PHP 305, Spring 2017
DRUG INFORMATION & ANALYSIS OF LITERATURE (DIAL)
Times:Tuesday, Thursday 11 am – 12:15 pm
Location:Pharm 170
Credit hours:3
Course Coordinator:Kristina E. Ward, PharmD,
295J Pharmacy Bldg
874-7484 (office)Office hours: by appointment
Required Texts:Malone PM, Kier KL, Stanovich JE, editors. 5th Ed. Drug information: a guide for pharmacists. New York: McGraw-Hill.Via AccessPharmacy
Dawson B, Trapp RG. Basic & clinical biostatistics. New York: McGraw-Hill. Via AccessPharmacy
Waning B, Montagne M. Pharmacoepidemiology: Principles and Practice. New York: McGraw-Hill. Via AccessPharmacy
Johnson J. Evaluating clinical literature: an overview. In: Aparasu RR, Bentley JP, eds. Principles of research design and drug literature evaluation. 1st ed. Burlington (MA); 2015. pp. 274-289.
Clickers are REQUIRED and may be purchased through the URI bookstore.
Course Description:
PHP305 is designed to introduce available drug information resources, both online and in print, to students and allow them the opportunity to explore how different resources vary with respect to the type and amount of information provided. Students will learn how to rationally and systematically research drug information questions using various medical and drug information resources. Students will also learn about the pharmacist’s role in formulary management, adverse event reporting, and medication use evaluation.
Students will learn application of research design concepts and statistical techniques used to design, collect, and critically analyze data and interpret results of various studies (e.g., clinical, epidemiological). Students will learn which study design and corresponding statistics are appropriate to solve different research problems. Examples from the medical literature will be used to augment the lectures and students will take an active role in evaluating medical literature.
Rationale for Course:
Pharmacists are viewed as the drug expert and are called upon to provide recommendations regarding patient drug therapy. This course will prepare pharmacy students to assume the role of the drug information pharmacist, regardless of their practice setting (e.g., community, hospital), by equipping them with the skills needed to identify, interpret, and apply biomedical literature. This course achieves the Information Literacy General Education Outcome (B4).
Student Learning Outcomes:
- Distinguish between the three types of literature: primary, secondary, and tertiary and identify the benefits and limitations of each.
- Develop a strategy for efficiently retrieving biomedical literature using secondary search databases.
- Develop a rational and systematic approach to researching drug information questionsafter assessing background of question that is based on knowledge of available drug information resources, provide recommendations for patient management based on the finding, and use proper attribution and citation of resources.
- Articulate activities associated with the Drug Information Pharmacist (e.g., adverse drug reaction monitoring, medication use evaluations, formulary management, medication safety).
- Apply knowledge about study design and biostatistics to compare the strengths and weaknesses of study designs and corresponding biostatistics based on the type of research question the trial is attempts to answer.
- Critically evaluate the medical literature, identifying the study design, statistical tests utilized, appropriateness of conclusions, and translating the results to clinical practice.
Attendance:
Students are expected to attend class. Absences because of illness or health condition; religious observance; school-approved activities; and family emergencies shall be excused in accordance with the University Manual, sections 8.51.11, 8.51.12 and 8.51.13. All other absences will be deemed unexcused unless prior approval from the course coordinator is granted. For unexcused absences, no credit will be given for missed class assignments such as, but not limited to, exams, homework, quizzes, and participation scores.
Influenza may impact classes this semester. If you exhibit flu symptoms, please do not come to class until the fever has subsided for 24 hours. Notify me at 874-7484 or of your status, and we will work together to ensure that course instruction and work is completed. The Centers for Disease Control and Prevention suggest simple methods to avoid transmission of illness, including covering your mouth and nose with a tissue when coughing or sneezing; frequently washing your hands to protect from germs; avoiding touching your eyes, nose and mouth; and staying home when you are sick. For more information, please view
Academic Integrity:
The University Manual, Chapter 8 – Regulations for Students (sections 8.27.10 – 8.27.21) addresses academic integrity and is available at Briefly, students are expected comply with these sections of the University Manual. Students are expected to be honest in all academic work. A student's name on any written work shall be regarded as assurance that the work is the result of the student's own thought and study. Work should be stated in the student's own words, properly attributed to its source. Students have an obligation to know how to quote, paraphrase, summarize, and reference the work of others with integrity. The following are examples of academic dishonesty:
- Using material from published sources (print or electronic) without appropriate citation
- Unauthorized possession or access to exams
- Unauthorized communication during exams
- Unauthorized use of another's work or preparing work for another student
- Taking an exam for another student
- Altering or attempting to alter grades
- The use of notes or electronic devices to gain an unauthorized advantage during exams
- Fabricating or falsifying facts, data or references
- Facilitating or aiding another's academic dishonesty
- Submitting the same paper for more than one course without prior approval from the instructors.
Plagiarismand Cheating will not be tolerated. Any written assignment, presentation, or other piece of work that is plagiarized will result in a ZERO for that assignment with no chance to re-do. If you have any questions about plagiarism or what constitutes plagiarism, ask Dr. Ward. All homework/projects should be completed individually. NO homework/project is considered "GROUP" work. Work that closely resembles another classmate’s effort will be considered plagiarism for all involved parties. Any student found Cheating on an exam will receive aZERO for the exam. Per the University Manual, the Dean may authorize failure of the course for instances of cheatingand plagiarism.
