Pharmacy Practice and Medicines Management 3A (PHRM3101)

There are five engagement tasks for PHRM3101 that link UQ Extend content to participation in consultation tutorials 1-5. These enable you to explore and articulate your understanding of key PHRM3101 concepts with your peers.

• The best four Engagement Task marks will count towards this assessment task (5% each). These are linked to each consultation tutorial (i.e. engagement task 1 is linked to consultation tutorial 1).
• They are to be completed in groups that will be formed in consultation tutorial 1, and which will be fixed for the semester. Group channels will be set up after the first consultation tutorial.
• Groups should work on these tasks collaboratively in Microsoft Teams.

Each task consists of two components: (1) pre-tutorial task and (2) in-tutorial task (a summary of answers to the questions that your group was allocated to research and present in the tutorial). This collaborative learning will enable you to explore and articulate your understanding of key concepts with your peers, and will produce study tools that will be useful for preparing for the OSCE and written exam (e.g. antimicrobial flower diagrams, to better understand microbial susceptibility to antimicrobials; respiratory drug delivery device counselling protocols; evidence basis for therapeutic/prophylactic regimens; medication review).

A tutorial sign-in sheet will be kept as evidence of student participation in the research, presentation and discussion of allocated questions.

Marking: criteria for marking this assessment task is provided on Learn.UQ (Blackboard).

Referencing: reference sources for the provided answers should be provided. Where these are common sources (e.g. AMH, UpToDate, eTG), these source names are sufficient. For other sources (e.g. articles) Vancouver referencing should be used.

Generative AI and Machine Translation (MT): This task has been designed to be challenging, authentic and complex. Whilst students may use Artificial Intelligence (AI) and Machine Translation (MT) technologies, successful completion of the assessment will require students to critically engage in specific contexts and tasks for which AI will provide only limited support and guidance. A failure to reference AI or MT use may constitute student misconduct under the Student Code of Conduct. To pass this assessment, students will be required to demonstrate detailed comprehension of their written submission independent of AI and MT tools.

The professional skills portfolio is closely linked to the dispensing tutorials and the community pharmacy Work Integrated Learning (WIL) placement. Its primary purpose is to document evidence of activities that enhance students’ understanding of dispensing processes. Additionally, it serves as a platform for feedback and reflection on any errors made.

This portfolio comprises three distinct activities that must be completed throughout the semester.

ACTIVITY ONE - DISPENSING TUTORIAL ACTIVITIES (6% total; 2% per submission; 3 submissions required; Maximum 2 submissions/tutorial):

Throughout the semester, you will participate in three dispensing tutorials. These tutorials will provide you with opportunities to practice and refine your dispensing and clinical skills through simulated practice. As part of these tutorials, you will work through a series of case-based scenarios, each accompanied by dispensing exercises that include a script and case details. Your responsibility in these tutorials will be to assess the legality, suitability for PBS dispensing, and clinical appropriateness of the scripts. If any issues are identified, you should discuss them with the tutorial facilitator and seek an updated prescription.

For each dispensing tutorial, you will dispense the prescribed medications (after all issues have been resolved) and create dispensing labels using the Fred Dispense Plus software. The label, along with appropriate cautionary advisory labels (either incorporated into the label or as individual CALs), should be attached to the product images. The dispensed prescription and labelled product should then be provided to another student in your group for peer checking using the provided peer checking form.

The document requirements for each submission include 1) dispensed and labelled prescriptions and their associated labelled product images, 2) a completed peer checking form, 3) a short reflection on your dispensing process (< 200 words). For example, did you experience any challenges with dispensing this prescription? Were there any decisions that you needed to make, and why did you make the decisions that you did? Was your dispensing accurate, or did you self-identify issues? Were issues identified during your peer checking, which required correction? How was your process speed? Were there any ethical considerations? Did you learn anything new through this process?

A template containing sections for each of these requirements is provided at the Assessment link on Learn.UQ.

Marking: Marking consists of 50% (1%) where the dispensed items are free of errors and 50% (1%) for evidence of peer checking and reflection. Only the first THREE submissions will be marked. The marking criteria/rubric for this assessment task is available on Learn.UQ.

