Additional Information
Book Details
Abstract
Patient safety is now a very strong focus of pharmacy degrees. Competency-based evaluations of pharmacy students using simulated assessments including Objective Structured Clinical Examinations (OSCEs) and Criterion Referenced Assessments (CRAs) are increasingly commonplace. These are designed to simulate aspects of real-life pharmacy practice in order to train students to integrate their knowledge of medicinal chemistry, pharmaceutics, therapeutics, legislation, clinical skills, numeracy, communication and empathy, and to test a student’s ability to provide safe and effective patient care.
This book provides a unique resource to support students and trainers in developing and practising these essential skills. It is designed as a useful resource for undergraduate students, clinical tutors and those involved in teaching students on pharmacy degree courses.
Format
OSCE outline
Format (written/interactive)
Level of difficulty
Time limit
Props supplied (e.g. BNF)
Competencies tested
Station task
Model Answers and sample marking schemes
Tips
- Short chapter introductions about how to tackle the type of problems encountered in the chapter.
- Station examples to test your ability to integrate knowledge and skills.
- Stations written in detail so that you can practise and then check or score performance against model answers.
- Examples of competency-based assessments designed to assess the level of integration between science and practice.
Table of Contents
| Section Title | Page | Action | Price |
|---|---|---|---|
| Front Cover | cover | ||
| Inside Front Cover | ifc1 | ||
| Pharmacy OSCEs and Competency-based Assessments | i | ||
| Copyright Page | iv | ||
| Table Of Contents | v | ||
| Foreword | vii | ||
| Preface | ix | ||
| Glossary | xi | ||
| Acknowledgements | xiii | ||
| 1 Introduction | 1 | ||
| Introduction | 1 | ||
| Why do we need competency based assessments? | 1 | ||
| How is pharmacy as a profession evolving? | 1 | ||
| Where did Objective Structured Clinical Examination (OSCE) come from? | 2 | ||
| How can OSCEs be used in pharmacy? | 2 | ||
| What actually happens in an OSCE? | 2 | ||
| What about the ‘patient’ and the ‘doctor’ in an OSCE? | 3 | ||
| What kind of training do the ‘patients’ and ‘doctors’ receive? | 3 | ||
| How do we ensure that this assessment is fair? | 4 | ||
| What about feedback on OSCE performance? | 5 | ||
| What happens on the day of the OSCE? | 5 | ||
| Exam etiquette | 5 | ||
| Dress code | 5 | ||
| Upon entering the exam room | 6 | ||
| Verbal stations | 6 | ||
| Written stations | 6 | ||
| Content of OSCEs and resources provided | 6 | ||
| At the OSCE station | 6 | ||
| Marking of OSCEs | 7 | ||
| Communication skills | 8 | ||
| Further reading | 8 | ||
| 2 Clinical check pre-dispensing and final check on dispensed medication | 11 | ||
| Dispensed medication | 11 | ||
| Look at the patient first: | 12 | ||
| Look at the medicine: | 13 | ||
| How to… clinically screen for medications on a hospital inpatient’s medication kardex | 13 | ||
| Look at the patient first: | 13 | ||
| Look at the medicine: | 14 | ||
| How to… clinically check a hospital discharge prescription | 18 | ||
| Mapping against GPhC competencies for education | 21 | ||
| Labels for prescription (for OSCE 2.1) | 23 | ||
| Labels for prescription (for OSCE 2.2) | 27 | ||
| Labels for prescription (for OSCE 2.3) | 31 | ||
| Further reading | 53 | ||
| 3 Dealing with symptoms in the community pharmacy | 55 | ||
| Background | 55 | ||
| Preparation | 56 | ||
| How to have a consultation with a patient | 56 | ||
| How to use station resources | 56 | ||
| Buddy activity | 57 | ||
| Buddy activity | 60 | ||
