96006 Integrated Therapeutics 1
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Subject handbook information prior to 2024 is available in the Archives.
Credit points: 6 cp
Subject level:
Postgraduate
Result type: Grade and marksRequisite(s): 96001 Introduction to Pharmacy AND 96002 Concepts in Pharmaceutical Sciences AND 96003 Pharmaceutics AND 96004 Professional Services 1
These requisites may not apply to students in certain courses.
There are course requisites for this subject. See access conditions.
Description
This subject focuses on the optimal use of pharmacotherapy in the management of cardiovascular, respiratory, diabetes and infectious diseases. The epidemiology, pathophysiology, diagnosis and clinical presentation of illness and disease are reviewed. Using an integrated approach, treatment and management options are considered with reference to relevant pharmacology, medicinal chemistry, formulation, pharmacokinetics and clinical properties of targeted therapies.
Subject learning objectives (SLOs)
| 0001. | Obtain relevant medical and medicine-related information from a consumer using appropriate questioning |
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| 0002. | Use appropriate verbal and non-verbal expression and display empathy and tact in work-related communication |
| 0004. | Communicate health and medication management information to patients and health care professionals in a useful and context-relevant way |
| 0006. | Use appropriate non-verbal, verbal, questioning and listening skills when communicating with patients and other HCPs |
| 0008. | Obtain a complete medication and medical history for a patient |
| 0012. | Learn from peers |
| 0015. | Work successfully as a member of a collaborative group |
| 0024. | Prioritise patients' rights, needs and wishes in the delivery of health care |
| 0025. | Apply major ethical theories to professional practice |
| 0029. | Interpret experimental data in relation to pre-clinical and clinical investigations |
| 0043. | Apply principles of medication safety to patient management |
| 0048. | Identify and evaluate available evidence and apply this to the needs of an individual consumer or a specific population |
| 0056. | Advise consumers about behaviours that can promote health and wellness, and prevent disease |
| 0062. | Identify other organisations and health care professionals with whom pharmacy can collaborate in health activities and disease programs |
| 0089. | Evaluate and apply advances in pharmacy informatics to optimise patient outcomes |
| 0090. | Describe the pathophysiology associated with the development of illness and disease |
| 0091. | Interpret clinical test results |
| 0092. | Describe the presentation of illness and disease in individuals and populations |
| 0093. | Describe the specific clinical presentation of illness and diseases and the criteria for differential diagnosis |
| 0094. | Identify risk factors for the development of specific illnesses and diseases, incorporating risk assessment and screening |
| 0095. | Describe acute and chronic clinical presentations of disease |
| 0096. | Identify the differing clinical presentations of illness and diseases based on individual patient characteristics |
| 0097. | Explain the epidemiology of illness and diseases within the specified clinical areas, including their relevance to disadvantaged populations sectors |
| 0098. | Identify the factors contributing to inter-patient variability in the clinical response to pharmacotherapy and/or non-pharmacological strategies |
| 0099. | Describe the patient-related factors affecting clinical management |
| 0100. | Integrate relevant patient, drug, disease and system factors in the selection and management of appropriate therapy for populations and individual patients |
| 0101. | Integrate relevant knowledge from the sciences and therapeutics to deliver clinically-oriented professional services |
| 0102. | Employ an evidence-based approach to patient care |
| 0103. | Employ an approach to patient care that integrates services delivered by other HCPs |
| 0104. | Use evidence-based cognitive and technological tools for professional service delivery in a range of health care environments |
| 0105. | Apply theoretical frameworks of professional service delivery to explore innovative modes of practice |
| 0106. | Apply a systematic process of inquiry to understand the patient's health problem(s) |
| 0107. | Apply principles of goal setting in health management |
| 0108. | Integrate knowledge of disease pathophysiology, pharmacology, pharmaceutical science and psychosocial factors to understand the patient's health problem(s) |
| 0109. | Evaluate patient's disease progression and therapeutic outcomes |
| 0110. | Identify priorities for patient management |