ACTIVITY TWO - ELECTRONIC PRESCRIPTION TRAINING (2% total): to enhance students’ proficiency in the processes involved in dispensing electronic prescriptions, students' are directed to enrol in the Australian Digital Health Agency (ADHA) ‘Electronic Prescriptions and Active Script List (MySL) in Community Pharmacy’ module. This module is accessible through the ADHA Online Learning Portal (link). The module offers an introductory overview of electronic prescriptions, their dispensing processes, the advantages of electronic prescriptions and active script lists, the accessibility of electronic prescriptions in pharmacies, and the supporting policies and legislation. To gain access to the module, an account is required. Students can register for an account https://training.digitalhealth.gov.au/login/signup.php. A mark equivalent to 75% or higher is required to pass this assessment.

ACTIVITY THREE - DISPENSING DURING COMMUNITY PHARMACY PLACEMENT (2% total): during the PHRM3101 community pharmacy placement, students are expected to actively participate in dispensing activities. This will provide an opportunity for a registered pharmacist to assess your dispensing capabilities and for students to gain practical experience with various dispensing platforms and processes, including dispensing robots, electronic prescriptions, and different script types. Students are required to dispense at least 10 prescriptions during the one-week placement period. After each dispensing, their preceptor should sign the dispensing record sheet and provide constructive feedback on the student’s dispensing skills. The prescriptions should include a combination of original and repeat prescriptions, as well as a mix of electronic and printed prescriptions. Prescriptions containing multiple items should be considered as a single dispensing. A template for recording your dispensing activities during the community pharmacy placement is provided at the Assessment link on Learn.UQ.

Generative AI and Machine Translation: This task has been designed to be challenging, authentic and complex. Whilst students may use Artificial Intelligence (AI) and Machine Translation (MT) technologies, successful completion of the assessment will require students to critically engage in specific contexts and tasks for which AI will provide only limited support and guidance. A failure to reference AI or MT use may constitute student misconduct under the Student Code of Conduct. To pass this assessment, students will be required to demonstrate detailed comprehension of their written submission independent of AI and MT tools.

All students are to submit within 2 weeks of completing their placement:

A. Community Pharmacy WIL Placement Portfolio AND

B. Students allocated to Hospital Pharmacy (half of the cohort) must complete this component of the WIL Portfolio.

PHRM3101 placements are sourced by the WIL Partnerships Coordinator in the School of Pharmacy.

A. COMMUNITY PHARMACY WIL PORTFOLIO (all students)

This is a week-long block placement (37.5 hours; 7.5 hours/day). At placement, students are expected to consult with consumers regarding common OTC requests, take a medication history either from a patient new to the pharmacy or an existing patient presenting with a new medicine and educate a patient on a new medication, all with direct, proactive supervision. Preceptors will make an entrustment decision on EPAs based on student activities across the placement.

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

1 Entrustable Professional Activities (EPAs):

• Provision of OTC Medicines (for relevant clinical area(s) covered in second year late Semester 2 or early semester 1 in third year) (community pharmacy).
• Taking a medication history either from a new patient to the pharmacy or an existing patient presenting with a new medicine.
• Educating a patient on their new medication(s).
• The entrustment decisions can only be made over a full 5-day placement, failure to attend all 5 days will result in no entrustment decision and the student will have to arrange to make up for the missed days so that an entrustment decision can be made.

2 Individual Learning Plan (ILP) and Placement Reflection

Students must attend the timetabled placement debriefing tutorial in the week following their placement in order to facilitate ILP and placement reflection.

Individual learning Plan (ILP): Complete the templates for two learning goals (goals 1 and 2) in the ePortfolio (see templates and Learn.UQ for further instructions). Completing the templates that make up your ILP requires you to provide brief answers to the following questions:

• What do you want to work towards at your next community pharmacy placement?
• How will you and your preceptor know you are making progress toward achieving these goals?
• Which skills, knowledge or experiences do you need to further develop to achieve these goals?
• How will working towards this goal help you develop as a pharmacist and how long do you expect it will take you to reach these goals?

Reflection: The reflection should be a maximum of 500 words, taking into consideration your newly created learning plan. Identify key learning moments or challenges during your placement and discuss self-observation and/or feedback that has informed your performance in relation to these key learning moments. Use the reflection template in the ePortfolio to complete your reflection.

After the debriefing tutorial, submit your EPAs, ILP and reflection to the ePortfolio via the assessment link in the PHRM3101 Learn.UQ site. The marking criteria/rubric for this assessment task is available on Learn.UQ.

