Rotation Manual

• Policies and Expectations
• Required Rotations (803 Series)
• Elective Rotations (810 Series)
• Elective Rotations (815 Series)
• Forms

Policies and Expectations

This manual is a guide for preceptors, faculty, and students involved in structured, professional practice experiences associated with the Univerisity of Arizona College of Pharmacy.  In order to maintain this manual as a useful and up to date resource, we would very much appreciate comments and suggestions regarding its content and structure.   

Feel free to contact us with comments or suggestions.

The professional experience rotations are designed to complete the pharmacy student's education through supervised participation in pharmacy practice in a variety of community and institutional settings.  Through these rotations, the student should develop technical and professional judgment skills needed to become competent pharmacists.  For the work done on rotations, students receive both academic credit and intern hour credit to be reported to the Arizona State Board of Pharmacy.

Students will perform their rotation activities under the supervision of an assigned preceptor.  As teachers, they show the student how to apply knowledge learned in the classroom to daily practice and evaluate the student's progress. These individuals are full or affiliate members of the faculty of the College of Pharmacy.

The liaisons between the College of Pharmacy, the student, and the preceptor are the Directors and Coordinator of Experiential Education. Throughout the program, these individuals maintain contact with students and preceptors. Their function is to recruit and maintain rotation site and preceptor relationships, make student assignments to rotation sites/preceptors, and to support preceptors and students throughout the experiential education process.

Rotation Goals and objectives serve as a guide to the preceptor and the student in planning the rotation experience.  These are available in the online rotation manual.   Students starting a new rotation should download the applicable Rotations Task Checklist (available for 803 series required rotations) as well as the checklist for all rotations.  Preceptors should review these with the student and initial items as they are completed.   These guidelines may be tailored to the previous experience and goals of the student as well as the unique characteristics of a rotation site.

Students should download the checklist for all rotations at the beginning of their rotation, to use as a guide for the rotation in conjunction with the rotation specific goals and objectives.  Rotation requirements addressed by this checklist are as follows.

1. Students are to comply with site specific requirements regarding nametags, dress codes, orientation procedures, health screening/immunizations, and work schedules. 
2. Early in the rotation, the student and preceptor should discuss rotation goals and objectives as well as expectations of the student.
3. The preceptor is encouraged to have the student work with other pharmacists and pharmacy technicians to provide exposure to different functions within the pharamcy department. 
4. When possible, students are encouraged to attend departmental meetings, in-services, and other pertinent activities at the site.  These may occur outside normally scheduled hours.   If a student is scheduled to be at a rotation site on a Saturday or Sunday in order to enhance the learning experience, arrangements can be made for equivalent time off during the one of the weeks the student is at that site. 
5. The preceptor and the student should meet frequently for discussion of topics related to rotation goals.  The recommended minimum for this interaction is five hours per week, but may be distributed through the day/week to accomodate the preceptor's schedule or workflow at the site.  Students should be prepared participate fully in the discussion. 
6. It is highly recommended that the student does a small project during the rotation that will benefit pharmacy services at the site.  The project should be selected within the first two weeks of the rotation. 
7. The student should give at least one formal presentation during the rotation. The audience and topic should be decided upon with the preceptor during the first two weeks of the rotation.  Invitations to pharmacy staff or other interested individuals should be made.  Through the rotation year, students should gain experience with formal patient presentations as well as presentation of topics.  The type of presentation and requirements regarding use of audio/visual media and handouts are at the discretion of the preceptor and resources available at the rotation site.
8. Students are responsible for ensuring that Longitudinal DI course requirements are satisfied.  Preceptors are asked to grade assignments completed during their rotations.  The Longitudinal DI Manual is online, and contains a complete description of the requirements and the formats for submission.  The formats are suggestions, and may be altered at the discretion of the preceptor.
9. Preceptors should evaluate students at the rotation midpoint and end.  Final evaluations and grades may  be submitted online.  Student evaluations of the site and preceptor may also be submitted online. 
   https://www1.ems-webs.com/Arizona
10. The report of intern hours needs to be signed by the preceptor and submitted to the Director of Experiential Education.
    
    
    

For further information, please refer to above Checklist for All Rotations, Information for Students, and Grading Policies below.  Click here for information regarding becoming a preceptor.

