96010 Integrated Therapeutics 2
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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
Result type: Grade and marks
Requisite(s): (96006 Integrated Therapeutics 1 AND 96005 Professional Services 2 AND 96007 Drug Disposition AND (96008 Evidence-based Practice OR 96858 Evidence-based Primary Health Care))
These requisites may not apply to students in certain courses.
There are course requisites for this subject. See access conditions.
Description
Building on 96006 Integrated Therapeutics 1, this subject focuses on the optimal use of pharmacotherapy in the management of neurologic, endocrine, rheumatologic, ophthalmic, dermatologic and mental health disorders. 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.
This subject contributes to the Master of Pharmacy by providing students with the knowledge and skills to optimise pharmacotherapy and clinical management of illness and disease.
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 prevention |
| 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) |
| 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 |
Course intended learning outcomes (CILOs)
The learning outcomes for this subject are as follows:
- 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)
- Integrate into daily practice knowledge of health systems and concerns in national and global communities, with awareness of the social and cultural contexts of health to meet the diverse needs of individuals and communities. (03.07)
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.
The subject contributes to the following 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-focused, ethical practitioners with the understanding and proficiency to be leaders in their profession, capable of effectively researching and communicating solutions in a global context.
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. Students will participate in a range of teaching and learning strategies, including a range of supporting learning activities (e.g. workshops, lectures, and self-directed learning such as online modules) to support the acquisition and practical application of knowledge.
Case Discussion Sessions
Each week, there will be an opportunity for students to participate in a case discussion session to explore and consolidate therapeutic topics. Experienced health professionals present the sessions facilitating the delivery of clinical insight into specific 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.
Online learning activities
Prior to attending case discussion sessions and workshops, students access online learning resources including pre-work material and prescribed readings. Online resources enable students to clarify complex concepts and confirm clinical guideline recommendations. Undertaking these activities prior to lectures and workshops ensures collaborative, informed, and vibrant in-class discussion of topics.
Workshops
Workshops are the key learning strategy in this subject. There are two workshops (2-hours each) each week, where students work in small groups to solve case studies, and which are guided by facilitators (tutors). A new case is presented by the facilitator each week; the initial case ‘trigger’ is presented at the start of the first weekly workshop (the ‘trigger’ information is released online to each group), then developed over the course of the two workshops (further case ‘triggers’ are released online), until its conclusion in the second workshop. The facilitators help students to navigate and develop the problem-solving strategies for each case, but do not provide ‘answers’ to the cases. Students demonstrate the problem-solving process used, and the conclusions drawn, by preparing a summary case report.
Problem based learning
During the workshops, students are presented with an unfamiliar case scenario. The students are required to apply learnt theories to case studies through collaboration, discussion and agreement with their peers to address real practice scenarios and issues. Students will engage in group discussion.
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.
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
Feedback is provided following the workshop discussions. 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)
This subject will focus on the following therapeutic topics: neurological disorders (epilepsy, Parkinson’s Disease, headaches and migraine); endocrine disorders (adrenal disorders, pituitary gland disorders, thyroid and parathyroid dysfunction) ; disorders of diet and metabolism (obesity); metabolic bone diseases (osteoporosis); rheumatological diseases (metabolic rheumatoid arthritis, osteoarthritis, gout); dermatological diseases (acne, eczema/dermatitis, psoriasis, drug-induced skin disorders); mental health disorders (major depressive and bipolar diseases, anxiety disorders, schizo-affective disease); substance use disorders (substance abuse and misuse, drug and alcohol dependence); and sleep disorders. In covering these topics, students will explore the relevant pathophysiology, clinical presentation, epidemiology, and clinical management (diagnosis, acute treatment, maintenance treatment, pharmacotherapy and non-pharmacological strategies) for key conditions. Students will also learn about how these conditions, and their respective treatments, are managed in the presence of other comorbidities (concurrent medical problems) and medication regimens, thereby further exploring pharmacological concepts (pharmacokinetic, pharmacodynamic, and pharmaceutical formulation considerations) and specific patient populations.
Assessment
Assessment task 1: Group and class 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 following graduate attributes: Lifelong learning and Professional Capacity |
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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: 01.03, 02.01, 02.04 and 02.05 |
| Groupwork: | Individual |
| Weight: | 10% |
| Criteria: | See Assessment in the Assignment tab in 96010 Canvas site |
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: Lifelong learning and Professional Capacity |
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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 and 0109 This task is aligned with the following course learning outcomes: 01.03, 02.01, 02.04, 02.05 and 03.07 |
| Groupwork: | Group, individually assessed |
| Weight: | 25% |
| Length: | 6 pages including references |
| Criteria: | See Assessment in the Assignment tab in 96010 Canvas site |
Assessment task 3: Mid-Term Modified Essay Question (must-pass component)
| Intent: | This assessment intends to replicate the problem-based approach to solving cases, and to assess students' knowledge of the therapeutic topics explored in this subject. The assessment provides students an opportunity 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: Lifelong Learning and Professional Capacity |
|---|---|
| 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: 01.03, 02.01, 02.05 and 03.07 |
| Type: | Examination |
| Groupwork: | Individual |
| Weight: | 25% |
| Length: | 60 minutes |
| Criteria: | See Assessments in the Assignment tab in 96010 Cavas site |
Assessment task 4: Final Modified Essay Question (must-pass component)
| Intent: | This assessment intends to replicate the problem-based approach to solving cases, and to assess students’ knowledge of the therapeutic topics explored in this subject. The assessment provides students an opportunity to assess the development of their problem-solving skills, therapeutic knowledge and patient management proficiency at the end-point of the semester. This task contributes to the development of the following graduate attributes: Lifelong Learning and Professional Capacity |
|---|---|
| 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: 01.03, 02.01, 02.05 and 03.07 |
| Type: | Examination |
| Groupwork: | Individual |
| Weight: | 40% |
| Length: | 90 minutes |
| Criteria: | See Assessments in the Assignment tab in 96010 Canvas site. |
Minimum requirements
Students are required to attend a minimum of 85% of compulsory classes.
To pass this Subject students must achieve a minimum grade of 50%.
Note: there is a must-pass assessment in this Subject. Please check assessment descriptions for details.
Required texts
Clinical Pharmacy and Therapeutics, Walker R. (ed) and Whittlesea C. (ed), 5th Edition
Australian Medicines Handbook, 2023
Coursework Assessments Procedures
Graduate School of Health Policy, Guidelines and Procedures (login required)
Recommended texts
Therapeutic Guidelines: eTG Complete or hardcopies- Dermatology, Endocrinology, Neurology, Psychotropic, Rheumatology. Please Note eTG Complete is available through UTS library
Pharmacotherapy: A Pathophysiologic Approach. Dipiro J., Talbert R., Yee G., Matzke G., Wells B., Posey L.M., 8th Edition
Textbook of Therapeutics: Drug and Disease Management, Helms R.A.(ed), Quan D.J. (ed), 8th Edition
Journal articles and relevant guidelines relating to the therapeutic areas covered in this subject will be made available via UTS Library by the Subject coordinator as appropriate. Students are strongly encouraged to complete these readings if they wish to reach a high standard of performance in this subject.