Internship

Purpose

The aim of this procedure is to make sure that the students of DPCG get adequate experience in various pharmacy practice settings such as Community Pharmacies, health care setting, Pharmaceutical Industries and Hospitals, to achieve the mission of the College. Professional Practice Experience (PPE) in pharmacy education is rapidly gaining recognition as it enriches undergraduate curriculum and bridges theory to application.

Scope of Application

This procedure applies to all the DPCG students, Student's Professional Practice Experience Unit, comprising of a Head, Members, Administrative Staff and the Staff in Community, Pharmaceutical Industry, and various hospitals responsible for the implementation of this procedure.

Definitions

IPPE01: Introductory Professional Practice Experience for 200 hours during summer Semester in second year of B. Pharm.
Summer: Introductory Professional Practice Experience and healthcare setting for 120 hours during summer Semester in Third year of B. Pharm.
APPE: Advanced Professional Practice Experience in Hospitals for 640 hours during Fall Semester of Fifth year of B. Pharm.
INTR: Industrial Training: for 40 hours during hours during summer Semester in Third year of B. Pharm. Logbooks: The College supplies it to the students, which is an instructional manual with queries regarding Professional Practice Experience in different pharmacy practice settings.

Responsibility for Application

Head, Student's Professional Practice Experience Unit.

Process

As the pharmacy profession has moved from the traditional product to patient orientation, curricula within the schools and Colleges of pharmacy have evolved to introduce more experiential course work to foster this patient orientation. This change has been supported by the philosophy of pharmaceutical care that encourages pharmacists to assume a patient advocacy role in optimizing a patient’s drug therapy while minimizing the adverse effects of the medication. The role of experiential education is to hasten and enhance the development of the student’s ability to provide pharmaceutical care.

Professional Practice Experience, being an integral part of DPCG education program, has been given more emphasis to improve its implementation in the present curriculum and the number of hours has been rescheduled to 1050 to be distributed as follows:

I. Introductory Professional Practice Experience (IPPE 01) in Community Pharmacy for not
less than 200 hrs.
II. Introductory Professional Practice Experience (IPPE 02) in healthcare setting for not less than 120 hrs.
III. Industrial Training (INTR) in the Pharmaceutical Industry for not less than 40 hrs.
IV. Advanced Professional Practice Experience (APPE) in Hospitals for not less than 640 hrs.

Introductory Professional Practice Experience Test (PPET)

During IPPE01 training, students will be evaluated weekly based upon daily activities by a pharmacist. Students will be assigned 4 assignments and will be evaluated by the DPCG preceptor and pharmacist. After completing 100 hours, the student will be evaluated in the pharmacy by DPCG preceptor (midterm evaluation). After completion of 200 hours of training, students will be evaluated (End term evaluation). It will be helpful to assess their knowledge and training outcomes considering accomplishing the training goals' output.

Evaluation of PPE

At the end of each of IPPE001, IPPE02, and APPE the students must answer a questionnaire. The college Supervisor will collect these questionnaires and co-ordinate the results. The results of this study will be discussed in the College Academic Council Meeting and the Advisory Committee for any improvements in Professional Practice in Community, Hospitals and Pharmaceutical Industry if considered necessary.

Logbooks
  • Each student will be provided with a Logbook at the start of each PPE.
  • The main objective of the Logbook is to achieve the goals of IPPE.
  • Logbook is a manual designed by Dubai Pharmacy College, which is to be filled by the student during Professional Practice.
  • Every Student should have her own “Logbook” to write down daily activities during the PPE.
  • The College Supervisor will provide the student with the procedure for filling out the Logbook.
  • The student should submit the Logbook to the College supervisor at the end of her Professional Practice.
Student’s Responsibility: The student must be informed before each IPPE about her responsibilities which are as follows:
  • She must exhibit a professional appearance in manner and dress and always adhere to the standards of dress behavior.
  • She must wear her name badge at all times during PPE.
  • She must regard all information and activities relating to the pharmacy, the medical community, and customers to be confidential and, under no circumstances will such knowledge be revealed to anyone.
  • She must keep in mind that the primary aim of PPE is learning. Learning is not a passive process but requires a continuous, active commitment.
  • She should recognize that the best learning environment is one that fosters mutual respect and courtesy between the trainee and preceptor.
  • She should never question the preceptor's advice or directions in public, personnel, but rather accept it as a means of learning.
  • She should never be hesitant to admit that something is unknown to her and seek help whenever needed.
  • She should be aware of all laws and rules which govern her practice and should seek clarification of any points which are not clear.
  • If she is regularly asked to violate laws or has knowledge that the pharmacy where she is employed violates such laws, she should immediately report and ask for a change of PPE site or the preceptor. She shall report within five days after the end of each PPE-to-PPE Coordinator.