| 0111. | Apply knowledge of non-pharmacological therapy options in patient disease management |
| 0113. | Implement practice decisions using evidence-based guidelines and/or rational therapeutic decision-making |
| 0114. | Implement practice decisions within the Quality Use of Medicines framework |
| 0122. | Explain the mechanism of action for therapeutic drugs |
| 0123. | Explain factors governing drug response |
| 0131. | Conduct required pharmaceutical calculations |
| 0139. | Describe the scientific basis of and apply dosage individualisation strategies to control for variability in drug response |
| 0141. | Describe approaches for the clinical management of toxicity and adverse drug reactions |
| 0169. | Demonstrate cross-cultural competency |
| 0171. | Apply specialised knowledge of culture and health needs in the provision of medication or disease-related services for Indigenous Australian people |
| 0173. | Engage and communicate effectively, respectfully and collaboratively with Indigenous Australians |
Course intended learning outcomes (CILOs)
The learning outcomes for this subject are as follows:
- Reflect on knowledge, skills and attributes required for the evaluation and integration of emerging evidence into practice, promoting the growth of personal and professional learning and the education of others (01.02)
- Analyse and synthesise knowledge of health science concepts and theory, and apply skills of scientific research and clinical reasoning to support decision-making in pharmacy practice. (01.03)
- Demonstrate safe and competent operational, interpersonal and clinical skills for the benefit and care of patients and the wider community. (02.01)
- Engage in team undertakings adopting a range of roles in diverse teams, building cohesion and maximising team contributions. (02.04)
- Demonstrate sound ethical, compassionate and respectful patient-focused care, taking responsibility for personal health and wellbeing. (02.05)
- Capably communicate to patients, their families, carers and members of the healthcare team; contribute to wider health education and promotion, choosing and adapting communication modes to address cultural and linguistic diversity. (02.06)
- Acquire specialised knowledge and skills to inform professional cultural capability to work effectively with and for, Indigenous Australians across the pharmacy profession. (04.09)
Contribution to the development of graduate attributes
This subject contributes to the Master of Pharmacy by providing students with the knowledge and skills to optimise pharmacotherapy and the clinical management of illness and disease.
This subject contributes to the development of graduate attributes:
Lifelong learning
Graduates of the Master of Pharmacy are lifelong learners, committed to and capable of reflection and inquiry in their quest for personal development and excellence in professional practice.
Professional capacity
Graduates of the Master of Pharmacy are client-focussed, ethical practitioners with the understanding and proficiency to be leaders in their profession, capable of effectively researching and communicating solutions in a global context.
Cultural competence
Graduates of the Master of Pharmacy are culturally competent professionals, able to reflect on and explain their own cultural perspectives, accommodate cultural differences and achieve optimal outcomes through the adoption of a consultative approach to health care with indigenous Australians and other cultural groups.
Teaching and learning strategies
This subject is predominantly delivered through a problem-based approach, where students learn about a particular topic or concept (therapeutic area) through the ‘hands-on’ experience of solving an open-ended problem (a clinical case presentation). Students are presented with an initial ‘trigger’ (initial case presentation/ clinical event), which they must then explore, gather further information about, research relevant material and evidence, and develop hypotheses around, in order to solve the case (in other words, in order to diagnose, treat, and holistically manage the patient for optimal health outcomes). In undertaking this process, students will develop high-level problem-solving and clinical reasoning skills, build on their knowledge of therapeutics (differential diagnoses, pharmacotherapies, and underpinning pharmacological concepts), and further integrate their previous and current learning. In this subject, you will participate in a range of supporting learning activities (e.g. self-directed learning such as online modules, lectures, simulated in-class role plays, problem-based learning, academic writing, and feedback) that are designed to support the acquisition and practical application of knowledge.
