Academic Rotation and Critical Care
Guest: Sean Kane, Pharm.D.
Assistant Professor Rosalind Franklin COP
Today we’re going to be talking with Sean Kane, PharmD, BCPS, is an Assistant Professor at Rosalind Franklin University of Medicine and Science in North Chicago, Illinois, and a Critical Care Pharmacist at Advocate Condell Medical Center in Libertyville, Illinois. Dr. Kane received his Doctor of Pharmacy degree at Butler University in 2010 and completed 2 years of residency, specializing in critical care at the University of Illinois at Chicago.
Dr. Kane is the creator of ClinCalc.com, an evidence-based clinical decision support website with educational tools for health care students and professionals. In addition, Dr. Kane is the creator and co-host of HelixTalk, Rosalind Franklin University’s College of Pharmacy Podcast.
- Kane, before we get started I wanted to hear a little bit about your leadership road, from Butler University in Indiana to Chicago as a PGY-1 and PGY-2 to your present academic position.
- ClinCalc online
- Rather than an interview format, we’re going to look at a point/counterpoint from Vol. 80, Issue 3 of the American Journal of Pharmaceutical Education about Experiential Education between Craig D Cox of Texas Tech’s College of Pharmacy and Craig K. Svensson of Purdue. Could you set the stage as to the primary points of contention, it seems Dr. Cox is responding to Dr. Svensson.
Academic Rotation Easy? Vs. Critical care 6:30 to 4:30?
Dr. Cox main points:
- All rotations should involve the “medication use system”
- MUS involves everything from drug discovery/development, prescribing, dispensing, administering, monitoring, etc.
- It does not involve academic rotations
- Non-MUS rotations are still valuable, but don’t make students practice-ready and therefore cannot substitute for the required APPE rotations that do involve MUS
- An academic rotation during residency (not P4 year) may be more appropriate
- Cox’s personal view after speaking with employers and practicing pharmacists is that most pharmacy students are NOT practice ready, therefore, we should maximize the number of MUS-relevant rotations
Dr. Svensson main points:
- The concept of “practice ready” may not involve the MUS; pharmacy as a career path has been constantly changing for decades, so non-MUS career paths may be to come in the future
- Increasing quantity may not be the right approach if most students are not “practice ready” upon graduation. Perhaps pre-APPE activities (such as simulation) can be improved and the QUALITY of APPE sites can be addressed.
- It’s really hard to maintain quality within APPE sites – for many colleges, just finding APPE sites can be a challenge, let alone having (and enforcing) a bar for quality. More (quantity) is not always better and may not actually address the problem that Dr. Cox takes issue with.
- Student development does occur in non-MUS rotations and should still be offered. Skills like leadership, entrepreneurship, the ability to teaching, etc. are valuable regardless of being related to MUS or not.
- What is an academic rotation?
- Restrict APPEs to Medication Use System
- Two electives maximum (4,5,6 weeks makes this variable from 8 to 12 weeks)
- Cox, “I would argue, that if designed correctly, teaching skills to become an effective preceptor could be a focus.”
- Svensson “ In my opinion, the setting of postgraduate training is the most appropriate place for providing opportunities that give experience and insight into an academic position”
Sean Kane, Pharm.D. (email: firstname.lastname@example.org)