Beyond mastering the basic structure of a patient case presentation lies the art of advanced clinical communication. “Presenting Patients Part 2” moves past the simple format of a SOAP note and into the dynamic skills required of a practice-ready pharmacist. This includes defending your therapeutic plan with evidence-based guidelines and primary literature , tailoring your communication for different members of the healthcare team , and designing educational presentations to optimize patient care. As you progress through the PharmD curriculum, especially in courses like the Professional Skills Lab series , the expectation evolves from just reporting information to contributing and justifying your expert medication-related knowledge. This quiz will test these advanced concepts, preparing you to communicate with confidence and precision in any clinical setting.
1. When defending a therapeutic plan recommendation, the strongest justification comes from:
- a. Your personal experience with the medication.
- b. A statement from the patient that they like the drug.
- c. Referencing current, evidence-based clinical practice guidelines.
- d. The cost of the medication.
Answer: c. Referencing current, evidence-based clinical practice guidelines.
2. You are presenting a patient case on rounds to the medical team, which includes an attending physician, a resident, and a nurse. How should you tailor your presentation?
- a. Use the same exact presentation for each person.
- b. Focus only on nursing administration issues.
- c. Provide a high-level summary for the attending, more detail for the resident, and focus on administration and monitoring for the nurse.
- d. Only speak to the attending physician.
Answer: c. Provide a high-level summary for the attending, more detail for the resident, and focus on administration and monitoring for the nurse.
3. An attending physician challenges your recommendation. What is the most professional response?
- a. Insist that you are correct without providing further information.
- b. Immediately agree with the physician to avoid conflict.
- c. Acknowledge their point and respectfully present the evidence or clinical trial data that supports your recommendation.
- d. Complain to the nurse about the physician later.
Answer: c. Acknowledge their point and respectfully present the evidence or clinical trial data that supports your recommendation.
4. The “Assessment” in a complex patient presentation should not just list problems, but also:
- a. Prioritize the problems based on clinical urgency.
- b. Include a detailed differential diagnosis for each medical problem.
- c. List every possible side effect for each medication.
- d. Document the patient’s dietary preferences.
Answer: a. Prioritize the problems based on clinical urgency.
5. Designing an in-service presentation for nursing staff about a new insulin protocol is an example of which pharmacist competency?
- a. Fulfilling a medication order.
- b. Delivering medication or health-related education to health professionals.
- c. Performing a technical operation of a pharmacy practice site.
- d. Answering a simple drug information question.
Answer: b. Delivering medication or health-related education to health professionals.
6. When presenting your plan, stating “Monitor renal function” is acceptable, but a more advanced plan would state:
- a. “Check labs when you have time.”
- b. “Monitor for safety.”
- c. “Monitor SCr and BUN in 3 days to assess for nephrotoxicity.”
- d. “Order a renal consult.”
Answer: c. “Monitor SCr and BUN in 3 days to assess for nephrotoxicity.”
7. A “curbside consult” presentation differs from a formal rounds presentation in that it is typically:
- a. Longer and more detailed.
- b. Brief, informal, and focused on a single specific question.
- c. Only done in writing.
- d. Presented to the patient instead of a provider.
Answer: b. Brief, informal, and focused on a single specific question.
8. An objective in the HIPPE curriculum is to evaluate relevant primary literature to answer drug information questions. This skill is most critical when:
- a. Standard guidelines do not address a specific patient scenario.
- b. A patient asks for a glass of water.
- c. You are dispensing a routine medication refill.
- d. You are documenting a patient’s allergy.
Answer: a. Standard guidelines do not address a specific patient scenario.
9. When presenting to a Pharmacy and Therapeutics (P&T) committee, your presentation would most resemble a:
- a. Patient counseling session.
- b. Drug evaluation monograph.
- c. History and physical note.
- d. SOAP note for daily rounds.
Answer: b. Drug evaluation monograph.
10. “Defending” a therapeutic plan requires using what to support your recommendations?
- a. Personal anecdotes.
- b. Information from a patient forum.
- c. Guidelines and primary literature.
- d. The cost of the medication exclusively.
Answer: c. Guidelines and primary literature.
