR
EVERY
THURSDAY
HEALTH DAYS MEDICAL
AWARNESS
CAMP
2,4
SATURDAY
ISPOR
ACTIVITY
01 MONDAY CLERK SHIP THEORY
CLASSES
NOV-02
WORLD
PNEUMONIA
DAY
NOV-08
(SATURDAY)
NOV-08
(SATURDAY)
02 TUESDAY CLERK SHIP THEORY
CLASSES
NOV-14
WORLD
DIABETES DAY
NOV-29
(SATURDAY)
03 WEDNESDAY CLERK SHIP THEORY
CLASSES
04 THURSDAY CLERK SHIP SEMINARS/CASE
PRESENTATIONS
RESEARCH
HOUR *GUEST LECTURE
FROM GENERAL
MEDICINE
05 FRIDAY CLERK SHIP SEMINARS/CASE
PRESENTATIONS
EVERY FRIDAY
06 SATURDAY CLERK SHIP SEMINARS/CASE
PRESENTATIONS
CHALAPATHI INSTITUTE OF PHARMACEUTICAL SCIENCES
DEPARTMENT OF PHARMACY PRACTICE
GOVT GENERAL HOSPITAL, GUNTUR
2014-15 YEAR CALANDER.

24. PURPOSE OF ROTATION SYLLABUS
• To provide clarity regarding the purpose
of the learning experience.
• To provide structure (time tables)
• To make the evaluation criteria clean and
specific. Feedback forms

25. ESSENTIAL SYLLABUS COMPONENTS
• Rotation name, site name and type of
experience.
• Preceptor name and other contact people for
the experience.
• Goals/description for the experience.
 Treat like an abstract, describe basic
things students will do

26. SYLLABUS BODY
lesson plan
• Core of your syllabus should contain:
a) Objectives ( what you want students to
learn)
b) Activities(what they are going to do)
c) Evaluation criteria (how you are going to
document their learning. Student
assessment form three time in a year tell them
differences.
d) Policies

27. STUDENT GOALS AND OBJECTIVES
 Schools often have set goals and objectives for specialty
rotations – use as your guide
 Identify school requirements.
 Your site is unique, develop your own.
Goals = broad and general:
-e.g., Prepare the student to provide accurate, well-
referenced, and timely responses to information
enquiries.
-e.g., Determine the appropriate background
information necessary to answer drug information
inquiries ; Select the most appropriate reference(S) to
answer a drug information enquiry.

28. FINAL TIPS ON WRITING OBJECTIVES
• Ability based out comes:
 Describe knowledge, skills, & attitudes
students should gain from the experience.
• Write objectives that are measurable:
- Bad example :- “up on completion of this
experience the student should be
------------understand…”
- Good example:- “describe “ or demonstrative
…… you to transfer objectives to evaluation.

29. TIPS FOR ROTATION ACTIVITIES
• Patient Care Activities.
• Discussions.
• Meetings
• Projects.
• Exams.
• Papers.
• Presentations

30. TIPS ON EVALUATION CRITERIA
• Types of Evaluation:
- Assessing a specific activity:-
a) e.g., grading a student’s formal oral
presentation.
b) Method rarely dictated by colleges.
• Comprehensive evaluation:
a) e.g., midpoint and final evaluation.
b) Many colleges use a single evaluation
template.

31. • Weighting: How many points assigned to each activity?
• Decide which parts of experience are most important.
-Consider how much time is spent on each activity
-Don’t forget about professional behavior!
* Attendance, punctuality, professional attire,
teamwork, professionalism, enthusiasm, follow through.
• Other aspects to consider:
-Direct observation of performance
- Report of Performance by other clinicians.
- Formal evaluation of educational presentation.
-Formal oral and /or written testing.
TIPS ON EVALUATION CRITERIA:
Weighting Your Rotation

32. ROTATION POLICIES
• Attendance policies (e.g., tardiness, unexcused
absence and impact on final grade)
• Student conduct (e.g., attire, confidentiality, academic
dishonesty)
• Procedures for evaluating preceptor/experience
• Regarding/activities to complete prior to rotation
• Required tools (e.g., blood pressure cuff, reference
book, calculator)
• Information about the site(e.g., Parking, meals)

33. IMPORTANCE OF ROTATION CALENDAR
• “If the syllabus is a roadmap for the ratation, the
calendar is turn – by – turn directions, providing
structure that students clearly crave”- R.Doty.
• Calendars can very on level of detail;
-Provide specific times/dates for all activities, or
- Set a side large blocks of time for activities. Or
- Combination of both.
• No ideal calendar exists, do what works for you!

34. HOW TO DEVELOP A CALENDAR
• Starts with a blank calendar and plug in events,
assignment dates.
• Consider the following Questions
- What is going to happen daily? weekly?
Occasionally?
-What deadlines need to be noted?(assignment due
dates)
-School events, holiday?
• Your first calendar will not perfect; will be refined
over time after first few students tell you what you
did wrong

35. ORENTATON AND THE FIRST DAY
• Your first face-to- face meeting with the student
- “you never get a second chance to make a good first
impression.
-Set clear expectations.
• Providing a formalized orientation leads to
-Clear communication and a solid foundation of
information.
-Clear understanding of the practice site, staff duties, and
overall expectations.
-Clear and appropriate time frames for each part of the
orientation, rather than rushing through.

