Academic Plan (Draft)
Moving Forward III
§
The mission of the University of Wyoming School of Pharmacy
is to be recognized as a leader in pharmacy education by providing excellence
in pharmaceutical education, research and service in a rural-frontier
environment.
§
The School of Pharmacy’s overarching goals have been
reviewed and revised to reflect important achievements that are considered to
be necessary for our ultimate success in serving the needs of our students, our
faculty, the College of Health Sciences, the University and the State of
Wyoming.
1. Create a
revised, innovative curriculum using better coordination and collaboration and
obtain appropriate staffing levels to attain goals and maintain excellence
a. Develop Advanced Experiential
Community Pharmacy Practice Sites to enhance academic rigor, academic
performance and student/faculty satisfaction.
b. Partner with community
pharmacists/pharmacies to develop advanced experiential community practice
sites.
c. Develop
Advanced Experiential Acute-Care Institutional Practice Sites to enhance
academic rigor, academic performance and student/faculty satisfaction.
d. Curricular
assessment will be performed and improved by an Assessment and Outcomes Working Group.
2. A quality assessment program that
will lead to a better quality of student
a. Designate an Assessment and
Outcomes Working Group
b. Require each standing SOP committee
to integrate and implement continued assessment process into their committee
charges.
c. Integrate the recommendations from
the Assessment and Outcomes Working Group into the curriculum on a continuing
basis.
3. Graduate and Residency programs
will bring us to our peer levels in teaching and research
a. The faculty of the School of
Pharmacy will work with the Dean of the Graduate School and the Dean of the
College of Health Sciences to explore participation in existing
interdisciplinary doctoral programs.
b. Appropriate faculty in the School
of Pharmacy will work with the Deans of Agriculture, Arts and Sciences and
Health, to develop a broad based, interdisciplinary doctoral program in the
Molecular and Cellular Life Sciences.
c. Create a community-based and
institutional based post-doctoral residency program.
4. Successful professional development
and advancement programs will contribute to retention and attraction of top
quality faculty
a. The School of Pharmacy will develop
strategies and resources necessary to the development and maintenance of a
telepharmacy program, connecting community clinical training sites with the UW
campus in Laramie, and facilitating faculty development of adjunct faculty in
distant clinical sites.
b. Administer a professional
development needs assessment survey to faculty and adjunct faculty.
c. Hire 1.0 FTE APL pharmacist
experiential coordinator to assess, coordinate and implement faculty
development programs for practice and adjunct faculty.
d. Begin a regular seminar series for
all teaching and research faculty to improve mentoring and collaboration.
The final draft of the School of Pharmacy plan for
the second academic planning cycle is available on the web at
http://www.uwyo.edu/pharmacy.
Mission
Statement
The mission of
the University of Wyoming School of Pharmacy is to be recognized as a leader in
pharmacy education by:
§
Providing and sustaining knowledge and skills
necessary to develop outstanding pharmacists capable of delivering
pharmaceutical care in a rural-frontier environment.
§
Cultivating professionalism and a commitment to
life-long learning
§
Achieving recognition for innovation and leadership
in research and practice.
§
Promoting excellence in the practice of pharmacy by
being agents of positive change.
§
Providing service to health care providers, health
care systems and patients to promote excellence in health care.
The School
of Pharmacy meets its mission through its academic curriculum, provision of
clinical services by its faculty, research programs and outreach to medical
professionals and the citizenry of the State of Wyoming.
As stated
in the Academic Plan/Moving Forward III of the College of Health Science,
“Education and training of a workforce for the health professions will continue
to be a high priority for the state and its university as a component of the
university’s land grant mission and commitment to civic engagement. Wyoming faces an emerging crisis of
affordability and access to health care, coupled with a critical shortage of
health care providers. Consequently,
issues of educational capacity should be linked to the priority of improving
the health of the public through education, research and extension of selected
clinical services in a rural environment.”
The mission of the School of Pharmacy is in accord with the stated goals
of the College of Health Sciences and the University of Wyoming Moving Forward
III.
Response to 1999 Academic Plan
The School
of Pharmacy implemented the 1999-2004 Academic Plan by supporting the broad
initiatives outlined, continuing excellence and specifically addressing the
following action items:
Action item 2. Acute, ambulatory and community practice
sites that offer advanced experiences and adjunct faculty have been added; the
SoP continues to expand the number and promote the quality of practicum sites and promote partnerships with
health care provider institutions..