11. When presenting a patient with multiple active comorbidities, a “systems-based” approach may be useful. This involves:
- a. Grouping problems by organ system (e.g., Cardiovascular, Renal, Endocrine).
- b. Only discussing one organ system per day.
- c. Asking the patient which system they want to discuss.
- d. Ignoring all systems except the one related to the chief complaint.
Answer: a. Grouping problems by organ system (e.g., Cardiovascular, Renal, Endocrine).
12. The ability to present a succinct oral patient summary is a learning objective in which of the following courses?
- a. PHA5163L Professional Skills Lab 3.
- b. PHA5164L: Professional Skills Laboratory 4.
- c. Both a and b.
- d. Neither a nor b.
Answer: c. Both a and b.
13. A key difference in presenting to a pharmacist versus a physician is that the pharmacist presentation may have a greater focus on:
- a. The pathophysiology of the disease.
- b. The differential diagnosis.
- c. The detailed pharmacokinetics, drug interactions, and formulation specifics of the recommended drugs.
- d. The surgical plan.
Answer: c. The detailed pharmacokinetics, drug interactions, and formulation specifics of the recommended drugs.
14. Your assessment of a patient’s medication therapy problem should link the problem to:
- a. The patient’s insurance coverage.
- b. The time of day.
- c. The subjective and objective evidence you collected.
- d. The hospital’s staffing ratio.
Answer: c. The subjective and objective evidence you collected.
15. If your patient presentation involves a complex dose adjustment, it is helpful to:
- a. State only the final dose and nothing else.
- b. Briefly state the rationale for the adjustment (e.g., “Dose adjusted for renal dysfunction based on a CrCl of 25 mL/min”).
- c. Tell the listener to calculate it themselves.
- d. Avoid mentioning dose adjustments.
Answer: b. Briefly state the rationale for the adjustment (e.g., “Dose adjusted for renal dysfunction based on a CrCl of 25 mL/min”).
16. An effective in-service for nurses on preventing medication errors with high-alert drugs should:
- a. Be at least two hours long.
- b. Focus on blaming individuals for past errors.
- c. Be engaging, practical, and provide clear, actionable steps for prevention.
- d. Use highly technical jargon that is difficult to understand.
Answer: c. Be engaging, practical, and provide clear, actionable steps for prevention.
17. What is the main purpose of closing the loop on a recommendation?
- a. To end the conversation quickly.
- b. To ensure the recommendation was received, understood, and to confirm what action will be taken.
- c. To ask for a different provider’s opinion.
- d. To make sure you get credit for the intervention.
Answer: b. To ensure the recommendation was received, understood, and to confirm what action will be taken.
18. Presenting a plan that uses evidence is a key interprofessional communication skill. This means:
- a. Your plan is based on what you have seen other pharmacists do.
- b. Your plan is supported by data from clinical trials and guidelines.
- c. Your plan is the most expensive option.
- d. Your plan is the newest medication available.
Answer: b. Your plan is supported by data from clinical trials and guidelines.
19. When presenting a patient, your tone and body language should convey:
- a. Arrogance and superiority.
- b. Nervousness and uncertainty.
- c. Confidence, professionalism, and respect for the team.
- d. Disinterest and boredom.
Answer: c. Confidence, professionalism, and respect for the team.
20. The “Lab Session: Presenting Patients Part 2” is part of which course?
- a. PHA5163L Professional Skills Lab 3
- b. PHA5164L Professional Skills Laboratory 4
- c. PHA5782C Patient Care 2
- d. This session does not exist.
Answer: a. PHA5163L Professional Skills Lab 3
21. A pharmacist’s presentation should always end with:
- a. A clear assessment and plan.
- b. A question asking the physician what they want to do.
- c. A detailed history of the patient’s chief complaint.
- d. A list of references.
Answer: a. A clear assessment and plan.
22. How does a pharmacist “contribute patient specific medication-related expertise” during a presentation?
- a. By discussing non-medication-related problems.
- b. By highlighting potential drug interactions, adverse effects, or dosing adjustments specific to that patient’s organ function or genetics.
- c. By reading the drug’s package insert verbatim.
- d. By agreeing with every medication on the patient’s list.