Question and Answer Sessions
Each week there will be an opportunity for students to participate in an online session to discuss and explore therapeutic topics.
Self-directed learning
Each week, students demonstrate the problem-solving process used in workshops, and the conclusions drawn, by preparing a summary case report (PBL Case Summary). The report describes the clinical reasoning process followed for the case, the information gathered from the patient or health professional, the evidence and information obtained through researching the literature and relevant data-sources, the problems identified, and the recommended plan to resolve these problems (the clinical management plan). Each group submits one report per week, which collates and specifically identifies each student’s contribution to the report. Outside of classes, students will need to conduct group discussions, undertake self-directed study, and contribute to report writing to complete the weekly report.
It is expected that all students participate in the set activities during the scheduled time-slot for class. Attendance will be recorded.
Online learning activities
Prior to attending workshops, students access online learning resources including lectures, pre-work material and prescribed readings. Online resources enable students to clarify complex concepts and clinical guideline recommendations. Undertaking these activities prior to workshops will ensure collaborative, informed and vibrant discussion of topics in class.
Simulated in class role plays
Role plays provide a simulated environment for students to practice their communication and clinical management skills. Scenarios from relevant situations are used to depict real life experiences in pharmacy practice. Students interact, observe and provide feedback within the facilitated debriefing, and reflect on their own skills, values and experiences.
Problem based learning
During the workshops students will be presented with an unfamiliar case scenario. The students are required apply the theory to case studies through collaboration, discussion and agreement with their peers to address real practice scenarios and issues. Students will engage in group discussion.
Academic writing
Demonstrating information literacy and technology skills, students search and synthesise the professional literature to deliver weekly case reports. Students comply with academic writing practices and use information ethically, legally and respectfully.
Early and consistent feedback
Structured feedback is provided following the workshop discussions and for weekly case reports submitted. The collaborative learning approach utilised in the class will enable ongoing feedback to be provided as areas of learning need is identified. The continuous formative feedback provided during the semester will allow students to improve their clinical skills and knowledge.
Content (topics)
The focus for learning in this subject is the exploration and discussion of simulated, true-to-life problems in small groups. The problems are structured to develop students’ critical thinking, problem-solving, collaboration and communication skills, as well as building content knowledge. Students are encouraged to use a clinical reasoning process to solve patient problems in the following therapeutic areas: cardiovascular diseases (hypertension, hyperlipidaemia, angina, acute coronary syndromes, heart failure, atrial fibrillation), respiratory diseases (asthma, COPD, allergic rhinitis), diabetes and infectious diseases.
Assessment
Assessment task 1: Participation and Contribution
| Intent: | To ensure that students fully engage with the subject matter, meaningfully contribute to the learning process, take the opportunities to develop graduate attributes, as well as acquire specific therapeutic knowledge and gauge their development through teacher evaluation. This assessment also reflects the level of engagement with colleagues and tutors. This task contributes to the development of the following graduate attributes:
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| Objective(s): | This task is aligned with the following subject learning objectives: 0001, 0002, 0004, 0006, 0008, 0012, 0015, 0024, 0099, 0102, 0106, 0109 and 0110 This task is aligned with the following course learning outcomes: 01.02, 01.03, 02.01, 02.04, 02.05 and 02.06 |
| Groupwork: | Individual |
| Weight: | 10% |
| Criteria: | Provided in Canvas |
Assessment task 2: PBL Case Summaries
