1
|
Lee YM, Berenbrok LA, Gálvez-Peralta M, Iwuchukwu O, Kisor DF, Petry NJ, Gammal RS. Advancing Pharmacogenomics-Based Care Through Interprofessional Education. AMERICAN JOURNAL OF PHARMACEUTICAL EDUCATION 2023; 87:100007. [PMID: 37288681 DOI: 10.1016/j.ajpe.2022.10.001] [Citation(s) in RCA: 3] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/19/2021] [Revised: 09/16/2022] [Accepted: 10/05/2022] [Indexed: 06/09/2023]
Abstract
As genomic medicine becomes increasingly complex, pharmacists need to work collaboratively with other healthcare professionals to provide genomics-based care. The core pharmacist competencies in genomics were recently updated and mapped to the entrustable professional activities (EPAs). The new competency that is mapped to the "Interprofessional Team Member" EPA domain emphasizes the role of pharmacists as the pharmacogenomics experts in an interprofessional healthcare team. Interprofessional education (IPE) activities involving student pharmacists and students from other healthcare disciplines are crucial to prepare student pharmacists for a team-based approach to patient-centered care. This commentary discusses the pharmacogenomics-focused IPE activities implemented by 3 programs, the challenges faced, and the lessons learned. It also discusses strategies to develop pharmacogenomics-focused IPE activities based on existing resources. Developing pharmacogenomics-focused IPE activities will help prepare pharmacy graduates with the knowledge, skills, and attitudes to lead collaborative, interprofessional teams in the provision of pharmacogenomics-based care, consistent with the standards described in the genomics competencies for pharmacists.
Collapse
Affiliation(s)
- Yee Ming Lee
- University of Colorado Skaggs, School of Pharmacy and Pharmaceutical Sciences, Aurora, CO, USA.
| | | | | | - Otito Iwuchukwu
- Farleigh Dickinson University, School of Pharmacy and Health Sciences, Florham Park, NJ, USA
| | | | - Natasha J Petry
- North Dakota State University, School of Pharmacy, Fargo, ND, USA
| | - Roseann S Gammal
- Massachusetts College of Pharmacy and Health Sciences, Boston, MA, USA
| |
Collapse
|
2
|
Linn BS, Smith BEY, Cassel T. Impact of Collaborative Inpatient Pairing Between Pharmacy Students and Family Medicine Residents on Perceptions of Interprofessional Care. PRIMER (LEAWOOD, KAN.) 2022; 6:14. [PMID: 35801194 PMCID: PMC9256298 DOI: 10.22454/primer.2022.661338] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/15/2023]
Abstract
INTRODUCTION Interprofessional education (IPE) and collaborative practice increasingly inform accreditation standards for pharmacy and medical education, grounded in evidence of benefits to patients and learners. Optimizing models that meaningfully provide this type of practice remains a challenge. This study examines the impact of inpatient collaboration between pharmacy students and family medicine residents on perceptions of interprofessional care. METHODS Pharmacy students and family medicine residents were invited to participate in an IPE experience during their medicine rotation, in which student-resident pairs worked collaboratively on patient care for a block rotation. We used a Student Perceptions of Physician-Pharmacist Interprofessional Clinical Education Instrument (SPICE-2) survey instrument and included an opportunity for open comments by participants. We performed statistical analysis using paired t tests. RESULTS We observed statistically significant changes (P<.05) in four of the 10 survey items for pharmacy students and two out of 10 in family medicine residents. Narrative comments provided by both students and residents were positive regarding the IPE experience. CONCLUSION This pilot provides preliminary evidence to support an IPE care model that integrates pharmacy students by pairing them with family medicine residents on an inpatient adult family medicine teaching service. Implementation of a paired-IPE model changed both professions' perception of their roles within the team and appreciation of training requirements. Larger studies could be done to further evaluate the outcomes of this and similar models.
