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Learning Objectives / Learning Assessment
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Michael Lemon, Pharm.D., Presentation: “Hepatitis C: The End of a Silent Killer”
Pharmacist Learning Objectives:
1. Define what a cure for hepatitis is;
#1 Post-test question: A cure for hepatitis c is defined by a negative measurement of hepatitis C virus in a patient’s blood
four weeks after completing therapy? T or F
2. Recognize cost is a major issue in the treatment of hepatitis C;
#2 Post-test question: 9 billion dollars was spent by Medicare in 2015 on hepatitis C medications? T or F
3. Identify appropriate treatment regimens for a patient based on hepatitis C genotype and various patient characteristics;
#3 Post-test question: Viekira Pak is an appropriate treatment for a hepatitis C patient with genotype 3 disease? T or F
4. Counsel a patient on the new hepatitis C medications including dosing,adverse reactions, and drug interactions;
#4 Post-test question: Antacids may be taken any time during therapy with sofosbuvir/ledipasvir? T or F
5. List future options for the treatment of hepatitis C.
#5 Post-test question: Sofosbuvir/velpatasvir is a future hepatitis C therapy which will require genotyping of all patients
prior to treatment? T or F
Pharmacy Technician Learning Objectives:
1. Summarize the public health impact of hepatitis C;
#1 Post-test question: Cost of hepatitis C patients is a significant barrier to treatment of these patients? T or F
2. Recognize that treatment regimens for hepatitis C vary depending on the genotype treated;
#2 Post-test question: Viekira Pak is indicated for the treatment of genotype 2 hepatitis C? T or F
3. Identify the dose and storage requirements of medications used in the treatment of hepatitis C.
#3 Post-test questions:
1. Which of the following hepatitis C medications is dispensed in a box/pack format:
a. Sovaldi
b. Daklinza
c. Technivie
d. Olysio
2. Harvoni must be kept in the original container upon dispensing? T or F
4. List the cost associated with each hepatitis C medication.
#4 Post-test question:
Which of the following hepatitis C medications is the most costly?
a. Harvoni
b. Viekira Pak
c. Ribavirin
Michael Gulseth, Pharm.D., BCPS, FASHP, Presentation: “Bridging Anticoagulation: Firm Foundation
or House of Cards?”
Pharmacist Learning Objectives:
1. Identify what has been current, best practice when interrupting warfarin for invasive procedures;
#1 Learning Assessment exercise: 1. Traditionally, a patient with atrial fibrillation and a CHADS2 score of 4 would
have typically received LMWH as bridge therapy if they needed to stop warfarin for surgery. T or F
2. Describe the findings of recent articles evaluating the use of bridging anticoagulation to facilitate invasive
procedures;
#2 Learning Assessment exercise: The BRIDGE trial showed that bridging therapy had a higher rate of major
bleeding when compared to no bridge therapy with no corresponding decrease in thromboembolism. T or F
3. When presented with a case needing to have warfarin interrupted for an invasive procedure, describe what is the
best approach for management.
#3 Learning Assessment exercise: Based on current data, a patient with atrial fibrillation and a CHADS2 score of
4 should not use LMWH as bridge therapy if they need to stop warfarin for surgery. T or F
Pharmacy Technician Learning Objectives:
1. Identify the risks of having invasive procedures if warfarin must be stopped;
#1 Learning Assessment exercise: Patients who stop warfarin for surgery are at risk of thrombosis and
bleeding. T or F
2. Describe how LMWH in the BRIDGE trial affected bleeding rates.
#2 Learning Assessment exercise: The BRIDGE trial showed that bridging therapy had a higher rate of major
bleeding when compared to no bridge therapy with no corresponding decrease in thromboembolism. T or F
Clinical Pearls – 1
Barb Hoover, Pharm.D., Presentation: “Cross Sensitivities: Don’t Overreact:
Pharmacist Learning Objective: 1. Evaluate the potential for cross-reactivity incorporating pertinent patient, situation
and pharmacologic factors.
Post-test question: A patient is admitted to the hospital with a listed allergy to morphine (itching and tachycardia).
Which of the following is appropriate advice to give the provider?
a. This is not a true allergy; rechallenge with morphine
b. This is not a true allergy; perform an allergy skin test
c. This is not a true allergy; patient will likely tolerate fentanyl better
d. This is not a true allergy; patient will likely tolerate codeine better
Pharmacy Technician Learning Objective: 1. Obtain relevant details about a patient’s allergy history during an intake
interview.