I) Introductory Professional Practice Experience (IPPE 01)

It is taken by the students in one or more Community Pharmacies selected by IPPE coordinator during the summer semester at the second year of B. Pharm. under course heading IPPE01. The duration of the training is 200 hours.

Introductory practice experiences are intended to introduce the student to pharmaceutical care. Service learning and shadowing are two types of experiences that accomplish this goal.

Service-learning allows students to participate in service projects that meet the community's needs, foster a sense of caring for others, and lead to student learning through communication and professionalism. Therefore, there are reciprocal benefits for both the community and pharmacy students. The development of caring relationships during service-learning prepares students for establishing conventional patient caring relationships.

Shadowing, another type of introductory practice experience involves observing practitioners conducting pharmaceutical services in the community pharmacy.

Regular visits, at least once, will be done by the faculty member of DPCG to monitor the students training progress as per the predefined learning objectives and have discussions with preceptors and students. The monitoring can also be done by contacting the student’s preceptors via phone, fax, and email.

Learning Outcomes

On completion of the Introductory Professional Practice Experience (IPPE01) in one or more Community Pharmacies, the students will be able to:

LO1: Outline the pharmacist role and responsibilities and licensing procedure.
LO2: Describe the organization and layout of the community pharmacy.
LO3: Identify the process of prescription and dispensing.
LO4: Identify the formulation and dosage forms of the most used medication.
LO5: List out different medication delivery aids to treat respiratory disorders.
LO6: Discuss the process of Disposal of expired medication and Refund policies.
LO7: Adapt constantly to advances in information technology at the workplace.
 LO8: Describe the function of financial accounting and balance sheet recording.
 LO9: observe and describe the medical insurance process.
LO10. Demonstrate prescription screening for drug-related problems and methods to resolve dispensing errors.
LO11. Identify drug formulary and essential drug list according to WHO and UAE national Drug list.
LO12. Identify the product name, the active ingredient, adult dose, warning, and cost of drugs used in common health condition.
LO13. Identify and verify the dose, drug interaction and potentiation drug-related problem of prescribed medication.
LO14. List out and identify drug brand, generic name, dose, and mechanism of action of several drug.
LO15. Prepare patient information leaflet for a multiple-dose inhaler, insulin injection.
LO16. Describe pharmacovigilance and list a few products that require ADR monitoring and reporting.

Role of Preceptor

  • To be a learning resource for the pharmacy student who receives the necessary training to develop skills and competencies as a community pharmacist.
  • To guide the pharmacy student throughout five weeks of training.
  • To be a role model as a professional pharmacist to the pharmacy student.
  • To provide professional services and constructive feedback during the training.
  • To assess pharmacy student performances during the training period.

Steps for Introductory IPPE 01

  • PPE coordinator asks all students to suggest at least two community pharmacies of their choice with the pharmacists' name and qualification working in these pharmacies.
  • The coordinator collects all the students before IPPE and gives them the Logbook.
  • PPE coordinator explains the objectives of IPPE01 and student’s responsibility during IPPE and also provide information to each student about the selected preceptor.
  • Each student receives a letter signed by IPPE01 coordinator and the Dean for the preceptor, which has the starting date and completion date of PPE.
  • After completing IPPE01 the Coordinator receives Preceptor's reports and Evaluation sheets and sends them to the Evaluation and Examination Unit.
Assessment and Evaluation
Assessment Tool Score Distribution (%)
Assessment of daily activities (Site Preceptor-Community pharmacist) 30
Assignment (Faculty preceptor) 10
Presentation (Faculty preceptor) 10
Mid rotation competencies evaluation (Faculty preceptor) 20
End of rotation competencies evaluation (Faculty preceptor) 30

II) Industrial Training (INTR)

It is taken by the students during the spring semester of B. Pharm. 4th year in Drug manufacturing industries of U.A.E., which should meet the following requirements:

  • Should apply GMP.
  • Should have a manufacturing capacity of all types of pharmaceutical products, a well-developed R & D.
  • A good Quality Control department and well-arranged storage facilities.
  • Should have a licensed MOH Pharmacist in Production and Quality Control department.
  • Should be functional and operative.

