Are you new to Connecticut?
Do you need to take the Connecticut Law Exam for licensure?
Study Guide/Handouts from the 2025 program are now available for $50.
To Order the 2025 Handouts-$50
Are you new to Connecticut?
Do you need to take the Connecticut Law Exam for licensure?
Study Guide/Handouts from the 2025 program are now available for $50.
To Order the 2025 Handouts-$50
Are you studying for the NAPLEX EXAM?
NAPLEX Pharmacy Calculations Review 2025
Live Event-THIS WILL BE A LIVE IN-PERSON Event (no streaming)
Date: Friday, May 16, 2025
Where: Pharmacy Biology Building (PBB) Room 131
Time: 8:30 am – 4:30 pm
Cost: $0
You MUST Register (even though there is no fee)
There is a fee for parking in the North Garage
Typical Schedule:
Friday
8:30-9:00 Check in and Presentation of Program and Review
9:00- 10:00 Diagnostic Test Administration
10:00-10:45 Review Answers t0 Diagnostic Test
10:45-11:00 Break
11:00-12:00 Students work on problem sets
12:00-1:00 Lunch
1:00-4:30 NAPLEX Calculations workshop
Lunch will be provided, please contact Alicia Scolaro at alicia.scolaro@uconn.edu with any dietary restrictions
Have you lost or misplaced your Immunization Certificate? If you attended the University of Connecticut School of Pharmacy’s “Immunization Training for Pharmacists” or you completed your Immunization Training as a UConn School of Pharmacy student, and need a replacement certificate, you can order your replacement copy online. The cost is $15 for the certificate. Just add to your cart!
CONTINUING EDUCATION CREDIT:
The University of Connecticut, School of Pharmacy is accredited by the Accreditation Council for Pharmacy Education as a provider of continuing pharmacy education.
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.
In this comprehensive 28.5 CPE credit activity (with an additional 3.5 hours of optional CE credit), pharmacists, preceptors and residents will learn the concepts of teaching and learning as it relates to classroom, discussion group and experiential learning. Participants may participate at any level they choose, however, a Practice-based Certificate of Achievement will be awarded to those who have completed all phases of the education.
“I learned so much and the materials learned have greatly help to improve the APPE and PGY-1 Rotations that I managed. Thank you for providing a well-informed, self-paced program that can accommodate working professionals!”
-Lauren C.
Pharmacists, pharmacy preceptors and pharmacy residents who are interested in enhancing their skills in the area of teaching and learning.
This activity is not accredited for technicians
Topic | Faculty | strong>Learning Objectives: |
Blooms taxonomy-1.5 hour | Wick | 1. Differentiate between higher and lower order thinking 2. Compare and contrast old and new Bloom’s taxonomy 3. Describe the different levels of the taxonomy 4. Apply the taxonomy for planning lecture/activities |
Learning objectives: Beginning with the end in mind-1 hour | Wick | 1. Compare and contrast learning objectives and learning goals 2. List the 3 parts of a learning objective 3. Write learning objectives that contain a measurable verb 4. Develop learning objectives that demonstrate higher order learning |
Understanding learning styles-1 hour | Wick | 1. Discuss the concept of learning style 2. Evaluate the effectiveness of learning styles tool(s) 3. Formulate a view on the role of learning styles |
Teaching philosophy and portfolios-1.5 hours-OPTIONAL | Rickles-OPTIONAL | 1. Explain the purpose of a teaching philosophy 2. Describe the components of a philosophy 3. Discuss the fundamental element of a teaching portfolio 4. Describe the material from oneself and from others that are contained in a teaching portfolio 5. Create a draft teaching portfolio |
Syllabus Creation-1 hour | Salvo | 1. Describe the purpose of a comprehensive syllabus 2. List and explain the components of a syllabus 3. Compare and contrast the elements included in various syllabi 4. Create or modify a course/rotation syllabus |
Writing Exam Questions-1 hour | Ehret | 1. Compare and contrast the difference between true/false and one-best answer type questions 2. Construct effective stems and options for multiple choice exam questions 3. Detect problems with poorly written test questions |
Assessments Beyond Examinations- 1.5 hour | Wick | 1. Explain the difference between criterion and norm-based grading 2. Weigh pros and cons of various assessment techniques 3. Discuss best practices for developing a rubric 4. Develop a rubric for evaluating an active learning activity |
Designing inter-professional Education Activities-1 hour | Dang | 1. List general principles, goals,and competencies of inter-professional education (IPE) 2. Describe opportunities and challenges in developing and implementing IPE activities 3. List strategies for incorporating IPE activities in the didactic or experiential environment |
