Interdepartmental: Pharmacy, Pharm.D.

Transcription

1 AY Assessment for: Interdepartmental: Pharmacy, Pharm.D. Program Educational Objectives (PEOs) The program educational objectives for the Pharm.D. curriculum center around preparing practitioners with the ability to: 1. Provide patient care in cooperation with patients, prescribers, and other members of an interprofessional health care team based upon sound therapeutic principles and evidence-based data, taking into account relevant legal, ethical, social, cultural, economic, and professional issues, emerging technologies, and evolving biomedical, pharmaceutical, social/behavioral/administrative, and clinical sciences that may impact therapeutic outcomes. 2. Manage and use resources of the health care system, in cooperation with patients, prescribers, other health care providers, and administrative and supportive personnel, to promote health; to provide, assess, and coordinate safe, accurate, and time-sensitive medication distribution; and to improve therapeutic outcomes of medication use. 3. Promote health improvement, wellness, and disease prevention in cooperation with patients, communities, at-risk populations, and other members of an interprofessional team of health care providers. These global educational objectives (taken directly from the 2007 Accreditation Council for Pharmaceutical Education (ACPE) Standards by which all pharmacy programs in the United States are accredited) are further articulated in the following outcome statements (expected professional competencies) for the professional (Pharm.D.) curriculum (also articulated in the Standards of 2007). The following table relates the program outcomes and assessment methods for the Pharm.D. assessment plan: Assessment Method Faculty/preceptor appraisal NAPLEX (Area 1) NAPLEX (Area 2) NAPLEX (Area 3) MPJE Provide patientspecific care Program Outcome Provide Disease Drug populationspecific management management communications Resource Systems Professional prevention information services usage care Informatics Legal & ethical Continuing professional responsibilities development X X X X X X X X X X X X X X X X X X X

2 Program Outcome: Provide Patient-Specific Care Graduates from the Pharm.D. program must demonstrate the ability to provide patient-centered care, through the ability to (1) design, implement, monitor, evaluate, and adjust pharmacy care plans that are patient-specific; address health literacy, cultural diversity, and behavioral psychosocial issues; and are evidence-based; and (2) manage a successful patient-centered practice (including establishing, marketing, and being compensated for medication therapy management and patient care services rendered). Method: Faculty/Preceptor Appraisal - Dimensions I, IV, IX, X, XI, and XII This outcome is partially assessed through the use of a standardized (State-wide) competency assessment instrument during the P4 year for each of the seven advanced practice experience courses taken by each student in the professional (Pharm.D.) program. Assessments are made for each of 22 dimensions at mid-course (3 weeks) and end-of-course (6 weeks) by both the faculty/preceptor (faculty assessment) and the student (self-assessment) using the following scale: 1. Does Not Know: Student does not have knowledge of how to perform task. 2. Knows: Student has knowledge/skills of how to perform task. Needs extensive intervention; sometimes instructor must complete task. 3. Knows How: Student can apply knowledge/skill to perform task. Needs some intervention; instructor must provide directed questioning in a problem-solving manner. 4. Shows How: Student can perform task in a supervised situation. Requires no intervention; performs within expectations 5. Does: Student can perform task in an independent situation. Requires no intervention; performs within expectations. N/A: Task does not apply to this particular rotation. Individual student assessment is based on a scoring that a final assessment of 1 in any of the XXII dimensions is considered unacceptable (failure), and more than four scores of 2 (for dimensions I-XVIII) is considered acceptable (failure). Overall program quality assessment is based on a final analysis of all students in all seven rotations with minimum expectations that at least 85% of students score 3 or above in the twenty-two dimensions of the assessment, and 75% of students score 4 or 5 in the twenty-two dimensions of the assessment. To assess the stated outcome, the following dimensions are evaluated (final evaluation by the Faculty/Preceptor): Assessed Dimension I: MANAGES PHARMACY OPERATIONS Controls drug inventory Provides drug security, storage and control procedures Maintains facilities and equipment Participates in basic fiscal procedures

