Table of Contents
Course: PHARM 555: Acne Therapeutics
- About
- Lecture Materials
- Evaluation of Teaching
- Reflection
- About
- Course Materials
- Reflection
- About
- Lecture Material
PHARM 555 : Acne Therapeutics | 2 hours
One didactic lecture I coordinated for the pharmacy students of Manchester University College of Pharmacy was within the Immune, Musculoskeletal, Integumentary, and Ocular Integrated Pharmacotherapy (IPT) course entitled Acne Therapeutics. This course provides an integrated study of anatomy, physiology, pathophysiology, physical assessment, pharmacology & pharmacogenomics, therapeutics, clinical pharmacokinetics, patient care, alternative/complementary therapies, pharmacoeconomics, medication use in special populations, and review of pertinent drug literature as they relate to disorders of the immune system, the musculoskeletal system, the integumentary system and the ophthalmic area. As the title of my lecture suggests, I focused on the specific topic of acne vulgaris.
Objectives:
- Describe the prevalence, incidence, prognosis, and pathophysiology of acne vulgaris.
- Define and differentiate between acne vulgaris, open comedones, closed comedones, papules, pustules, and nodules.
- Recognize a case of mild, moderate, and severe acne vulgaris.
- List common risk factors and causes of acne vulgaris.
- Identify, describe, and provide rationale for nonpharmacologic and/or pharmacologic treatment options for patients.
- Associate adverse effects, warnings, and counseling points with specific pharmacologic treatment options.
- Formulate an initial pharmacologic treatment plan for an individual based on diagnosis of severity of acne vulgaris and other pertinent patient medical history.
Lecture Materials
Class supplement material:
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Evaluation of Teaching
IPTeC Teaching Mentor:
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Attendees:
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Reflection
Overview: I was blessed with the opportunity to conduct a didactic lecture at my alma mater Manchester University College of Pharmacy. In the fall of 2017, I had reached out to my teaching mentor to see if there was a lecture slot which needed to be filled. It turned out the third year professional (P3) students required someone to teach their acne therapeutics course in the spring. I was assigned to this lecture. Early in the spring semester, it was brought to my attention I would be responsible for not only the therapeutics of acne but also the pathophysiology. For my own benefit of making the lecture the best and most accurate it could be, I scheduled meetings with my teaching mentor to review my material and discuss areas of improvement. I also was able to have a mock presentation within the room I would teach. The day of the lecture, 27 students were in attendance along with my teaching mentor. I knew going into the lecture I would be trying to maintain the attention of P3 students in their spring semester of pharmacy school. I tried to make the lecture as engaging as possible. I felt, and based on the feedback I received from both students and my mentor, I did a great job with the acne lecture. Following the lecture, I had to develop exam questions. After the results of the exam came to light, my teaching mentor and I sat down to review the statistical analysis of the questions. Out of the seven questions I had, four were of great quality and were recommended to use on future exams. I thoroughly enjoyed giving this lecture and would do it again if I would get the chance!
Strength: In order to create an engaging, worthwhile lecture, I wanted to mimic the teaching techniques of the professions who, I felt, provided me with the most memorable experiences. The teaching styles included case studies within the lecture, being provided supplement materials, active learning, and, when presented with a multiple choice question, active analysis of why answers would be incorrect. These techniques have been demonstrated as effective learning tools/methods. The topic, acne, has a place in community pharmacy practice. Because I am a community pharmacist, I was able to easily provide realistic scenarios of application of acne therapeutics. Considering this was my first time designing exam questions, I feel four out of seven questions being received well by the students is a wonderful accomplishment!
Areas of Improvement: As what would be expected of a novice teacher, I have room for improvement in my presenting skills. Although most of the lecture was fine, I stumbled a couple times with some terminology which led to me getting discouraged and uncomfortable. Although I was able to recover and proceed through the rest of the lecture, it is an area of improvement. To do this, I could schedule more practice time ether in front of an audience or simply in the location of presentation. I would work on improving my development of exam questions. This is a skill that will come with practice and application. To ensure I am on the right track, I could continue to consult a more experienced professor on quality of exam questions.
Strength: In order to create an engaging, worthwhile lecture, I wanted to mimic the teaching techniques of the professions who, I felt, provided me with the most memorable experiences. The teaching styles included case studies within the lecture, being provided supplement materials, active learning, and, when presented with a multiple choice question, active analysis of why answers would be incorrect. These techniques have been demonstrated as effective learning tools/methods. The topic, acne, has a place in community pharmacy practice. Because I am a community pharmacist, I was able to easily provide realistic scenarios of application of acne therapeutics. Considering this was my first time designing exam questions, I feel four out of seven questions being received well by the students is a wonderful accomplishment!
Areas of Improvement: As what would be expected of a novice teacher, I have room for improvement in my presenting skills. Although most of the lecture was fine, I stumbled a couple times with some terminology which led to me getting discouraged and uncomfortable. Although I was able to recover and proceed through the rest of the lecture, it is an area of improvement. To do this, I could schedule more practice time ether in front of an audience or simply in the location of presentation. I would work on improving my development of exam questions. This is a skill that will come with practice and application. To ensure I am on the right track, I could continue to consult a more experienced professor on quality of exam questions.