Collapse
Affiliation(s)
- Becky S Linn
- University of Wyoming, Laramie, WY | Fort Collins Family Medicine Residency, Fort Collins, CO
| | | | | |
Collapse
|
3
|
Nasser SC, Chamoun N, Kuyumjian YM, Dimassi H. Curricular integration of the pharmacists' patient care process. CURRENTS IN PHARMACY TEACHING & LEARNING 2021; 13:1153-1159. [PMID: 34330393 DOI: 10.1016/j.cptl.2021.06.035] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/09/2020] [Revised: 03/09/2021] [Accepted: 06/10/2021] [Indexed: 06/13/2023]
Abstract
INTRODUCTION The Accreditation Council for Pharmacy Education Standard 10 specifies the need to prepare students to provide patient-centered collaborative care. The aim of this study is to assess the impact of a newly introduced Pharmacists' Patient Care Process (PPCP) based laboratory course on students' perception of their preparedness to apply PPCP steps in introductory pharmacy practice experiences (IPPEs). METHODS The PPCP was introduced into the Pharmaceutical Care and Dispensing Laboratory course during the second professional year. Students' self-perception of preparedness to apply the PPCP was assessed via a survey composed of questions related to PPCP skillsets. The pre-PPCP laboratory cohort (control group) took the survey after the completion of their IPPEs. The PPCP laboratory cohort (intervention group) took the same survey prior to taking the course, at the end of the course, and following the completion of their IPPEs. Pearson's and McNemar chi-square tests were used for statistical analyses. RESULTS The findings indicate that the PPCP-based laboratory significantly improved students' perception of their preparedness to apply a standardized pharmacist care process to verify prescriptions, to collect relevant patient information, and to develop an individual patient-centered care plan. This significant impact of the PPCP-based laboratory course on students' perception was maintained through the following year when assessed after IPPEs. CONCLUSIONS Introduction of the PPCP model within a dispensing laboratory course, prior to students' IPPEs, develops students' perception of preparedness. Incorporating the PPCP via active learning and simulation narrows the gap between the didactic and experiential curriculum.
Collapse
Affiliation(s)
- Soumana C Nasser
- Lebanese American University, School of Pharmacy, P.O. Box: 36S, Byblos, Lebanon.
| | - Nibal Chamoun
- Lebanese American University, School of Pharmacy, P.O. Box: 36S, Byblos, Lebanon.
| | - Yara M Kuyumjian
- Lebanese American University, School of Pharmacy, P.O. Box: 36S, Byblos, Lebanon.
| | - Hani Dimassi
- Lebanese American University, School of Pharmacy, P.O. Box: 36S, Byblos, Lebanon.
| |
Collapse
|
4
|
Febrinasari N, Taufiq H, Hudaningrum F. Medical and Pharmacy Students’ Attitudes Towards Physician-Pharmacist Collaboration in Indonesia: A Case Study Approach. BORNEO JOURNAL OF PHARMACY 2021. [DOI: 10.33084/bjop.v4i3.1985] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/23/2022] Open
Abstract
Learning process evaluation of Interprofessional Education (IPE) was crucial to determine the implementation process’s success. The evaluation can be done by researching student attitudes in IPE activities. Research on students' attitudes in medical education and pharmacy study programs is expected to be a guideline for the IPE curriculum drafting team at the Faculty of Medicine, Universitas Islam Sultan Agung, Semarang, to develop future IPE learning activities. The study design was observational analytic with a cross-sectional method involving all medical and pharmacy students of the Faculty of Medicine, Universitas Islam Sultan Agung who had participated in a Small Group Discussion with TB management and met the inclusion criteria. Data collection was carried out in August 2020 using an online google form questionnaire. Data obtained through the Scale of Attitudes Toward Psychic-Pharmacist Collaboration questionnaire contains 16 questions tested for validity and reliability. Questions were answered using a 4-point Likert Scale. The statistical test analysis results on the total score of the collaboration attitude scale using the Mann Whitney Test was a p-value of 0.000. The median total score of medical and pharmacy students was 47.00 and 56.00, respectively. The p-value indicates a significant difference between the total scores of medical and pharmacy students. Based on the analysis results, the study shows significant differences in collaboration attitudes. Medical education students fall into the "moderate" category and pharmacy students in the "high" category. The pharmacy students have a more positive collaboration attitude than medical education students toward future collaborative relationships.
Collapse
|
5
|
Bradley CL, Jeter E, Lee S, Cooper JB. A Teamwork Workshop to Improve Pharmacy Students' Growth Mindset and Communication Skills. AMERICAN JOURNAL OF PHARMACEUTICAL EDUCATION 2021; 85:8269. [PMID: 34283727 PMCID: PMC8174610 DOI: 10.5688/ajpe8269] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/02/2020] [Accepted: 01/29/2021] [Indexed: 05/13/2023]
Abstract
Objective. To determine the impact of a workshop on the growth mindset and team communication of first year Doctor of Pharmacy (PharmD) students.Methods. A multi-week workshop was developed for first year pharmacy students. The workshop included completion of the StrengthsFinder 2.0, a session on identifying individual and team member strengths, a session on situational communication and conflict resolution models, and a work-up of two pharmacy scenarios requiring conflict resolution. The workshop was delivered to two intervention groups (fall 2019 and fall 2018) and compared to a control group (fall 2017). A pre-post survey was administered to measure change in students' growth mindset and team communication using the validated Growth Mindset and Team Communication (GMTC) tool. Data were analyzed using descriptive statistics, independent sample t tests, and chi-square tests to compare difference and association. Focus groups were conducted in fall 2017 and fall 2018 to assess students' views regarding teamwork.Results. Team communication subscale scores increased significantly among students in the intervention group while there was no significant change in these scores among students in the control group. The focus groups reflected that students had overall positive views about team communication and collaboration, which were also supported by discussions of advantages and challenges during teamwork.Conclusion. A teamwork workshop affected pharmacy students' communication skills. Future work should focus on longitudinal measurement of students' self-views to determine the long-term impact of teamwork training interventions.