Learning objectives of the Industrial Professional Practice Experience are:
LO1. Identify the role of Pharmaceutical Industries to produce quality medicines on large scale.
LO2. Identify different types of machinery used for manufacturing formulations such as compression, granulation, packing, etc.
LO3. Explain the working of different types of equipment used for the analysis of raw materials, in-process, and finished products.
LO4. Explain the production and packaging of liquid dosage forms, solid dosage forms, semisolid dosage forms, parenteral and sterile dosage forms.
LO5. Describe formulation development process as per the requirement of regulatory bodies.
LO6. Discuss raw materials and finished product handling in the Pharma industry – warehouse, supply chain, dispatch, and stores.
LO7. Recognize cGMP procedures followed by pharmaceutical industries.
LO8. Identify the corrective steps for troubleshooting in product manufacture.
LO9. Interpret the given laboratory data concerning stability and performance factors that influence drug stability.
LO10. Take initiative to learn, self-evaluate, discuss with peers and faculty for self-improvement.
LO11. Demonstrate ability to independently solve problems/conflicts at the workplace.

Supervisors for Industrial Training

Supervisors for the Pharmaceutical Industrial Training
The INTR is monitored under supervision of:

  • College Supervisor: Pharmaceutics Department, DPCG.
  • Industry Supervisor: Training Center, Drug Manufacturing Industry.

Role & Responsibilities

a. College Supervisor
  • To prepare a list of students eligible for the IPT.
  • To send the list of students to the Industry Supervisor.
  • To co-ordinate with the Industry Supervisor for:
  • Student’s transportation from College to Industry and back.
  • Monitoring the training program.
  • Solving any problem hindering proper training.
  • Monitor student’s attendance.
  • To attend students’ presentation in the industry.
b. Industry Supervisor:
  • To prepare a training program meeting the following requirements,
  • To identify the Units in the Industry where training will take place as per the prescribed schedule.
  • To identify the person responsible for marking the attendance of students during the training program.
  • To determine the mode of PIT and appoint the person responsible for monitoring the training program.
  • Fulfilment of 40 hours in the industry.
  • To submit each student a copy of the Academic Industrial Training Manual.
  • To submit a report to the College Supervisor about the students’ attendance.
  • To submit a report on students’ assessment to the College Supervisor at the end of the training in the Pharmaceutical Industry.
  • At the end of the PIT, the Taring Center in the Industry offers the students a verified certificate indicating their completion of the training program.

Evaluation of students receiving Industrial Training.

S. No. Assessment Category Assessment (marks)
a. Punctuality (attendance, discipline etc.)
(Full attendance = 10; 1 day absent = 8; 2 days or more = 6)		 10
b. Daily Written Report-logbook (knowledge gained about basic pharmaceutical technology) 20
c. Tutorial session at the end of the day (level of understanding the role of pharmacist in the pharmaceutical technology) 10
d. Written Final Exam (MCQs) 30
e. Student Assignment (written report) and Presentation
For submission = 10   For presenting = 10		 20
AVERAGE of TOTAL 100

III) Introductory Professional Practice Experience-Health care setting (IPPE-02)

It is taken by the students in the summer semester of 3rd B. Pharm under the course heading IPPE02. Hospital training is taken in a healthcare setting. The IPPE02 Coordinator selects the healthcare setting, and it should meet the following requirements:
  • The Ministry of Health, U.A.E. or Dubai should have approved the hospital.
  • All activities related to patients must be computerized.

Learning Outcomes of Introductory Professional Practice Experience (IPPE02)
LO1- Describe the hospital pharmacy operations and drug distribution services.
LO2- Identify and use appropriate drug information sources and apply that information to respond to drug information services.
LO3- Provide pharmaceutical care services to clients of various healthcare setting.
 LO4- Provide medication therapy management services in various practice setting.
LO5- Describe the operations and functions of various regulatory centers in the healthcare system.
LO6- Demonstrate self-learning skills, problem-solving, and critical thinking abilities to advance professional services.