Explicit Instruction-1 hour | Kleven | 1. Identify the main elements of explicit instruction 2. Analyze a lesson plan outline using explicit instruction functions 3. Explore strategies for processing content |
Topic | Faculty | Learning Objectives |
Empowering Preceptors to Teach: Defining Roles & Responsibilities-1 hour | Seo | 1. Explain the importance of precepting and mentoring in professional development 2. Define each of the 4 preceptor roles in teaching clinical problem solving (instructing, modeling, coaching, and facilitating) 3. Determine which preceptor role would be appropriate to use to help a resident progress, given specific case examples |
Assessing your Student Pharmacists or Residents Performance Through Feedback- 1.5 hour | Hritcko/Wick | 1. Explain the role of the preceptor’s assessment in the overall evaluation of a student pharmacist by the school of pharmacy 2. Develop strategies to collect student performance data throughout the rotational experience 3. Identify methods to ensure that the evaluation of student pharmacists are fair, objective, and accurate 4. List strategies to provide constructive feedback to students who are not achieving rotational goals and objectives 5. Explain the for providing positive feedback to students 6. Demonstrate effective feedback to students |
Professional Identity-2 hour | Wick/Luciano/Yazdanpanah | 1. Describe the professional identity formation process 2. Apply the steps to help student and pharmacists at points in their careers develop a professional identity 3. Identify activities that contribute to Professional Identity develop appropriately |
Conflict Management & Communication in Pharmacy Practice Experiences- 1.5 hour | White | 1. Differentiate between the various types of conflict that pharmacists and/or residents confront at their practice sites 2. Identify common emotional and physical reactions to conflict and possible strategies to defuse the situation 3. Explain how to use communication skills to resolve conflicts between preceptors and students while on their pharmacy practice experiences |
Topic | Faculty | Learning Objectives |
Active learning, tools of the trade-1 hour | Kleven |
|
Effective Online Teaching & Learning- 1.25 hours | Wick/Nolan | 1. Recognize best practices in developing online courses 2. Describe 5 basic elements of course development 3. Differentiate between topics that are amenable to online teaching and those that are not 4. List some tricks and tips for making online learning more engaging |
Integrating Pharmacy students into practice-0.75 hours | Hritcko/Wick | 1. Describe benefits and potential barriers to successful integration of students into pharmacy practice 2. Recognize opportunities to integrate students that will be valuable to students, preceptors, and practice institutions 3. Identify strategies and resources available to support pharmacy preceptors |
Patient Cases: Discussion, Construction and Assessment-1 hour | Wheeler | 1. Discuss theory behind case-based teaching 2. Identify a strategy for discussing patient cases with students 3. List some tools that could assist students with preparation for case discussion 4. Explain the relationship between patient case design/discussions to Bloom’s taxonomy of learning 5. Identify strategies for assessing student performance |
Topic | Faculty | Learning Objectives |
A Review of Introductory Statistical Concepts(OPTIONAL)-2 hours | Sobieraj | 1. Define a framework for the application of evidence-based medicine to clinical practice 2. List the criteria that contribute to the quality of a trial 3. Distinguish between categorical and continuous variables and how this impacts outcome assessment in a trial 4. Interpret descriptive statistics in a given trial 5. Define, interpret, and calculate a relative risk, odds ratio, relative and absolute risk, and number need to treat 6. Use a 95% confidence interval to determine clinical and statistical significance 7. Define type I and type II error and their impact on trial results |
Incorporating Scholarship into your Day- 1 hour | Sobieraj | 1. Identify research tips for various steps involved including formulation of a research question, biostatistics for researchers, working with the IRB, obtaining grant funding, and writing a manuscript 2. Provide examples of scholarship of teaching from the classroom setting 3. Provide examples of scholarship from the preceptor’s perspective |