Action item 4. Faculty development efforts in teaching
techniques for decision-making, problem-solving, and life long learning have
been fostered by yearly attendance at the AACP Institute and its annual
meetings.
Action item 10. The SoP has promoted participation in
Telemedicine/Telepharmacy by acquiring FIPSE grant support for a network that
will link off-campus faculty, preceptors and
practicum sites with the School of Pharmacy. The School has also been a key player in the
development of the state supported Patient Technical Assistance Program. Finally, we are helping to develop a Telepharmacy initiative
with the Cheyenne Family Practice Residency Program, the State Health Department
and Albertson’s Pharmacy.
Action item 11. The SoP, with
substantial BRIN support, has successfully recruited and retained nationally
and internationally recognized “research” faculty and has provided space,
equipment, and “start-up” funding to facilitate ongoing research success.
Action item 22. The SoP has
implemented interdisciplinary practicums with physicians, advanced nurse
practitioners and the Laramie based, Downtown Clinic.
Action item 25. The SoP has expanded existing partnerships
with the State Department of Health, specifically in the following areas/divisions:
State Hospital, State Home, State Training School, Health Care Financing,
Cancer Surveillance, Diabetes Control Program, and State Epidemiologist by
participating in state programs, setting up practicums with these state
agencies and by integration of state health officials in pharmacy course-work.
Action item 28. The SoP has expanded partnerships with
federal agencies, specifically the Public Health Service/ Indian Health
Service, Department of Veteran’s Affairs, and Bureau of Prisons by expanding student
practicums, providing elective coursework [Native American Health] and
initiating a residency program at the Cheyenne VA.
Action item 33. The SoP with assistance from the College
and University has enhanced publicity and public relations and has promoted its
services/expertise and research to the public through state and national media.
Action item 38. The
SoP has partially fulfilled the implementation of approved pharmacy practice
residency training programs. Programs in
family practice [Casper], and acute-care-internal medicine [the Cheyenne VA]
are directly managed by SoP faculty and two institutional practice residencies
at Wyoming Medical Center are indirectly academically supported by the
SoP.
Unfulfilled
initiatives: Due to change in administrative
leadership [three Deans in four years, two practice directors in four years],
turnover of faculty, inadequate faculty man-power and limited resources,
several action items that supported the academic plan have remained
unfulfilled.
Action Item 14. Develop and implement a Ph.D. program as an interdisciplinary
program through the Graduate School. 3.1
Action
Item15. Develop, in conjunction with other College units, the College of
Business and public administration, a health care administration degree at the
masters’ level. 3.1
Action Item 16. Initiate discussions with Psychology,
Health Education, Counseling, Drug Education Center, Philosophy, Anthropology,
Wellness Center, Molecular Biology, nutrition, Law, business, Chemistry,
Botany, and History with the intent of collaboration in coursework and programs
offered in those areas
Action Item 17. Provide a service course on medication use
and health promotion
Action Item 21. Improve access to the Drug Information
Center through a statewide toll-free telephone line, internet, and telemedicine
Action Item 24. Set up Net Meet or similar program to
enhance teaching, research and pre-pharmacy advising between community colleges
and the School
Action Item 26. Conduct
“train the trainer” conferences for preceptors (adjunct practice faculty) for
the development of uniform goals, standards, and evaluation of student
experiences
Action item 27. The
SoP Partner with Student Health in offering joint educational programming and
provision of pharmacy services
Action item 29. Offer
a Pharmacotherapeutics program to practicing psychologists, through the Wyoming
Psychological Association.
Action item 31.
Assist the Business Development Council by providing expertise to
enhance, maintain or develop the pharmacy component of a community’s health
care infrastructure.
Action item 32.
Emphasize collaborative clinical research and demonstration projects at
residency sites; collaborate with MDs, PAs,
nurses, etc
Action item 34. Establish
a “public policy institute for health care delivery” which would, in addition
to pharmacy, draw upon expertise throughout the campus to identify, research,
and disseminate results not only related to the drug and pharmacy component of
health care, but also health-related social issues.
Action item 36. Add
additional accredited continuing education certificate programs of a depth and
focus (including experiential components) that will “certify” pharmacists to
provide specialized disease state management service in particular areas:
diabetes care, asthma, lipid, osteoporosis, anticoagulation, depression,
cardiovascular disease.
