Pharmacotherapy
Clinical Seminar
Platform Presentation
Manual
2002-2003
Auburn University
Harrison School of Pharmacy
Table of Contents
Description……………………………………………………………………………………...3
Purpose…………………………………………………………………………………………3
Ability Outcomes and Objectives…………………………………………………………….4
Seminar Advisors………………………………………………………………………………6
Project Timeline and Activities………………………………………………………………..6
Methods of Evaluation…………………………………………………………………………7
Special Needs Policy…………………………………………………………………………..7
Appendices………………………………………………………………………………………8
Appendix A: Platform Presentation Evaluation Form
Appendix B: Advisor Platform Presentation Evaluation Form
Please note: Appendicies will be provided at a later date
Description
Pharmacotherapy Clinical Seminar Platform Presentation—This project begins
during the last year of pharmacy school (P4 year) while students are involved in the
Advanced Practice Experience (APE). As students progress through APE, they will
identify relevant topics or therapeutic controversies pertinent to the profession of
pharmacy. Students will identify a topic, research the topic, and prepare a PowerPoint
presentation that will be presented to students, faculty, and pharmacists in their
assigned region. Students will have the support of a faculty advisor. As the with the
Poster Forum, the platform presentation will provide students with the opportunity to
share pertinent therapeutic issues and information identified in clinical practice with
peers, faculty, and pharmacists as well as other health care professionals. The platform
presentations offer an opportunity for students to practice sharing pertinent therapeutic
information in the form of a formal verbal presentation, which they may find themselves
doing in the future. The project should instill the importance of communicating drug
information within the profession of pharmacy.
Purpose
The aim of the platform presentation, as well as the poster forum, is to encourage fourth
year pharmacy students to be self-directed and critical thinkers about topics related to
drug therapy, which ultimately impacts patient care. Within the current profession of
pharmacy it is essential that practitioners be able to communicate effectively verbally.
Through the APE, students are required to communicate with patients, peers,
preceptors, and other health care providers on a regular basis. However, it is also
important for students to be able to analyze current literature and apply it to patient care.
The platform presentation gives students the opportunity to apply all of these skills in a
formal presentation setting. These presentations help prepare Pharm.D. graduates with
skills needed to effectively communicate up-to-date drug information with other
pharmacists and health care providers.
Ability Outcomes and Objectives
Instructional Methods for
Outcomes Objectives Methods Assessmenta
Communication Abilities Students will Advisor/Student
demonstrate verbal, discussions Platform Presentation
The student shall read, nonverbal, listening Evaluation Form
write, speak, listen, and use and written skills as Oral presentation
media to communicate. they participate in the Advisor Platform
development and Written communication Presentation
presentation of a Evaluation Form
poster
Social Interaction, Students will work Responsibilities and Platform Presentation
Citizenship, Leadership effectively in a team interaction during Evaluation Form
and actively participate advisor/student team
The student shall in discussions and meetings Advisor Platform
demonstrate appropriate activities Presentation
interpersonal and Interaction with Evaluation Form
intergroup behaviors. Demonstrates audience of the
accountability and seminar presentation
reacts to criticism in a
professional manner
Professional During the Responsibilities and Platform Presentation
Ethics & Identity development and interactions during Evaluation Form
presentation of the advisor/student team
The student shall behave platform, students will meetings Advisor Platform
ethically. The student shall display habits, Presentation
accept the responsibilities attitudes, and values Interaction with Evaluation Form
embodied in the principles of a professional audience of the
of pharmaceutical care. platform presentation
Students will
demonstrate an
evolving professional
identity and the
formation of a
professional value
system or “colleague
consciousness”
Continued…
Instructional Methods for
Outcomes Objectives Methods Assessmenta
Self-Learning Abilities Students will Advisor/Student Advisor Platform
independently identify Reflective Discussions Presentation
The student shall assess areas of weakness Evaluation Form
continuously his/her Completion of the
learning needs and develop Students readiness for platform presentation
the ability to respond lifelong learning will
appropriately. increase through self-
directed completion of
the project
Thinking Abilities Students will identify a Comprehensive Platform Presentation
topic, acquire and literature search Evaluation Form
The student shall acquire, interpret data, and
comprehend, apply, justify, in writing and Written handout for Advisor Platform
analyze, synthesize, and orally, their presentation Presentation
evaluate information. The recommendation Evaluation Form
student shall integrate Presentation of
these abilities to identify, Students will present platform and
resolve, and prevent an informative platform interaction with
problems and make presentation that audience
appropriate decisions. demonstrates
comprehension,
analysis, synthesis
and evaluation of the
topic
a
See Appendix A
Platform Advisors
Platform advisors are faculty members, both affiliate and full-time, as well as preceptors
at sites throughout the state who are scheduled to precept students assigned as their
advisees during the APE year or at least have interaction with the students through their
rotations.