Ethical issues in Authorship and Scholarship-1 hour | Wick | 1. Identify the ICMJE criteria for authorship 2. Discuss issues related to authorship criteria, student-faculty publications, and duplicate publications 3. Develop personal approaches for handling authorship criteria, author order, student-faculty publications, and duplicate publication cases |
Clinical Teaching Venues: Applying Pedagogy in a Big Wide World- 1.5 hours |
White | 1. Compare and contrast the roles and responsibilities of full time tenure track and non-tenure track faculty 2. Describe the advantages of being an adjunctive instructor of students and residents 3. Describe how to apply teaching skills to various settings 4. Describe how to gauge feedback aside from student evaluations of teaching |
Continuing Professional Development-1 hour | Nault | 1. Explain the concept of Continuing Professional Development (CPD) 2. Outline the steps involved in the CPD process 3. Prepare an individualized CPD plan |
ACPE Continuing Education Standards: How to plan and deliver an exceptional activity- 1 hour | Fitzgerald | 1. Describe the ACPE standards for continuing pharmacy education 2. Explain the components of a needs assessment 3. Identify ways to measure outcomes from continuing education |
Teaching Example-1 hour | CE Participant | 1. Prepare a presentation using teaching and learning concepts 2. Deliver a presentation using teaching and learning concepts |
Devra Dang, PharmD, BCPS, CDE
Associate Clinical Professor, University of Connecticut, School of Pharmacy, Storrs, CT
Megan Ehret , PharmD, MS, BCPP
Associate Professor, University of Maryland, School of Pharmacy
Baltimore, MD
Jill Fitzgerald, PharmD
Director, Experiential Learning and Continuing Professional Development and Associate Clinical Professor
University of Connecticut, School of Pharmacy, Storrs, CT
Philip Hritcko, PharmD, CACP
Dean, School of Pharmacy
University of Connecticut School of Pharmacy, Storrs, CT
Nathaniel Rickles, PharmD, PhD, BCPP
Associate Professor of Pharmacy Practice
University of Connecticut School of Pharmacy, Storrs, CT
Marissa Salvo, PharmD, BCACP
Associate Clinical Professor Pharmacy Practice,
University of Connecticut School of Pharmacy, Storrs, CT
Teresa Seo, PharmD, BCPS, FASHP
Department of Pharmacy Services
UConn Health – John Dempsey Hospital
Farmington, CT
Diana Sobieraj, PharmD
Assistant Professor, Senior Research Scientist and Program Manager
University of Connecticut School of Pharmacy/Hartford Hospital Evidence-based Practice Center, Hartford, CT
Kathryn Wheeler, PharmD, BCPS
Associate Dean of Academic Affairs
Associate Clinical Professor of Pharmacy Practice
University of Connecticut School of Pharmacy, Storrs, CT
C. Michael White, PharmD, FCCP, FCP
Department Head and Professor
University of Connecticut School of Pharmacy, Storrs, CT
Jeannette Y. Wick, RPh, MBA
Assistant Director, Office of Pharmacy Professional Development and Visiting Instructor,
University of Connecticut School of Pharmacy, Storrs, CT
Heather Kleven
Joanne Nault
Laura Nolan
In accordance with the Accreditation Council for Pharmacy Education (ACPE) Criteria for Quality and Interpretive Guidelines, The University of Connecticut School of Pharmacy requires that faculty disclose any relationship that the faculty may have with commercial entities whose products or services may be mentioned in the activity.
None of the above listed faculty have actual or potential conflicts of interest associated with this presentation.
General Registration– $359.00
University of Connecticut Faculty and Adjunct Faculty – Free of charge without continuing education credit; or for $179.50 (50% group discount) continuing education credit.
There is no grant funding for this activity.
For those wishing to receive CE Credit and ACPE Teaching Certificate of Achievement:
For those wishing to receive UConn School of Pharmacy Teaching Certificate of Completion (no CE Credit):
The University of Connecticut, School of Pharmacy, is accredited by the Accreditation Council for Pharmacy Education as a provider of continuing pharmacy education. Twenty-eight and one half contact hours (2.85 CEU’s) will be awarded to pharmacists who view the presentations, participate in the activities and complete the evaluations, and deliver their teaching example. Statements of credit for 0009-0000-24-030-H04-P, will be sent to CPE Monitor and can be printed from your CPE Monitor Profile. A Certificate of Achievement will be sent to those who complete all activities, evaluations and submit a complete Verification of Participation Form. Upon successful completion of the optional activities ACPE UAN 0009-0000-21-035-H04-P, and ACPE UAN 0009-0000-21-036-H04-P we will award 1.5 contact hours (0.15 CEU’s) and 2.0 contact hours (0.20 CEU’s), respectively.
Initial release date: July 15, 2024
Planned expiration date: July 15, 2027
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.