Professionalism:
Dress Code Policy
(Adapted from sections of “Professionalism for Pharmacy Students” – South Dakota State University College of Pharmacy)
Professional dress is exemplified by the avoidance of extremes in dress/grooming. Current dress code policy does not specifically require adherence to the professional dress standard in the classroom; however, students are expected to maintain a neat, clean appearance, such that visitors and faculty members might discern they are in the presence of students within a professional program. Avoidance of extremes of dress and grooming, and adherence to personal cleanliness should be maintained in class, or in any situation when the student represents the College of Pharmacy.
Professional Misconduct Policy
We expect professional conduct from all students, faculty, and staff. Individuals are expected to represent the College, professional program or profession in a positive, professional manner. Violation of any professions’ codes of ethics is a violation of professional conduct. Examples of misconduct can be found in the Professionalism Guidelines of the URI College of Pharmacy.
Assessment:
Exam 1: 25 pointsExams begin promptly. Entrance into
Exam 2: 25 pointsthe examination will be prohibited
Exam 3: 25 pointsstarting 5 minutes after the exam begins.
Project: 10 points
Assignments (5 total, 2 chosen randomly for grading)NOTE: Review of exams should be timely. Exam
2 X5 points each: 10 pointsreview is permitted for only two weeks after the
Pop Quizzes: 5 pointsexam has taken place.
TOTAL100 points
Course Grade:
Letter Grade / NumericRange (%) / Letter Grade / NumericRange (%)A / 93 – 100 / C+ / 77 – 79
A- / 90 – 92 / C / 74-76
B+ / 87 – 89 / C- / 70 – 73
B / 84 – 86 / D / 61 – 69
B- / 80 – 83 / F / ≤ 60
Assignments:
A total of 5 homework assignments and one project are assigned during the semester. The project is worth 10 points toward the final grade. The homework assignments are worth a total of 10 points toward the final grade. Of the five assignments, only two will be chosen at random for grading and application toward the final grade. If any assignment is not completed, is late, or is of obvious poor effort, it will be automatically chosen for a graded homeworkassignment and a zero will be assigned as the grade.
The first two assignments are directly related to using sources of drug information. The last 3 assignments involve reading, interpreting, and analyzing actual published trials of varying study design. The class will be divided into groups and each group will work with a graduate student. Each student will be required to complete and hand in the written portion for example paper 1 before it is discussed by the group. Failure to complete the homework or participate in the discussion will result in a zero for the assignment. Example papers 2 and 3 will be completed during out-of-class time using Sakai to discuss the articles. Further instruction on the Sakai portion will follow in class.
Class Materials & Technology:
With the exception of the required textbooks, all class materials (e.g., handouts, readings, example papers) will be available on Sakai. The most updated copy of the syllabus will always be on Sakai. Students are expected to bring their laptop computers when indicated in the schedule. Interactive response technology (“clickers”) will be used throughout the semester. Students should bring their clickers to each class.
Accommodations:
Any student with a documented disability should contact Dr. Ward early in the semester so that reasonable accommodations to support your success in this course may be put in place. One should also contact Disability Services for Students, Office of Student Life, 330 Memorial Union, 874-2098.
Academic Enhancement Center:
This is a challenging course. Success requires that you keep pace with the work, understand course concepts, and study effectively. The Academic Enhancement Center ( is a great place to do this. At the AEC you can work alone or in groups, and tutors and professional learning specialists are available to help you to learn, manage your time and work, and study well. They're open Monday through Thursday from 10 a.m. to 9 p.m. and Fridays until 1 p.m. All services are free (the coffee is free as well!), and no appointment is needed. You can call them for complete information at 874-2367, or just stop by the center on the fourth floor of Roosevelt Hall.
