Mar 29, 2017
Academic Rotation and Critical Care
Guest: Sean Kane, Pharm.D.
Assistant Professor Rosalind Franklin
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
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
- 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.
Academic Rotation Easy? Vs. Critical care 6:30 to
Dr. Cox main points:
- All rotations should involve the “medication use
- MUS involves everything from drug
discovery/development, prescribing, dispensing, administering,
- 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
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
- 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
- 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
Sean Kane, Pharm.D. (email:
Pharmacy Technician Program
Des Moines Area Community College
2006 S Ankeny Blvd Bldg 24 Room 304
Ankeny, IA 50023