3 Participates in personnel management (pharmacists and technicians) Evaluates pharmaceutical care systems to continually improve patient care Utilizes computer skills to provide patient care and facilitate the management of pharmaceutical care systems Assessed Dimension IV. COMPOUNDS Utilizes acceptable professional procedures Selects appropriate equipment and containers Prepares special dosage forms Documents calculations and procedures Assessed Dimension IX: MONITORS AND EVALUATES DRUG THERAPY: INITIAL AND ONGOING Establishes and interprets data bases Includes active problems, PMH, pertinent PE, lab data and hospital course in data base Performs and completes patient medication history Completes and updates medication profiles Determines pharmacokinetic parameters Assessed Dimension X: IDENTIFIES DRUG RELATED PROBLEM(S) Determines if any drug related problems exist Supports through documentation the drug-related problems Assesses severity and recommends an appropriate course of action Assessed Dimension XI: DEVELOPS AND IMPLEMENTS PHARMACEUTICAL CARE PLAN(S) Performs patient triage to determine appropriate medical or pharmaceutical care Demonstrates the ability to develop and implement a pharmaceutical care plan including: o therapeutic endpoints o appropriate drug therapy (dose, duration, route, etc.) o parameters to monitor efficacy and toxicity o SOAP or soap-like note for each drug therapy decision Is able to apply quality of life concepts and Total Quality Improvement in patient care Assessed Dimension XII: DEVISES FOLLOW-UP PLAN(S)

4 Determines appropriate time(s) to re-evaluate patient and assess efficacy and toxicity Conducts the follow-up in a timely manner Result: Results of Faculty/Preceptor Appraisal - Dimensions I, IV, IX, X, XI, and XII: An annual analysis (starting ) is conducted by creating a master spreadsheet including the data for all seven rotations from each students as follows: Student self-evaluation (pre-rotation, 3 wk mid-rotation, 6 wk end-rotation) and Faculty/Preceptor evaluation (3 wk mid-rotation, 6 wk end-rotation). Scores for the final 6 wk end-rotation evaluations are compiled for the entire dataset (7 rotations/student, 22 dimensions/rotation, ~125 students total) to summarize scores of 1-5 in each of the 22 dimensions to determine whether or not the expected outcomes are met. Results are evaluated as they become available (on an annual basis) first by the Senior Associate Dean for Academic Affairs, the Assistant Dean for Experiential Programs, the Program Assessment Team, and then the Curriculum Committee, to determine if any changes need to be made. Dimension I Mean SD Null One Two Three Four Five % Scoring % Scoring

5 Dimension IV Mean SD Null One Two Three Four Five %Scoring %Scoring Dimension IX Mean SD Null One Two Three Four Five %Scoring %Scoring

6 Dimension X Mean SD Null One Two Three Four Five %Scoring %Scoring Dimension XI Mean SD Null One Two Three Four Five %Scoring %Scoring

7 Dimension XII Mean SD Null One Two Three Four Five %Scoring %Scoring Method: External Examiner - NAPLEX Area 1 Competencies The North American Pharmacist Licensure Examination (NAPLEX ) is developed by the National Association of Boards of Pharmacy (NABP ) and is utilized by the boards of pharmacy as part of their assessment of competence to practice pharmacy. Requirements for licensure as a pharmacist in all 50 states include (1) graduation from an ACPE-accredited pharmacy (Pharm.D.) program and (2) successful passage of the NAPLEX exam, and (3) successful passage of the Multistate Pharmacy Jurisprudence Examination (MPJE). The NAPLEX is a computer-adaptive examination that consists of 185 multiple-choice test questions. Of these, 150 questions are used to calculate the test score. The remaining 35 items serve as pretest questions, which do not affect the candidate s NAPLEX score. A majority of the questions on the NAPLEX are asked in a scenario-based format (i.e., patient profiles with accompanying test questions). To properly analyze and answer the questions presented, the candidate must refer to the information provided in the patient profile. Other questions are answered solely from the information provided in the question. In order to pass, a candidate must score 75% or higher on the composite score, and a score 70% or higher on each of the three areas discussed below. The outcome being addressed here is best assessed in a capstone manner for our graduates by those questions classified as Area 1 in the NAPLEX, i.e., it is assured that the candidate can provide Safe and Effective Pharmacotherapy and Optimize Therapeutic Outcomes (approx 54% of the examination). The NAPLEX blueprint thus addresses the following areas to assure acquisition of the knowledge and skills to meet Area 1 competencies:

8 1.1.0 Obtain, interpret and evaluate patient information to determine the presence of a disease or medical condition, assess the need for treatment and/or referral, and identify patient-specific factors that affect health, pharmacotherapy, and/or disease management Identify and assess patient information including medication, laboratory and disease state histories Identify and/or use instruments and techniques related to patient assessment and diagnosis Identify and define the terminology, signs, and symptoms associated with diseases and medical conditions Identify and evaluate patient factors, genetic factors, biosocial factors, and concurrent drug therapy that are relevant to the maintenance of wellness and the prevention or treatment of a disease or medical condition Identify, evaluate, and communicate to the patient or health-care provider, the appropriateness of the patient s specific pharmacotherapeutic agents, dosing regimens, dosage forms, routes of administration, and delivery systems Identify specific uses and indications for drug products Identify the known or postulated sites and mechanisms of action of pharmacotherapeutic agents Evaluate drug therapy for the presence of pharmacotherapeutic duplications and interactions with other drugs, food, diagnostic tests, and monitoring procedures Identify contraindications, warnings and precautions associated with a drug product s active and inactive ingredients Identify physicochemical properties of drug substances that affect their solubility, pharmacodynamic and pharmacokinetic properties, pharmacologic actions, and stability Interpret and apply pharmacodynamic and pharmacokinetic principles to calculate and determine appropriate drug dosing regimens Interpret and apply biopharmaceutic principles and the pharmaceutical characteristics of drug dosage forms and delivery systems, to assure bioavailability and enhance patient compliance Manage the drug regimen by monitoring and assessing the patient and/or patient information, collaborating with other health care professionals, and providing patient education Identify pharmacotherapeutic outcomes and endpoints Evaluate patient signs and symptoms, and the results of monitoring tests and procedures to determine the safety and effectiveness of pharmacotherapy Identify, describe the mechanism of, and remedy adverse reactions, allergies, side effects and iatrogenic or drug-induced illness Prevent, recognize, and remedy medication non-adherence, misuse or abuse Recommend pharmacotherapeutic alternatives. Although we expect a 100% pass rate for our students on the NAPLEX national licensure examination, a realistic standard of performance would be a 95% pass rate for first-time test takers, with any failures accountable for non-academic reasons (personal crisis, etc.), and those candidates successfully passing the exam with the next offering. In addition to overall pass rates, we expect an outstanding class performance on the overall score, as well as the three individual components of the test. Our expectation is a class mean above the national mean for the overall test score, and a class mean above the national mean on each of the three individual components of the exam.

9 Result: Results of External Examiner - NAPLEX Area 1 Competencies: The overall student pass rates on the NAPLEX for each year since 2000 are presented in the following table: Year UT Pass Rate % % % % % % % % % % The class means and national means on the NAPLEX overall and for each area are presented in the following table for each year since 2000, with results for Area 1 in bold for this particular section: Year Avg Overall (Nat l) Avg Overall (UT) Area 1 (Nat'l) Area 1 (UT) Area 2 (Nat'l) Area 2 (UT) Area 3 (Nat'l) Area 3 (UT) 2000 * 107 * 12.7 * 12.6 * * 109 * 12.7 * 12.8 *

10 *Note. The national means for 2000 and 2001 are unavailable at this time. Method: External Examiner - NAPLEX Area 2 Competencies The outcome being addressed here is best assessed in a capstone manner for our graduates by those questions classified as Area 2 in the NAPLEX, i.e., it is assured that the candidate can provide Safe and Accurate Preparation and Dispensing of Medications (approx 35% of the examination). The NAPLEX blueprint thus addresses the following areas to assure acquisition of the knowledge and skills to meet Area 2 competencies: Perform calculations required to compound, dispense, and administer medication Calculate the quantity of medication to be compounded or dispensed; reduce and enlarge formulation quantities and calculate the quantity of ingredients needed to compound the proper amount of the preparation Calculate nutritional needs and the caloric content of nutrient sources Calculate the rate of drug administration Calculate or convert drug concentrations, ratio strengths, and/or extent of ionization Select and dispense medications in a manner that promotes safe and effective use Identify drug products by their generic, brand, and/or common names Determine whether a particular drug dosage strength or dosage form is commercially available, and whether it is available on a nonprescription basis Identify commercially available drug products by their characteristic physical attributes Interpret and apply pharmacokinetic parameters and quality assurance data to determine equivalence among manufactured drug products, and identify products for which documented evidence of inequivalence exists Identify and communicate appropriate information regarding packaging, storage, handling, administration, and disposal of medications Identify and describe the use of equipment and apparatus required to administer medications Prepare and compound extemporaneous preparations and sterile products Identify and describe techniques and procedures related to drug preparation, compounding, and quality assurance Identify and use equipment necessary to prepare and extemporaneously compound medications Identify the important physicochemical properties of a preparation s active and inactive ingredients; describe the mechanism of, and the characteristic evidence of incompatibility or degradation; and identify methods for achieving stabilization of the preparation. Although we expect a 100% pass rate for our students on the NAPLEX national licensure examination, a realistic standard of performance would be a 95% pass rate for first-time test takers, with any failures accountable for non-academic reasons (personal crisis, etc.), and those candidates successfully passing the exam with the next offering. In addition to overall pass rates, we expect an outstanding class performance on the overall score, as well as the three individual components of the test. Our expectation is a class mean above the national mean for the overall test score, and a class mean above the national mean on each of the three individual components of the exam.

