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PSHP 40th Annual Assembly
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What activities did you attend at the event?
Agreement
By completing this form, you attest that you have participated in all selected activities in thier entirety.
The presenter was well prepared.
The presenter was well prepared.
The presenter was well prepared.
The presenter was well prepared.
The presenter was well prepared.
The presenter was well prepared.
The presenter was well prepared.
The presenter was well prepared.
The presenter was well prepared.
The presenter was well prepared.
The presenter was well prepared.
The presenter was well prepared.
The presenter was well prepared.
The presenter was well prepared.
The presenter was well prepared.
The presenter was well prepared.
The presenter was well prepared.
The presenter was well prepared.
The presenter was well prepared.
The presenter was well prepared.
The presenter was well prepared.
The program was relevant to my work.
Content matched stated objectives.
Usefulness of handouts/AV.
Comfort of rooms.
Overall quality of the meeting.
Meeting rooms and facilities.
The educational sessions gave a balanced view of therapeutic options, including the use of generic names.
The presenter's teaching abilities were high
The presenter's teaching abilities were high
The presenter's teaching abilities were high
The presenter's teaching abilities were high
The presenter's teaching abilities were high
The presenter's teaching abilities were high
The presenter's teaching abilities were high
The presenter's teaching abilities were high
The presenter's teaching abilities were high
The presenter's teaching abilities were high
The presenter's teaching abilities were high
The presenter's teaching abilities were high
The presenter's teaching abilities were high
The presenter's teaching abilities were high
The presenter's teaching abilities were high
The presenter's teaching abilities were high
The presenter's teaching abilities were high
The presenter's teaching abilities were high
The presenter's teaching abilities were high
The presenter's teaching abilities were high
The presenter's teaching abilities were high
Do you believe this activity was appropriate for the scope of your professional activities?
Was the educational content scientifically sound?
Was the mode of education effective for learning?
Was the educational content free from commercial bias?
If faculty spoke about off-label or investigational uses of a product, was that information disclosed to you?
If you answered “No” to any of the above questions, please explain:
Were you solicited by sales personnel in an educational room while you attended this educational activity?
If you answered "Yes" to the above question, please explain.
What did you learn during this activity that you intend to integrate into your practice?
Are you interested in basic, intermediate or advanced level trainings?
What barriers might you have that would interfere with implementation of new information from this training?
How can this training be improved to impact your competence or practice?
Teaching methods were appropriate
Teaching methods were appropriate
Teaching methods were appropriate
Teaching methods were appropriate
Teaching methods were appropriate
Teaching methods were appropriate
Teaching methods were appropriate
Teaching methods were appropriate
Teaching methods were appropriate
Teaching methods were appropriate
Teaching methods were appropriate
Teaching methods were appropriate
Teaching methods were appropriate
Teaching methods were appropriate
Teaching methods were appropriate
Teaching methods were appropriate
Teaching methods were appropriate
Teaching methods were appropriate
Teaching methods were appropriate
Teaching methods were appropriate
Teaching methods were appropriate
How well are you able to meet each of the following session objectives?