In this comprehensive 30.5 hour CPE credit activity, pharmacists, and pharmacy technicians (and any other interested healthcare providers) will learn the concepts and mechanics of medical writing from continuing education activities to policy writing to medical marketing. A Practice-based Certificate of Achievement will be awarded to those who have completed the pre-requisites and all phases of this practice-based certificate program 0009-0000-20-076-B04-P and 0009-0000-20-076-B04-T.
Learning Objectives for Pharmacists and Technicians:
At the completion of this activity, the participant will be able to:
• Demonstrate the ability to apply the principles of good writing to common documents used in pharmacy, medicine, regulatory writing
• List specific approaches needed for various types of medical writing
• Write a variety of documents pertaining to medicine and pharmacy, including continuing education activities, slide kits, and scholarly works
• Assemble a portfolio of writing pieces that demonstrate the learner’s areas of expertise
See below to see all of the activities and their learning objectives
To Register Click on Orange Registration Button above
Activity | Learning Objectives | Number of Credit Hours |
Introduction to Medical Writing | 0 | |
1. Fundamentals of Writing | -List the principles of good writing -Recognize common errors in one’s own and others’ writing -Apply Plain Language Guidelines -Analyze writing samples for error, readability, and flow |
3 |
2. References and Libraries | -Compare and contrast reference types -Select appropriate references -Identify copyright infringement pitfalls and how to avoid them -Compose AMA citations for common reference types |
2 |
3. Working with Clients | -Describe clients’ typical expectations from medical writers -List the necessary components in an LOA or contract -Contrast clients expectations with one’s own strengths and limitations -Complete an analysis of one’s readiness to pursue medical writing |
0.75 |
4. Developing Visuals |
-Discuss when it may be appropriate to add visual aids into your writing -List the basic components needed for constructing tables and figures -Given information, construct a suitable table or figure |
1 |
5. Scholarly Works | -Outline the various types of scholarly publications -Recall the key sections of scholarly manuscripts -Identify and consult journal specific “Authors’ Guide” throughout the writing process -Demonstrate ability to effectively peer review a manuscript |
2 |
6. Continuing Pharmacy & Medical Education | -Discuss the purpose of quality continuing education -Describe the elements of a good needs assessment proposal to obtain funding for continuing education -Recognize the medical writer’s role in continuing education development -Produce a 1200 word document with two learning objectives and three post-test questions that incorporates the principles taught here |
2 |
7. Short Pieces & Educational Materials |
-Recall available educational media platforms -Select a media platform tailored towards a specific audience -Describe the essential components of patient education brochures and professional posters -Evaluate the effectiveness of circulating patient education brochures and professional posters |
2 |
8. Powerful Presentations | -Identify the techniques necessary to create engaging presentations -Demonstrate the ability to construct slide decks and graph inserts properly -Differentiate high quality presentations from low quality presentations |
2 |
9. Communication | -Describe informative, succinct, and professional correspondence with attention to protected health information -Format professional documents of all types -Recall the elements of a concise invoice -Dissect customer complaints |
0.75 |
10. Research Documents | -Identify the purpose of the various research documents -List the different types of writing styles -Demonstrate the ability to reference relevant resources |
2 |
11. Regulatory Writing | -Describe the purpose of regulatory writing and its importance -Identify regulatory documents required for target products at various development stages -Use regulatory guidance to format and create proper documents -Define the internal review process |
1 |
12. Medical Marketing of Healthcare Products | -List the ways in which writing for medical marketing projects differs from other types of writing -Recall regulations that govern medical marketing -Identify requirements that most pharmaceutical companies insist upon |
1 |
13. Finding Employment | -List three ways to begin a search for medical writing jobs -Identify companies (or types of companies) that hire medical writers -Match your interests and abilities to suitable medical writing jobs |
0.5 |
14. Policy Writing |
-Define Standard Operating Procedure -Describe the components of the SCP document -Discuss the format and writing style |
0.5 |
Submission of Writing Example (Final Project) | To complete the UConn Medical Writing Certificate Program, participants must produce a final project of approximately 5500 to 6000 word. Each participant will select a final project in collaboration with a UConn Medical Writing Certificate Program faculty member. The participant and the faculty members will select the type of assignment (e.g., needs assessment, continuing education activity homestudy, manuscript for submission to a journal), agree on a formal outline, and establish deadlines for draft and revision submissions. | 10 |
Kelsey Giara, PharmD
Medical Writer
Pelham, NH
Kelsey Fontneau Maytas, PharmD
CVS Pharmacy Manager
Shelton, CT
Sara Miller, PharmD
CVS Pharmacist
Franklin, MA
Bisni Narayanan, PharmD
Specialty Clinical Pharmacist
Yale New Haven Health
Hamden, CT
Stefanie Nigro, PharmD, BCACP, BC-ADM
Associate Clinical Professor
UConn School of Pharmacy
Storrs, CT
Paul Staffieri, PharmD
Clinical Manager
The Mount Sinai Hospital
New York, NY
Angela Su
PharmD Candidate 2024
University of Connecticut School of Pharmacy
Storrs, CT
Conner Walker, PharmD
Medical Writer
WriteAngle, Inc.