Answer: b. By highlighting potential drug interactions, adverse effects, or dosing adjustments specific to that patient’s organ function or genetics.
23. If there is conflicting data in a patient’s chart (e.g., patient report vs. medication list), how should you address this in a presentation?
- a. Ignore the conflicting information and pick the one that best fits your plan.
- b. Present only the information from the patient.
- c. Acknowledge the discrepancy and state what steps you are taking to resolve it.
- d. Stop the presentation and wait for the discrepancy to be resolved.
Answer: c. Acknowledge the discrepancy and state what steps you are taking to resolve it.
24. Which of the following is an example of a well-formed efficacy monitoring parameter?
- a. “Monitor for improvement.”
- b. “See if the drug is working.”
- c. “Assess for reduction in BP to goal of <130/80 mmHg within 4 weeks.”
- d. “Check blood pressure.”
Answer: c. “Assess for reduction in BP to goal of <130/80 mmHg within 4 weeks.”
25. A key difference between a novice and an advanced presenter is the ability to:
- a. Read directly from a script.
- b. Synthesize patient data into a cohesive story and assessment, rather than just listing facts.
- c. Use as many acronyms as possible.
- d. Speak for more than 30 minutes on a single patient.
Answer: b. Synthesize patient data into a cohesive story and assessment, rather than just listing facts.
26. Why is it important to present pertinent negatives in the Review of Systems (ROS)?
- a. It shows you performed a thorough review and helps to rule out other potential problems.
- b. It is not important and just wastes time.
- c. It is only necessary when the patient has no complaints.
- d. It helps to make the presentation longer.
Answer: a. It shows you performed a thorough review and helps to rule out other potential problems.
27. When presenting a drug information response, you should begin by:
- a. Stating your final answer immediately.
- b. Describing your search strategy in detail.
- c. Restating the clinical question to ensure you are answering what was asked.
- d. Listing the databases you searched.
Answer: c. Restating the clinical question to ensure you are answering what was asked.
28. What does it mean to be “on the same page” with the medical team before presenting to a patient?
- a. You have physically printed out the same page from the patient’s chart.
- b. The team has discussed and agreed upon the plan of care that will be communicated to the patient.
- c. The patient has reviewed and approved the team’s plan.
- d. All team members are standing in the same room.
Answer: b. The team has discussed and agreed upon the plan of care that will be communicated to the patient.
29. A presentation to a patient and their family should prioritize:
- a. Using complex medical terminology to show expertise.
- b. Clear, understandable language, focusing on what the patient needs to know and do.
- c. A detailed review of the pathophysiology.
- d. A discussion of the hospital’s formulary process.
Answer: b. Clear, understandable language, focusing on what the patient needs to know and do.
30. An essential component of any pharmacist’s plan is:
- a. A recommendation to discharge the patient.
- b. A discussion of medication therapy.
- c. An order for a surgical consult.
- d. A request for a new diet order.
Answer: b. A discussion of medication therapy.
31. The ability to “contribute patient specific medication-related expertise as part of an interprofessional care team” is a defined Entrustable Professional Activity (EPA).
- a. True
- b. False
Answer: a. True
32. When asked a question you’ve already addressed, the best approach is to:
- a. Say “I already said that” in an annoyed tone.
- b. Politely and concisely re-state the information, perhaps in a different way.
- c. Ignore the question.
- d. Tell the asker to pay better attention.
Answer: b. Politely and concisely re-state the information, perhaps in a different way.
33. What is the goal of an in-service presentation?
- a. To test the audience on their knowledge.
- b. To educate staff on a topic in order to optimize patient outcomes or improve a process.
- c. To present a complex patient case for discussion.
- d. To fulfill a requirement for graduation only.
Answer: b. To educate staff on a topic in order to optimize patient outcomes or improve a process.
34. In your assessment, stating a drug is “ineffective” is not enough. You must also state:
- a. Why it is ineffective, based on subjective or objective evidence (e.g., “BP remains elevated”).
- b. The cost of the drug.
- c. The color of the drug.
- d. The patient’s opinion of the drug.
Answer: a. Why it is ineffective, based on subjective or objective evidence (e.g., “BP remains elevated”).
