University of Utah
Pharmacy Administration 535
"Social Foundations of Pharmacy Practice"
Winter 1995 (3 credits) (taught every winter quarter)
Nancy A. Nickman, M.S., Ph.D.
Posey LM. Pharmacy Cadence 1994-5. Athens, GA: PAS Pharmacy/Association Services, Inc.; 1995.
Supplementary Text: [on reserve at Eccles Library]
Wertheimer Al, Smith MC. Pharmacy practice: social and behavioral aspects. 3rd edition. Baltimore, MD: Williams & Wilkins; 1989.
The reason for including this course in the pharmacy curriculum is to provide you with the necessary background to understand the complexity of human, social, economic and political issues that exert a powerful influence on the pharmacy profession.
At the completion of the course, you will demonstrate that you have:
1/3 Course Introduction 1/5 Problems in the U.S. Health Care System 1/10 More Problems in the U.S. Health Care System 1/12 Choices in the U.S. Health Care System 1/17 The Pharmaceutical Industry 1/19 Pharmaceutical Industry Issues 1/24 Professionalization in Pharmacy 1/26 Socialization as a Pharmacist 1/31 Pharmaceutical Care 2/2 Expanded Roles/Changing Practice 2/7 Illness Behavior: Psychosocial Dimensions 2/9 Ethical Issues in Pharmacy Practice (Dr. Stilling) 2/14 Sociological Aspects of Prescribing 2/16 Compliance and the Pharmacist 2/21 Alternative Healing Systems - Part 1 2/23 Alternative Healing Systems - Part 11 2/28 Aspects of Cross Cultural Healing 3/2 Quality of Life and Medical Care - Part 1 3/7 Quality of Life and Medical Care - Part 11 3/9 Pharmacy and the Future
FINAL QUIZ: Friday, March 10, 1995 Noon - 1:00 P.M.
INSTRUCTIONS FOR POSITION PAPERS
Over the quarter, you will be asked to write 3 position papers on current and relevant articles which pertain to classroom discussion and events that affect the practice of pharmacy. The purpose of requiring you to write about your beliefs and your position on a particular issue is to encourage you to incorporate information from the lecture and service portions of this class into your personal data base on how the world functions.
You will be presented with new and sometimes conflicting ideas in order to challenge your current view of the health care system and its players. I do not expect you to agree with me; in fact, I would hope that you disagree on at least some points. You should be able to carry out a logical argument explaining why you believe what you do, based on whatever facts, assumptions and biases you are able to use to explain your position.
My secondary interest in having you write the position papers is to encourage you to write, hopefully in proper English. As health professionals, you may be asked by newspapers, consumer magazines or your own professional journals to write a readable article or paragraph about some area of pharmacy practice. In order to accomplish this task, practice is required. For this reason, half of the grade on each paper will be based on grammar and syntax - basically, how well you can communicate in the English language.
Assignments will be given 2 weeks in advance. Papers will be returned to you the following week. Grading will be based on grammar (5 pts) and your ability to develop a logical argument to explain your position (5 pts). The following questions should be answered in your discussion (based on 2-3 pages, typed, double-spaced):
1 . What is the issue or problem as described by the author(s)?
2. What is your position? (le., do you support what that authors are saying?) 3. Why? (justify your position)
NO PAPERS WILL BE ACCEPTED LATE, HANDWRITTEN, OR SINGLE SPACED
INSTRUCTIONS FOR SERVICE-LEARNING OPPORTUNITIES
In past years, students have been required to write an 8-1 0 page term paper, centered on some aspect of the health care system that impacts people and the way they use and/or abuse medications. Since 1993, students have been provided with the opportunity to participate in a Service-Learning Opportunity that allows you to learn about the same types of issues, but from first-hand experience. This means that I have contacted a number of service organizations in the Salt L ake City area and they have provided input on how we can volunteer to help them help their constituents. If possible, I would like you to select a partner for this experience. Over the quarter, you and your partner will spend 1-2 hours a week volunteering your time and expertise as a human being to a health-related organization, providing a needed service that the organization has identified specifically for our class.
Since a) this course has been identified as a Writing Emphasis course by the University Writing Program and b) you are not being required to write a term paper, we still need to have some type of writing activity in order to maintain the Writing Emphasis designation. Therefore, all Service-Learning participants are required to maintain a daily journal of their activities and complete a Final
Report of their experiences with the service organization of choice.
JOURNAL OBJECTIVES (1 1 POINTS):
REFLECTION SESSION OBJECTIVES (4 POINTS):
In prior years, students have indicated in the final course evaluation that discussion sessions offered multiple times during the quarter would have been helpful to allow them time to reflect upon and integrate their Service-Learning experiences. Part of this reflection experience includes your daily journal worth 1 1 points. The remaining 4 points are tied to your attendance at Reflection Sessions that will be held 4 times throughout the quarter. Either our TA or agency personnel will be on hand to work with you for 45 minutes (1 2:15 - 1 PM) to process what you are experiencing. This is really the nuts and bolts of Service-Learning and will help you to integrate your community service experiences with what we are learning in class. A copy of a handout on Reflection used by the Bennion Center to help students make the most of Service-Learning experiences is attached to the syllabus.
FINAL REPORT OBJECTIVES (15 POINTS):
Final Reports should be 3-5 double-spaced, typewritten pages or it will be returned to you. Please type a cover page separate from the text of the report with your name, the course number and date so that the agencies receive a blinded copy. Your report should cover the following points:
Date: Thu, 28 Dec 1995 08:25:16 MST From: Renee Buchanan <RBUCHAN@ssb1.saff.utah.edu>