Torrington, CT
Jeannette Y. Wick, RPh, MBA
Director, Office of Pharmacy Professional Development and Visiting Instructor,
University of Connecticut School of Pharmacy, Storrs, CT
In accordance with the Accreditation Council for Pharmacy Education (ACPE) Criteria for Quality and Interpretive Guidelines, The University of Connecticut School of Pharmacy requires that faculty disclose any relationship that the faculty may have with commercial entities whose products or services may be mentioned in the activity.
None of the above listed faculty have a relationship with ineligible companies.
General Registration– $1999.00
There is no grant funding for this activity.
For those wishing to receive CE Credit and ACPE Certificate of Achievement:
The University of Connecticut, School of Pharmacy, is accredited by the Accreditation Council for Pharmacy Education as a provider of continuing pharmacy education. Thirty and one half contact hours (3.05 CEU’s) will be awarded to pharmacists and pharmacy technicians who view the presentations, participate in the activities and complete the assignments and evaluations, and deliver their final submission. Statements of credit for ACPE UAN 0009-0000-23-057-B04-P/T will be automatically sent to CPE Monitor and can be printed from your CPE Monitor Profile. A Certificate of Achievement will be sent to those who complete all activities, evaluations and submit a complete Verification of Participation Form.
Initial release date: December 1, 2023
Planned expiration date: November 30, 2026
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.
Learning Objectives:
Nathaniel Rickles, PharmD, PhD, BCPP
Associate Professor of Pharmacy Practice
University of Connecticut School of Pharmacy, Storrs, CT
In accordance with the Accreditation Council for Pharmacy Education (ACPE) Criteria for Quality and Interpretive Guidelines, The University of Connecticut School of Pharmacy requires that faculty disclose any relationship that the faculty may have with commercial entities whose products or services may be mentioned in the activity.
Dr. Rickles does not have any relationship with an ineligible company.
This activity costs $15
There is no grant funding for this activity.
The University of Connecticut, School of Pharmacy, is accredited by the Accreditation Council for Pharmacy Education as a provider of continuing pharmacy education. One and one half contact hours (0.15 CEU’s) will be awarded to pharmacists who view the presentation, and pass a post test with a 70% or better. Statements of credit for 0009-0000-21-035-H04-P, will be sent to CPE Monitor and can be printed from your CPE Monitor Profile.
Initial release date: July 15, 2021
Planned expiration date: July 15, 2024
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.
Learning Objectives:
Diana Sobieraj, PharmD
Assistant Professor, Senior Research Scientist and Program Manager
University of Connecticut School of Pharmacy/Hartford Hospital Evidence-based Practice Center, Hartford, CT
In accordance with the Accreditation Council for Pharmacy Education (ACPE) Criteria for Quality and Interpretive Guidelines, The University of Connecticut School of Pharmacy requires that faculty disclose any relationship that the faculty may have with commercial entities whose products or services may be mentioned in the activity.
Dr. Sobieraj has no relationship with an ineligible company.
The fee for this activity is $20
There is no grant funding for this activity.
The University of Connecticut, School of Pharmacy, is accredited by the Accreditation Council for Pharmacy Education as a provider of continuing pharmacy education. Two contact hours (0.2 CEU’s) will be awarded to pharmacists who view the presentation, pass the post test with a 70% or higher, and complete the evaluation. Statement of credit for 0009-0000-21-036-H04-P will be sent to CPE Monitor and can be printed from your CPE Monitor Profile.
Initial release date: July 15, 2021
Planned expiration date: July 15, 2024
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.
The University of Connecticut School of Pharmacy and The UConn Health Center Outpatient Anticoagulation Clinic have developed 2-day practice-based ACPE certificate continuing education activity for registered pharmacists and nurses who are interested in the clinical management of patients on anticoagulant therapy and/or who are looking to expand their practice to involve patient management of outpatient anticoagulation therapy. This traineeship will provide you with both the clinical and administrative aspects of a pharmacist-managed outpatient anticoagulation clinic. The activity features ample time to individualize your learning experience. A “Certificate of Completion” will be awarded upon successful completion of the traineeship.
