96006 Integrated Therapeutics 1
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particular session, location and mode of offering is the authoritative source
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Subject handbook information prior to 2025 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 equips students with the essential knowledge and skills required for comprehensive patient care in a number of healthcare settings. It is the first of three therapeutics subjects that explore the integration of the pharmaceutical sciences, pharmacotherapy principles and patient-centred care to optimise therapeutic outcomes. Students delve into some of the most commonly encountered health conditions, including cardiovascular, respiratory and endocrine disorders, as well as important areas of pharmacotherapy such as anti-infectives and analgesics. Emphasis is placed on evidence-based practice, clinical reasoning and ethical considerations in medication management. Through a team-based learning (TBL) approach, students also focus on collaborative problem-solving, critical thinking and effective communication.
Subject learning objectives (SLOs)
| 01. | Obtain relevant medical and medication information from patients and carers. |
|---|---|
| 05. | Communicate with patients and other HCPs in a non-judgmental, non-discriminatory and respectful manner |
| 06. | Develop proficiency in collaborative learning by actively engaging with peers, contributing effectively to group discussions and activities, providing constructive feedback, and applying conflict resolution strategies within team learning environments. |
| 10. | Employ an evidence-based approach to patient care and clinical practice. |
| 13. | Demonstrate a commitment to continuous learning, employing a reflective approach to maintain professional competence. |
| 15. | Use ethical principles to guide decision-making and ensure ethical provision of healthcare services. |
| 19. | Apply the principles of the National Medicines Policy (NMP) to ensure quality use of medicines (QUM) for patients. |
| 29. | Identify appropriate clinical tests and interpret the results. |
| 30. | Develop a comprehensive understanding of illness and disease presentation in individuals and groups, recognising specific clinical signs and symptoms for differential diagnosis and variations based on patient characteristics. |
| 31. | Integrate relevant patient, drug, disease and system factors in the selection and management of appropriate therapy for patients. |
| 32. | Apply a systematic process of inquiry, problem-solving, decision making, and prioritisation to understand and manage a patient's health problem(s). |
| 33. | Develop a plan to monitor patient outcomes |
| 36. | Integrate the principles of pharmacology, including pharmacokinetics, pharmacogenetics and pharmacodynamics, to optimise medication management. |
| 41. | Conduct required pharmaceutical calculations. |
| 43. | Analyse the causes of toxicity and adverse drug reactions, and develop comprehensive approaches for their clinical management. |
| 49. | Integrate knowledge of Indigenous Australian culture and health needs, government policies and practice standards to optimise medication management and improve health outcomes for 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 employs a team-based learning approach, where students work in teams to apply their knowledge about a particular topic or concept (therapeutic area) to solvea real world clinical case. Key learning strategies include pre-class individual self-directed learning, interactive patient-based team learning, and immediate feedback, designed to support theacquisition and practical application of knowledge.
Preparation
Prior to attending workshops, students complete online learning activities such as pre-class readings, videos and pre-recorded lectures. This ensures all team members come to workshops prepared and ready to engage in and contribute to meaningful discussions in class.
Readiness assurance process (RAP)
The RAP consists of individual (IRAT) and team (TRAT) readiness assessment tests (MCQ quizzes) to gauge students’ understanding of the pre-class materials. Each student completes the IRAT at the start of the class. Team members then collaborate to reach consensus on answers to the same questions (TRAT). Peer feedback helps reinforce learning and correct misconceptions. Facilitators will monitor individual and team performances and then provide feedback in areas of misunderstanding and reinforce learning objectives. RAP promotes team accountability, encourages active participation and provides immediate feedback on learning gaps.
Application Exercises
Following the RAP, teams engage in application exercises where they apply their knowledge to solve complex case studies. Team members share their reasoning, debate different perspectives ,and provide feedback to one another on their understanding of the content. These exercises are designed to promote critical thinking and problem solving skills, as well as integration of course concepts.
Immediate Feedback
Throughout the TBL session, facilitators provide immediate feedback to teams on their responses to application exercises. Feedback helps reinforce learning, correct misconceptions, and guide teams toward deeper understanding of the content.
Peer Feedback
During the semester, team members will provide feedback to each other on their contributions to the team. Peer evaluation allows team members to reflect on their own performance, receive constructive feedback from their peers, and identify areas for improvement in teamwork and collaboration.
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 problems relating to patients with cardiovascular, respiratory and infectious diseases, as well as endocrine disorders and acute pain.,
Assessment
Assessment task 1: Readiness Assurance Process
| 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. This assessment includes weekly IRAT and TRAT assessments. 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: 30, 31, 36, 41 and 43 This task is aligned with the following course learning outcomes: 02.01 |
| Type: | Quiz/test |
| Groupwork: | Group, group and individually assessed |
| Weight: | 15% |
| Criteria: | Provided in Canvas |
Assessment task 2: Application Exercises
| Intent: | Completion of the application exercises allows students to strengthen their communication and collaboration skills, and to demonstrate that they are developing their problem-solving and clinical reasoning skills.
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| Objective(s): | This task is aligned with the following subject learning objectives: 01, 05, 06, 10, 15, 19, 29, 31, 32, 33, 36, 41, 43 and 49 This task is aligned with the following course learning outcomes: 01.03, 02.01, 02.04, 02.05, 02.06 and 04.09 |
| Type: | Case study |
| Groupwork: | Group, group assessed |
| Weight: | 15% |
| Length: | As required by the activity |
| Criteria: | See the Assignment tab in the 96006 Canvas site. |
Assessment task 3: Peer and facilitator feedback
| Intent: | This task fosters peer learning and reflection, allowing students to develop their critical thinking, communication and peer feedback skills and fostering continual improvement in teamwork. |
|---|---|
| Objective(s): | This task is aligned with the following subject learning objectives: 06 and 13 This task is aligned with the following course learning outcomes: 01.02 and 02.04 |
| Groupwork: | Individual |
| Weight: | 10% |
| Length: | As required |
| Criteria: | See the Assignment tab in the 96006 Canvas site. |
Assessment task 4: 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.
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|---|---|
| Objective(s): | This task is aligned with the following subject learning objectives: 01, 10, 15, 19, 29, 31, 32, 33, 36, 41, 43 and 49 This task is aligned with the following course learning outcomes: 01.03, 02.01, 02.05, 02.06 and 04.09 |
| Type: | Examination |
| Groupwork: | Individual |
| Weight: | 20% |
| Length: | 60 minutes |
| Criteria: | Provided in Canvas |
Assessment task 5: 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. |
|---|---|
| Objective(s): | This task is aligned with the following subject learning objectives: 01, 10, 15, 19, 29, 31, 32, 33, 36, 41, 43 and 49 This task is aligned with the following course learning outcomes: 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.