11 Result: Results of External Examiner - NAPLEX Area 2 Competencies: The overall student pass rates on the NAPLEX for each year since 2000 are presented in the following table: Year UT Pass Rate % % % % % % % % % % The class means and national means on the NAPLEX overall and for each area are presented in the following table for each year since 2000, with results for Area 2 in bold for this particular section: Year Avg Overall (Nat l) Avg Overall (UT) Area 1 (Nat'l) Area 1 (UT) Area 2 (Nat'l) Area 2 (UT) Area 3 (Nat'l) Area 3 (UT) 2000 * 107 * 12.7 * 12.6 * * 109 * 12.7 * 12.8 *

12 *Note. The national means for 2000 and 2001 are unavailable at this time. Method: External Examiner - NAPLEX Area 3 Competencies The outcome being addressed here is best assessed in a capstone manner for our graduates by those questions classified as Area 3 in the NAPLEX, i.e., it is assured that the candidate can provide Provide Health Care Information and Promote Public Health (approx 11% of the examination). The NAPLEX blueprint thus addresses the following areas to assure acquisition of the knowledge and skills to meet Area 3 competencies: Access, evaluate, and apply information to promote optimal health care Identify the typical content and organization of specific sources of drug and health information for both health-care providers and consumers Evaluate the suitability, accuracy, and reliability of information from reference sources by explaining and evaluating the adequacy of experimental design and by applying and evaluating statistical tests and parameters Educate the public and health-care professionals regarding medical conditions, wellness, dietary supplements, and medical devices Provide health care information regarding the prevention and treatment of diseases and medical conditions, including emergency patient care Provide health care information regarding nutrition, lifestyle, and other non-drug measures that are effective in promoting health or preventing or minimizing the progression of a disease or medical condition Provide information regarding the documented uses, adverse effects and toxicities of dietary supplements Provide information regarding the selection, use and care of medical/surgical appliances and devices, self-care products, and durable medical equipment, as well as products and techniques for self-monitoring of health status and medical conditions. Although we expect a 100% pass rate for our students on the NAPLEX national licensure examination, a realistic standard of performance would be a 95% pass rate for first-time test takers, with any failures accountable for non-academic reasons (personal crisis, etc.), and those candidates successfully passing the exam with the next offering. In addition to overall pass rates, we expect an outstanding class performance on the overall score, as well as the three individual components of the test. Our expectation is a class mean above the national mean for the overall test score, and a class mean above the national mean on each of the three individual components of the exam.

13 Result: Results of External Examiner - NAPLEX Area 3 Competencies: The overall student pass rates on the NAPLEX for each year since 2000 are presented in the following table: Year UT Pass Rate % % % % % % % % % % The class means and national means on the NAPLEX overall and for each area are presented in the following table for each year since 2000, with results for Area 3 in bold for this particular section: Year Avg Overall (Nat l) Avg Overall (UT) Area 1 (Nat'l) Area 1 (UT) Area 2 (Nat'l) Area 2 (UT) Area 3 (Nat'l) Area 3 (UT) 2000 * 107 * 12.7 * 12.6 * * 109 * 12.7 * 12.8 * *Note. The national means for 2000 and 2001 are unavailable at this time.