1. Assignments  Before assignments are made, preceptors may specify their available dates and numbers of students that may be accommodated.  Any additional requirements a preceptor may have for accepting a student should be communicated to the Director/Coordinator of Experiential Education.  Preceptors may view student names and dates of assignment online in the rotation website https://www1.ems-webs.com/Arizona.
2. Rotation Checklists The Checklist for All Rotations and specific Rotation Task Checklists (for 803 series required rotations) should be obtained at the beginning of the rotation and used as a guide. 
3. Optimizing the Learning Experience
• Students should take initiative in finding opportunities to learnand practice professional communication skills when interacting with all types of persons encountered at a rotation site.  Preceptors should provide guidelines regarding methods of communication and appropriate oversight of these encounters.
• The student should gain experience in making professional decisions involved in pharmacy practice (e.g. evaluating prescriptions/medication orders, counseling patients, therapeutic decisions, nonprescription drug advice, etc.).  Preceptors should provide guidelines regarding these judgments and oversight of actions taken after the judgment is made.
• When possible, students should gain experience in writing notes in patient charts.  However, students are to adhere to institutional policies regarding student-written chart notes.
• Preceptors should provide contstructive criticism regarding a students professional interactions and performance at the practice site.  These discussions should be approached in an instructive manner.
• The student should not publicly question advice or directions of the preceptor.  Disagreements should be discussed privately and resolved with discussion between the parties involved.  The Director of Experiential Education may be contacted if needed.
4. Preceptor conferences with students  Preceptors should schedule regular opportunities for conferences with the student to discuss the student's progress as well as topics pertinent to the practice site.  It is suggested that five hours per week be allowed for these meetings.  Students should be prepared to participate in these discussions.
5. Evaluations of Students  See Rotation Grading Policies below.  Preceptors are to complete a mid-point and final evaluation of each student.  The midpoint evaluation should be used to facilitate discussion between the student and preceptor regarding areas in which the student needs more practice or experience and to determine what rotation goals still need to be met.  The rotation grade will be assigned by the preceptor with the final evaluation, which is due on the last day of the rotation.  Both of these may be sumitted online at https://www1.ems-webs.com/Arizona or downloaded and faxed/mailed to the Director of Experiential Education.  An example form may be viewed under the "Forms and Documents" menu.  The preceptor should discuss the evaluation and grade with the student.  Rotation task checklists for 803 series rotations may also be sent to the Director of Experiential Programs. 
6. Reporting Intern Hours  Students are responsible for recording their completed Intern hours on the Report of Intern Hours.  This must be verified and signed by the preceptor before submission to the Director of Experiential Education.

Please refer to above Checklist for All Rotations for further information.

1. Assignments  Each student is assigned to a preceptor for a six-week rotation (minus the last Friday of the six week period and official university holidays). Students are required to contact their assigned preceptors prior to the beginning of the rotation to make logistic arrangements such as meeting time/place, parking, etc.  At sites in which free parking is not available, the student is responsible for parking fees.
   
2. Compensation  Students may not be compensated monetarily for experiential training on rotations. Students receive academic credit from the College of Pharmacy and Internship credit from the Arizona State Board of Pharmacy after successful completion of an assigned rotation.  In order to recieve internship credit for an out of state rotation, the student must have a valid Intern license in the state of the rotation site.
   
3. Insurance 
   • The College of Pharmacy is enrolled in a malpractice Insurance policy that covers the students during their participation in this program. This policy covers the student for professional liability as a pharmacy intern. If the student is involved in activities beyond the scope of pharmacy practice and their level of training, they will not be covered by this policy.
   • The College of Pharmacy does not provide health insurance coverage should the student become sick or injured while at the site. Students that are not covered under a health insurance plan of a spouse or parent/legal guardian are strongly encouraged to obtain personal accident and sickness insurance through the Campus Health Service or another source.
     
4. Pharmacy Intern Registration  
   • Each student must be a registered pharmacy intern. A copy of the student's intern license must be submitted to the Director of Experiential Programs prior to the start of rotations. Each student must comply with the Pharmacy Rules and Regulations (see R4-23-301 through R4-23-305 of the Arizona Pharmacy Rules and Regulations) including notifying the Arizona State Board of Pharmacy of change of mailing address within ten days.
   • Students completing rotations out of state must obtain any required registration in that state and comply with intern regulations of that state.
     
5. Infectious Disease Prevention 
   • While participating in the program, students must observe the rotations sites infectious disease policies as well as Universal Precautions to prevent contact with blood and other potentially infectious materials.  Prior to rotations, all students must complete Blood Borne Pathogen training presented by the University of Arizona Department of Risk Management. Students also sign a policy form and receive an "AHSC Prompt Medical Attention Card" with instructions to follow in the event of a blood/bodily fluid exposures.
   • All students are required to show proof of immunity to hepatitis B, Varicella, Rubella, and Rubeola.  Documentation of vaccination and follow-up antibody titers confirming immunity should be provided.  Vaccination waivers are allowed for students with medical contraindication to vaccination.  Students should have an up to date Tetatus booster.   Just prior to starting rotations, students must have a negative Tuberculin Skin Test (PPD).  If they have previously had a positive PPD or received BCG Vaccine, students should submit a recent chest x-ray and TB symptom questionnaire showing they do not have active disease.  Documentation of all the above must be submitted to the Director of Experiential Programs prior to the start of the first rotation.  These documents should be submitted with the Immunizations Requirement Form.  Students are responsible for costs incurred in having these tests done.  Students may not begin rotations before the above information has been provided to the Director of Experiential Programs.  Each day missed from the rotation will be considered an unexcused absence.
     