B. HOSPITAL PHARMACY PLACEMENT WIL PORTFOLIO (allocated students only)

This is a week-long block placement (37.5 hours; 7.5 hours/day). Students are allocated to a specific hospital site for their placement. At placement, students are expected to consult with patients, carers, pharmacy staff and other members of the healthcare team to take a best possible medication history, educate a patient on their medication(s) and a chart review that may follow on from the medication history, all with direct, proactive supervision. Preceptors will make an entrustment decision on EPAs based on student activities across the placement.

For assessment, students must produce self-assessment of Entrustable Professional Activities (EPAs), as well as Placement Reflection and Individual Learning Plan for the next hospital pharmacy placement. The following components MUST be fulfilled for the hospital pharmacy WIL portfolio:

1.Entrustable Professional Activities (EPAs).

• Taking a medication history.
• Educating a patient on their medication(s).
• Chart review that may follow on from the medication history.
• The entrustment decisions can only be made over a full 5-day placement, failure to attend all 5 days will result in no entrustment decision and the student will have to arrange to make up for the missed days so that an entrustment decision can be made.

2.Individual Learning Plan (ILP) and Placement Reflection.

Students must attend the timetabled placement debriefing tutorial in the week following their placement in order to facilitate ILP and Placement Reflection.

Individual learning Plan (ILP): Complete the templates for two learning goals (goals 1 and 2) in the ePortfolio (see templates and Learn.UQ for further instructions). Completing the templates that make up your ILP requires you to provide brief answers to the following questions:

• What do you want to work towards at your next hospital placement?
• How will you and your preceptor know you are making progress toward achieving these goals?
• Which skills, knowledge or experiences do you need to further develop to achieve these goals?
• How will working towards this goal help you develop as a pharmacist and how long do you expect it will take you to reach these goals?

Reflection: The reflection should be a maximum of 500 words, taking into consideration your newly created learning plan. Identify key learning moments or challenges during your placement and discuss self-observation and/or feedback that has informed your performance in relation to these key learning moments. Use the reflection template in the ePortfolio to complete your reflection.

After the debriefing tutorial, submit your EPAs, ILP and reflection to the ePortfolio via the assessment link in the PHRM3101 Learn.UQ site. The marking criteria/rubric for this assessment task is available on Learn.UQ.

Generative AI and Machine Translation: This task has been designed to be challenging, authentic and complex. Whilst students may use Artificial Intelligence (AI) and Machine Translation (MT) technologies, successful completion of the assessment will require students to critically engage in specific contexts and tasks for which AI will provide only limited support and guidance. A failure to reference AI or MT use may constitute student misconduct under the Student Code of Conduct. To pass this assessment, students will be required to demonstrate detailed comprehension of their written submission independent of AI and MT tools.

In certain Australian states, pharmacists are authorised to dispense antibiotics to customers presenting with specific types of urinary tract infections (UTIs). In Queensland, this authority is granted under the Queensland Government Extended Practice Authority for Pharmacists. To prepare PHRM3101 students for this responsibility, students should engage with the Pharmaceutical Society of Australia (PSA) 'Managing Uncomplicated Cystitis (UTI)' online module, or the Australasian College of Pharmacy (ACP) 'Pharmacist Treatment Guidance: Uncomplicated Cystitis' course, and complete the associated assessment. Prior to commencing either of these modules, students are required to register for a complimentary PSA and/or ACP student membership. Granting of these memberships can take several weeks, and thus students should ensure that if they do not have PSA and ACP student memberships, that they complete these requests during Week 1. Additional details for completing this task are available in Learning Week 4 on UQ Extend. The marking criteria/rubric for this assessment task is available on Learn.UQ.

This assessment will be accessible for students to undertake from the commencement of this course. Students must allocate sufficient time to navigate through the module, successfully complete the associated quiz, and submit the required evidence of completion before the due date.

Please refer to the assessment information on Learn.UQ for the assessment due date for your team. This is a team assessment. Teams will be assigned during your first tutorial. There are two (2) parts to this assessment:

• Part One requires you to complete a poster and will draw on the online and face-to-face content from Modules 4 and 5 and the knowledge and skills you developed from Modules 1 to 3. You will present your poster for peer feedback in Module 6. 
• Part Two involves creating a 3-minute video and will draw on the online and face-to-face content from Modules 4, 5 and 6 and the knowledge and skills you developed from Modules 1 to 3. 

