Graduate Course Proposal Form Submission Detail - PHA6622
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Approved by SCNS
Submission Type: New
Course Change Information (for course changes only):
Comments: In review 9/4/14; to GC. Incomplete form. Back in queue. Emailed. Back to GC. Appd 3/6/15; to USF 8/28/15; Cleared concurrence 9/7/15; To UGS for SCNS 9/21/15. Nmbr 6143 approved as 6622 Effective 10/1/15. chged to online/face-to-face delivery 5/18/16
- Department and Contact Information
Tracking Number Date & Time Submitted 5035 2014-06-30 Department College Budget Account Number Medical Sciences RX HSC-10000-638000-COP070-0000 Contact Person Phone Shyam S Mohapatra 8139748568 email@example.com
- Course Information
Prefix Number Full Title PHA 6622 Advanced Geriatric Pharmacy Care Is the course title variable? Y Is a permit required for registration? Y Are the credit hours variable? Y Is this course repeatable? Y If repeatable, how many times? 1 Credit Hours Section Type Grading Option 3 O - Other R - Regular Abbreviated Title (30 characters maximum) Adv Geriatric Pharmacy Care Course Online? Percentage Online O - Online (100% online) 0
Focuses on the clinical aspects and advanced training of pharmacists to become specialists in geriatrics to meet the needs of older adults.
A. Please briefly explain why it is necessary and/or desirable to add this course.
Needed for new program/concentration/certificate
B. What is the need or demand for this course? (Indicate if this course is part of a required sequence in the major.) What other programs would this course service?
Americans are growing older, living longer and more likely to have health concerns. These three facts are driving demand for health workers who specialize in caring for older patients. The field of geriatric is expected to grow as the baby boomers generation ages. By 2030, more than one-fifth of Americans – 70 millions individual will be over age 65. Older people usually require more health care, but evidences suggest the baby boomers are even more likely to seek medical attention. Post-WWII population, born between 1946 and 1964, made more than half of all doctor visits in 2001 according to the CDC. As the baby boomers age, career opportunities will grow for geriatric health workers base on their ability to coordinate care for their elderly patients to avoid unnecessary drug interaction and improve quality of life acknowledging that only a small percentage of all health professionals will specialize in geriatrics, this program will infiltrate geriatric principles across different levels of training and within multiple care settings. In most cases this is accomplished by integrating teaching into existing educational programs and into the context of practice as appropriate to the learner. It is also important to recognize the need to expose students to those older adults who are aging well and remaining functional in the community. Meeting learner needs and providing for learner choice are key ingredients in maximizing utilization and program success. This program also recognizes the invaluable multidisciplinary nature of the care of the older adults contextualizing it prospective within the social work, nursing, physician's assistant training, and physical therapy to prepare the students to actively and critically be part an interdisciplinary practice.
C. Has this course been offered as Selected Topics/Experimental Topics course? If yes, how many times?
D. What qualifications for training and/or experience are necessary to teach this course? (List minimum qualifications for the instructor.)
Ph.D, MD, and/or PharmD, D.O.
- Other Course Information
1. Assess the major medical causes of elderly morbidity, mortality, and loss of independence.
2. Examine the major factors that contribute to and detract from wellness and ethical care in the geriatric population.
3. Compare the various types of living arrangements and reimbursement payer plans, including end-of-life planning, available to the elderly.
4. Apply strategies to overcome communication, economic, and social barriers common in geriatric patients.
5. Relate how physiologic changes in the older adult can influence pharmacokinetic and pharmacodynamic drug properties and guide therapeutic decisions.
6. Describe the physiologic changes associated with aging as they relate to specific organ systems.
7. Examine the possible outcomes of selected organ changes that may occur in older adults.
8. Identify atypical presentations of disease that may occur in older adults.
9. Recognize selected medication-induced diseases and conditions and compare clinical presentations.
10. Explain the term “geriatric syndromes” and identify the most common syndromes seen in the older adult population
11. Discuss the major risk factors and known etiologies of the geriatric syndromes
12. Describe the impact geriatric syndromes have on health status in the older adult and the challenge they present in the provision of health care
13. Discuss current pharmacologic and non-pharmacologic treatment recommendations
14. Assess the major medical causes of elderly morbidity, mortality, and loss of independence.
15. Examine the major factors that contribute to and detract from wellness and ethical care in the geriatric population.
16. Compare the various types of living arrangements and reimbursement payer plans, including end-of-life planning, available to the elderly.