Post-test question: A patient presents with a prescription for celecoxib. She states she has an allergy to ibuprofen.
What other information should you solicit?
a. The patient’s reaction to ibuprofen.
b. Other NSAIDs she’s taken in the past.
c. Pertinent medical history such as asthma, chronic urticaria or rhinosinusitis.
d. All of the above.
Mandy Owen, Pharm.D., Presentation: “New and Improved: Recent Developments in Psychiatric Medications”
Pharmacist Learning Objective: Describe differences in mechanisms between novel antipsychotics and their
predecessors
Post-test question: What is the novel mechanism of action of cariprazine?
A. Partial 5-HT1A, D2, and D3 agonist with high affinity for D3
B. Partial 5-HT1A, D2, and D3 agonist, 5-HT2A antagonist with high affinity for 5-HT2A
C. Partial 5-HT1A agonist, D2 and D3 antagonist
D. Partial 5-HT1A and D2 agonist, D3 antagonist
Pharmacy Technician Learning Objective: Identify the different dosage forms available for antipsychotic and
stimulant medications.
Post-test question: Which of the following strengths does Adzenys XR ODT come in?
A. 2.5 mg/ml
B. 3 mg
C. 3.1 mg
D. 10 mg
Amanda Johnson, Pharm.D., Presentation: “Sleep Like a Baby: Use of Melatonergic Agents in the IUC”
Pharmacist Learning Objective: Describe the potential role for melatonin for sleep in IUC patients based on current
literature.
Post-test question: Melatonin has shown which of the following outcomes in ICU patients?
A.
B.
C.
D.
Improved sleep quality
Increased sleep time
Reduced need for sedation
All of the above
Pharmacy Technician Learning Objective: Describe Melatonin’s role in the circadian rhythm.
Post-test question: Melatonin secretion from the pineal gland is:
A. Inhibited by light
B. Activated by light
C. Secreted diurnally
D. Both A and C
Kyle LaPorte, Pharm.D., Presentation: “Carboplatin Dosing: Area Under the Controversy”
Pharmacist Learning Objectives: 1. Calculate creatinine clearance (CrCl) and carboplatin dose using the
Cockcroft-Gault equation and Calvert formula, respectively;
#1 Post-test question: Which of the following is the preferred method GFR estimation for the Calvert formula?
a) Cockcroft-Gault equation
b) MDRD equation
c) CKD-EPI equation
d) Cr-EDTA
2. Compare and contrast issues with carboplatin dosing including what body weight and serum creatinine
values used in estimation of renal function.
#2 Post-test question: What variables are important to critically assess when calculating estimated GFR?
a) Serum creatinine and body weight
b) Patient height and BSA
c) Cancer diagnosis and desired AUC
d) Patients co-morbidities and concurrent medications
Pharmacy Technician Learning Objectives: 1. Identify the medication carboplatin and describe its proper dosing regimen;
#1 Post-test question: How is the dose of carboplatin represented?
a) mg/kg (based on actual body weight)
b) mg/m2
c) AUC
d) mg/kg (based on ideal body weight)
2. Name two formulas utilized to calculate creatinine clearance for carboplatin dosing.
#2 Post-test question: What is the preferred formula for calculating carboplatin dose?
e) Egorin formula
f) Calvert formula
g) Newell formula
h) Chatelut equation
Kylee Bitner, Pharm.D., Presentation: CODE BLUE! Now What Should We Do? 2015 ACLS Guideline Updates
Pharmacist Learning Objective: Describe the pharmacy impacted updates in the 2015 ACLS Guidelines.
Post-test question: True or False: Vasopressin has not steadily shown to have additional benefit; therefore it is no
longer in the ACLS algorithm.
Pharmacy Technician Learning Objective: Identify the medications in the 2015 ACLS Guidelines.
Post-test question: What is the recommended dose for epinephrine in the 2015 ACLS guidelines?
