96013 Integrated Therapeutics 3
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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): 96010 Integrated Therapeutics 2 AND 96009 Professional Services 3 AND 96024 Clinical Practice 2
These requisites may not apply to students in certain courses.
There are course requisites for this subject. See access conditions.
Description
Following Integrated Therapeutics 1 and 2, this subject hones the students use of pharmacotherapy for mental health, chronic pain, complex infections and malignant disorders, as well as vaccinations across the life span. Students review the epidemiology, pathophysiology, diagnosis, and clinical presentation of these conditions. An integrated approach guides the consideration of treatment options, drawing on pharmacology, medicinal chemistry, drug formulation, pharmacokinetics, and the clinical properties of therapies.
Subject learning objectives (SLOs)
| 01. | Obtain relevant medical and medication information from patients and carers |
|---|---|
| 02. | Use effective verbal and non-verbal communication, demonstrating empathy and tact in interactions with healthcare professionals and patients |
| 03. | Communicate complex health-related information in a manner appropriate to the target audience |
| 10. | Employ an evidence-based approach to patient care and clinical practice |
| 12. | 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 |
| 14. | 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 |
| 15. | Use ethical principles to guide decision-making and ensure ethical provision of healthcare services |
| 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 |
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)
Contribution to the development of graduate attributes
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-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. 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.
Online learning activities
Prior to attending lectures and workshops, students access online learning resources including pre-work material and prescribed readings. Online resources enable students to clarify complex concepts and clinical guideline recommendations. Undertaking these activities prior to lectures and workshops will ensure collaborative, informed and vibrant discussion of topics in class. The information that students obtained before class will be used in solving a patient-based PBL case each week. This enables students to think critically and apply their knowledge to address specific patient needs.
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 to 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 clinical reasoning process to solve patient problems in the following therapeutic areas renal, gynaecological, obstetric, infectious diseases and malignant disorders and within special populations; paediatrics, geriatrics and palliative care.
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: 01, 02, 03, 10, 14, 15, 31, 32 and 33 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: | See Assessments in the Assignment tab in 96013 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 following graduate attributes: Lifelong learning and Professional Capacity. |
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| Objective(s): | This task is aligned with the following subject learning objectives: 10, 14, 15, 29, 30, 31, 32 and 33 This task is aligned with the following course learning outcomes: 01.02, 01.03, 02.01, 02.04, 02.05 and 02.06 |
| Type: | Case study |
| Groupwork: | Group, individually assessed |
| Weight: | 25% |
| Length: | 6 pages including references |
| Criteria: | See Assessments in the Assignment tab in 96013 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: 10, 29, 30, 31, 32, 33, 36, 41 and 43 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: | See Assessments in the Assignment tab in 96013 Canvas 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: 10, 29, 30, 31, 32, 33, 36, 41 and 43 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: | 40% |
| Length: | 90 minutes |
| Criteria: | See Assessments in the Assignment tab in 96013 Canvas site. |
Minimum requirements
Students are required to attend a minimum of 85% of scheduled 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
Whittlesea, C. & Hodson, K. (Eds) 2018. Clinical pharmacy and therapeutics. 6th ed. Churchill Livingston, Edinburgh
Australian Medicines Handbook 2023, Australian Medicines Handbook Pty Ltd, Adelaide.
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
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.