Thinking clinically from the beginning: Early introduction of the pharmacists’ patient care process

Abstract

Objective. To describe a student-centered teaching method used to introduce a pharmacist patient care process (PPCP) during the first year of a doctor of pharmacy (PharmD) program. Design. In the fall of 2014, a cohort of students (n585) began an integrated pharmacotherapy (IPT) course sequence in the first semester of pharmacy school. The first course in this sequence laid the foundation for the delivery of care, focusing on the individual components of a PPCP. Faculty member used a variety of teaching methods in the course to introduce medication history taking, identification of drug-related problems, identifying components of a patient case, and learning/beginning to write subjective, objective, assessment, plan (SOAP) notes. Students’ SOAP notes submissions and performance on multiple-choice examinations were evaluated to demonstrate evidence of learning. Students also completed online course evaluations. Assessment. Course-imbedded assessments were designed to measure student learning related to individual School of Pharmacy outcomes and course learning objectives. The mean individual student score on exam questions related to the PPCP topics was 83.7%618.8%. The majority of students (86%-88%) rated their progress on achieving course learning objectives as “substantial” or “exceptional.” Students also enrolled in the introductory pharmacy practice experience (IPPE) in a community setting after completing the first IPT. The students performed significantly better than a historic cohort in identifying actual and potential drug therapy problems. Conclusion. The described teaching methods, when introduced in early curricular stages, are effective in building a foundation for learning PPCP.