Action item 37. Develop
a “Natural Products Center.”
Action Item 42. Implement
a “nontraditional” Pharm.D. degree program.
Curriculum:
(i) Preprofessional Program. High school
graduates interested in becoming pharmacists and/or earning a pharmacy degree
may enroll in the preprofessional program. This program consists of a minimum
of 69 credits designed to provide students with the necessary prerequisites and
University Studies courses to qualify for admission to the professional
program. Fifty (72.5%) of the 69 credits are required; none are pharmacy
courses; 45 credits are in Arts and Sciences as are most electives in which students
enroll. Preprofessional students are assigned an advisor in the School of
Pharmacy. The preprofessional program
does not lead to a degree. Students may apply to the professional program as
early as the spring semester of their sophomore year. The average student
enrolled in the professional program has completed the equivalent of seven
semesters prior to admission; typically 15 to 20 percent have baccalaureate or
higher degrees. Students – at UW or
elsewhere – need not be enrolled in the preprofessional program to apply to the
professional program. The number of preprofessional students over the past five
years ranges from 72 to 98 and is primarily a measure of the number of freshmen
attending UW because of the existence of the pharmacy program.
(ii). Professional Program. The School of
Pharmacy offers a single degree program, the entry-level professional program
leading to the Doctor of Pharmacy (Pharm.D.) degree. The first two years of the
professional curriculum consist primarily of pharmaceutical sciences, with an
early exposure to practice in each year. The third year consists of
applications to pharmacy practice and the fourth year consists entirely of
experiential coursework (practicums). The Pharm.D. program consists of 142
credits in four years. With the shift to a doctoral program, the School has
implemented a paradigm shift – from an emphasis on teaching to an emphasis on
learning – consistent with the question can work be done better and/or in a
different manner?
(iii) The Drug
Information Center: The Drug Information Center provides information and
professional judgmental evaluations of medicinal and therapeutic agents in
response to individual requests. In a typical year, approximately 1000
inquiries are received, from 22 of the 23 counties in Wyoming. The Center is an
integral part of the School’s academic and research programs, providing
required didactic instruction, elective practicums, and expertise for the
grant-funded Drug Utilization Review program.
(iv) Continuing
Professional Education Center:
Continuing professional education is a requirement for relicensure
offered through-out the state and via home study to practitioners and alumni.
Over 100 pharmacists are served each year. Continuing education is generally
considered an obligation of professional programs.
(v) Drug
Utilization Review [DUR] Program: The
SoP administers the state Medicaid DUR program.
The DUR program reviews Medicaid prescriptions and prescriber activity,
makes recommendations to support cost-effective therapies and runs education
programs for Medicaid providers.
(vi) Patient
Technical Assistance [PTA] Program: The SoP partners with the State of Wyoming
and will take patient calls, initiate documentation and supply faculty
expertise in the review of drug regimens for the PTA program.
(vii) Multidisciplinary
teaching: Faculty of the SoP engage in
teaching WWAMI students, nursing students, and health science majors. Faculty are active in the graduate education
of neuroscience, psychology, chemistry, nursing, communication disorders and
other basic science students.
(viii) Pharmacy Practice Residencies: Pharmacy Practice Residency Programs in
family practice [Casper], and acute-care-internal medicine [the Cheyenne VA]
are directly managed by SoP faculty and two institutional practice residencies
at Wyoming Medical Center are academically supported by the SoP.
Assessment:
The School of Pharmacy has
historically used three outcome assessment tools: licensure examination
results, alumni surveys (generally conducted in conjunction with accreditation
self-study) and exit interviews/surveys with students. Recently, a Programmatic Assessment Committee
has been formed to facilitate the implementation of continuous quality
assessment and change. In addition the
knowledge, skills and behaviors of third year students and graduating fourth
year students are evaluated prior to their experiential year by the use of
Standardized Patient Encounter exercises, a Preparedness survey and a
comprehensive Competency examination.
The School
of Pharmacy contributes significantly to two areas of distinction identified in
Moving Forward III:
1.