Criteria of a Field Preceptor

The filed preceptor should have not less than 2 years of experience as a registered practicing/administrative pharmacist in UAE.

Responsibilities of filed Supervisors.

  • To be a learning resource for the pharmacy student who receives the necessary training to develop skills and competencies as pharmacist.
  • To guide the pharmacy student throughout the respective areas of training.
  • To be a role model as a professional pharmacist to the pharmacy student.
  • To provide professional services and constructive feedback during the training.
  • To assess pharmacy student performances during the training period.

Preceptors' assessment and evaluation

Assessment: The pharmacist will assess the students' performance during the training at the chosen healthcare setting sites and DPCG preceptor (academic staff of the DPCG). The assessment will be based on a daily activity on reflective diary, the pharmacist and the DPCG preceptor write student reports and assessment.

Assessment and Evaluation
Assessment Tool Score Distribution (%)
Daily activity performance evaluation 50
Assignment 1 - organization and operational activities in Hospital pharmacy 10
Assignment 2 - Role of Pharmacist in Rehabilitation centers 10
Assignment 3- Role of Pharmacist in regulatory affairs 10
Presentation Group 10
End of rotation evaluation 10

Post-placement evaluation and assessment

The field preceptor should fill in post- placement evaluation and assessment once the students completed the attachment.

The Assessment by Activities, Overall Student's Performance Assessment and Post Placement Evaluation - Preceptor should be sent directly to us by any of the methods below: -

Dr Ammar Ali Saleh Jaber
Dubai Pharmacy College for Girls

IV) Advance Professional Practice Experience in Hospitals (APPE)

It is taken by students in the fall semester of BPharm (9th semester). Under course heading APPE. Students will spend 8 weeks in Clinical setting (patient wards) and 8 weeks in Clinics-based rotation during a hospital pharmacy clerkship. Clinical setting rotation areas include internal medicine and intensive care unit. Moreover, clinics-based rotation areas include ambulatory care/primary health care and, Inpatient/outpatient rotation, as shown in the table below:
Clerkship Duration (Weeks) Credit Hours
Rotation 1 AP01-IM Internal Medicine 4 4
Rotation 2 AP02-ICU Intensive Care Unit 4 4
Rotation 3 AP03-AC Ambulatory Care and Primary Health care 4 4
Rotation 4 AP04-IP Inpatient/outpatient rotation 4 4
Credit Hours (Total) 16
(640 hours)

General Goals and Objectives

  • To develop a sufficient, relevant, and experiential knowledge base to utilize appropriate resources necessary to provide direct patient care regarding individualized Therapeutic planning, intervention, and evaluation.
  • To master the clinical skills necessary to assume accountability and responsibility for therapeutic outcomes in providing pharmaceutical care.
  • To develop professional and interpersonal skills as a team of health care providers necessary for the provision of optimal patient care and pharmacy services.

Student`s Responsibility

  • The student should exhibit a professional appearance both in manner and dress and adhere to the attachment site's dress and behavior standards. The student should be well-groomed and dressed in professional attire, laboratory jacket/coat, an identification badge/name tag; students should dress decently as per the Emirati standards.
  • Hospital pharmacy policies and procedures are specific to each Institution. The student must always abide by these policies and procedures.
  • Any information about a hospital and/or a hospital pharmacy’s operation must be considered confidential and is not to be discussed with other students or with anyone other than the instructors and the faculty members in charge of the educational program.
  • Any information about a patient’s illness or medication is confidential and is not to be discussed with anyone other than the instructor, other pharmacists on duty, and when in the patient’s best interest, with health professionals providing care to that patient.
  • The student must perform assignments and be involved in activities related to the functions of the units. It may be necessary at times to devote more than scheduled time while participating in these activities.
  • The student must commit to an active learning process. Learning, especially in the attachment setting, requires initiative, enthusiasm, and active participation on behalf of the student.
  • The student should never hesitate to admit a lack of knowledge in an area and seek appropriate individuals' assistance.
  • The student should never question the instructor's advice or directions in public, in front of the other students or staff members. Disagreements must be discussed in private.
  • Comments and criticism of the student by the instructor should be viewed as a means of learning and not as a personal embarrassment.
  • The students should not perform dispensing functions, make professional decisions, or communicate with patients and/or health professionals without instructions from the preceptor.
  • Attendance at the hospital during the institutional attachment is mandatory. The student must notify in advance the Training in charge at the hospital if tardiness or an absence is anticipated. The student having unexcused absences will be subject to appropriate action by the Dubai Pharmacy College.
  • The students must summarize each rotation area's working procedures, the role of the pharmacist in each area, and suggestions for improvement to achieve optimal patient care.