36. TIPS FOR THE FIRST DAY
• Prepare a detail plan / orientation checklist
• First day should be devoted to formal
orientation
• Best orientation carried out by preceptors
themselves

37. ORIENTATION POINTS TO COVER
• Review course objectives and evaluation criteria.
• Explain expectations for student’s dress and grooming.
• Tour site, point out important places on site layout,
introduce student to team
• Provide overview of other personnel and supply necessary
contact information.
- If you are the only person they know , students will come to you for everything.
• Review computer access and uses.
• Discuss expectations for what the student will be doing
hourly, daily, weekly, overall.
• Go over specific assignments requiring detailed
instruction.

38. • Rotation hours and attendance policy
• Review of required reading for the rotation
• Terms and definitions for students completing a rotation
in an unfamiliar practice setting
• Medical record system or pharmacy information system
• Medication use policies (standard administration times,
approved abbreviations ,substitution guidelines)
• Publications, journals, reference material available in
library
•
ORIENTATION POINTS TO COVER

39. DEVELOPING A TRAINING
MANUAL FOR YOUR ROTATION
• Tell the story of your information
• Organizational map of site/ department
• Copy of your job description
• Background reading material (medical
services or special patient population
served)

40. JOURNAL CLUB
• BAD:
a)Students or preceptor does majority of talking.
b) Students are nervous: focus more on “not looking
foolish “ than on learning
c)other students are disengaged.
d)Finish the session saying “I’am glad I survived that”
• GOOD:
a) session is interactive
b) students are exited to share their knowledge and learn
from you
c) Other students are engaged
d) Finish the session feeling a sense of accomplishment
rather than having simply completed a “task”

41. • “AEIOU”
• OVERVIEW
- Students conducts background research on:
a) Disease state
b)Medications
- Background info provides context
a) Why do we care?
- Provides good introductory transition
JOURNAL CLUB

42. JOURNAL CLUB
• “AEIOU”
• Analysis
- Structured questions prepared ahead of time
by preceptor
*Basic questions
a)Has the student read/prepared adequately?
* “Teaching questions”
-Draw out key teaching points
a) Applicable to this article
b)Applicable in broader sense to be applied in future to other
articles

43. • “AEIOU”
• Impact
- Synthesize findings/ discussions to conclude
relevance on patient care
* ”Why do we care now?”
-Alterations to current standard of care
* ”how will this effect care?”
-Provides good transition from theoretical to real-word
JOURNAL CLUB

44. JOURNAL CLUB
• “AEIOU”
• Use
-Structured “mini –case” prepared ahead of time
by preceptor
a) Given to student(S) after initial discussion concludes
- Higher level outcomes
a)Can student(s) now utilize what they’ve learned?
-Provides preview of how student would perform in
clinical setting
-Introduce relevant tools& guidelines

45. JOURNAL CLUB
• “AEIOU”
• Expansion
-Continuation of structured “mini-case”
prepared a head of time by preceptor
*Especially effective if multiple students are on
rotation with you
-Allows discussion of other disease states
*Patients rarely have “1illeness” in the
real-world

46. • Please see journal article:
-Higher potency statins and the risk of new diabetes: Multicentre,
observational study of administrative databases.BMJ2014:348
• Please complete handout:
-14 example questions covering each of the
“AEIOU” sections
-Is a representative sample of structure and
type of questions you can ask your students
*Obviously many more types of questions
which could be used …that’s students can pic
from article
JOURNAL CLUB ACTIVE LEARNING
ASSIGNMENT

47. NEWS LETTER
• Some institutions may have a formal news letter,
weekly email or announcement.
-Provides a great service to staff
-Gives students an opportunity to hone their
organization and written communication skills
-It also provides to students a writing citation
for their curriculum vitae or professional portfolio
• If your practice doesn’t have a service like this,
consider developing one with your students!

48. NEWS LETTER GUIDANCE FOR
STUDENTS
• Clearly define the target audience for the newsletter
• Topic should be applicable to practice
- Allow the student to choose based on the
interest
• Write up should not be more than one page
• Example:- topics related to departments
-New drug
- New study
- Short review articles
-FDAApproved drugs

49. TAKE HOME MESSAGE
 PLAN FOR ACADEMIC YEAR
 SHOULD PREPARE YEAR CALANDER
 ROTATION TIME TABLES HOUR BASED
LESSON PLANS – GOALS
OBJECTIVES
OUTCOMES
 PREPARRE GOOD ORIENTATION CLASS
 ONE CERTIFICATE PROGRAME
 INTER PROFESSIONAL COMMUNICATIONS
 JOURNAL CLUB
 TOPIC DISSCUATION
 NEWS LETTER
 EVLUATION SHEETS
 FEEDBACK FORMS THREE TIME IN YEAR AND GRADING
 PRECEPTOR FEEDBACK WHAT STUDENT EXPECTING FROM EACH
PRECEPTOR
 PRECEPTOR TRAINIG PROGRAMS
 CASE PRESENTATIONS-
 PATIENT CENTERED CARE

50. THANK YOU . . .