Pharmacy Practice and Medicines Management 2B (PHRM2102)

Professional Practice (Skills) Portfolio (PPP)

Throughout the semester you will attend and participate in tutorials where communication, professional, and dispensing skills will be practiced, refined, and reflected upon through a suite of case-based scenarios with embedded dispensing exercises. Each week you will collate evidence of your developing skills across multiple activities, including: information gathering/consultation, dispensing/labelling, and counselling. This evidence may be in the form of an audio recorded role-play or a dispensing label with required ancillary/CAL labels. Checking of dispensing is an essential step and is considered best practice, therefore evidence that this has occurred is required. A template will be provided. In this assessment students are taking the role of a pharmacist. Depending on the learning activity/case this may involve checking prescriptions for clinical appropriateness, sorting out administration and funding issues, product selection, and labelling medications.

Students are required to ensure that all legally required labels (e.g. drugs listed in Appendix K of the SUSMP) and all recommended CALs (according the APF) have been included as per a new or change to an existing medicine.

• The are TWO PPP submission points: PPP1 [worth 4%] and PPP2 [worth 6%] at the end of week 4 for PPP1 and end of week 12 for PPP2.
• Attendance at the tutorials will be required to develop the evidence required for this assessment.
• You will collate the evidence, reflect on your progress then submit for assessment.
• ONE submission is allowed for each of PPP1 and PPP2, and no re-submission.
• Submissions are due within 15 minutes of the end of the associated consult/dispensing tutorials, by 3:15 PM.

More detail will be provided in tutorials and via the eLearning/Bb site.

This assessment task evaluates students' abilities, skills and knowledge without the aid of generative Artificial Intelligence (AI) or Machine Translation (MT). Students are advised that the use of AI or MT technologies to develop responses is strictly prohibited and may constitute student misconduct under the Student Code of Conduct.

• This is an online quiz series based on the content at the end of the relevant learning activity from online content (UQ Extend), workshops, tutorials, and practicals.
• Quizzes are to be completed by week 3, 6, 9, 11, and 13 (there are two due in Week 13).
• Online quizzes will be used to test your understanding of each week’s content.
• There are a total of six (6) quizzes; each quiz is worth 5% of the final mark.
• Questions may be multiple choice, drop down and in-line questions, drag & drop, matching, labelling diagrams, and short answer (mostly requiring one to five words and some requiring just a few sentences).
• The quiz will be marked electronically, correct answers will be awarded the marks indicated beside the question, incorrect answers will be awarded zero.
• This assessment task evaluates students' abilities, skills and knowledge without the aid of generative Artificial Intelligence (AI) or Machine Translation (MT). Students are advised that the use of AI or MT technologies to develop responses is strictly prohibited and may constitute student misconduct under the Student Code of Conduct.

The community pharmacy placement has the following overall structure.

Setting: Community Pharmacy. A week-long block placement (37.5 hours) in Week 5 of semester.

Pre-placement: Preceptors are advised of the skills that the students have demonstrated in simulated environments during previous PHRM courses to cover the components of the Entrustable Professional Activities (EPAs). Student must have passed the placement readiness assessment in PHRM2101 to be eligible to attend placement.

At Placement: Students will be expected to take in a prescription, dispense medicines, and consult with consumers regarding common OTC requests, all with direct, proactive supervision. Preceptors will make an entrustment decision on EPAs based on student activities across the placement.

Post-placement: Attend the timetabled de-briefing in class focussing on self-reflection and discussion of feedback and placement experiences.

Assessment: Students will write a reflection and prepare an Individual Learning Plan (ILP) for the next community pharmacy placement.

The following components MUST be fulfilled for the community pharmacy week WIL portfolio:

1. Agreed placement via InPlace (submitted/not submitted). Students should provide placement details (Pharmacy name and address, Preceptor name, and Placement times). This online information is to be completed with the placement times/dates that have been agreed upon with the placement site preceptor and placement site details should be entered into InPlace and approved prior to commencing placement.