PHRM 833 : Introduction to Case Studies
Another lecture for which I became heavily involved with designing the materials and structure of application practice during the spring of 2018 was within the new course entitled Introduction to Case Studies at Purdue University College of Pharmacy. This course incorporated medical terminology, clinical documentation, teaching electronic medical record (tEMR), reinforcement of Pharmacists' Patient Care Process (PPCP) with a focus on what is unique or different in the care provided by a pharmacist as compared to other healthcare providers, and a stepwise approach to identifying, prioritizing and evaluating drug therapy problems.
Example Course Materials: ** |
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** To preserve the ability to utilize the below material for future courses, I have only supplied one of the three case studies created during this project.
Reflection
Overview: I was sought out to participate in the development of this new course. The goal was to develop a course to introduce the first year professional (P1) students to developing formatted communication skill, assessing of therapeutic scenarios, and becoming familiar with electronic medical records (EMR). Due to the day of the week this lecture was performed, I was not able to attend and help facilitate this course; however, I did have an active role in developing the last half of the course. I designed the case scenarios students would utilized during three 2 hour class periods. These scenarios required the students to become familiar with medical terminology, develop SOAP notes, search through a teaching program that mimicked an EMR system, and "communicate" with other health care professionals. All case scenarios were based loosely off of what the students were learning in therapeutics at the time. Scenario 1 and 2 utilized the same individuals for learning purposes. The final case scenario was one person who was seen through different aspects of the health care system (emergency department admission, hospital discharge, and community pharmacy). Students were required to work through the cases and turn-in the material for which they were able to complete during the class time period.
Strength: Although there were times I struggled with the development of the material, I was able to take the advice for improvement given to me and create an even better case scenario the next time one was needed. When comparing the first case to the final case, there is a noticeable difference in changes and recommendations for improvement. This illustrates my ability to take criticism and turn it into profession within my work. Although my primary experience is community pharmacy, I was able to create case scenarios which exhibited multiple settings of the health care system in a realistic manner.
Areas of Improvement: I had originally taken on this project because I found the goal for these students to be so important that I wanted to take part in anyway that I could; however, I found it may have not been the best project for me, specifically. One aspect of this project I found I struggled with was the development of material that was P1 friendly. Because I was not involved with the first half of this course, I was not exposed to what the P1 students had learned. Another point to be made is I did not graduate from Purdue University, so I was not even personally exposed to the pharmacy program curriculum. We were not introduced to prescription therapeutics until my P2 year of pharmacy school, so it was difficult for me to relate to what these students were experiencing. Because of these points, I found it was difficult for me to find a balance between too advanced and not advanced enough. Another area of improvement I took away from this project is not underestimating the time it could take to complete a project. Because I was required to create this project from scratch and due to the difficulties described above, completion of this project took much longer and more critiquing that I had originally thought it would. Because of this, it was a much more stressful lecture development project than I had anticipated. Proceeding forward, I will make sure I am fully aware of all aspects of completing a project, not just the excitement of participating.
Strength: Although there were times I struggled with the development of the material, I was able to take the advice for improvement given to me and create an even better case scenario the next time one was needed. When comparing the first case to the final case, there is a noticeable difference in changes and recommendations for improvement. This illustrates my ability to take criticism and turn it into profession within my work. Although my primary experience is community pharmacy, I was able to create case scenarios which exhibited multiple settings of the health care system in a realistic manner.
Areas of Improvement: I had originally taken on this project because I found the goal for these students to be so important that I wanted to take part in anyway that I could; however, I found it may have not been the best project for me, specifically. One aspect of this project I found I struggled with was the development of material that was P1 friendly. Because I was not involved with the first half of this course, I was not exposed to what the P1 students had learned. Another point to be made is I did not graduate from Purdue University, so I was not even personally exposed to the pharmacy program curriculum. We were not introduced to prescription therapeutics until my P2 year of pharmacy school, so it was difficult for me to relate to what these students were experiencing. Because of these points, I found it was difficult for me to find a balance between too advanced and not advanced enough. Another area of improvement I took away from this project is not underestimating the time it could take to complete a project. Because I was required to create this project from scratch and due to the difficulties described above, completion of this project took much longer and more critiquing that I had originally thought it would. Because of this, it was a much more stressful lecture development project than I had anticipated. Proceeding forward, I will make sure I am fully aware of all aspects of completing a project, not just the excitement of participating.
CE Lecture: Great Lakes Pharmacy Resident Conference | 0.5 hour
The Great Lakes Pharmacy Residency Conference is a regional conference which was hosted by Purdue University for pharmacy residents of Indiana, Ohio, Michigan, Illinois, Kentucky, Wisconsin, and West Virginia to present their year-long research project. Attendees were able to claim CE credit for each presentation attended. My research project was titled "Perceived information needs of pharmacists and pharmacy support staff while completing Medication Therapy Management (MTM)" which minimally required engagement with with audience as well as two self-assessment questions. At the point of presentation, my data results were not available.
Objectives:
- List the steps in the clinical decision-making process of pharmacists as described in this study.
- Describe the approach used in eliciting the perceived information needs of pharmacists and support staff when completing a CMR as part of MTM services.