Life Sciences
As stated in the College of Health Science’s academic plan
for 2004-2009, “ one outcome.”.[has been]
“the institution’s successful competition for grant support from the
National Institutes of Health [viz. the Biomedical Research Infrastructure
Network (BRIN) award and the Centers of Biomedical Research Excellence (COBRE)],
the College of Health Sciences has addressed Action Item 108 in the UW
1999-2004 Academic Plan (“targeted strategies for increasing extramural funding
in the college”). In so doing, new, funded biomedical research in molecular and
cellular cardiovascular regulation, integrative neuroscience, pharmaceutical
chemistry, pharmacology, rehabilitative physiology and reproductive biology
have become foci for basic science investigations in the college.” The School of Pharmacy has been a major
beneficiary of these grants that have facilitated the renovation of laboratory
space, the purchase of laboratory equipment and the hiring of quality research
faculty and supportive research scientists and technicians.
Furthermore,
pharmacy practice faculty housed in a variety of clinical facilities (e.g. the
Family Practice Residency Centers, the Downtown Clinic, the Cheyenne VA,
Wyoming Medical Center, Poudre Valley Hospital, Regional West Medical Center
and many of the rural community pharmacy practice sites) conduct clinical
research, pharmacy practice research, patient outcomes assessment research,
clinical trial research, and evaluation of frontier pharmaceutical.
In
the past two years the School of Pharmacy has seen significant increases in the
research productivity of the faculty as evidenced by an increase in submission
and funding of grants and by an increase in faculty publications. Much of this
increased productivity can be attributed to the influx of research-intensive
faculty and staff. The School has also received significant funds from a BRIN
grant and 2 COBRE grants allowing the SoP to improve research facilities,
obtain equipment, and hire research staff during the past 2 years. Another
strategy that has helped productivity is to allow new hires 1-2 teaching-free
semesters so they might devote more time to establishing their research
programs. Although this required existing faculty to carry heavier teaching
loads, the excitement generated by the new investigators and the increased
opportunity for collaboration has made it worth-while. Deliberate attempts have also been made to
increase research collaborations with investigators outside the School of
Pharmacy. This has resulted in collaborative projects with investigators in
Neuroscience, Zoology/Physiology, Chemistry, Animal Science, Psychology, Law,
Business, Molecular Biology, and Engineering.
Additional
strategies to foster research in the School of Pharmacy have recently been
implemented. Revenue generated by indirect costs from grants will be distributed
to the CoHS, the SoP, and the investigator with the intent to further enhance
money available for research. The SoP has already seen that increased research
productivity has made it easier to recruit quality faculty, post-docs, and grad
students. The enhanced research
enterprise has made the SoP more visible to other researchers on campus,
leading to more collaboration and thus increased productivity. The SoP wishes to further encourage these
types of interactions amongst researchers campus-wide as well as within the SoP
and CoHS. To this end, the SoP is establishing a seminar series this fall that
will provide a way for people to learn what researchers are doing.
Future
plans to enhance research productivity include improvements in the facilities
and equipment, establishing a graduate student program that would allow all
faculty to train graduate students, and hiring at least two additional faculty
members. The CHS building project will provide improved facilities. Certain
“areas of excellence” within the SoP research program (e.g., cardiovascular,
neuroscience, cell signaling) allows for the sharing of facilities and
equipment in an efficient manner . The
SoP will continue to identify these research areas and target them for growth.
Graduate
students can be an important asset in both research and teaching. Some SoP
researchers are able to recruit and train graduate students through affiliation
with other departments that have graduate programs. However, faculty feel that
they could support a quality graduate program in the Pharmaceutical Sciences,
either as a stand-alone program or as a part of an interdisciplinary Biomedical
Sciences graduate program. A working
group to pursue this goal has been formed.
2.
Professions and Issues Critical to the Region
The fourth Area of Distinction listed in Moving Forward
III states that “professions and issues critical to the region are best viewed
from an integrated perspective and that this area of distinction has
implications beyond the confines of formal degree programs: educators,
engineers, business leaders, health-care professional and legal experts all
require continuing professional education and the life-long development of
cross-disciplinary knowledge.”
The SoP teaches a curriculum,
provides service and performs research that focuses on health care issues
critical to Wyoming and the region. The
SoP, as stated in its mission statement, is dedicated to developing
outstanding pharmacists capable of delivering pharmaceutical care in a
rural-frontier environment.