35. A “fishbone” diagram is a tool that can be used to help present:
- a. The patient’s family tree.
- b. Basic metabolic panel (BMP) or complete blood count (CBC) lab values.
- c. The structure of a medication.
- d. The hospital’s floor plan.
Answer: b. Basic metabolic panel (BMP) or complete blood count (CBC) lab values.
36. Including relevant non-pharmacologic recommendations in your plan demonstrates:
- a. That you are trying to avoid using medications.
- b. A comprehensive, patient-centered approach to care.
- c. You did not know which drug to recommend.
- d. You have extra time in your presentation.
Answer: b. A comprehensive, patient-centered approach to care.
37. How can you demonstrate active listening during a team discussion following your presentation?
- a. By interrupting others to make your point.
- b. By looking at your phone while others are speaking.
- c. By paraphrasing others’ comments and asking clarifying questions.
- d. By leaving the room as soon as you are done speaking.
Answer: c. By paraphrasing others’ comments and asking clarifying questions.
38. The logical flow of a pharmacist’s presentation often follows the Pharmacists’ Patient Care Process (PPCP).
- a. True
- b. False
Answer: a. True
39. When presenting an alternative therapy, it is important to address:
- a. Only the benefits of the new therapy.
- b. Only the risks of the new therapy.
- c. Both the potential benefits and risks compared to the current therapy.
- d. The color and shape of the new pill.
Answer: c. Both the potential benefits and risks compared to the current therapy.
40. The core of a pharmacist’s presentation is typically the:
- a. Review of Systems.
- b. Assessment and Plan for medication-related problems.
- c. Past Medical History.
- d. Patient’s social security number.
Answer: b. Assessment and Plan for medication-related problems.
41. What is the most professional way to handle a factual error you make during a presentation?
- a. Ignore it and hope no one noticed.
- b. Blame someone else for giving you wrong information.
- c. Correct it immediately and concisely, then move on.
- d. End the presentation immediately.
Answer: c. Correct it immediately and concisely, then move on.
42. Presenting information in a biased or one-sided way undermines your credibility as a healthcare professional.
- a. True
- b. False
Answer: a. True
43. The “Objective” section of your presentation should be:
- a. Filled with your opinions and interpretations.
- b. A factual and unbiased reporting of data.
- c. The shortest part of the presentation.
- d. Optional.
Answer: b. A factual and unbiased reporting of data.
44. If you present a plan to switch from an IV to a PO medication, what key piece of information must you know about the oral drug?
- a. Its color.
- b. Its oral bioavailability.
- c. Its manufacturer.
- d. Its packaging.
Answer: b. Its oral bioavailability.
45. Preparing for a patient presentation should include:
- a. Reviewing the patient’s chart thoroughly.
- b. Anticipating likely questions from the team.
- c. Reviewing relevant guidelines or literature.
- d. All of the above.
Answer: d. All of the above.
46. When discussing a patient’s lab results, it is best practice to also provide the:
- a. Normal reference range for that lab.
- b. Time the lab was drawn.
- c. The name of the technician who ran the lab.
- d. Both a and b.
Answer: d. Both a and b.
47. A presentation should be a monologue where only the presenter speaks.
- a. True
- b. False
Answer: b. False
48. Why is it important to state the patient’s code status (e.g., Full Code, DNR) in a hospital presentation?
- a. It helps guide the aggressiveness and goals of therapy.
- b. It is required for billing.
- c. It determines which room the patient gets.
- d. It is not important information.
Answer: a. It helps guide the aggressiveness and goals of therapy.
49. An effective presentation connects the pathophysiology of the disease to the patient’s signs/symptoms and the mechanism of action of the recommended drugs.
- a. True
- b. False
Answer: a. True
50. Ultimately, the goal of an excellent patient presentation is to:
- a. Use the most impressive vocabulary.
- b. Finish in under three minutes.
- c. Facilitate optimal, evidence-based care for the patient through clear communication and collaboration.
- d. Ensure the pharmacist’s recommendations are always followed without question.
Answer: c. Facilitate optimal, evidence-based care for the patient through clear communication and collaboration.