The Effect of Performance Transparency on Adherence to Barcode Scanning During Order Preparation in an Adult Inpatient Satellite Pharmacy

Purpose: The aim of this study was to investigate the effect of performance transparency and individualized feedback on pharmacy technician compliance with barcode verification technology during inpatient order preparation. Methods: Following the incorporation of barcode scanning technology into the workflow of pharmacy staff, a multiphasic intervention was employed to promote its use. The intervention included verbal feedback and publically posting performance metrics to increase accountability. An interrupted time-series analysis was conducted to ascertain trends and levels in the percent of orders that were dispensed using barcode verification, before and after the study intervention. Analyses were conducted by shift and overall for pharmacy workers in a single satellite pharmacy. Results: A significant increase in percent scanned orders was observed immediately following the intervention in our analysis of all pharmacy workers (+14.4%; P = .045; 95% confidence interval [CI]: 0.35-28.4). In the analysis of each shift, statistically significant increases in percent scanned orders were observed immediately following the intervention for both the evening shift (+5.1%; P = .024; 95% CI: 0.70-9.6) and the night shift (+29.9%; P = .025; 95% CI: 3.9-55.9), but not the day shift (+2.6; P = .707; 95% CI: -11.1 to 16.2). Conclusion: Increasing transparency of individual and team performance metrics in conjunction with targeted feedback is an effective intervention to improve compliance with barcode scanning technology.

Strategies for Improving Learner Metacognition in Health Professional Education

Metacognition is an essential skill in critical thinking and self-regulated, lifelong learning. It is important for learners to have skills in metacognition because they are used to monitor and regulate reasoning, comprehension, and problem-solving, which are fundamental components/outcomes of pharmacy curricula. Instructors can help learners develop metacognitive skills within the classroom and experiential setting by carefully designing learning activities within courses and the curriculum. These skills are developed through intentional questioning, modeling techniques, and reflection. This article discusses key background literature on metacognition and identifies specific methods and strategies to develop learners' metacognitive skills in both the classroom and experiential settings.

Exploring opportunities for providing pharmacists with feedback on their practice and performance around the electronic Minor Ailments Service in Scotland

BACKGROUND

The electronic Minor Ailments Service (e-MAS), implemented in all community pharmacies in Scotland since 2006, allows pharmacists to manage minor ailments at no charge to patients including provision of medication, advice or referral. E-MAS is supported through an electronic network, 'E-pharmacy', which is managed by National Health Service Scotland. E-pharmacy has the capacity to remotely record e-MAS activities, such as details of medicines supply and patient registration allowing provision of feedback to community pharmacies.

OBJECTIVE

The aim of this research was to explore community pharmacists' views on potential utility of e-MAS performance data as a source of feedback on the quality of their own practice.

METHOD

Focus groups and telephone interviews with community pharmacists from four geographical Health Board areas in Scotland were utilised.

KEY FINDINGS

Twenty community pharmacists took part in the study. Pharmacists highlighted potential for feedback to support practice in areas related to medicines supply (for example, formulary adherence and reimbursements to pharmacies from the Health Boards), patient registration and the impact of the new guidelines on their practice. Participants deemed individualised feedback to be potentially more useful than local or national aggregated data sets. Issues of confidentiality and participants' disinterest in feedback were potential barriers to the use of the data.

CONCLUSIONS

This qualitative study has identified potential benefits of performance feedback data to pharmacists' practice. Key barriers to the use of the feedback, such as the issues of privacy and confidentiality need to be addressed by National Health Service information providers. Findings warrant further large scale evaluation of their application to practice.