17. Apply strategies to overcome communication, economic, and social barriers common in geriatric patients.
18. Relate how physiologic changes in the older adult can influence pharmacokinetic and pharmacodynamic drug properties and guide therapeutic decisions.
B. Learning Outcomes
After successful completion of this course students will be able to: 1. Recognize tools and methods for determining medication appropriateness in seniors.
2. Apply the tools and/or conduct drug utilization evaluations to assure safe and effective medication use in seniors.
3. Evaluate and apply research outcomes pertinent to seniors.
4. Evaluates the relevancy of clinical practice guidelines and standards of care as they relate to seniors.
5. Identify agencies and organizations integral in the development and enforcement of geriatric public policy.
6. Identify and adopt geriatric site-specific regulations.
7. Develop awareness of regulatory changes, the impact on senior care pharmacy, and potential business opportunities.
8. Assess, develop, and implement formulary management/protocols as they pertain to seniors.
9. Interpret pharmacoeconomic data relevant to seniors.
10. Evaluate costs/benefits issues that influence access to medications or therapy for seniors.
11. Demonstrate knowledge of procedures to receive payment for services rendered.
C. Major Topics
1. Epidemiology: Describe incidence and prevalence of diseases in seniors.
2. Pathophysiology: Recognize the clinical presentation of the common diseases found in seniors.
Common signs and symptoms, Natural clinical course of disease Describe the normal
progression of common Atypical presentations diseases in seniors; Differential diagnosis
Identify atypical presentations of disease that may occur in seniors; Recognize medication-induced disease; Differentiate between normal progression, atypical presentation and medication-induce disease.
3. Geriatric Assessment: Identify basic psychiatric and physical assessments for common diseases of the elderly; Obtaining clinical data Medication/Medical History Demonstrate the ability to conduct basic psychiatric and Physical Assessment physical assessments for common diseases of the elderly. Labs, Assessment Instruments Apply knowledge of geriatric syndromes when Functional interpreting assessment results. Mental Status; Disease specific Obtain and interpret the medication history in relation to patient's current health status; Recognize the relationship between geriatric syndromes/diseases and medication-related problems. Appropriately recommend and interpret laboratory results for the senior patient. Apply principles of pharmacokinetic and pharmacodynamics changes associated with aging to the design of pharmacotherapy method.
4.1 Functional Barriers/Limitations: Identify and recognize potential functional barriers to the
geriatric patient (e.g., transportation, housing,economics, social support structure). Identify
potential environmental causes of decline in activities of daily living (ADL) and cognitive
4.2 Prioritizing Care Needs: Develop a problem list and prioritize care based upon severity of illness, patient preference, quality of life, and time to benefit. Identify patients who need referrals to other health and non-health professionals.
4. Treatment: Define therapeutic goals incorporating patient-specific principles (e.g., age, functionality, patient preference). Design and implement a therapeutic regimen. Evaluate standards of practice/treatment guidelines for appropriateness in the geriatric population. Non-medication therapy. Medication therapy and selection Determine therapeutic options and the risk/benefit to Medication appropriateness the patient (e.g., no treatment, non-pharmacologic Dosage interventions, non-prescription medications, Comorbidity complementary and alternative medicine, Cost considerations prescription medications). Design and recommend age/patient specific regimen including medication, dose, dosage form, dosing interval, and route of administration. Resolve and/or prevent medication-related problems in a given geriatric patient. Develop and maintain a list of senior care experts for referrals as needed.
5. Monitoring: Develop and implement a patient-specific monitoring plan (including frequency and identification of Efficacy responsibility for efficacy and prevention of toxicity). Toxicity Frequency Recommend revisions to therapeutic plans based upon changes in patient status.
6. Education: Utilize educational material appropriate to the specific patient/caregiver. Patient/Caregiver Ensure understanding of medication use and its role in Interprofessional team the overall treatment plan. Educate patient/caregiver regarding potential problems with patient care management and administration of medications. Assist the patient/caregiver in identifying, procuring, and utilizing adherence devices
7. Document Actions and Outcomes : Recognize that proper documentation of care plan Outcomes recommendations reduces medication errors and medication-related problems secondary to poor communication. Write a progress/consult note to document rationale, actions, and outcomes from medication therapies.