Delivery of pharmacy services in underserved rural populations is
challenging and these challenges are addressed in didactic and experiential
student training. Training environments
range from state institutions [State Mental Institution, Medicaid/Department of
Health], to rural clinics, to frontier pharmacies that practice in communities
without primary care providers. School
of pharmacy practice faculty and adjunct faculty practice in rural/frontier
communities and are intimately familiar with issues pertaining to the medical
needs of their clients. SoP faculty and
its students are active in providing for the health care needs of Wyoming’s
citizens including indigent patients, AIDs patients, the elderly,
institutionalized patients and patients on public assistance.
The School of
Pharmacy is dedicated to cultivating professionalism and a commitment to
life-long learning in its students and practitioners [including other health
care professionals] in the region. The
SoP coordinates and is the academic authority behind pharmacy continuing
education and certificate programs. The
SoP is also dedicated and responsible for development of adjunct faculty
preceptors who are practitioners in the region.
This results in improved practice performance and improved patient
services and outcomes.
Faculty are
developing new, innovative practice models to facilitate the delivery of
quality health care in rural environments.
Telepharmacy initiatives and the development of community pharmacies as
“Wellness Centers” are a few approaches to further the well-being of Wyoming
and its citizens. Innovative practice
environments are also fertile ground for research and outcomes assessment
evaluation.
In focusing education, service and
research on the needs of students, practitioners, institutions and the public,
the SoP promotes excellence in the practice of pharmacy and excellence in
health care by being agents of positive change.
Further examples of promoting
excellence in pharmacy and health care and promoting an integrated approach to
regional health care problems include the participation of the Dean of Pharmacy
on the:
-
State
of Wyoming Planning Grant – this project studies the needs of Wyoming’s
un-insured and under-insured citizenry and determines methods for healthcare
coverage
-
Governor
Freudenthal’s Wyoming Healthcare Commission – the commission studies all areas
of healthcare in Wyoming and recommends legislation.
-
Wyoming
Legal/Medical Reform Subcommittee – the Dean of Pharmacy currently presides as
chairman.
School of Pharmacy Strategic Goals: [in priority
order]
1. Appropriate
staffing levels to attain goals and maintain excellence
2. A revised
innovative curriculum using better coordination and collaboration
3. A quality
assessment program that will lead to a better quality of student
4. Graduate and Residency programs
will bring us to our peer levels in teaching and research
5. Successful professional development
and advancement programs will contribute to retention and attraction of top
quality faculty
I. Achievement
1.0. Develop Advanced Experiential
Community Pharmacy Practice Sites to enhance academic rigor, academic
performance and student/faculty satisfaction.
Critical
Issue: There are
insufficient advanced experiential community practice sites in Wyoming. Manpower shortages, insufficient
education/experience and unclear revenue sources are reasons for this
insufficiency. Our students need
increased exposure to these models of care to equip them for modern pharmacy
practice. Literature supports the idea
that development of advanced practices should result in improved care for rural
Wyoming citizens.
Description: An advanced experiential community pharmacy practice site
is a community-based practice that provides a wide spectrum of patient-focused
pharmacy services. In addition to
traditional medication dispensing and patient counseling, the practice may
provide one or more of the following:
a.
Drug therapy monitoring [DTM]: This involves the monitoring of patients with stable
chronic diseases that are at risk for drug therapy problems; a collaborative
protocol is established with a prescriber that details the responsibilities of
the pharmacist. An example is DTM of
patients on warfarin therapy. When
patients come into the pharmacy for their monthly refill, the pharmacist assays
[INR prothrombin time] a small drop of the patients blood to determine if the
warfarin is within a specified therapeutic range. If it is within range and the patient is asymptomatic,
no change in drug therapy is necessary.
If there is a problem, a dose adjustment or an appointment with the
prescriber is made.
b.
Wellness promotion: This involves providing
screening, educational and counseling services that promote disease prevention
and healthy living. It also may involve
vaccination services for the prevention of diseases. Examples of wellness services, in addition to
vaccination programs, include smoking cessation programs, healthy weight
programs, healthy women programs, pediatric OTC management programs, and
screening clinics for hypertension, diabetes/glucose intolerance,
cardiovascular risk factors, and cancer.
c.
Disease state education: Some pharmacists
are credentialed or certified as educators in the management of chronic disease
states such as diabetes or asthma. In
this setting, the pharmacist, under a collaborative agreement with the
prescriber, assists in the management of the disease by monitoring drug
therapy, educating the patient on the self-management of their disease, and
sometimes adjusting drug therapy as it becomes necessary.
d.