PHP 305, Spring 2017
Schedule:Spring 2017:
Date / Topic / Required Reading / LecturerJanuary 24 / Class Overview, DI website, DI on the internet / Malone: Ch 1 / Dr. Ward
January 26 / Tertiary Resources I
(Assignment 1 – DUE 2/7/17) / Malone: Ch 3 / Dr. Ward
January 31 / Tertiary Resources II (bring laptop)
(XX – XX attend class only); (XX– XXcomplete tertiary resources worksheet at home*) / Malone: Ch 3 / Dr. Ward
February 2 / Tertiary Resources II (bring laptop)
(XX – XX attend class only); (XX – XXcomplete tertiary resources worksheet at home*) / Malone: Ch 3 / Dr. Ward
February 7 / Secondary Resources I / Malone: Ch 3 / Dr. Ward
February 9 / Secondary Resources II (bring laptop) / Malone: Ch 3 / Dr. Ward
February 14 / Secondary Resources III (bring laptop)
(Assignment 2—DUE 2/21/17) / Malone: Ch 3 / Dr. Ward
February 16 / Systematic Searching & Drug Information Consult
(Project ASSIGNED) / Malone: Ch 2, 9 / Dr. Ward
February 21 / Formulary, P&T, MUE / Malone: Ch 12 – 14 / Dr. Ward
February 23 / Medication Safety, ADE / Malone: Ch 15, 16 / Dr. Ward
February 28 / EXAM 1 (covers material through 2/23/17) / Pharm 170
March 2 / Study Design & Methodology I / Malone: Ch 8
Dawson: Ch 2 / Dr. Ward
March 7 / Study Design & Methodology II / Malone: Ch 8
DeYoung chapter / Dr. Ward
March 9 / Study Design & Methodology III(Project DUE) / Malone: Ch 8 / Dr. Ward
March 21 / ANOVA / Malone: Ch 8
Dawson: Ch 7 / Dr. Dufresne
March 23 / Critiquing Primary Literature / Malone: Ch 4, 5
Dawson: Ch 13
Aparasu: Ch 17 / Dr. Ward
March 28 / Example paper 1
(Assignment 3 – DUE start of class) / Dr. Ward
March 30 / Cohort Studies / Dawson: Ch 2
Waning: Ch 3 / Dr. Caffrey
April 4 / Case-Control Studies
(Assignment 4: example paper 2 starts 4/4/17) / Dawson: Ch 2
Waning: Ch 3 / Dr. Caffrey
April 6 / Pharmacoeconomics / Malone: Ch 6 / Dr. Kogut
April 11 / EXAM 2 (covers 3/2/17 through 4/4/17) / Pharm 170
April 13 / Correlation / Dawson: Ch 8, 10 / Dr. Caffrey
April 19 / Linear Regression / Dawson: Ch 8, 10 / Dr. Caffrey
April 20 / Logistic Regression
(Assignment 5: example paper 3 starts 4/20/17) / Dawson: Ch 8, 10 / Dr. Caffrey
April 25 / Event Related Analysis (Survival Analysis) / Dawson: Ch 9, 10 / Dr. Caffrey
April 27 / Systematic Review using Meta-Analysis / Dawson: Ch 10 / Dr. Ward
May XX / FINAL EXAM (CUMMULATIVE) / TBD / TBD
*Tertiary resources worksheet replaces class time; worksheet is due in Sakai dropboxby 5pm on day of class or a ZERO will replace the highest pop quiz grade recorded by the end of the semester.
Often-Heard Student Remarks List – and Solutions
Remarks / Solutions“Idon’tlikethe assignment….” / Please provide specific suggestions for specific problems.
“I didn’t know when an assignment/draft/class/exam was due/cancelled/changed.” / Check your URI email (your official email) and Sakai on a regular (i.e., daily) basis, and/or review your syllabus. If you still have doubt, feel free to contact the course coordinator. Ultimately, it is your professional responsibility to know your schedule and plan accordingly. We do NOT grant special permission for missed exams or quizzes for planned travel.
“I couldn’t reach you.” / Send me an email or voicemail even if I am in my office. You must state a specific reason for the meeting, so I can budget my time and plan accordingly.
“I didn’t get the email.” / Use and check Sakai for all messages.
“It’s not fair.” / A complaint policy is on file at the College. If you feel that you cannot resolve a specific dispute with me, please file a complaint.
“What did you expect on XXX?” / If the syllabus is unclear, please offer what you feel was expected, and I can clear up the confusion. The syllabus is a legal contract that binds you to the expectations listed therein. Naturally, it is far better to inquire about the expectations before an assessment is made, than afterwards.
“It’s too much work.”
“I didn’t have time.” / In a professional school, the majority of your work will be completed outside of and prior to class for the best chance of success. Class time should be optimized for clarifying material learned outside of class and discussion. You should budget 4 hours of outside work time for every hour of class time. To meet accreditation requirements, the volume of material is immense, however, what is presented in your classes is a mere snapshot of the actual amount of data encountered on any particular topic or subject. Consider another field of study or reduce your commitments outside of class if you are unable to prioritize your resources.
“We were never taught…”
“We didn’t have this yet.”
“How are we supposed to know this?”
“There is a discrepancy…” / Please look it up. Learning is your responsibility – you will learn the content better and retain the information longer through your own investigation. This is but one quality of an accomplished professional. Medicine is an art and therefore open to interpretation. Present your argument validated with evidence, and a solution or compromise will be found.
“I worked hard on this!” / We are all proud of our students’ work ethic and productivity. However, outcomes are often not related to the amount of time invested in a particular assignment or assessment. (Adam M, Persky EL, Alford, Kyle J. Not all hard work leads to learning. Am J Pharm Educ. 2013; 77(5): article 89.) Rubrics and other standardized evaluation systems are used to clearly outline criteria for positive or negative outcomes. Use them when prioritizing resources.
“It wasn’t in the notes/website/ book, etc…” / The notes are a snapshot/outline of the content – look up details you might have missed or ask questions! Not all content lecturers present in class is found on the slides. Information from the required online books and databases are examples of sources of information absent from the notes. You are responsible to know information from required readings and from lectures, even if not included in the slides/handouts.
Adapted from Jeffrey Bratberg, PharmD, BCPS 2013.