6. Cardiopulmonary Resuscitation (CPR) Training  All students must have CPR certification in accordance with the curriculum of the American Heart Association for Healthcare Providers.    Documentation must be provided to the Director of Experiential Programs before the start of the first rotation, and maintained current throughout the rotation year.
   
7. HIPAA Certification  All students must have certification regarding application of the Health Insurance Portability and Accountability Act.  A course is arranged by the College for students preparing for rotations each year.
   
8. Attendance/Absence Policy 
   • Attendance is essential if academic credit is to be received and intern hours accrued.
   • The student is responsible for adhering to the rotation schedule agreed upon with the preceptor, including meetings and other activities that may occur outside usual business hours. 
   • In case of sickness or other emergency causing the student to be absent from or late to a rotation site, the preceptor should be notified by telephone as early as possible. Failure to do so will constitute unexcused absence. If an absence will is more than two consecutive days, the Director of Experiential Programs must also be notified.
   • Students who cannot reasonably get to their rotation site due to inclement weather must notify their preceptor as soon as they realize that they will not be able to attend. Failure to do so will constitute an unexcused absence. Rotation time missed due to weather must be made up.
   • Professional leave must be requested using the Professional Leave Form no later than the first day of rotation in which the absence will occur.  Professional leave includes College functions/meetings, professional meetings, and residency/job interviews. Professional leave must be approved by both the preceptor and the Director of Experiential Programs prior to the leave dates.  Each student may use a maximum of four professional leave days per rotation not to exceed a total of ten days for the rotation year.
   • Excused absences of more than 2 days per rotation must be made up. At the discretion of the preceptor, making up time may include additional hours at the site or completion of additional projects for the site.
   • Unexcused absences must be made up on hour per hour basis.
   • Absences of any type may decrease any student's ability to achieve all the objectives of the rotations, and this may be reflected in their rotation grade.
   • Students will lose 1 letter grade for each unexcused absence. Unexcused absences include failure to contact the preceptor (or site) in case of illness and failure to contact the preceptor (or site) if for any reason the student is unable to arrive at the site at the time agreed upon with the preceptor.
     
9. Evaluation of Site/Preceptor  Students are to complete an evaluation of their rotation experience on the last day of a rotation. This may be done online at https://www1.ems-webs.com/Arizona.  A sample form may be viewed under the "Forms and Documents" menu.  Students are not expected to show this evaluation to the preceptor.
   
10. Evaluations and Grade  See Rotations Grading Policies below. 
    Preceptors are to complete a mid-point and final evaluation of each student.  The midpoint evaluation should be used to facilitate discussion between the student and preceptor regarding areas in which the student needs more practice or experience and to determine what rotation goals still need to be met.  The rotation grade will be assigned by the preceptor with the final evaluation, which is due on the last day of the rotation.  Both of these may be sumitted online at https://www1.ems-webs.com/Arizona or downloaded and faxed/mailed to the Director of Experiential Education.  An example form may be viewed under the "Forms and Documents" menu.  The preceptor should discuss the evaluation and grade with the student.  Rotation task checklists for 803 series rotations may also be sent to the Director of Experiential Programs. 
    
11. Course Units and Internship Credit
    • Five academic credit units are awarded for each completed rotation.
    • A maximum of 232 hours (minus official university holidays) of internship credit are allowed to be submitted per rotation. If greater than 32 hours are missed during a specific rotation, the student will be required to make up time. A grade will not be recorded until the preceptor notifies the Director of Experiential Programs that the appropriate time has been made up.
    • At the end of each rotation, students must submit a completed Report of Intern Hours to the Director of Experiential Education.  Based on these, Quarterly Reports of Intern Training will be computer-generated by the Director of Experiential Education and submitted to the Arizona State Board of Pharmacy. 
    • In order to report hours from rotations outside of Arizona to the Arizona Board of Pharmacy, the student must have an intern license in the state where the rotation was completed.
    • If you are submitting credit for intern hours to other state boards of pharmacy, it is your responsibility to find out, in advance the maximum number of hours they will allow for our rotation program as well as their reporting procedures.
    • Submission of an inaccurate Report of Intern Hours is a form of academic dishonesty. 
      
    
    

In their interactions with patients and other health care professionals, students represent the College of Pharmacy as well as the practice site.  In this capacity, students must maintain professional decorum at all times.