Collapse
Affiliation(s)
- Courtney L Bradley
- High Point University, Fred Wilson School of Pharmacy, High Point, North Carolina
| | - Elizabeth Jeter
- High Point University, College of Arts and Sciences, High Point, North Carolina
| | - Sun Lee
- High Point University, Fred Wilson School of Pharmacy, High Point, North Carolina
| | - Julie B Cooper
- High Point University, Fred Wilson School of Pharmacy, High Point, North Carolina
| |
Collapse
|
6
|
Boyce EG, Harris CS, Bingham AL, Chan E, Chapman SA, Chilbert MR, Dy‐Boarman E, Haines ST, Heavner MS, Marcus KB, Smith SE, Strnad K, Yunker NS. Striving for excellence in experiential education. JOURNAL OF THE AMERICAN COLLEGE OF CLINICAL PHARMACY 2020. [DOI: 10.1002/jac5.1240] [Citation(s) in RCA: 9] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/11/2022]
Affiliation(s)
- Eric G. Boyce
- American College of Clinical Pharmacy Lenexa Kansas USA
| | | | | | - Emily Chan
- American College of Clinical Pharmacy Lenexa Kansas USA
| | | | | | | | | | | | | | | | - Kyle Strnad
- American College of Clinical Pharmacy Lenexa Kansas USA
| | | |
Collapse
|
7
|
Haase KK, Crannage EF, Orlando PL, Lee M, Martello JL, Stamm PL, Wargo KA, Kiser KL, Fleischman ME. Pharmacy practice faculty and preceptor development. JOURNAL OF THE AMERICAN COLLEGE OF CLINICAL PHARMACY 2020. [DOI: 10.1002/jac5.1233] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/07/2022]
Affiliation(s)
| | | | | | - Mary Lee
- American College of Clinical Pharmacy; Lenexa Kansas USA
| | | | | | - Kurt A. Wargo
- American College of Clinical Pharmacy; Lenexa Kansas USA
| | - Katie L. Kiser
- American College of Clinical Pharmacy; Lenexa Kansas USA
| | | |
Collapse
|
8
|
Dinov ID. Modernizing the Methods and Analytics Curricula for Health Science Doctoral Programs. Front Public Health 2020; 8:22. [PMID: 32117857 PMCID: PMC7031195 DOI: 10.3389/fpubh.2020.00022] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/17/2019] [Accepted: 01/23/2020] [Indexed: 12/24/2022] Open
Abstract
This perspective provides a rationale for redesigning and a framework for expanding the graduate health science analytics and biomedical doctoral program curricula. It responds to digital revolution pressures, ubiquitous proliferation of big biomedical data, substantial recent advances in scientific technologies, and rapid progress in health analytics. Specifically, the paper presents a set of common prerequisites, a proposal for core computational and data analytic curriculum, and a list of expected outcome competencies for graduates of doctoral health science and biomedical programs. The manuscript emphasizes the necessity for coordinated efforts of all stakeholders, including trainees, educators, academic institutions, funding agencies, and policy makers. Concrete recommendations are presented of how to ensure graduates with terminal health science analytics and biomedical degrees are trained and able to continuously self-learn, effectively communicate across disciplines, and promote adaptation and change to counteract the relentless pace of automation and the law of diminishing returns.