14 Action Summary: Action Composite: August, 2010 Faculty/Preceptor Appraisal - Dimensions I, IV, IX, X, XI, and XII Because we compile all results from the Faculty/Preceptor Appraisal at the end of the academic year, we do not have any new results to report since the last update in May, At this time, no changes are needed, and we will be including new results for by the May, 2011 update. NAPLEX - Area 1, 2, and 3 Competencies Results from the NAPLEX for 2010 are not available until late September/early October but will be included once we receive them. At this time, no changes are needed, and we will continue to collect NAPLEX data on our students.

15 Program Outcome: Provide Population-Specific Care Graduates from the Pharm.D. program must demonstrate the ability to provide population-based care, through the ability to develop and implement population-specific, evidence-based disease management programs and protocols based upon analysis of epidemiologic and pharmacoeconomic data, medication-use criteria, medication use review, and risk-reduction strategies. Method: Faculty/Preceptor Appraisal - Dimension XXII Assessed Dimension XXII: DEMONSTRATES SCIENTIFIC INQUIRY/EXPLANATION IN PRACTICE Defines and states problems Identifies assumptions - develops hypotheses Organizes information Identifies potential problems Commits to solutions Implements solutions (plans) Assesses solution or outcome Monitors for new information Adjusts plan Result: Results of Faculty/Preceptor Appraisal - Dimension XXII: Dimension XXII Mean SD Null One Two Three Four Five %Scoring %Scoring

16 Method: External Examiner - NAPLEX Area 1 Competencies Result: Results of External Examiner - NAPLEX Area 1 Competencies: The overall student pass rates on the NAPLEX for each year since 2000 are presented in the following table: Year UT Pass Rate % % % % % % % % % % The class means and national means on the NAPLEX overall and for each area are presented in the following table for each year since 2000, with results for Area 1 in bold for this particular section: Year Avg Overall (Nat l) Avg Overall (UT) Area 1 (Nat'l) Area 1 (UT) Area 2 (Nat'l) Area 2 (UT) Area 3 (Nat'l) Area 3 (UT) 2000 * 107 * 12.7 * 12.6 * * 109 * 12.7 * 12.8 * *Note. The national means for 2000 and 2001 are unavailable at this time.

17 Method/Results of External Examiner - NAPLEX Area 2 Competencies The overall student pass rates on the NAPLEX for each year since 2000 are presented in the following table: Year UT Pass Rate % % % % % % % % % % The class means and national means on the NAPLEX overall and for each area are presented in the following table for each year since 2000, with results for Area 2 in bold for this particular section: Year Avg Overall (Nat l) Avg Overall (UT) Area 1 (Nat'l) Area 1 (UT) Area 2 (Nat'l) Area 2 (UT) Area 3 (Nat'l) Area 3 (UT) 2000 * 107 * 12.7 * 12.6 * * 109 * 12.7 * 12.8 * *Note. The national means for 2000 and 2001 are unavailable at this time.

18 Action Summary: Action Composite: August, 2010 Faculty/Preceptor Appraisal - Dimensions XXII Because we compile all results from the Faculty/Preceptor Appraisal at the end of the academic year, we do not have any new results to report since the last update in May, At this time, no changes are needed, and we will be including new results for by the May, 2011 update. NAPLEX - Area 1 and 2 Competencies Results from the NAPLEX for 2010 are not available until late September/early October but will be included once we receive them. At this time, no changes are needed, and we will continue to collect NAPLEX data on our students.

19 Program Outcome: Resource Management Graduates from the Pharm.D. program must demonstrate the ability to manage human, physical, medical, informational, and technological resources, through the ability to ensure efficient, cost-effective use of these resources in the provision of patient care. Method: Faculty/Preceptor Appraisal - Dimensions III, V, and XVII Assessed Dimension III: PROVIDES DRUG PRODUCTS/ DEMONSTRATES ABILITY TO UTILIZE THE DRUG DISTRIBUTION SYSTEM Determines appropriateness of order Evaluates and selects product Assures product/prescription accuracy Assures product/prescription reaches the patient in a timely manner Assessed Dimension V: RETRIEVES AND EVALUATES DRUG INFORMATION Selects best available resource for answering a drug-related request in a timely fashion Evaluates the quality of information obtained Applies state of the art knowledge of disease states and drug therapy based on primary and secondary literature Prepares written reports on general pharmcotherapy issues, drug therapy controversies and patient-specific topics Retrieves, evaluates, and maanges drug literature searches to support pharmaceutical care provisions Assessed Dimension XVII: ORGANIZES/PLANS Uses own and others' time effectively and efficiently Is systematic and methodical in approaching activities Sets meaningful goals Plans activities to meet objectives Is well-prepared Is able to anticipate future needs