| Further reading | 65 | ||
| 4 Medicines reconciliation | 67 | ||
| Goal of medicines reconciliation | 67 | ||
| Prevention of medication errors | 70 | ||
| Taking a medication history | 70 | ||
| How to … conduct a medication history (the patient interview) | 70 | ||
| Buddy activity | 71 | ||
| Sample patient interview | 71 | ||
| Summary | 74 | ||
| Sample OSCEs | 74 | ||
| Communication skills | 74 | ||
| Mapping against General Pharmaceutical Counsel (GPhC) competencies for education | 75 | ||
| Buddy activity | 76 | ||
| Labels for prescription (for OSCE 4.1) | 77 | ||
| Buddy activity | 82 | ||
| Buddy activity | 89 | ||
| Further reading | 102 | ||
| 5 Medicines Optimisation | 103 | ||
| Introduction | 103 | ||
| Pharmaceutical care issues | 104 | ||
| How to … clinically screen medications on a hospital inpatient’s medication kardex or medication chart | 105 | ||
| Stepwise approach to screening (questions to ask yourself) | 105 | ||
| Example 1 | 106 | ||
| Discharge | 112 | ||
| How to … clinically check a hospital discharge prescription’s accuracy | 112 | ||
| Stepwise approach to screening (questions to ask yourself) | 112 | ||
| Example 2 | 114 | ||
| Example 3 | 117 | ||
| How to … manage a drug interaction | 120 | ||
| Identification and management of drug interactions | 120 | ||
| Sources of information | 120 | ||
| Appendix 1 of BNF | 120 | ||
| Stockley’s Drug Interactions | 120 | ||
| Summary of product characteristics (SPCs) | 120 | ||
| Communication | 121 | ||
| Written | 121 | ||
| How to … document pharmaceutical care in patient notes | 121 | ||
| What should be documented in patient notes? | 121 | ||
| Format of entries in patient notes | 122 | ||
| SOAP | 122 | ||
| Example 4 | 123 | ||
| Oral methotrexate guideline (for OSCE 5.2) | 131 | ||
| Licensed indications: | 131 | ||
| Adult dosage and administration: | 131 | ||
| Folic acid: | 131 | ||
| Prescriber responsibilities | 131 | ||
| Prescriber responsibilities contd. | 132 | ||
| Side-effects and cautions | 132 | ||
| Contraindications | 132 | ||
| Drug interactions | 132 | ||
| Further reading | 147 | ||
| 6 Inter- and intra-professional assessments | 149 | ||
| Dealing with queries from a prescriber | 149 | ||
| Verbal | 149 | ||
| How to … interact with a doctor | 150 | ||
| Telephone conversation | 150 | ||
| Some additional tips | 150 | ||
| Face to face conversation | 150 | ||
| Buddy activity | 152 | ||
| Buddy activity | 158 | ||
| Ethical dilemmas | 166 | ||
| Mapping against GPhC competencies for education | 168 | ||
| Buddy activity | 169 | ||
| Buddy activity | 172 | ||
| Further reading | 182 | ||
| 7 Prescribing skills | 183 | ||
| Background | 183 | ||
| Preparation | 184 | ||
| Buddy Activity | 184 | ||
| Further reading | 198 | ||
| 8 Competency-based assessments | 199 | ||
| Background | 199 | ||
| What is a CRA? | 199 | ||
| Preparation | 200 | ||
| How to approach a CRA task station | 200 | ||
| How to use station resources | 200 | ||
| How to approach a calculation | 200 | ||
| How to have a consultation with a patient | 200 | ||
| How to counsel a patient on prescribed medication or devices | 201 | ||
| Patient profile | 201 | ||
| The stations are all based around your patient, Mr. Luke Brady. | 201 | ||
| Buddy activity | 210 | ||
| Solutions | 217 | ||
| Further reading | 221 | ||
| Index | 223 | ||
| A | 223 | ||
| B | 223 | ||
| C | 223 | ||
| D | 224 | ||
| E | 224 | ||
| F | 225 | ||
| G | 225 | ||
| H | 225 | ||
| I | 225 | ||
| K | 225 | ||
| L | 225 | ||
| M | 225 | ||
| N | 226 | ||
| O | 226 | ||
| P | 227 | ||
| Q | 228 | ||
| R | 228 | ||
| S | 228 | ||
| T | 229 | ||
| U | 229 | ||
| V | 229 | ||
| W | 229 |