Collaborative practices: Pharmacists may partner with other health care providers
[C.D.E., A.N.Ps, M.D.s] to set up specialized clinics or wellness promotion
activities within the community pharmacy.
Action Item 1. Partner with community
pharmacists/pharmacies to develop advanced experiential community practice
sites. This partnership will lead to
expanded patient focused services, the development of practical, workable
business models and an enriched educational environment for our students.
Action item 2: Hire 2 FTE at the Assistant
Clinical Professor level to develop advanced experiential community practice
sites in Wyoming. One site, Express
Pharmacy, in Laramie is currently being developed. Other potential sites exist throughout the
state in places such as Cheyenne, Casper and Powell. These initial sites will serve as models and
training environments for other pharmacists in the state. From these “seeds” a network of advanced
experiential community practice sites should grow. Discussions are ongoing to look at potential
shared positions with major corporations such as Albertson’s and
Walgreen’s. Outside of the state in
Colorado, integrated health care systems, such as Kaiser Permanente, already
offer develop advanced experiential community practice models. We have started to place some of our students
in these sites, but space is limited.
Action item 3: Acquire funding and resources to
conduct a multidisciplinary “Wellness Clinic” in the College of Health
Sciences.
Action item 4: Continue efforts to
develop and acquire funding for a pharmacy faculty/student run “Refill Clinic”
at the Downtown Clinic.
Action item 5: Acquire funding and resources to
develop a Telepharmacy Practice at the Cheyenne Family Practice Pinebluff’s
clinic.
How
Achievement 1.0 relates to Strategic Goals: The development of advanced experiential community
practice sites will help us to achieve our strategic goals by the following:
a.
Achieve
and maintain excellence in our program [Goal one] by allowing us to provide a
“state of the art” learning environment for our students.
b.
Provide
for a more innovative curriculum [Goal two]
c.
Provide
an enriched environment where the knowledge, skills and professional behaviors
of our students may be assessed. [Goal three]
d.
Provide
fertile environments for research and scholarly pursuits and employment of
post-doctoral residents [Goal four].
e.
Provide
a means for faculty professional development [especially adjunct faculty] that
will result in better faculty and retention. [Goal five]
Also, the
above is consistent with goals stated
by the CoHS and in Moving Forward III.
II. Achievement
2.0: Develop Advanced Experiential Acute-Care Institutional Practice Sites to enhance academic rigor, academic performance
and student/faculty satisfaction.
Critical
Issue: There are an insufficient number of advanced
acute-care institutional pharmacy practice faculty in Wyoming and the
region. The SoP currently does not meet
national accreditation guidelines for the ratio of acute-care faculty to
students. The national standard is 1
faculty to 2 or 3; our ratio is 1:6.
Pharmacy manpower shortages, insufficient education/experience, insufficient
development of practice opportunities and unclear revenue sources are reasons
for this insufficiency. Our students
need increased exposure to these models of care to equip them for modern
pharmacy practice. Literature supports
the idea that development of advanced practices should result in improved care
for rural Wyoming and regional citizens.
Description: An
advanced experiential acute-care institutional pharmacy practice site is a
hospital or institutional-based practice that provides a wide spectrum of
patient-focused pharmacy services. In
addition to traditional medication dispensing, iv admixture, drug information
and patient counseling, the practice may provide one or more of the following:
1.
Pharmacokinetic Drug therapy monitoring [PKDTM]: This involves the pharmacokinetic
monitoring of drug concentrations over time in the blood of patients receiving
critical drug therapy for serious illnesses.
Pharmacists conduct pharmacokinetic modeling based on drug
concentrations and then make dosing recommendations to optimize efficacy and minimize
drug toxicity.
2.
Congestive Heart-failure Clinics: As the
population grows older and our ability to keep people alive longer grows, the
incidence of congestive heart failure is increasing. Congestive heart-failure clinics are institutionally
based out-patient clinics that follow-up on recently hospitalized, or high risk
patients with heart failure. Pharmacists
participate as a member of an interdisciplinary healthcare team to provide
comprehensive health care to patients with heart failure. Patients are seen by pharmacists on a regular
basis and they help patients to implement their individualized therapeutic
regimen (both nonpharmacologic and pharmacologic) and monitor the patient for
therapeutic efficacy and drug therapy problems.
