Ambulatory Care Rotation

Organization Type: 
Educational Institution
Program Type: 
Curriculum/Track
Education Level: 
Graduate
Educational Elements: 
Lecture/Didactic
Independent Study
Self Reflection Activities
Experiential including clinical contact with patients
Program Description: 

Wilkes University School of Pharmacy offers an advanced ambulatory care rotation, PHA 511, at the Wright Center for Primary Care, Jermyn office, also known as the “mid-valley” practice. The Wright Center is a Level 3 NCQA Patient-Centered Medical Home. The program’s mission is to provide excellent medical education in an interprofessional, innovative and collaborative spirit in order to deliver high-quality, evidence-based and patient-centered care to the people of Northeast Pennsylvania. Students and providers from 12 academic affiliates within the disciplines of family medicine, internal medicine, pediatrics, nurse practitioners, physician assistants, and social workers are represented from most health professions schools throughout the area. Pharmacy students work closely with residents and faculty from the Wright Center for Graduate Medical Education. The Wright Center team was honored with the distinction as a  top 30 national “Primary Care” team by the Robert Wood Johnson Foundation, as well as with two national awards for Pharmacy services from HRSA’s Pharmacy Patient Safety Collaborative (PSPC 4 Transformation Award) and the Alliance for Integrated Medication Management (Award for Medication Reconciliation for the “Wright Script” team.)

During this 5-6 week full-time rotation, students participate in integrated, interprofessional team-based care through participation in a medication reconciliation and medication management services provided during all chronic care visits. Under the supervision of a licensed pharmacist and faculty member, students review medications using the STEPS process (Safety/Tolerability, Efficacy, Price and Simplicity) and document interventions electronically within the electronic health record. Students verbalize high priority recommendations to the provider before he/she sees the patient during the visit. Students are also responsible for reviewing patients’ medications in the Patient Safety Pharmacy Collaborative (current population of focus includes A1c >9, LDL > 100 and Blood Pressure > 150/80 for patients 75 years and older). Students are actively involved in quality assurance projects in support of Chronic Care diabetes initiative for the state of Pennsylvania.

Learning Objectives

  • Retrieve and assess relevant subjective and objective data from the medical chart, patient, patient’s caregiver, provider, population health management tracking reports, and other methods where indicated.
  • Perform medication histories as part of an integrated health care team member using an organized, efficient and thorough process.
  • Document medication reconciliation activities accurately and efficiently in the electronic medical record.
  • Assess patient drug therapy using the PHARM (Past history, arrange, review, measurement) approach and STEPS (Safety/Tolerability/Efficacy/Price/Simplicity) process.
  • Document interventions efficiently and completely in the electronic medical record immediately after each patient interview.
  • Document patient encounters using the SOAP format when assigned.
  • Educate patients on pharmacologic and non-pharmacologic disease state and medication therapy management.
  • Educate providers on pertinent prioritized interventions after each patient visit.
  • Effectively present a medication-related in-service to the clinic staff.
  • Participate and attend huddle meetings and other meetings as assigned.
  • Collaborate effectively with other health care professionals and students to execute the delivery of quality, patient-centered care.
  • Support intervention documentation, interpretation, and development of rapid cycle processes (PDSA’s) for state and federal pharmacy safety initiatives to improve clinical pharmacy services integration and value-added evidence.
  • Develop and/or locate relevant patient educational materials where applicable.
  • Respond to drug information requests promptly and accurately from clinic staff and patients.
  • Articulate the meaning of the terms: Patient Centered Medical Home, Dr. Berwick’s Triple Aim, Patient Safety Pharmacy Collaborative, Population of Focus, Chronic Care Initiative, Teaching Health Center, Health Resource Service Administration, Safety Net Provider, NCQA, Meaningful Use
  • Demonstrate appropriate team behaviors and professionalism.
Evaluated: 
Yes
Targeted Professions
Physicians: 
Family Medicine
Internal Medicine
Pediatrics
Nursing: 
Nurse Practitioners
Registered Nurses
Licensed Practical Nurses
Pharmacy: 
Ambulatory Care
Internal Medicine
Pediatrics
Social Work: 
Medical social work
Psychology: 
Clinical
Additional: 
Medical Assistants
Physician Assistants
Oral Health
Self-Reported Competencies
PCPCC’s Education and Training Task Force identified 16 interprofessional training competencies critical for preparing health professionals for practicing in team-based, coordinated care models such as patient-centered medical homes. Listed below are the self-reported competencies that this program has achieved, which have been organized by the five core features of a medical home as defined by the Agency for Healthcare Research and Quality
Patient-Centered Care Competencies: 
Advocacy for patient-centered integrated care
Development of effective, caring relationships with patients
Comprehensive Care Competencies: 
Population-based approaches to health care delivery
Coordinated Care Competencies: 
Care coordination for comprehensive care of patient & family in the community
Interprofessionalism & interdisciplinary team collaboration
Quality Care & Safety Competencies: 
Business models for patient-centered integrated care
Evidence-based practice
Accessible Care Competencies: 
Promotion of appropriate access to care (e.g., group appointments, open scheduling)
Last updated November 15, 2013

* Please note: Information contained in this database is self-reported by representatives from each program. It does not represent an exhaustive list of education and training programs and inclusion does not constitute an endorsement from the PCPCC.

 

Go to top