20 Dimension III Result: Results of Faculty/Preceptor Appraisal - Dimensions III, V, and XVII: Mean SD Null One Two Three Four Five %Scoring %Scoring Dimension V Mean SD Null One Two Three Four Five %Scoring %Scoring

21 Dimension XVII Mean SD Null One Two Three Four Five %Scoring %Scoring Action Summary: Action Composite: Faculty/Preceptor Appraisal - Dimensions III, V, and XVII August, 2010 Because we compile all results from the Faculty/Preceptor Appraisal at the end of the academic year, we do not have any new results to report since the last update in May, At this time, no changes are needed, and we will be including new results for by the May, 2011 update.

22 Program Outcome: Systems Management Graduates from the Pharm.D. program must demonstrate the ability to manage medication use systems, through the ability to apply patientand population-specific data, quality improvement strategies, medication safety and error reduction programs, and research processes to minimize drug misadventures and optimize patient outcomes; to participate in the development of drug use and health policy; and to help design pharmacy benefits. Method: Faculty/Preceptor Appraisal - Dimension II Assessed Dimension II: MANAGES MEDICATION USE SYSTEMS Attends meetings involving pharmacy Participates in formulary review Maintains quality assurance Participates in prospective, concurrent, or retrospective DUE process Participates in managed care issues (e.g., reimbursement) Dimension II Result: Results of Faculty/Preceptor Appraisal - Dimension II: Mean SD Null One Two Three Four Five %Scoring %Scoring

23 Action Summary: Action Composite: August, 2010 Faculty/Preceptor Appraisal - Dimension II Because we compile all results from the Faculty/Preceptor Appraisal at the end of the academic year, we do not have any new results to report since the last update in May, At this time, no changes are needed, and we will be including new results for by the May, 2011 update.

24 Program Outcome: Disease Prevention Services Graduates from the Pharm.D. program must demonstrate the ability to promote the availability of effective health and disease prevention services and health policy through the ability to apply population-specific data, quality improvement strategies, informatics, and research processes to identify and solve public health problems and to help develop health policy. Method: Faculty/Preceptor Appraisal - Dimension XVIII Assessed Dimension XVIII: PROMOTES PUBLIC HEALTH Providesemergency first aid treatment and cardiopulmonary resuscitation whennecessary Providesdisease prevention/detection program to public Provides poisoncontrol treatment and information Demonstratesability to apply principles of PC to patient populations Dimension XVIII Result: Results of Faculty/Preceptor Appraisal - Dimension XVIII: Mean SD Null One Two Three Four Five %Scoring %Scoring

25 Method/Results of External Examiner - NAPLEX Area 3 Competencies The overall student pass rates on the NAPLEX for each year since 2000 are presented in the following table: Year UT Pass Rate % % % % % % % % % % The class means and national means on the NAPLEX overall and for each area are presented in the following table for each year since 2000, with results for Area 3 in bold for this particular section: Year Avg Overall (Nat l) Avg Overall (UT) Area 1 (Nat'l) Area 1 (UT) Area 2 (Nat'l) Area 2 (UT) Area 3 (Nat'l) Area 3 (UT) 2000 * 107 * 12.7 * 12.6 * * 109 * 12.7 * 12.8 * *Note. The national means for 2000 and 2001 are unavailable at this time.

26 Action Summary: Action Composite: August, 2010 Faculty/Preceptor Appraisal - Dimension XVIII Because we compile all results from the Faculty/Preceptor Appraisal at the end of the academic year, we do not have any new results to report since the last update in May, At this time, no changes are needed, and we will be including new results for by the May, 2011 update. NAPLEX - Area 3 Competencies Results from the NAPLEX for 2010 are not available until late September/early October but will be included once we receive them. At this time, no changes are needed, and we will continue to collect NAPLEX data on our students.

