Drug Information Journal - March 2009 - (Page 155) Industry-Based Drug Information Rotation MEDICAL INFORMATION 155 25 FIGURE 1 13 1. Apply Computer and Technology Skills 2. Written and Verbal Communication Skills 3. Solve Medication-Related Problems 4. Counsel and Educate Health Care Professionals 5. Relate Nondrug Therapy Knowledge 6. Manage Professional Information 7. Optimize Therapy Using Clinical Information 8. Collaborate With Other Health Care Professionals 9. Self-Assess Learning 10. Critical Thought to Solving Professional Problems 11. Demonstrate Awareness of the Importance of Lifelong Learning 12. Demonstrate Professional Attitudes 13. Journal Club Presentation 14. Written Examination Student evaluation criteria, modeled after those specified for the drug information rotation at the University of Tennessee Drug Information Center. 20 Percent of Final Grade 15 14 10 2 5 1 3 4 5 6 7 8 9 10 11 12 0 Criteria both proprietary and nonproprietary, need to be readily and consistently available (10). PRECEPTORS The time of the preceptor is of utmost importance to the student in providing a realistic experience of the daily activities of a pharmacist working in an industry-based drug information center (8). The preceptor accepts an array of responsibilities when agreeing to precept a student. At the start of the rotation, the preceptor provides a detailed explanation of what is expected of the student. The responsibilities of the primary preceptor will include ensuring that the student is adequately and appropriately oriented to the rotation program, assessing student progress, and ultimately assigning a grade for the student’s overall performance at the close of the rotation. At the same time, various other members of MIS will be involved in mentoring and assessing the student throughout the rotation (8). The rotation will be structured so that the student as well as all PharmDs involved in precepting the student will be clearly aware of their obligations to the student-preceptor relationship. The preceptor also is re- sponsible for updating the rotation description, objectives, and student activities as appropriate when company-related or other changes occur that may impact the structure of the rotation (10). O R I E N TAT I O N Items necessary for the orientation process are listed in Table 2. The student will receive an email prior to the first day containing a map and directions to the facility, parking information, and arrival time. On the first day of the rotation, the student will be provided with an overview of the company and standard operating procedures and will be expected to read and understand the core curriculum for medical communications professionals practicing in the pharmaceutical industry as a requirement of the rotation (9). The preceptor will then review this information with the student on the following day to verify understanding of various concepts essential for the practitioner providing medical information in the pharmaceutical industry, such as key skills for responding to medical information inquiries, formulation of a response, and issues surrounding responses to the lay Drug Information Journal
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