Sleeper, R. B., Hutchison, L.C. (2010). Fundamentals of Geriatric Pharmacotherapy: An Evidence-Based Approach. ISBN: 978-58528-228-9.
E. Course Readings, Online Resources, and Other Purchases
Geriatrics Partnership for Health in Aging - Multidisciplinary competencies in the care of older adults at the completion of the entry-level health professional degree.
Pharmacy Based Identification and Screening for Memory Decline - This guide increases faculty awareness of and access to tools and resources for pharmacy-based memory screening that will facilitate meaningful teaching and training activities within colleges and schools of pharmacy. It can be used by faculty responsible for professional practice laboratories, geriatric practice courses and service-based learning activities, as well as those advising student organizations.
Guidelines for Senior Care Pharmacy Student Rotations - The guidelines, developed by an ASCP Foundation Advisory Board comprised of academicians, practitioners and AACP’s Geriatrics SIG Chair-Elect, provide a framework for the development of a geriatric rotation and include eleven specific learning objectives with examples of student activities that correspond with each objective.
ASCP's Geriatric Pharmacy Curriculum Guide - The American Society of Consultant Pharmacists (ASCP) Geriatric Pharmacy Curriculum Guide is meant to serve as a guide for pharmacists, student pharmacists and pharmacy educators who are seeking a tool to direct their professional development in Senior Care Pharmacy, regardless of practice setting. In providing this Curriculum Guide, ASCP is seeking to foster and support the continuous development of the Senior Care Pharmacist’s practical and clinical skills. This Guide is designed to be flexible and change as practices in geriatrics and geriatric pharmacotherapy advance.
Academy of Managed Care Pharmacy's Managed Care Pharmacy Experiential Education Directory includes profiles on approximately 40 sites at health plans, PBMs, integrated health systems and managed care consulting firms. Each profile lists the preceptor contact information; a description of the rotation; length, flexibility and schedule of the rotation; site requirements and prerequisites; and whether the site is available to student pharmacists from any school.
AMCP Managed Care Pharmacy Curriculum - Developed by managed care pharmacists, this tool is a week-by-week course outline complete with slide decks, projects and policies.
Heart Matters in Pharmacy Practice - The Heart Matters in Pharmacy Practice is a unique course that utilizes storytelling and reflection to re-introduce humanism into the pharmacy curriculum. It was inspired by comparable work in schools of medicine and addresses two critical questions: how can we reclaim the call to serve, to fully attend to our patients, and how do we find and develop in our students the courage to care? The 53-page syllabus and facilitator’s guide contains stories, reflections, individual and group exercises, readings and resources with a student evaluation form.
Language Services Resource Guide for Pharmacists - Developed with input from AACP, the National Alliance of State Pharmacy Associations and an Advisory Committee convened in March 2009, the Language Services Resource Guide for Pharmacists gathers basic information about providing language services in one document. Information includes interpreter and translator associations and agencies, training programs, assessment tools and other materials.
Analysis of State Pharmacy Laws: Impact of Pharmacy Laws on the Provision of Language Services - Virtually all states have requirements regarding oral counseling and distribution of written materials. To comply with these requirements, pharmacists must effectively communicate with all of their patients, not only those who speak English. The Analysis of State Pharmacy Laws: Impact of Pharmacy Laws on the Provision of Language Services first outlines federal requirements for providing language services (oral interpretation and written translated materials) to limited English proficient patients. Then, it summarizes results from a 50-state (plus the District of Columbia) survey of pharmacy laws that are related to the provision of language services.
Advancing Pharmacy Health Literacy Practices Through Quality Improvement: Curricular Modules for Faculty - A set of modules to help pharmacy faculty integrate health literacy and health literacy quality improvement into courses, experiential education, and projects for Pharm.D. students and pharmacy residents. The curricular modules can be used for lectures, seminars, laboratory classes and experiential education. The modules consist of 17 activity guides with 4 accompanying PowerPoint® presentations. Each activity guide includes a list of further resources.
PSPC National Performance Report Fall 2011 - The national faculty leading the Patient Safety and Clinical Pharmacy Services Collaborative in its third year describe how delivering a coordinated set of outpatient primary care and clinical pharmacy services to a high risk patient population yields measureable health improvements in just 6 to 12 months. PSPC 3.0 provides the platform for PSPC 4.0 and the involvement of 51 Medicare Quality Improvement Organizations (QIOs).