3.
Therapeutic Consultation Services: Pharmacists
with specialty residency training in infectious diseases, oncology, cardiology,
pulmonology, nutrition, gastroenterology, pediatrics, endocrinology,
psychiatry, etc. may act as drug therapy consultants or as integral parts of an
institutional disease consult service.
Action Item 6. Partner with integrated health care
systems with large institutional in-patient populations to develop advanced
experiential acute-care practice sites.
This partnership will lead to expanded patient focused pharmacist-provided
services, the development of practical, workable business models and an
enriched educational environment for our students.
Action item 7: Hire 2 FTE at the Assistant
Clinical Professor level to develop advanced experiential acute-care
institutional practice sites.
Discussions are on-going with Banner Health in Greeley at the North
Colorado Medical Center and Kaiser Permanente in Northern Colorado. With the development of practices that bring
money into the institution, shared salaried positions are feasible and the
instructor to student ratio will be normalized.
How
Achievement 2.0 relates to Strategic Goals: The development of advanced experiential
institutional acute-care practice sites will help us to achieve all of the SoP
strategic goals and are consistent with
goals stated by the CoHS and in Moving Forward III.
III. Achievement
3.0: Develop and Improve
Programmatic Assessment (Formative and Summative):
Critical
Issue: The SoP needs to improve
programmatic assessment - To develop and implement a systematic, formative and
feasible outcomes assessment process that will assist faculty in designing and
maintaining a curriculum that will produce pharmacists that can provide for the
health care needs of their patients and be future leaders of the profession.
Action Item 9: To
hold a faculty retreat that is led by a consultant that is a pharmacy-trained
outcomes assessment expert for proper guidance on assessment and outcomes
evaluation.
Action Item 10: Designate
an Assessment and Outcomes Working Group
Action Item 11: To review
current assessment methods from other SOPs and rank them in terms of
feasibility and information yielded.
Action Item 12: Require
each standing SOP committee to integrate and implement continued assessment
process into their committee charges.
Action Item 13: Integrate
the recommendations from the Assessment and Outcomes Working Group into the
curriculum on a continuing basis.
Action Item 14: Collect
and analyze assessment outcome data and provide recommendations for curricular
change yearly [at a minimum].
How
Achievement 3.0 relates to Strategic Goals:
The development and improvement of programmatic assessment (both formative and
summative) will specifically address the SoP strategic goal number three and
are consistent with goals stated by the CoHS and in Moving Forward III.
IV. Achievement
4.0: Develop
Interdisciplinary Graduate Programs in the Life Sciences:
Critical
Issue: To bring us to peer levels in teaching, service
and research, the SoP must develop graduate research and graduate residency
programs. Graduate research and
residency programs provide talented individuals that can assist with research
and teaching. Graduate programs enhance
the reputation of the School by increasing productivity and professional visibility.
Action item 15: The faculty of the School of Pharmacy will
work with the Dean of the Graduate School and the Dean of the College of Health
Sciences to explore participation in existing interdisciplinary doctoral
programs (e.g. Microbiology, Neuroscience, etc) to enhance both the research
environments in respective units and to benefit from shared research resources
available through those doctoral programs.
Action item 16: Appropriate
faculty in the School of Pharmacy will work with the Deans of Agriculture, Arts
and Sciences and Health, to develop a broad based, interdisciplinary doctoral
program in the Molecular and Cellular Life Sciences.
Action Item 17: To enhance
research productivity and acquire a critical mass of research productive
faculty in the SoP, additional faculty members are needed in the areas of
Social and Administrative Pharmacy (SAP).
The SoP had three SAP faculty but one position was vacated when Dr.
Ranelli left. The two remaining SAP faculty are overburdened with teaching
leaving less time for research.
Action Item 18: To enhance
research productivity and acquire a critical mass of research productive
faculty in the SoP, additional faculty are needed in Toxicology/
Pharmacology. A new faculty position
will be requested to coordinate the teaching of Toxicology. The pharmacologists
in the SoP (Drs. Ren, Sreejayan, and Culver) are presently helping a temporary
lecturer, Dr. Rob Palmer, to team-teach this course. However, these faculty
members are research intensive and already have a full teaching load in the 3
pharmacology courses, the Neuroscience course, and in lecturing in the WWAMI
pathology course. The addition of another pharmacologist/toxicologist would
alleviate the heavy teaching burden and would hopefully enhance our research
enterprise. Again, preference would be given to a candidate with research
interests compatible with those of others in the department.