“I had a very successful and wonderful learning experience that I will treasure and WILL apply to my practice ASAP” – LKD
“ ….this is a great program and I do not have enough good things to say about Dr. Durman and Dr. Bui. They have amalgamated the art of customer service and patient care and have integrated my traineeship into their routine without any issues. ” – LP
“.….very comprehensive 2 days. I was able to see a lot!” – MS
This certificate program is for registered pharmacists and nurses who are interested in the clinical management of patients on anticoagulant therapy and/or who are looking to expand their practice to involve patient management of outpatient anticoagulation therapy.
At the conclusion of the 2 day traineeship, pharmacists will be able to:
UConn Health Outpatient Services Anticoagulation Clinic
11 SOUTH ROAD
FARMINGTON, CT 06030
Suite 230 MC 6237
Email your completed application and proof of liability insurance to joanne.nault@uconn.edu. Once received, UConn will contact you with the date of attendance.
Spring 2025 dates!
Tuesday and Wednesday – March 25-26, 2025
Tuesday and Wednesday – April 15-16, 2025
Monday and Tuesday – April 28-29, 2025
Wednesday and Thursday – May 14-15, 2025
Tuesday and Wednesday – June 3-4
Day 1 | |
8:30-9:00 am | Orientation to the clinic and staff, HR forms, review clinic workflow |
9:00 am-12:30 pm | Observation of patient interview process, point-of-care testing, dose decision making, and documentation procedures. |
12:30 pm-1:00 pm | Lunch |
1:00 pm-3:00 pm | Observed patient interviews and documentation |
3:00 pm-3:30 pm | Observed telephone patient interviews, and documentation |
3:30 pm-4:30 pm | Day 1 review and evaluation |
Day2 | |
8:30 am-9:00 am | Q/A in preparation for day’s work |
9:00 am-12:30 pm | Solo telephone patient interviews, and documentation. |
12:30 pm -1:00 pm | Lunch |
1:00 pm-1:30 pm | Review of morning’s work |
1:30 pm-2:30 pm | Solo patient interviews, and documentation. |
2:30 pm-4:30 pm | Wrap up Q/A, address individual needs and final evaluation. |
Anuja Rizal, RPh, PharmD, CACP, John Dempsey Hospital Anticoagulation Clinic Coordinator, Farmington, CT
Elizabeth Biron, PharmD, John Dempsey Hospital Anticoagulation Clinic Pharmacist, Farmington, CT
Damian Green, Pharmacy Technician, John Dempsey Hospital Anticoagulation Clinic, Farmington, CT
In accordance with the Accreditation Council for Pharmacy Education (ACPE) Criteria for Quality and Interpretive Guidelines, The University of Connecticut School of Pharmacy requires that faculty disclose any relationship that the faculty may have with commercial entities whose products or services may be mentioned in the activity.
Dr. Rizal does not have anything to disclose.
Dr. Biron does not have anything to disclose.
Prerequisite Online content: can be found at www.pharmacy.uconn.edu/academics/ce/anticoagulation click on each of the listed activities to register. If you register for the entire bundle, the pricing is discounted to $140 total rather than approximately $17/credit hour.
Live content: Please see above for available traineeship dates. These dates are filled on a first come/first serve basis.
Please call Joanne at 860-486-2084 with credit card information. Scan and email your completed application to the address below.
joanne.nault@uconn.edu
There is no reduced fee for UConn faculty, adjunct faculty, preceptors or volunteers for this program
The registration fee, less a $75 processing fee, is refundable for those that cancel their registration more than 14 days prior to your scheduled live program. After that time, no refund is available. Participant substitutions may be made at any time.
There is no grant funding for this activity.
The University of Connecticut, School of Pharmacy, is accredited by the Accreditation Council for Pharmacy Education as a provider of continuing pharmacy education. Sixteen contact hours (1.6 CEU’s) of practice-based certificate continuing education credit for pharmacists who participate in the traineeship and pass the competency evaluation with at least a “3” in all of the assessment categories. Credit will be automatically uploaded to the CPE Monitor system, and a certificate of completion will be mailed within 4 weeks of traineeship completion. UAN#0009-0000-23-003-L01-P
Initial release date: March 16, 2023
Planned expiration date: March 16, 2026
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.