The Agency for Healthcare Research and Quality - The Agency for Healthcare Research and Quality (AHRQ) Patient Safety Network (PSNet) with current patient safety news, literature and resources.
Pharmacy Toolbox - The Virtual Tool Box for Quality Pharmacy Practice can be found on the Web sites for both the National Association of Chain Drug Stores (NACDS) and the National Community Pharmacists Association (NCPA).
The Institute for Safe Medication Practices - The Institute for Safe Medication Practices (ISMP) offers resources in error prevention and practice assessment for educational purposes.
Genetics Education Resources - Material available at the National Coalition for Health Professional Education in Genetics (NCHPEG).
F. Student Expectations/Requirements and Grading Policy
Students should study ALL materials covered in class. There will be
three exams. In addition, there will be two homework assignments, two project write-ups and one debate. The grade will be assessed as follows:
Exam I 20%
Exam II 20%
Exam III 20%
Projects - one literature review and one case study 15%
Homework assignments based on reading and research 15%
On-line Debate 10%
A 89.5-100 %
B 79.5-89.4 %
C 69.5-79.4 %
F < 69.5 %
G. Assignments, Exams and Tests
The completion of two scheduled projects, two assignments, one debate and three exams is compulsory for every student.
The course topic outline includes:
b. Ethical and Socioeconomic Considerations
One Project during this section.
Exam I on Geriatric Care
a. Adverse Drug Events
b. Polypharmacy and other forms of Suboptimal Drug Use
One Project during this section.
Exam II on Drug Interactions
Specific Medical Conditions and Drugs
a. Cardiovascular Issues
b. Respiratory Issues
c. Endocrine Disorders
d. Central Nervous System
e. Psychiatric Disorders
f. Sensory disorders
g. Musculoskeletal and Connective Tissue
h. Hematology and Immunology
Two Assignments during this section
Exam III on Specific Medical Conditions and Drugs
Debate at the end of course.
H. Attendance Policy
Course Attendance at First Class Meeting – Policy for Graduate Students: For structured courses, 6000 and above, the College/Campus Dean will set the first-day class attendance requirement. Check with the College for specific information. This policy is not applicable to courses in the following categories: Educational Outreach, Open University (TV), FEEDS Program, Community Experiential Learning (CEL), Cooperative Education Training, and courses that do not have regularly scheduled meeting days/times (such as, directed reading/research or study, individual research, thesis, dissertation, internship, practica, etc.). Students are responsible for dropping undesired courses in these categories by the 5th day of classes to avoid fee liability and academic penalty. (See USF Regulation – Registration - 4.0101,
Attendance Policy for the Observance of Religious Days by Students: In accordance with Sections 1006.53 and 1001.74(10)(g) Florida Statutes and Board of Governors Regulation 6C-6.0115, the University of South Florida (University/USF) has established the following policy regarding religious observances: (http://usfweb2.usf.edu/usfgc/gc_pp/acadaf/gc10-045.htm)
In the event of an emergency, it may be necessary for USF to suspend normal operations. During this time, USF may opt to continue delivery of instruction through methods that include but are not limited to: Blackboard, Elluminate, Skype, and email messaging and/or an alternate schedule. It’s the responsibility of the student to monitor Blackboard site for each class for course specific communication, and the main USF, College, and department websites, emails, and MoBull messages for important general information.
I. Policy on Make-up Work
Students will be allowed to make up missing coursework only for documented student absences. Excused absences are caused by (1) personal illness, (2) religious holiday or (3) an illness or death in the immediate family. The instructor must be notified in writing about absences for religious holidays at least two weeks before observance. In the case of an emergency, the student should contact the course coordinator by e-mail and provide written documentation as soon as possible. If the student fails to provide proper written documentation of the emergency, he/she will get a zero for the course work and/or exam(s) that are missed. Further information and University Policy will be outlined in the course syllabus.
Students will be required to abide by USF policy outlined in the University's policy on academic integrity described in course syllabus.
J. Program This Course Supports
this course will support a Graduate Certificate in Geriatric Pharmacy.
- Course Concurrence Information
M of Science in Nanopharmacy and/or MS in Biomedical Engineering with a Concentration in Pharmacy