1. Dress Code
   • All students must wear neat, clean, white laboratory jackets unless otherwise directed by the preceptors.  Nametags from places of employment should not be worn at a rotation site.
   • Female students may wear skirts, dresses or dress slacks with appropriate hosiery and shoes.
   • Male students must wear dress slacks, collared shirts, ties, socks and appropriate shoes.
   • Jeans, shorts, mini-skirts, thong sandals, T-shirts, etc., are inappropriate dress and are NOT allowed.
   • All students must maintain good personal hygiene.
   • Students may be asked to leave a rotation site dress code violations. This absence is unexcused. 
     
2. Confidentiality 

• All confidential/proprietory information revealed during a rotation assignment such as pharmacy records, fee systems, professional policies, etc. are to be kept confidential.
• All patient personal/health information must be kept confidential, according to principals of HIPAA.
  

3. Optimizing the Learning Experience
• The student should take initiative in finding opportunities to practice communicating in a professional manner with all types of persons encountered at a rotation site, including pharmacists, physicians, other health care professionals, and patients.  Students should seek advice regarding methods of communication that are appropriate for different types of encounters.
• The student should gain experience in making professional decisions involved in pharmacy practice (e.g. evaluating prescriptions/medication orders, counseling patients, therapeutic decisions, nonprescription drug advice, etc.).  Students are to follow the advice of the preceptor regarding review/oversight of these professional judgments. 
• When possible, students should gain experience in writing notes in patient charts.  However, some institutions do not allow pharmacy students to write progress notes.  Discuss policies regarding progress notes with your preceptor.  Remember, the chart is a legal document - do not write anything that could be misinterpreted.
• Preceptors should provide contstructive criticism regarding a students professional interactions and performance at the practice site.  These discussions are to be viewed as a means of learning.
• The student should not publicly question advice or directions of the preceptor.  Any disagreements should be discussed privately.  Disagreements between the student and preceptor should be resolved with discussion between the parties involved.  The Director of Experiential Education may be contacted if needed.
  

4. Legal Responsibility  The student should constantly be alert to and obey the laws and regulations that govern pharmacy practice and seek clarification of any points that are not clear. They are not to perform procedures or otherwise act outside the realm of pharmacy practice.

5. The student should understand that their conduct and actions reflect may be seen as reflective of the College of Pharmacy as a whole, and may impact the relationship between the College and the preceptor and practice site long after the completion of the rotation.

At the end of each rotation, the preceptor will evaluate the student and assign a grade using the form available online at https://www1.ems-webs.com/Arizona.   The evaluation and grade may be submitted online, or downloaded and faxed/mailed to the Director of Experiential Education.  An example form may be viewed under the "Forms and Documents" menu.  Rotation task checklists for 803 series rotations may also be sent to the Director of Experiential Programs. 

For 803 series required rotations, the extent to which the student accomplishes the goals/objectives as stated on the rotation task checklist is reflected in the first two items of the evaluation form.  For 810 and 815 series elective rotations, these evaluation items should reflect the extent of accomplishment of goals and objectives established by the preceptor and student at the beginning of the rotation.  Expectations of the student with respect to grading should be made clear, and preceptors should maintain documentation to justify a final grade.

The remaining items of the evaluation reflect the student's ability to communicate effectively, manage time and resources to accomplish tasks, professionalism, and ethics.

At the end of the evaluation, the preceptor assigns a grade as follows.

S: Superior (no grade point value)	Performance was exceptional and noteworthy for a student of this level
P: Pass (no grade point value)	Performance was appropriate and acceptable for  a student of this level
C: grade point value = 2	Although performance was below that expected for a student of this level, student showed improvement over time
D: grade point value = 1	Significantly, repeatedly performs below expectations without showing improvement
F: grade point value = 0	Fails to complete rotation

The preceptor should discuss the final evaluation and grade at the end of the rotation.  Grade appeals will follow the procedure outlined in the University of Arizona Academic Catalog.

Procedures for Dealing with Sexual Harassment
Equal Opportunity and Affirmative Action Office
http://w3fp.arizona.edu/affirm/shpolicy.htm

Code of Academic Integrity
http://dos.web.arizona.edu/uapolicies/

Grade Appeal Policy
http://catalog.arizona.edu/2007-08/policies/gradappeal.htm

The University of Arizona Statement on Drug Free Schools and Campuses
http://www.hr.arizona.edu/09_rel/drugstmt.php

This a collection of reference information for students on rotation.  It includes guides for thought processes for evaluating patients and drug therapies and compliance.  It is hoped that by practicing using these concepts, students will develop a basic thought process for identifying and solving patient problems.  Also included are guidelines to assist students preparing for formal and informal patient presentations.  Much of this material has been presented in previous coursework. 

Preceptors are welcome to use any of this material for teaching purposes.  The content may be adapted to the unique characteristics of a practice site or expertise of a preceptor.

Download Back to Basics.