Continuing Pharmacy Education / CE Master List / Information overload to action: Decoding academic concepts for pharmacy preceptors- RECORDED WEBINAR
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Information overload to action: Decoding academic concepts for pharmacy preceptors- RECORDED WEBINAR

The Arthur E. Schwarting Symposium is an educational conference focused on pharmacy practice for pharmacists in many settings.

This year's symposium had an overall topic of Information Overload.

Learning Objectives

  • Discuss how ACPE standards, the NAPLEX blueprint, and Entrustable Professional Activities (EPAs) guide the development of clinical competence in students, specifically in the context of patient care.
  • Describe the Pharmacist Patient Care Process (PPCP) and its key components.
  • Explain how the PPCP framework is applied in experiential education and clinical rotations.

Activity Release Dates

Released:  April 24, 2025
Expires:  April 24, 2028

Course Fee

$17 Pharmacist

ACPE UAN Codes

 0009-0000-25-026-H04-P

Session Code

25RS26-ABC28

Accreditation Hours

1.0 hours of CE

Accreditation Statement

The University of Connecticut School of Pharmacy is accredited by the Accreditation Council for Pharmacy Education as a provider of continuing pharmacy education.

Pharmacists and Pharmacy Technicians are eligible to participate in this application-based activity and will receive 1.0 CE Hour  for completing the activity  (ACPE UAN 0009-0000-25-026-H04-P), passing the quiz with a grade of 70% or better, and completing an online evaluation. Statements of credit are available via the CPE Monitor online system and your participation will be recorded with CPE Monitor within 72 hours of submission.

Grant Funding

There is no grant funding for this activity.

Faculty

Jennifer Luciano, PharmD
Director Office of Experiential Education
University of Connecticut School of Pharmacy
Storrs, CT

    

Faculty Disclosure

  • Dr. Luciano doesn't have any relationships with ineligible companies.

 

Disclaimer

The material presented here does not necessarily reflect the views of The University of Connecticut School of Pharmacy or its co-sponsor affiliates. These materials may discuss uses and dosages for therapeutic products, processes, procedures and inferred diagnoses that have not been approved by the United States Food and Drug Administration. A qualified health care professional should be consulted before using any therapeutic product discussed. All readers and continuing education participants should verify all information and data before treating patients or employing any therapies described in this continuing education activity.

Content

Post Test Pharmacist

1. Joey is an IPPE student under your supervision this month. He observes as you meet with a patient who has a question about various options to treat psoriasis. You tell the patient you will get back to him about medications covered by his plan, out of pocket costs, the time burden associated with treatment, and potential adverse effects. Joey wants to help. What can Joey do?
A. Collect information, asking for help if or when he needs it
B. Observe how you collect information but assess independently
C. Collect information only under direct and proactive supervision

2. Phoebe is an APPE student in her first clinical rotation. She aspires to obtain an industry fellowship and hopes to receive the best grade possible on this rotation with the least work. She says, "I don't plan to work in a clinical position, so this is not a priority for me. What is the BEST answer?
A. The PPCP is not just applicable to clinical situations. It structures processes for all kinds of projects, not just clinical challenges.
B. Most students who aspire to work in industry do not get fellowships, and you need to know the PPCP if you land in an actual pharmacy.
C. Say nothing. Allow Phoebe to do minimal work.

3. Rachel is on her last APPE rotation before graduation. YAY! She works up a patient who has a cardiac issue. She collects a lot of appropriate information, and her assessment is almost perfect. She makes one statement that seems "off" to you. She recommends using a medication that is no longer first-line treatment. What is the MOST LIKELY cause for her omission?
A. She relied on only one guideline for evidence
B. She collects too much information and is confused
C. She is hyper-focused on cost, not effectiveness

4. Joey is now an APPE student on a general medicine rotation. You assign him a patient to review for your discussion this afternoon. When Joey joins you, he provides background information on the patient, reports on the physical notes, pertinent laboratory values and his conversation with the patient. What step of the Pharmacist Patient Care Process is Joey demonstrating?
A. Collect
B. Assess
C. Plan

5. Ross, an APPE student on your ambulatory care rotation, is writing up a SMART goal for his patient with diabetes. The goal reads “Reduce the patient’s blood glucose within six months. Patient will start metformin XL 500mg PO daily and follow up with the pharmacy team for titration every seven days. Reduction in the patient’s A1c will lead to better health outcomes and reduce the severity of complications from his diabetes.” What part of the SMART goal is Ross missing?
A. Specific
B. Measurable
C. Realistic

6. What is the performance goal for a “practice ready” APPE student in terms of level of entrustability on each of the entrustable professional activities (EPAs)?
A. Direct supervision
B. Reactive supervision
C. General Direction