You will have the opportunity to begin work on each part of the assessment with your team during tutorials and will be expected to spend additional time with your team to complete each task. Teams will need to submit both parts of your assessment 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.

Marking: The marking criteria are available on the IPCP Learn.UQ site.

Generative AI and Machine Translation: This task has been designed to be challenging, authentic and complex. Whilst students may use Artificial Intelligence (AI) and Machine Translation (MT) technologies, successful completion of the assessment will require students to critically engage in specific contexts and tasks for which AI will provide only limited support and guidance. A failure to reference AI or MT use may constitute student misconduct under the Student Code of Conduct. To pass this assessment, students will be required to demonstrate detailed comprehension of their written submission independent of AI and MT tools.

The oral examination is a school-based exam scheduled during the examination period. Student names and exam session times will be posted on Learn.UQ prior to the examination revision period. The marking rubrics for this assessment place a strong emphasis on patient-centred care. Students are strongly advised to download these rubrics (available under Assessments on the PHRM3101 Learn.UQ site) and become familiar with their contents.

The oral exam comprises of two stations:

Station ONE (20%; Patient consultation on a respiratory device; 5 min perusal + 10 min examination): In the first station you will be required to counsel a patient on a dispensed device. The counselling should be two-way, patient-centred and address patient concerns about the medication or condition being treated (this will be given to you in perusal time). You may need to consider the patient's medicines, new and existing. In this station, you will be required to demonstrate good communication techniques and a clear understanding of indication, dose, relevant (common or uncommon but highly significant) adverse effects, and general therapeutic counselling points of the condition being treated. Permitted resources can be accessed for this station.

To aid in counselling the patient on how to use a respiratory device in station 1, a respiratory drug delivery device (or a picture of the device) will be provided during the exam. In the interest of safety, these will generally be training devices instead of branded inhalers. The student should act out how to use the device where they see necessary, but should not put the devices in their mouth, or point the inhaler towards themselves or the examiner and dispense a dose.

Station TWO (10%; Clinical Application of Drug Knowledge; 5 min) In the third station you will be given an antibiotic for the treatment or prevention of a condition and you will be required to answer questions given by the examiner. The antibiotic will be a category 1 drug from PHRM3101 Personal Medicines Formulary (PMF) (available on UQ Extend) and will be different to that allocated to you in station 1. Resources will not be allowed at this station and there will be no perusal. The examiner will guide the discussion.

Permitted Resources: an up to date AMH, APF and CMI will be made available for station 1. No resources are permitted for station 2. Students should bring a UQ student identification to enable identity verification. Students are permitted to bring a pen and a UQ approved calculator to the exam. Students are NOT permitted to bring any other resources into the exam. This includes, but is not limited to, notes, phones, textbooks, watches etc,

Academic Integrity: academic integrity is taken seriously at the University of Queensland. Communication between students (collusion) relating to the oral exam, during each exam session, is not permitted. To maintain academic integrity, students will be required to: 1) show their UQ student identification card; and 2) hand over mobile phones/computers/devices with communication functions at the entry to the exam. Audio (and potentially video) of this exam will be recorded and may be reviewed at a later date where required.

This 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. 

This closed-book, online, invigilated exam, based on UQ Extend and Workshop content, assesses your knowledge and application of physiological processes, disease pathophysiology, pharmacological mechanisms, drug characteristics, and therapeutic approaches to managing health conditions studied in the course. It may include clinical scenarios. Question types may include multiple choice, multiple response, matching, true/false, calculations, hotspot, drag and drop, graphic matching, short-answer, problem-solving, and therapeutic management plans.

Only an approved calculator, pen, and laptop configured for the exam lockdown browser software are allowed.

The exam will be undertaken via the Inspera eAssessment platform (as will any deferred or supplementary written exams). Go to the Inspera Assessment Information page link to navigate to the Library Services web page which provides further information on: how to access Inspera, on-campus invigilated exams in Inspera, device requirements, familiarisation opportunities, submitting assessment and access to the Student Laptop Scheme and short-term laptop-loans.

Information on the Inspera eAssessment platform is available on the library’s Inspera Assessment page. Please familiarise yourself to prepare for the exam.