Collapse
Affiliation(s)
- Ivo D. Dinov
- Statistics Online Computational Resource, Department of Health Behavior and Biological Sciences, University of Michigan, Ann Arbor, MI, United States
- Neuroscience Graduate Program, University of Michigan, Ann Arbor, MI, United States
- Michigan Institute for Data Science, University of Michigan, Ann Arbor, MI, United States
- Department of Computational Medicine and Bioinformatics, University of Michigan, Ann Arbor, MI, United States
| |
Collapse
|
9
|
Boylan PM, Sedlacek J, Santibañez M, Church AF, Lounsbury N, Nguyen J. Development and Implementation of Interprofessional Relations Between a College of Pharmacy and Osteopathic Residency Programs in a Community Teaching Hospital. J Pharm Technol 2019; 36:3-9. [DOI: 10.1177/8755122519865540] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022] Open
Abstract
Background: Team-based health care optimizes patient outcomes, and therefore, both interprofessional education (IPE) and interprofessional relations (IPR) are required in health professions education, postgraduate training, and real-world clinical practice. Existing literature describes progressive developments and assessments of IPE in colleges of pharmacy and medicine; however, there are fewer reports describing processes or projects that foster physician-pharmacist IPR in clinical practices without established interprofessional collaborations. Objectives: The primary objective was to establish IPR between pharmacists and osteopathic residents in a community teaching hospital. The secondary objective was to innovate the delivery of pharmacotherapeutic content delivered to the residents during their didactic lecture series by providing active learning strategies. Methods: This report describes a project wherein college of pharmacy faculty developed IPR with osteopathic residents in a community teaching hospital that previously did not have any established physician-pharmacist IPR. Osteopathic medical residents completed a post-implementation survey after they attended a 12-month series of didactic lectures that incorporated active learning delivered by pharmacist faculty. Results: Sixty-six residents were eligible to complete the survey; 20 residents completed the survey. Eighteen residents believed that both physicians and pharmacists should be educated to establish IPR and that it should be included in professional, graduate, and continuing education settings for both professions. Sixteen residents believed that the active learning techniques employed by college of pharmacy faculty were useful for IPR. Conclusions: Physician-pharmacist IPR may be achievable in settings where IPR was previously sparse. Shared interests, adherence, and innovations in IPR frameworks are essential for developing physician-pharmacist IPR.
Collapse
|
10
|
Schussel KE, Forbes S, Taylor AM, Cooley JH. Implementation of an Interprofessional Medication Therapy Management Experience. AMERICAN JOURNAL OF PHARMACEUTICAL EDUCATION 2019; 83:6584. [PMID: 31065160 PMCID: PMC6498209 DOI: 10.5688/ajpe6584] [Citation(s) in RCA: 8] [Impact Index Per Article: 1.6] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/13/2017] [Accepted: 09/20/2017] [Indexed: 06/09/2023]
Abstract
Objective. To measure the impact of an interprofessional experience (IPE) in medication therapy management (MTM) on students' attitudes and skills regarding interprofessional collaboration (IPC). Methods. This interprofessional MTM experience spanned three weeks, with health science students (medicine, nursing, nutrition, and pharmacy) meeting once weekly. The IPE facilitated interprofessional student collaboration via small-group sessions to conduct MTM consultations for patients with complex chronic conditions. Student learning and attitudinal changes were evaluated by comparing pre- and post-IPE survey responses and a qualitative summary of the students' clinical recommendations. Efficacy of student groups was measured via patient satisfaction surveys and was reported by frequency of response. Results. Twenty-seven students participated in the program and 22 completed both pre- and post-IPE surveys (81% response rate). The survey included open-ended and Likert-type items assessing students' attitudes and skills regarding the IPE as well as their reactions to the experience. Significant changes were observed for two attitudinal items regarding interprofessional teams: maintaining enthusiasm/interest and responsiveness to patients' emotional and financial needs. Patient-reported satisfaction and students' complex clinical recommendations provided further evidence of student learning. Conclusion. This novel IPE in MTM promoted interprofessional collaboration and education in this unique patient care area. Students' attitudes toward and skills in interprofessional collaboration improved, and the patients who received care reported positive experiences. Many health professions programs face challenges in meeting IPE requirements. The results of our study may provide the impetus for other institutions to develop similar programs to meet this urgent need.