2. Assessment of professionalism and Entrustable Professional Activities (submitted/not submitted). Prior to the end of your placement, you will complete the self-assessment of your professionalism on placement and each of the three EPAs, and then meet with your preceptor to get feedback and their rating of your level of entrustment. Note you are not assessed on your level of entrustment. The entrustment decisions should ideally be made at the end of the week-long placement.

EPAs to be completed on this placement are:

• Taking in a prescription
• Dispensing a prescription
• Provision of OTC Medicine

3. Reflection and Individual Learning Plan (ILP) (pass/fail). Use the template in the ePortfolio to complete your reflection and ILP.

Reflection: Write up to a maximum of 300 words in which you reflect on your learning and the feedback you received from your preceptor. The reflection will provide the basis on which to prepare your ILP.

ILP: Draft an ILP and bring to your placement de-brief tutorial to discuss with your peers. Your ILP includes:

• learning goals for your next placement,
• skills development,
• activities required to meet your goals and evaluation that you achieved your learning goals.

This assessment task evaluates students' abilities, skills and knowledge without the aid of generative Artificial Intelligence (AI) or Machine Translation (MT). Students are advised that the use of AI or MT technologies to develop responses is strictly prohibited and may constitute student misconduct under the Student Code of Conduct.

This is a team assessment and all team members are expected to contribute equally to the team’s assessment items. Teams will be assigned during your first tutorial. There are three (3) parts to this assessment:

Part one requires you to complete a worksheet and will draw on the online and face-to-face content from Module 1 of the IPCP curriculum focusing on role-clarification and client-centred care. Length: There is no word limit for the worksheet.

Part two involves creating a 3-minute video which draws upon the online and face-to-face content from Modules 2 and 3 of the IPCP curriculum focusing on interprofessional communication, team functioning and client-centred care. Length: Video 3 minutes.

Part Three involves a written assignment (300 words max) which draws on the online and face-to-face content from Modules 2 and 3 of the IPCP curriculum focusing on how client-centred care can be improved. Length: The word limit for the written assignment is 300 words combined, including in-text references.

Teams will submit all three parts in the Assessment tab on the IPCP Learn.UQ course site. Additional information regarding submission will be provided on the IPCP Learn.UQ course site.

Please refer to the assessment information on Learn.UQ for further details and requirements for the assessment.

You will be presented with case scenarios involving patients with a heart condition. The purpose of this assessment is to examine your ability to apply your knowledge of cardiology, therapeutics, and use critical thinking skills. This assessment consists mostly of short-answer questions limited to 2 or 3 sentences and will be delivered via Inspera. You will use your own device to complete the exam in-person during the end-of-semester exam period.

Case-based conditions will be based on the following:

1. heart failure
2. hypertension
3. acute coronary syndrome/heart disease
4. an arrhythmia

In your response will be required to:

• demonstrate an understanding of the pathophysiology of the condition being treated and the mechanisms by which key classes of drugs work,
• apply the evidence and best-practice guidance regarding management of the condition to the individual,
• identify and evaluate the risk of adverse events associated with treatment,
• justify the management plan,
• consider the ways in which individual patient factors and social situation affect treatment and outcomes,
• evaluate and adjust the treatment plan as disease progresses.

Responses will be marked according to a rubric and mostly short-answer questions.

This assessment task evaluates students' abilities, skills and knowledge without the aid of generative Artificial Intelligence (AI). Students are advised that the use of AI technologies to develop responses is strictly prohibited and may constitute student misconduct under the Student Code of Conduct.

The oral consultation examination is a school-based exam that is scheduled during the examination period. The exam will likely run over two days; students will be notified of their allocated session via Blackboard prior to the exam revision period.

The skills and competencies assessed at each station are mapped to Entrustable Professional Activities (EPAs) that will underpin your clinical placements as you progress through the degree.