27 Program Outcome: Professional Communications Graduates from the Pharm.D. program must demonstrate the ability to communicate and collaborate with patients, care givers, physicians, nurses, other health care providers, policy makers, members of the community, and administrative and support personnel to engender a team approach to patient care. Method: Faculty/Preceptor Appraisal - Dimensions VI, VII, VIII, and XXI Assessed Dimension VI: COMMUNICATES WITH PATIENTS/CAREGIVERS ABOUT PRESCRIPTIONS DRUGS Interviews and counsels patients on drug usage, dosage, packaging, and storage Discusses drug cautions, side effects, and patient conditions Explains policies on fees and services Relates to patients in a professional manner Interacts to confirm patient understanding Assessed Dimension VII: COMMUNICATES WITH PATIENTS/CAREGIVERS ABOUT NONPRESCRIPTION PRODUCTS, DEVICES AND DIAGNOSTICS. Questions patients on conditions and intended drug use Communicates OTC drug dosage, usage, storage, side effects, and packaging Refers patients to other health professionals Provides information on medical/surgical and home health care devices and home diagnosticproducts Assessed Dimension VIII: COMMUNICATES WITH HEALTH PROFESSIONALS Obtains and provides accurate and concise information in a professional manner Uses appropriate oral, written, and nonverbal language Provides inservice/continuing education programs to health professionals Assessed Dimension XXI: PROMOTES TEAM BUILDING Participates in social and professional interaction and teamwork: o Inception (forming) o Conflict resolution (storming) o Problem-solving (norming) o Execution (performing)

28 Promotes a team approach to healthcare Demonstrates trust, leadership, delegation, and interdependence Result: Results of Faculty/Preceptor Appraisal - Dimensions VI, VII, VIII, and XXI: Dimension VI Mean SD Null One Two Three Four Five %Scoring %Scoring Dimension VII Mean SD Null One Two Three Four Five %Scoring %Scoring

29 Dimension VIII Mean SD Null One Two Three Four Five % Scoring % Scoring Dimension XXI Mean SD Null One Two Three Four Five %Scoring %Scoring

30 Action Summary: Action Composite: August, 2010 Faculty/Preceptor Appraisal - Dimensions VI, VII, VIII, and XXI Because we compile all results from the Faculty/Preceptor Appraisal at the end of the academic year, we do not have any new results to report since the last update in May, At this time, no changes are needed, and we will be including new results for by the May, 2011 update.

31 Program Outcome: Drug Information Usage Graduates from the Pharm.D. program must demonstrate the ability to retrieve, analyze, and interpret the professional, lay, and scientific literature to provide drug information and counseling to patients, their families or care givers, and other involved health care providers. Method: Faculty/Preceptor Appraisal - Dimension V Assessed Dimension V: RETRIEVES AND EVALUATES DRUG INFORMATION Selects best available resource for answering a drug-related request in a timely fashion Evaluates the quality of information obtained Applies state-of-the-art knowledge of disease states and drug therapy based on primary and secondary literature Prepares written reports on general pharmacotherapy issues, drug therapy controversies, and patient-specific topics Retrieves, evaluates, and manages drug literature searches to support pharmaceutical care provisions Dimension V Result: Results of Faculty/Preceptor Appraisal - Dimension V: Mean SD Null One Two Three Four Five %Scoring %Scoring

32 Method/Results of External Examiner - NAPLEX Area 1 Competencies The overall student pass rates on the NAPLEX for each year since 2000 are presented in the following table: Year UT Pass Rate % % % % % % % % % % The class means and national means on the NAPLEX overall and for each area are presented in the following table for each year since 2000, with results for Area 1 in bold for this particular section: Year Avg Overall (Nat l) Avg Overall (UT) Area 1 (Nat'l) Area 1 (UT) Area 2 (Nat'l) Area 2 (UT) Area 3 (Nat'l) Area 3 (UT) 2000 * 107 * 12.7 * 12.6 * * 109 * 12.7 * 12.8 * *Note. The national means for 2000 and 2001 are unavailable at this time.

33 Action Summary: Action Composite: August, 2010 Faculty/Preceptor Appraisal Dimension V Because we compile all results from the Faculty/Preceptor Appraisal at the end of the academic year, we do not have any new results to report since the last update in May, At this time, no changes are needed, and we will be including new results for by the May, 2011 update. NAPLEX - Area 1 Competencies Results from the NAPLEX for 2010 are not available until late September/early October but will be included once we receive them. At this time, no changes are needed, and we will continue to collect NAPLEX data on our students.