(a) 1 mg
(b) 0.1 mg/kg (c) 2 mg
John Kappes, Pharm.D., Presentation: “Atypical Debate: Empiric Antibiotics for Community-acquired Pneumonia”
Thomas Johnson, Pharm.D., MBA, BCPS, FASHP, FCCM
Pharmacist Learning Objectives: 1. Define typical and atypical pneumonia;
#1 Post-test question: Atypical pneumonia gets its name because it is often not associated with the same
degree of symptoms as typical pneumonia. True False
2. Describe the common micro-organisms associated with community acquired pneumonia;
#2 Post-test question: Atypical pneumonia gets its name because it is often not associated with the same
degree of symptoms as typical pneumonia. True False
3. List the antimicrobial regimens recommended for pneumonia in common guideline statements;
#3 Post-test question: A beta-lactam plus a macrolide or a respiratory fluoroquinolone is considered
standard of therapy for a hospitalized community acquired pneumonia patient. True False
4. Identify opportunities for future research and guidelines for the treatment of community acquired pneumonia.
#4 Post-test question: New testing techniques related to rapid pathogen identification to help with directed
antimicrobial therapy is a quickly emerging research area. True False
Pharmacy Technician Learning Objectives: 1. List common symptoms of community acquired pneumonia;
#1 Post-test question: Community acquired pneumonia often presents with minimal to no symptoms. True False
2. Identify the common antimicrobials used in the treatment of community acquired pneumonia;
#2 Post-test question: Carbapenem antibiotics are commonly recommended for treatment of community
acquired pneumonia. True False
3. List common side effects of antimicrobials used in the treatment of community acquired pneumonia.
#3 Post-test question: Rash is one of the most common side effects associated with antibiotics used for
treatment of community acquired pneumonia. True False
Saturday – Pharmacists Track:
Ashok Kumar, MD, Presentation: “Multidisciplinary Approach to Hospitalized COPD Patients
Pharmacist Learning Objectives: 1. Explain the condition, COPD, as it is currently defined;
#1 Post-test question: Name one key difference between asthma and COPD.
2. Describe the pathophysiology features of COPD;
#2 Post-test question: Smooth muscle contraction / muscle hypertrophy and collapse of distal airways are
two of the primary factors in COPD airway obstruction.
3. Classify COPD severity using Forced Expiratory Volume (FEV1) measures.
#3 Post-test question: FEV1 of 50-80% would be classified as __________ .
4. Identify the major factors for consideration in the management of airway obstruction.
#4 Post-test question: There is significant evidence supporting the use of mucolytic agents. T or F
Pharmacy Technician Learning Objectives:1. Define COPD
#1 Post-test question: COPD is reversible, asthma is not. True False
2. Evaluate the prevalence of COPD within the U.S. population
#2 Post-test question: Almost _________ million Americans have been diagnosed with COPD.
3. Describe COPD classification measures.
#3 Post-test question: Name one lung function test used to classify the severity of COPD. ___________________
Doug Scheckelhoff, M.S., R.Ph., FASHP, Presentation: “Practice Advancement in Rural and other
Settings”
Pharmacist Learning Objectives;
1. Define practice model and how the Practice Advancement Initiative (PAI) can help advance practice models in
hospitals;
#1 Learning Assessment exercise: The ASHP Practice Advancement Initiative (PAI) provides recommendations for
practice, but only applies to large, academic hospitals.
A. True
B. False
2. Identify key drivers of pharmacy practice change and how to overcome barriers to change.
#2 Learning Assessment Exercise: The best driver of change in practice is when the state board of pharmacy sets a
new requirement that pharmacists and pharmacy technicians must meet. Without that, little changes
A. True
B. False
Pharmacy Technician Learning Objectives:
1. Explain how the availability of qualified pharmacy technicians will play a pivotal role in enabling the advancement
of pharmacist practice.
#1 Learning Assessment exercise:
All of the following are new, non-traditional roles that are being assigned to pharmacy
technicians in hospitals, except for:
A. Obtaining a medication list as part of medication reconciliation
B. Qualified technicians checking technicians before dispensing
C. Providing drug information to physicians by phone
D. Managing medication assistance programs to provide medications to patients who qualify
E. Facilitating medication needs when patients transition their care
2. Describe new, non-traditional roles that pharmacy technicians are being assigned and how they impact
pharmacy practice and patient care.
#2 Learning Assessment Exercise: The ASHP Practice Advancement Initiative (PAI) includes specific
recommendations related to the role of pharmacy technicians.