| Intent: | Completion of case summaries allows students to strengthen their written communication and collaboration skills, and to demonstrate that they are developing their problem-solving and clinical reasoning skills. Producing a case summary on a weekly basis also provides a timely study resource for the subject. SPARK evaluation provides peer feedback on individuals collaboration skills. This task contributes to the development of the following graduate attributes:
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| Objective(s): | This task is aligned with the following subject learning objectives: 0025, 0029, 0043, 0048, 0062, 0089, 0090, 0091, 0093, 0096, 0099, 0100, 0101, 0102, 0103, 0104, 0105, 0108, 0109, 0169, 0171 and 0173 This task is aligned with the following course learning outcomes: 01.02, 01.03, 02.01, 02.04, 02.05, 02.06 and 04.09 |
| Type: | Case study |
| Groupwork: | Group, individually assessed |
| Weight: | 25% |
| Length: | 6 pages including references |
| Criteria: | See the Assignment tab in the 96006 Canvas site. |
Assessment task 3: Mid-term Modified Essay Question (must-pass component)
| Intent: | The mid-term assessment provides an opportunity for students to assess the development of their problem-solving skills, therapeutic knowledge and patient management proficiency at the mid-point of the semester. This task contributes to the development of the following graduate attributes:
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| Objective(s): | This task is aligned with the following subject learning objectives: 0056, 0090, 0091, 0092, 0093, 0094, 0095, 0096, 0097, 0098, 0100, 0101, 0102, 0103, 0108, 0109, 0110, 0111, 0113, 0114, 0122, 0123, 0131, 0139 and 0141 This task is aligned with the following course learning outcomes: 01.02, 01.03, 02.01, 02.05 and 02.06 |
| Type: | Examination |
| Groupwork: | Individual |
| Weight: | 25% |
| Length: | 60 minutes |
| Criteria: | Provided in Canvas |
Assessment task 4: End of Term Modified Essay Question (must-pass component)
| Intent: | The final modified essay question (MEQ) assessment allows students to demonstrate that they have acquired the skills and knowledge required to therapeutically manage patients with condition(s) or health issues relating to: cardiovascular, respiratory, diabetes, and infectious disorders. The MEQ assessment follows the clinical reasoning and problem-based approach to solving cases undertaken in workshops. This task contributes to the development of the following graduate attributes:
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| Objective(s): | This task is aligned with the following subject learning objectives: 0056, 0090, 0091, 0092, 0093, 0094, 0095, 0096, 0097, 0098, 0100, 0101, 0102, 0103, 0108, 0109, 0110, 0111, 0113, 0114, 0122, 0123, 0131, 0139, 0141 and 0169 This task is aligned with the following course learning outcomes: 01.02, 01.03, 02.01, 02.05, 02.06 and 04.09 |
| Type: | Examination |
| Groupwork: | Individual |
| Weight: | 40% |
| Length: | 90 minutes |
| Criteria: | See Assignment tab in 96006 Canvas site. |
Minimum requirements
Students are required to attend a minimum of 85% of classes.
A grade of at least 50% in the combined mark from the mid-semester and final exams is required to pass this subject.
Required texts
Walker, R. & Whittlesea, C. (Eds) 2012. Clinical pharmacy and therapeutics. 5th ed. Churchill Livingston, Edinburgh.
Australian Medicines Handbook 2020, Australian Medicines Handbook Pty Ltd, Adelaide.
MIMS (online, CD or hard copy).
Coursework Assessments Procedures
Graduate School of Health Policy, Guidelines and Procedures (login required)
Additional required readings will be provided via Canvas
Recommended texts
Therapeutic Guidelines: eTG Complete or hardcopies – Dermatology, Endocrinology, Neurology, Psychotropic, Rheumatology. Please note eTG Complete is available through UTS library.
Dipiro J., Talbert R., Yee G., Matzke G., Wells B. & Posey L.M. 2020 Pharmacotherapy: A Pathophysiologic Approach, 11th Ed., McGraw-Hill, New York.
Helms, R.A. & Quan, D.J. 2006, Textbook of Therapeutics: Drug and Disease Management, 8th Ed., Lippincott Williams & Wilkins, Baltimore.
Other resources
Journal articles and relevant guidelines relating to the therapeutic areas covered in this subject will be made available via Canvas by the Subject Co-ordinator as appropriate. Students are strongly encouraged to complete these readings if they wish to reach a high standard of performance in this subject.