Station One [Dispensing accuracy] in a dispensary setting [5 minutes; 5%]:

You will be presented with images of two dispensed items [2.5% each] showing: 1. the original prescription, 2. the printed label, and 3. the product.

The scenario is you are completing a final check as the pharmacist. There is an error that you need to identity for each dispensing by writing it down on a blank sheet of paper that will be provided and handing your responses to the examiner at Station Two. No resources are allowed for Station one.

Station Two [A Medication history, B Resolving a medication-related problem, C Patient education] in a hospital setting [total 15 minutes]:

A. Medication history: Discussion with patient about their health and medication [5 minutes; 5%]:

Before a ward round, you decide to complete a full medication history for a newly admitted patient. Determine the use of existing and new medication/s. Ensure patient centred care (PCC) issues are raised including non-pharmacological aspects are ascertained such as difficulties with taking medications, lifestyle, cultural, and social. There are multiple patient centred care issues that are to be identified and addressed. You will be provided with the patient's medication chart so you can reconcile any discrepancy with the doctor.

B. Resolving a medication-related problem: Doctor (and patient) [5 minutes; 5%]:

At this station you are required to identify, explain, and discuss with a doctor, any potential clinical issues that are identified as the pharmacist. You will need to consider the patient's medicines from a medication chart; the new and all existing. A significant clinical issue will need to identified with the new medication only, there is only one new medication. Issues could include clarification of dose, appropriateness of dose, drug interactions, monitoring, appropriateness of therapy, therapy optimisation, contra-indications or precautions, and allergies and/or previous adverse drug reactions. You will need to prioritise any potential clinical issues and focus on just one - the most significant clinical issue. Complete medication reconciliation based on a single discrepancy, a full medication review is a not required.

C. Patient education [5 minutes; 10%]:

After resolution of the clinical issue, students will then provide patient counselling to the 'patient' for the solution that was agreed to with the 'doctor'. During this station the student will need to explain to the patient how to use the medication (as though the patient is about to be discharged) including: dose, frequency, duration, adverse effects and their management, monitoring and follow-up with the GP, and lifestyle issues in patient centred language. This station requires addressing all PCCs issues raised by the patient in A by offering some practical and useful advice.

Although not strictly timed as follows, estimated timings for the station are: A) 5 minutes to take a patient and medication history B) 5 minutes perusal to reflect on information gained from the pharmacist-patient consult, take notes, and peruse resources; and to discuss and resolve the identified issue with the doctor, and C) a further 5 minutes to provide patient counselling. Students need to manage the 15-minute block for Station Two to ensure that the required tasks are completed in the allocated time and students are permitted to switch between A, B, and C as deemed appropriate to gather more information, seek clarification or complete counselling. The focus is on communicating and explaining, and you should demonstrate understanding of the medication, medical condition and the context, including the patient’s situation - hence patient centred care (PCC). Resources are allowed for Station Two (see below).

Station Three [Simple diagnosis and provision of OTC medicine] in a community pharmacy setting [5 minutes; 5%]:

A new customer presents to your pharmacy with a concern about a skin problem. You are to complete a consultation including a medication history, make a diagnosis, and provide an OTC product recommendation and patient education (as a new medicine).

No resources are allowed for Station Three.

Resources: Students are permitted to have ONLY a pen and blank paper and an approved calculator into the exam (these items are provided). Students are NOT permitted to bring any other resources into the exam; this includes but is not limited to, notes, phones, textbooks or watches. Students can access key clinical resources for Station Two: the AMH and APF as hardcopy only; TG and MIMS as electronic copies. These resources are provided by the school, student copies are not allowed. Students should ensure they are familiar with these resources prior to the exam. 

This oral exam will be recorded and retained as per university policy. The recording will be stored in a secure manner and will only be accessed if required for the purposes of moderation of marking; provision of feedback to the student; and/or re-marking following a successful re-mark application.