Advisors will provide guidance throughout the year by assisting with the review and
approval of platform topics, review of slide presentations and handouts, as well as
determining if the assigned student(s) followed the timeline established for the platform
seminar. Students will have one advisor assigned for both the platform presentations as
well as poster presentations. A complete list of office addresses including telephone
numbers and email addresses for the advisors are provided in the Pharmacy Practice
Experience Manual.
Project Timeline and Activities
Remember: Students are expected to initiate dialogue with their advisors in a timely
fashion in order to meet the following deadlines.
Topic Approval—Each student must receive approval from their advisor at least 6
weeks prior to their scheduled presentation. The topic should involve a
pharmacotherapy issue that students have researched, synthesized, and evaluated
using the biomedical literature. However, the topic should be a specific
pharmacotherapy issue such that it can be covered in a half-hour presentation (30
minutes).
Outline Approval—After the pharmacotherapy topic is approved, each student should
complete an outline of their platform presentation and submit it to his/her advisor for
assessment and feedback. Students should submit an outline to their advisor at least 1
month prior to their scheduled presentation.
**Please note: If your region wishes for you to apply for CE credit from the Alabama
State Board of Pharmacy for the pharmacists attending your presentation, you must
have the completed CE form and at least a copy of your outline to the state board of
pharmacy office 30 days prior to the presentation.
Preliminary Slide and Handout Review—Once feedback has been provided and the
outline has been approved, students should submit their preliminary slides (PowerPoint
presentation) as well as their handout at least 2 weeks prior to their scheduled
presentation. Multiple presentation formats are acceptable. You should verify with your
advisor and/or your regional coordinator what is acceptable for your region.
The handout should include presentation objectives and an outline of your presentation
as well as a bibliography. The bibliography should be formatted according to the
Uniform Requirements for Manuscripts Submitted to Biomedical Journal (Appendix D in
the Poster Manual).
Platform Presentation—Students are responsible for having computerized audio visual
aids (i.e. a PowerPoint presentation) for their presentation. Students should make any
technical arrangements for the presentation. Be sure to verify whether you need to bring
a laptop computer or whether the site has the equipment necessary. Students should
have handouts and evaluation forms for the entire audience.
Methods of Evaluation
The presentation grade will be determined by a collective evaluation completed by all
faculty and advisors attending the presentation. Students attending the presentation will
be expected to complete an evaluation form to provide peer feedback.
The overall grade for the platform presentation will be determined using the average of
scores from the Platform Presentation Evaluation Form (90%) as well as the Advisor
Platform Presentation Evaluation Form (10%), which will take into account adherence to
the timetable outlined above. The advisor can deduct up to 10% from the final platform
presentation grade if the student does not adhere to the timetable outlined above.
The overall grade for the platform presentation will be 50% of the grade for the Clinical
Seminar Course.
Any student receiving a grade below a "C" on the platform or poster presentation
must repeat that portion of the course within 4 weeks. The grade assigned during
the repeat presentation will be used to calculate the final grade. Students
receiving a final grade lower than a "C" must repeat the entire course.
Special Needs Policy
It is the policy of Auburn University to provide accessibility to its programs and activities
and reasonable accommodation for persons defined as having disabilities under Section
504 of the Rehabilitation Act of 1973, as amended, and the Americans with Disabilities
Act of 1990. Students should contact the Program for Students with Disabilities, 1244
Haley Center, (334) 844-2096 (Voice/TT). Students must receive approval before
individual instructors will grant special accommodations. Students with defined special
needs should see the instructor at the beginning of the project so that accommodations
can be scheduled.