34 Program Outcome: Informatics Graduates from the Pharm.D. program must demonstrate expertise in informatics. Competencies in informatics include basic terminology (data, information, knowledge, hardware, software, networks, information systems, information systems management); reasons for systematic processing of data, information and knowledge in health care; and the benefits and current constraints in using information and communication technology in health care. Method: Faculty/Preceptor Appraisal - Dimension V Assessed Dimension V: RETRIEVES AND EVALUATES DRUG INFORMATION Selects best available resource for answering a drug-related request in a timely fashion Evaluates the quality of information obtained Applies state-of-the-art knowledge of disease states and drug therapy based on primary and secondary literature Prepares written reports on general pharmacotherapy issues, drug therapy controversies, and patient-specific topics Retrieves, evaluates, and manages drug literature searches to support pharmaceutical care provisions Dimension V Result: Results of Faculty/Preceptor Appraisal - Dimension V: Mean SD Null One Two Three Four Five %Scoring %Scoring

35 Method/Results of External Examiner - NAPLEX Area 1 Competencies The overall student pass rates on the NAPLEX for each year since 2000 are presented in the following table: Year UT Pass Rate % % % % % % % % % % The class means and national means on the NAPLEX overall and for each area are presented in the following table for each year since 2000, with results for Area 1 in bold for this particular section: Year Avg Overall (Nat l) Avg Overall (UT) Area 1 (Nat'l) Area 1 (UT) Area 2 (Nat'l) Area 2 (UT) Area 3 (Nat'l) Area 3 (UT) 2000 * 107 * 12.7 * 12.6 * * 109 * 12.7 * 12.8 * *Note. The national means for 2000 and 2001 are unavailable at this time.

36 Action Summary: Action Composite: August, 2010 Faculty/Preceptor Appraisal Dimension V Because we compile all results from the Faculty/Preceptor Appraisal at the end of the academic year, we do not have any new results to report since the last update in May, At this time, no changes are needed, and we will be including new results for by the May, 2011 update. NAPLEX - Area 1 Competencies Results from the NAPLEX for 2010 are not available until late September/early October but will be included once we receive them. At this time, no changes are needed, and we will continue to collect NAPLEX data on our students.

37 Program Outcome: Legal & Ethical Responsibilities Graduates from the Pharm.D. program must demonstrate the ability to carry out their professional duties in accordance with legal, ethical, social, economic, and professional guidelines. Method: Faculty/Preceptor Appraisal - Dimensions XIII, XIV, XV, and XVI Assessed Dimension XIII: MAINTAINS PROFESSIONAL-ETHICAL STANDARDS Complies with laws and regulations Applies good professional judgment in legal interpretations Exhibits reliability and credibility in dealing with others Deals professionally and ethically with colleagues and patients Maintains confidentiality Assessed Dimension XIV: DEMONSTRATES HUMAN RELATIONS SKILLS Displays an interest in others Is sensitive to the needs, feelings, and concerns of others Shows empathy Listens, is nonjudgmental, and responds appropriately to the problems of others Acts in the best interest of others Respects the patient's need for information Assessed Dimension XV: DISPLAYS CONSCIENTIOUSNESS AND FOLLOWS THROUGH/HANDLES DETAIL Is conscientious in following appropriate work procedures Is attentive to details and technical interrelationships in carrying outduties Notices discrepancies and irregularities Keeps accurate records, and documents actions Takes steps to ensure accuracy of work Provides an appropriate amount of detail Keeps people informed Follows up on actions

38 Assessed Dimension XVI: DEMONSTRATES PROFESSIONAL JUDGMENT Uses good judgment in coming up with sensible, practical solutions to problems Seeks out and utilizes important facts and information in decision-making Recognizes and evaluates available alternatives Considers possible consequences of decision Weighs costs, risks Dimension XIII Result: Results of Faculty/Preceptor Appraisal - Dimensions XIII, XIV, XV, and XVI: Mean SD Null One Two Three Four Five %Scoring %Scoring

39 Dimension XIV Mean SD Null One Two Three Four Five %Scoring %Scoring Dimension XV Mean SD Null One Two Three Four Five %Scoring %Scoring