Collapse
Affiliation(s)
| | | | - Ann M. Taylor
- University of Arizona College of Pharmacy, Center for Health Outcomes and Pharmacoeconomic Research, Tucson, Arizona
| | - Janet H. Cooley
- University of Arizona College of Pharmacy, Center for Health Outcomes and Pharmacoeconomic Research, Tucson, Arizona
| |
Collapse
|
11
|
Maine LL, Vlasses P. What is required to assure all pharmacy graduates are “team‐ready” clinicians? JOURNAL OF THE AMERICAN COLLEGE OF CLINICAL PHARMACY 2018. [DOI: 10.1002/jac5.1038] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/06/2022]
Affiliation(s)
| | - Peter Vlasses
- Accreditation Council for Pharmacy Education Chicago Illinois
| |
Collapse
|
12
|
Fike DS, Zorek JA, MacLaughlin AA, Samiuddin M, Young RB, MacLaughlin EJ. Development and validation of the student perceptions of physician-pharmacist interprofessional clinical education (SPICE) instrument. AMERICAN JOURNAL OF PHARMACEUTICAL EDUCATION 2013; 77:190. [PMID: 24249852 PMCID: PMC3831401 DOI: 10.5688/ajpe779190] [Citation(s) in RCA: 23] [Impact Index Per Article: 2.1] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/05/2013] [Accepted: 06/08/2013] [Indexed: 05/24/2023]
Abstract
OBJECTIVES To describe the development and validation of an instrument designed to assess student perceptions of physician-pharmacist interprofessional clinical education (SPICE). METHODS Faculty members from pharmacy and medical schools developed items for the instrument, and 179 medical and pharmacy students completed the scale. Psychometric properties, including reliability and construct validity, were assessed using confirmatory factor analysis. RESULTS The final instrument consisted of 10 items with 3 subscales measuring student perceptions of interprofessional teamwork and team-based practice, roles/responsibilities for collaborative practice, and patient outcomes from collaborative practice. Validity and reliability of the instrument were demonstrated. CONCLUSION The SPICE instrument demonstrated promise as a valid and reliable measure of pharmacy and medical student perceptions of interprofessional clinical education. SPICE may serve as a useful instrument for educational researchers in assessing the impact of interprofessional educational experiences.
Collapse
Affiliation(s)
- David S. Fike
- School of Graduate Studies and Research, University of the Incarnate Word, San Antonio, Texas
| | - Joseph A. Zorek
- School of Pharmacy, University of Wisconsin-Madison, Madison, Wisconsin
| | - Anitra A. MacLaughlin
- School of Pharmacy, Texas Tech University Health Sciences Center, Amarillo, Texas
- Hereford Pharmacy LLC, Hereford, Texas
| | - Mohammed Samiuddin
- School of Pharmacy, Texas Tech University Health Sciences Center, Amarillo, Texas
- School of Medicine, Texas Tech University Health Sciences Center, Amarillo, Texas
| | - Rodney B. Young
- School of Pharmacy, Texas Tech University Health Sciences Center, Amarillo, Texas
- School of Medicine, Texas Tech University Health Sciences Center, Amarillo, Texas
| | - Eric J. MacLaughlin
- School of Pharmacy, Texas Tech University Health Sciences Center, Amarillo, Texas
- School of Medicine, Texas Tech University Health Sciences Center, Amarillo, Texas
| |
Collapse
|
13
|
Jones KM, Blumenthal DK, Burke JM, Condren M, Hansen R, Holiday-Goodman M, Peterson CD. Interprofessional education in introductory pharmacy practice experiences at US colleges and schools of pharmacy. AMERICAN JOURNAL OF PHARMACEUTICAL EDUCATION 2012; 76:80. [PMID: 22761521 PMCID: PMC3386031 DOI: 10.5688/ajpe76580] [Citation(s) in RCA: 23] [Impact Index Per Article: 1.9] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/22/2011] [Accepted: 02/11/2012] [Indexed: 05/16/2023]
Abstract
OBJECTIVE To assess the extent to which US colleges and schools of pharmacy are incorporating interprofessional education into their introductory pharmacy practice experiences (IPPEs), and to identify barriers to implementation; characterize the format, structure, and assessment; and identify factors associated with incorporating interprofessional education in IPPEs. METHODS An electronic survey of 116 US colleges and schools of pharmacy was conducted from March 2011 through May 2011. RESULTS Interprofessional education is a stated curricular goal in 78% of colleges and schools and consistently occurred in IPPEs in 55%. Most colleges and schools that included interprofessional education in IPPEs (70%) used subjective measures to assess competencies, while 17.5% used standardized outcomes assessment instruments. Barriers cited by respondents from colleges and schools that had not implemented interprofessional education in IPPEs included a lack of access to sufficient healthcare facilities with interprofessional education opportunities (57%) and a lack of required personnel resources (52%). CONCLUSIONS Many US colleges and schools of pharmacy have incorporated interprofessional education into their IPPEs, but there is a need for further expansion of interprofessional education and better assessment related to achievement of interprofessional education competencies in IPPEs.
Collapse
Affiliation(s)
- Kim M Jones
- Union University School of Pharmacy, Jackson, TN 38305, USA.
| | | | | | | | | | | | | |
Collapse
|