A. True
B. False
Clinical Pearls II – South Dakota Practice Advancement Pearls
Carrie Hespen, Pharm.D., Presentation: “Tech-Check-Tech”
Pharmacist Learning Objectives: 1: Define goal of Tech Check Tech program
#1 Learning Assessment exercise: The goal of a TCT program is to reduce the number of pharmacists needed to
staff an inpatient pharmacy. True False
2. List the necessary components for implementation and maintenance of a Tech Check Tech program
#2 Learning Assessment exercise: The state of South Dakota requires that a rule variance be filed with the
board of pharmacy in order to obtain permission to implement a TCT program. True False
Pharmacy Technician Learning Objectives:
1: Define goal of Tech Check Tech program.
#1 Learning Assessment exercise: The goal of a TCT program is to reduce the number of pharmacists needed to
staff an inpatient pharmacy. True False
2: List requirements needed to obtain TCT validation.
#2 Learning Assessment exercise: Which of the following is not required to obtain TCT validation?
a. Must be a certified technician
b. At least 5 years of inpatient experience
c. Minimum score of 80% on exam
d. 99.8% accuracy in the checking of 1500 line items
2. Michaela Johnson, Pharm.D., Presentation: “Pharmacy-Coordinated Transitions of Care”
Pharmacist Learning Objectives: 1. Summarize the role pharmacists and pharmacy technicians can play in assisting
with medication adherence, providing patient education, and improving outcomes;
#1 Learning Assessment exercise: A Pharmacy technician can contribute to a Transitional Care Management
program by:
A. Assisting with gathering records
B. Calling a patient on the phone to remind them of an upcoming appointment
C. Compiling patient satisfaction survey results
D. All of the above
2. Outline the requirements for Transitional Care Management (TCM) services:
#2 Learning Assessment exercise: Where can the criteria be found to determine the level of complexity of medical
decision making for Transitional Care Management Services?
A. CMS Conditions of Participation
B. CMS Evaluation and Management Guidelines
C. JCAHO Standards
3. Identify opportunities for interdisciplinary collaboration with TCM services.
#3 Learning Assessment exercise: A Transitional Care Management program may include collaboration with
which of the following areas of the healthcare team:
A. Billing Department
B. Respiratory Therapy
C. Physicians
D. All of the above
Pharmacy Technician Learning Objectives: 1. Summarize the role pharmacy technicians can play in assisting with
Transitional Care Management (TCM) and improving outcomes;
#1 Learning Assessment exercise: A Pharmacy technician can contribute to a Transitional Care Management
program by:
A. Assisting with gathering records
B. Calling a patient on the phone to remind them of an upcoming appointment
C. Compiling patient satisfaction survey results
D. All of the above
2. Explain the purpose of TCM services.
#2 Learning Assessment exercise: Transitional care Management Services are for patients who require low
complexity medical decision-making during transitions of care. True False
3. Joe Roby, Pharm.D., Presentation: “Using Evaluation and Management Guidelines to Bill for Pharmacy Services”
Pharmacist Learning Objectives: 1. Define evaluation and management (E/M) codes in the context of billing
for pharmacy services;
#1 Post-test question: E/M Codes are specific to pharmacy services. T or F
2. Determine the financial impact of billing for pharmacy services using E/M codes.
#2 Post-test question: Using E/M codes is a simple way to potentially generate additional revenue without
having to dramatically change workflow. T or F
Pharmacy Technician Learning Objective: 1. Assist the pharmacist in identifying which patient interactions can
be billed for using E/M codes.
#1 Post-test question: What is the essential component to qualify for E/M service billing?
Brad Laible, Pharm.D., Presentation: “Pharmacists' Patient Care Process Model: A Guide for Preceptors”
Pharmacist Learning Objectives:
1. List the 5 steps of the Pharmacists’ Patient Care Process (PPCP);
#1 Post-test question: 1. The 5 steps of the Pharmacists’ Patient Care Process are Collect, Assess, Plan, Implement,
and Follow-up. T or F
2. Differentiate between the PPCP and commonly used documentation strategies (e.g. SOAP notes);
#2 Post-test question: The PPCP goes beyond simple documentation by including implementation steps
and specific follow-up. T or F
3. Describe how the PPCP promotes accountability;
#3 Post-test question: The PPCP emphasizes the need for pharmacists to take responsibility for plan