Explain how today’s changing political backdrop will affect healthcare
Discuss how today’s changing political backdrop will affect the practice of health-system pharmacy
Discuss the current state of medication use safety
List technological ways to connect providers and patients
Identify unavoidable patient safety technologies
Name several types of portable technology
Review issues that will effect scope of practice over the next decade
Review state of the art medication distribution systems
Identify resources required to utilize smart pump data
Explain how to initiate rapid cycle improvement when analyzing smart pump data
Calculate the estimate GFR using the Cockroft-Gault formula
Apply clinical decision making for selecting a drug's renal dose
Utilize a systematic approach to verify chemotherapy orders
List the advantages of IV therapy
Differentiate between phlebitis & extravasation
Discuss when to use Huber needles
Define a process for implementing customized Clinical Decision Support (CDS)
Discuss  the potential impact of CDS on patient care
Describe methods to improve compliance with The Joint Commission (TJC) Medication Management Standards, Core Measures,  and the National Patient Safety Goals (NSPG) using CDS
Identify antibiotic management efforts which are both effective and respect system resources
Identify non-pharmacy leaders to assist in antibiotic stewardship
Evaluate integration opportunities utilizing technology to assist in antibiotic management
Describe changed of the revised USP Chapter 797
Discuss the personnel-related sections of the revised chapter as it relates to the environment of sampling requirements
Implement strategies on how to comply with the competency assessment and glove fingertip sampling requirements and seamlessly integrate them into our pharmacy operations
Examine the role of PCC and rVIIa in emergent warfarin reversal
Discuss proper dosing of PCC and rVIIa in emergent warfarin reversal
Evaluate the safety profile of PCC and rVIIa in emergent warfarin reversal
Recall various antibiotic classes with associated spectra of activity
Choose an appropriate empiric antibiotic regimen and be able to narrow based on culture results
Identify inappropriate duplication of coverage holes and therapy and opportunities for intervention
Describe the steps required to automate the Medication Distribution System from the central pharmacy to BPOC
Describe the barriers and ways to overcome the barriers
Describe system issues related to the medication distribution system
Describe the pharmacology, pharmacokinetics, indications and monitoring parameters for benzodiazepines, propofol, opiod analgesics and haloperidol in critically ill patients
Discuss the pharmacology, pharmacokinetics, indications and monitoring parameters for mediations used for the treatment of septic shock
Identify risk factors and prevention strategies for stress-related mucosal damage and venous thromboembolism in critically ill patients
Describe a way to engage your team in the process for system re-design
Explain how patient assessment of volume status assists in the management of electrolyte and acid-base disorders
Explain the relevant pulmonary and renal physiology that maintains acid-base balance
Determine the primary acid-base disorder(s) when given the appropriate clinical and laboratory information
Describe regulatory requirements for which CPOE can facilitate compliance
Identify barriers to the successful implementation of CPOE
Identify issues that must be taken into consideration prior to implementation of CPOE
Identify potential problems that can arise after implementation of CPOE
List reference sources used by hospital pharmacists
Compare the application of dosing and administration references for adult, pediatric and NICU injections and infusions
Utilize practical formulas and calculations for use in infusion therapy for adults, pediatrics and NICU
Review and discuss basic leadership principles
Review and discuss basic mentoring principles
Identify, discuss and describe current drug safety initiatives by healthcare oversight organizations in the United States
Assess progress being made nationally to protect patients from harmful medication errors
Discuss major medication and related device safety issues and error prevention strategies communicated by ISMP
Discuss unique opportunities available to pharmacists as a result of the patient safety movement and growing need for collaboration between various interest groups
Describe reasons why pharmacy practitioners should publish their work the barriers to writing and way to incorporate writing into a professional position
List two strategies for getting started with manuscript writing
Outline the publication process and strategies for maximizing the likelihood of publication of submitted works
Identify marketing aspects in Quality Improvement methods
Compare and contrast marketing trends championed by other professions
Perform a gap analysis with Pharmacy's  utilization of marketing tools compared to other industries
Explain the opportunities and process to become a preceptor at each Pennsylvania school or college of pharmacy
State the contents of the ACPE Standards 2007 relative to the roles and responsibilities of the preceptors
Articulate expectations of student performance/achievement pertinent to the content and context of a practice environment and/or patient base that are relevant to the curricular outcomes of a college or school  of pharmacy
Compare the types of training experiences students receive in different practice settings and how each practice setting and preceptor can benefit from student training experiences
Discuss and recommend solutions to the challenges faced by schools or colleges of pharmacy, pharmacy students, and preceptors in the delivery of experiential education and preparing pharmacy students for practice
Identify the differences between leadership and management
Identify three characteristics of great leaders/great managers
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Mr question