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Moreau C, Joseph T, Hale GM, Brice K, Tran Y. Development of a combination didactic-experiential elective course within a college-based pharmacy call center. CURRENTS IN PHARMACY TEACHING & LEARNING 2022; 14:83-87. [PMID: 35125199 DOI: 10.1016/j.cptl.2021.11.007] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/28/2020] [Revised: 07/15/2021] [Accepted: 11/28/2021] [Indexed: 06/14/2023]
Abstract
BACKGROUND Pharmacy graduates should be prepared to provide patient care in a variety of healthcare settings as members of an interprofessional collaborative team. College-based pharmacy call centers can serve as settings to promote interprofessional practice through didactic and experiential coursework. An elective course, Team-Based Medication Management Practices, was developed to provide student pharmacists the opportunity to learn about pharmacy-led services within value-based care models and to prepare them for interprofessional care by incorporating experiential activities within a college-based call center. EDUCATIONAL ACTIVITY A two-credit elective course was offered to third-year pharmacy students. The course was delivered through a combination of didactic lectures and experiential activities within a college-based pharmacy call center, with modules focused on medication adherence, medication therapy management, and transitions of care. A survey was administered to students at the end of the course to evaluate perceptions. FINDINGS Six students enrolled in the elective and completed the survey. Most students "strongly agreed" or "agreed" that they gained a better understanding of interprofessional care within value-based care models and pharmacy services that can be provided within a college-based call center while acquiring patient care skills. The role of telehealth in the delivery of pharmacist-led patient care services is likely to continue expanding as a result of the COVID-19 pandemic and it will become increasingly important to train students to provide these services.
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Affiliation(s)
- Cynthia Moreau
- Nova Southeastern University College of Pharmacy, 3200 S University Drive, Fort Lauderdale, FL 33328, United States.
| | - Tina Joseph
- Nova Southeastern University College of Pharmacy, 3200 S University Drive, Fort Lauderdale, FL 33328, United States.
| | - Genevieve M Hale
- Nova Southeastern University College of Pharmacy, 11501 N Military Trail, Palm Beach Gardens, FL 33410, United States.
| | - Kayla Brice
- Memorial Hospital West, 703 N Flamingo Road, Unit 151, Pembroke Pines, FL 33028, United States.
| | - Yen Tran
- Mayo Clinic Hospital Florida, 4500 San Pablo Road, Jacksonville, FL 32224, United States.
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Janke KK, Hager KD, Sharma A. Unpacking student learning from an early experience with the Pharmacists' Patient Care Process. CURRENTS IN PHARMACY TEACHING & LEARNING 2020; 12:1447-1460. [PMID: 33092775 DOI: 10.1016/j.cptl.2020.07.003] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/09/2019] [Revised: 07/08/2020] [Accepted: 07/14/2020] [Indexed: 06/11/2023]
Abstract
BACKGROUND To illuminate learning, a case study approach was used to examine early, authentic experiences within Pharmacists' Patient Care Process (PPCP)-focused practices. EDUCATIONAL ACTIVITY Six students were matched with five practitioners and spent five half-days in a primary care clinic in a PPCP-committed health system. Students practiced interviewing, determining the patient's medication experience, and formulating the beginnings of the assessment, as well as observing and debriefing on the completion of the process by a practitioner mentor. The Five R Model was used to prompt student learning reflection. In addition, instructors examined students' work for evidence of transformative learning and observations were captured using forms of reflective practice and collaborative debriefing. CRITICAL ANALYSIS OF THE EDUCATIONAL ACTIVITY Reflection performance ratings varied; however, there was strong evidence of transformative learning for all students. Specifically, most student reflections demonstrated a focus on elaborating on existing frames of reference. The most prevalent indicator of transformative learning was exploration of options for new roles, relationships, and actions. The codes from instructors' observations revealed five categories of learning evidence, with the strongest in the patient centeredness category. The process of reviewing student work products, documenting instructor observations, and collaborative debriefing resulted in insights for curricular improvement and explanations for learning difficulties. Further work is needed in understanding student experiential learning intentions and their influence on learning and reflection. Additionally, further research should explore the value of longitudinal assessment of reflection and the value of assessing student work products using criteria beyond traditional reflection criteria.
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Affiliation(s)
- Kristin K Janke
- University of Minnesota College of Pharmacy-Twin Cities, 7-159 Weaver Densford Hall, 308 Harvard St SE, Minneapolis, MN 55455, United States.
| | - Keri D Hager
- University of Minnesota College of Pharmacy, Duluth, 211 Life Science, 1110 Kirby Dr Duluth, MN 55812, United States.
| | - Anita Sharma
- Blue Cross Blue Shield, 3535 Blue Cross Road, Eagan, MN 55122, United States.