How Achievement 4.0 relates to
Strategic Goals: The development of
Interdisciplinary Graduate Programs in the Life Sciences will specifically
address the SoP strategic goal number four and are consistent with goals stated
by the CoHS and in Moving Forward III.
V. Achievement 5.0: To
enhance teaching, service and research productivity, develop graduate pharmacy
practice residency programs in community and institutional health care
environments.
Action Item 19: Create a
community-based residency program that is housed in an advanced community
pharmacy practice site. Explore funding
of the community residency by integrated health care systems [Kaiser, etc] or
major pharmacy corporations [Albertsons, WalMart, etc.]. Creation of a post-graduate residency will
enhance teaching, service and research productivity.
Action Item 20: Create an
institutional-based pharmacy practice residency program that is housed in an
advanced institutional acute-care pharmacy practice site. Explore funding of the residency by
integrated health care systems [Kaiser, etc].
Creation of a post-graduate residency will enhance teaching, service and
research productivity.
How
Achievement 5.0 relates to Strategic Goals:
The development of post-graduate residency
programs in pharmacy practice will specifically address the SoP strategic goal
number four and are consistent with goals stated by the CoHS and in Moving
Forward III.
VI. Achievement 6.0: Development of distance education
technologies.
Critical Issue: A majority [73%] of practice
faculty are situated out of Laramie at practice sites in Ft. Collins, Greeley,
Scottsbluff, Cheyenne and Casper. Off
campus faculty are responsible for teaching ~20% of on-campus didactic
courses. More than 95% of adjunct
practice faculty are outside of Laramie and along with practice faculty are
responsible for all teaching in the experiential year. Use of distance education technologies [DET]
is crucial for the future coordination, development and delivery of both didactic and experiential coursework. Additionally, with DET innovative means of
practice [telepharmacy] and faculty development can evolve.
Action item 21: The
School of Pharmacy will develop strategies and resources necessary to the
development of a telepharmacy program, connecting community clinical training
sites with the UW campus in Laramie, and facilitating faculty development of
adjunct faculty in distant clinical sites.
Action item 22: The School of
Pharmacy will develop strategies for enhanced use of distance education
technologies and on-line instruction to permit engagement of both professional
on-campus and off-campus student populations.
Action Item 23: The
School of Pharmacy will develop strategies for enhanced use of distance
education technologies and on-line instruction to permit engagement of regional
practitioners in continuing education for professional development.
How Achievement 6.0 relates to Strategic Goals: The development of
distance education technologies will specifically address the SoP
strategic goal numbers two and five and are consistent with goals stated by the
CoHS and in Moving Forward III.
VII. Achievement 7.0: Professional Faculty and Adjunct
Faculty Development Programs –
Critical Issue: The SoP needs to invest in
development, skills training and coordination of both faculty and adjunct
faculty. Faculty development, skills
training and coordination will result in better, more professionally trained
practitioners and researchers. This
will enhance research productivity, improve educational outcomes, provide
innovative service to the citizens of Wyoming and the region and enhance faculty
job satisfaction.
Action Item 24: Create
faculty development committee that will gather information about existing
mentoring and faculty development programs [here and elsewhere] and make
recommendations to the Dean, the Dean’s Advisory Council and the faculty.
Action Item 25: Create
a Dean’s Advisory Council composed of off-campus practitioners, educators and
influential individuals that will make recommendations regarding faculty
development.
Action Item 26: Administer
a needs assessment survey to faculty and adjunct faculty.
Action Item 27: Hire
1.0 FTE APL pharmacist experiential coordinator to assess, coordinate and
implement faculty development programs for practice and adjunct faculty.
Action Item 28: Begin
a regular seminar series for all teaching and research faculty to improve
mentoring and collaboration.
Action Item 29: Initiate
regional meetings for practice adjunct faculty two times a year for
coordination and development purposes.
How Achievement 7.0 relates to Strategic Goals: The development of
professional faculty and adjunct faculty development programs will specifically address the SoP strategic
goal number five and are consistent with goals stated by the CoHS and in Moving
Forward II [improved coordination and efficiency] and Moving Forward III.