implementation and patient outcomes. T or F
4. Identify patient care settings where the PPCP can be used.
#4 Post-test question: The PPCP is a consistent patient care approach applicable to a wide range of
patient care settings. T or F
Teresa Seefeldt, Pharm.D., Ph.D., Presentation: Metacognition and Reflection: Tools for Promoting
Student Learning
Pharmacist Learning Objectives:
1. Define metacognition;
#1 Post-test question: 1. Metacognition can be defined as developing innovative solutions to problems. T or F
2. Compare and contrast critical, creative, and reflective thinking;
#2 Post-test question: Reflective thinking is an important component of critical thinking. T or F
3. Explain two models of the reflective process;
#3 Post-test question: Kolb’s Experiential Learning Cycle is a model that encourages students to reflect on
and learn from concrete experiences. T or F
4. Describe how metacognitive processes can be utilized to promote student learning.
Objective 4 will be assessed using an active learning exercise. Participants will be asked to discuss how
metacognitive processes could be incorporated into APPEs or IPPEs to promote student learning.
Saturday – Pharmacy Technicians track
Joshua Ladwig, Pharm.D., Presentation: “USP 800: Handling with Care”
Pharmacy Technician Learning Objectives: 1. Explain what areas of compounding USP 800 includes.
#1 Post-test question: If a hazardous drug spill does occur, which of the following is the best procedure to follow?
a) Clean area with a paper towel
b) Ask the janitor to clean the area
c) Follow your facility’s SOP and contact your manager if necessary
d) Call the pharmacy resident to clean the area
2. Describe the proper method of cleaning a hazardous drug spill.
#2 Post-test question: USP 800 provides information on which of the following topics?
a) Hazardous drugs
b) Proper hand hygiene
c) Antibiotics
d) How to manage medication errors
3. Identify the scheduled implementation date for USP 800.
#3 Post-test question: When is the implementation date for USP 800?
a) May 2016
b) June 2017
c) December 2017
d) July 2018
Paula Herrera, CPhT., Presentation: “Basic Information on Vaccines”
Pharmacy Technician Learning Objectives: 1. Explain the importance of VIS statements;
#1 Post-test question: Is it Federal law that you have to provide Vaccine Information Statements to
patients or parent/legal guardians? Yes No
2. Describe vaccine cold chain and importance;
#2 Post-test question: Why is maintaining the vaccine cold chain important?
3. Describe the storage requirements for vaccines.
#3 Post-test question: Is the temperature range for freezers -50° to -15° C (-58° to +5° F)
Veronica L. Lesselyoung, Pharm.D., Presentation: “The Battle Against Antibiotic Resistant Bacteria”
Pharmacy Technician Learning Objectives: 1. Explain how antibiotic resistance happens and spreads;
#1 Post-test question: Improper hand-washing can spread drug resistant bacteria. T or F
2. Describe the primary methods being utilized in the United States to counter antibiotic resistance;
#2 Post-test question: A drug designated as a Qualified Infectious Disease Product has received an accelerated
review of the drug application by the FDA. T or F
3. Describe newer antibiotics used for antibiotic resistant bacteria including preparation information.
#3 Post-test question: Once prepared for administration, ceftazidime/avibactam is good for 24 hours when stored at
room temperature. T or F
Kristina Peterson, Pharm.D., BCPS, Presentation: “Advanced Cardiovascular Life Support: The ABCs of ACLS”
Pharmacy Technician Learning Objectives: 1. Describe the proper progression of emergency life support measures
#1 Post-test question: Which of the following is FALSE regarding epinephrine?
A. The standard dose of epinephrine in cardiac arrest is 1 mg IV every 3 - 5 minutes
B. Epinephrine can be given via endotracheal tube if intravenous/intraosseous access is not available
C. Epinephrine improves survival to hospital discharge with good neurologic outcomes
D. Early administration of epinephrine is associated with better outcomes compared to late
administration
2. Identify common medications utilized during adult advanced cardiovascular life support (ACLS)
#2 Post-test question: Which medication is commonly used for bradycardia causing instability?
A. Atropine
B. Adenosine
C. Amiodarone
D. Vasopressin
3. Define the most beneficial measures of ACLS
#3 Post-test question: What is the most important measure of basic life support?
A. Airway management
B. Medications
C. Delivery of breaths
D. Chest compressions