Duties And Responsibilities

  • This is primarily aimed to guide the respective preceptors and students in their role and responsibilities. This is crucial since the success of the attachment depends on the implementation, and this is vital in ensuring all the above objectives are achieved.

Responsibilities of the preceptor

  • The preceptor should attempt to instill the principles of professional ethics by deeds as well as word.
  • The preceptor should always explain, in detail, what is expected of a student, in way of performance, appearance, attitude, and method of practice.
  • The preceptor must always insist on communication with the student and be willing to discuss any aspect of practice that does not violate responsibility to his patients, the employer, or professional ethics.
  • The preceptor should be aware, always, that his/her role is that of a teacher.
  • The preceptor should afford the student the mutual respect and patience needed for the optimal learning experience.
  • The preceptor should not assume a student's competency but determine it by reviewing his/her work profile through discussion and experience.
  • Criticism should be constructive and empathetic and conveyed to the student either privately, or in an appropriate manner.
  • The preceptor should strive to stimulate the student's interest in all aspects of the practice.
  • The preceptor should be respectful, always, of fellow practitioners and members of the allied health professions.
  • The preceptor should familiarize him/herself with the material contained in the Manual for the clerkship Experience rotations.
  • Preceptors should review the student's progress periodically and share the results with the student. Preceptors should be especially certain to inform students of weaknesses as early as possible.

Prerequisites for all rotations

  • Successful completion of all required core curriculum courses in professional years. This means that a student must complete all required pharmacy courses before beginning the clerkship rotations.

Placement:

  • Duration of stay at each of the above units/services is arranged depending on the magnitude of the activities and the emphasis of the students' exposure. It may vary differently from each hospital according to the needs and facilities of the concerned hospital.
  • Students are to abide by the predetermined rotational schedule unless otherwise instructed by the preceptor/lecturer.
  • Students are required to get a signature from the respective preceptor of the units/services where they were placed immediately after completion of their placement.

Evaluation of student's performance:

The preceptor from Dubai Pharmacy College For girls (DPCG) will be guiding the students throughout their training. The weekly visit will be done by the faculty member of DPCG to monitor the students training and have discussions with preceptors and students separately. During rotation, the preceptor will assess the student's performance and provide feedback about the strengths and areas for improvement. The preceptors will make these assessments using evaluation forms and performance criteria that are based on goals and objectives outlined in the rotation syllabus or manual. Therefore, before the rotation begins, the preceptor and the student should meet and review the rotation goals and objectives, students’ performance expectations and criteria to measure performance.

The rotation goals and objectives are statements that communicate the students' level of performance and activity, which are expected from them to demonstrate. Typically, rotation goals and objectives communicate that the students are expected to provide patient care successfully in the clinical setting.

This figure describes four levels of ability that a student must achieve to provide patient care. The lowest level of this triangle is "knowing" this tier infers that a student can recall knowledge gained during classroom courses and the rotations. Goals and objectives describing this level will be a statement such as "The student can describe symptoms, pathophysiology, laboratory tests, physical examination, prognosis and diagnosis of acute and chronic diseases. The other verbs that could be used in this statement are to describe how to use the knowledge gained during classrooms.

Evaluation of students receiving APPE
Total marks for evaluation of APPE are 200, which are distributed as:
S. No. Particulars Marks Allotted
1. Internal Medicine 45
2. Intensive Care Unit 45
3. Ambulatory Care and Primary Health care 45
4. Inpatient/outpatient rotation 45
5. Attitude 10
6. Attendance 10
Total 200

Records

Relevant records such as logbook, etc. will be checked by the head of Students' Professional Practice
Experience Unit

Filling

With the help of the members of the Students' Professional Practice Experience Unit, it will be filled in the concerned files.