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Axon DR, Aljadeed R, Potisarach P, Forbes S, DiLeo J, Warholak T. Pilot study of focus groups exploring student pharmacists' perceptions of a medication management center internship. CURRENTS IN PHARMACY TEACHING & LEARNING 2020; 12:1123-1128. [PMID: 32624142 DOI: 10.1016/j.cptl.2020.04.003] [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: 11/05/2019] [Revised: 02/20/2020] [Accepted: 04/04/2020] [Indexed: 06/11/2023]
Abstract
INTRODUCTION Student pharmacists are expected to participate in real-life, patient-centered experiences to help develop clinical knowledge and professional skills. This study explored student pharmacist intern perceptions of work experience at a medication management center (MMC). We also examined how working at the MMC helped fulfill curricular requirements, helped develop leadership skills, and provided professional development opportunities. METHODS Two focus groups were conducted with first-, second-, and third-year student pharmacist interns at the MMC in April 2019. The focus groups were audio recorded for verification purposes, transcribed, and analyzed thematically by two independent reviewers. RESULTS A total of five student pharmacist interns participated. Four main themes were identified: (1) knowledge; (2) communication; (3) time management; and (4) leadership, mentorship, and networking. Participants had opportunities to acquire new knowledge and skills outside the classroom, providing them an academic advantage while recognizing areas of deficiency. Students practiced communication skills that helped improve language skills and manage difficult patients, although telephonic consultations were challenging. Students learned to prioritize time with patients but reported difficulty managing their work schedules. Leadership, mentorship, and networking opportunities facilitated learning and improved their self-confidence. CONCLUSIONS This qualitative analysis identified four key themes, highlighting the many benefits available for student pharmacist interns working at an academic-based MMC. Further research is needed to address challenges reported in this study and should include a larger sample of student pharmacists for more generalizable results.
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Affiliation(s)
- David R Axon
- University of Arizona College of Pharmacy, 1295 N Martin Ave, PO Box 210202, Tucson, AZ 85721, United States.
| | - Raniah Aljadeed
- University of Arizona College of Pharmacy, 1295 N Martin Ave, PO Box 210202, Tucson, AZ 85721, United States.
| | - Pemmarin Potisarach
- University of Arizona College of Pharmacy, 1295 N Martin Ave, PO Box 210202, Tucson, AZ 85721, United States.
| | - Stephanie Forbes
- SinfoniaRx, 100 N Stone Ave, Suite 109, Tucson, AZ 85701, United States.
| | - Jessica DiLeo
- University of Arizona College of Pharmacy, 1295 N Martin Ave, PO Box 210202, Tucson, AZ 85721, United States.
| | - Terri Warholak
- University of Arizona College of Pharmacy, 1295 N Martin Ave, PO Box 210202, Tucson, AZ 85721, United States.
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Nisly SA, Brennan LF, Verbosky L, Raymond A, Tryon J. Creating a Pharmacy Internship: A Toolbox for Success. Innov Pharm 2018; 9. [PMID: 34007732 PMCID: PMC7640778 DOI: 10.24926/iip.v9i4.1394] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/18/2022] Open
Abstract
Objective: To describe available compensated student internships and provide guidance for new program development. Methods: A search was conducted using PubMed, MEDLINE, and Google with the following search terms: pharmacy, intern, internship, and student. All English language publications were considered for inclusion. Articles describing IPPE or APPE student utilization were excluded. Key findings: Pharmacy student internship programs are common in practice, though there are few with published outcome data. Most often, interns serve as pharmacist extenders and participate in activities that center around extension of pharmacy services within the institution. Development of new programs should include partnering with nearby pharmacy programs and state boards of pharmacy to develop a well matched curriculum and allow for interns to practice at the top of their license. Lastly, outcomes should be measured and disseminated for the benefit of the academy. Additional considerations for developing a student internship program and guidance are provided. Conclusions: Although in existence for decades, minimal published reports showcase institutional outcomes associated with student internships. No data is available to show the downstream effect an internship can have on direct patient care activities.
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Affiliation(s)
- Sarah A Nisly
- Wingate University, Wingate, North Carolina.,Wake Forest Baptist Medical Center, Winston-Salem, North Carolina
| | - Lisa F Brennan
- Wingate University, Wingate, North Carolina.,Wake Forest Baptist Medical Center, Winston-Salem, North Carolina
| | | | | | - Jennifer Tryon
- Wake Forest Baptist Medical Center, Winston-Salem, North Carolina
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Denvir PM, Cardone KE, Parker WM, Cerulli J. "How do I say that?": Using communication principles to enhance medication therapy management instruction. CURRENTS IN PHARMACY TEACHING & LEARNING 2018; 10:185-194. [PMID: 29706274 DOI: 10.1016/j.cptl.2017.10.014] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/30/2015] [Revised: 07/27/2017] [Accepted: 10/27/2017] [Indexed: 06/08/2023]
Abstract
BACKGROUND AND PURPOSE Medication therapy management (MTM) is a comprehensive, patient-centered approach to improving medication use, reducing the risk of adverse events and improving medication adherence. Given the service delivery model and required outputs of MTM services, communication skills are of utmost importance. The objectives of this study were to identify and describe communication principles and instructional practices to enhance MTM training. EDUCATIONAL ACTIVITY AND SETTING Drawing on formative assessment data from interviews of both pharmacy educators and alumni, this article identifies and describes communication principles and instructional practices that pharmacy educators can use to enhance MTM training initiatives to develop student communication strategies. FINDINGS Analysis revealed five key communication challenges of MTM service delivery, two communication principles that pharmacy teachers and learners can use to address those challenges, and a range of specific strategies, derived from communication principles, that students can use when challenges emerge. Implications of the analysis for pharmacy educators and researchers are described. SUMMARY Proactive communication training provided during MTM advanced pharmacy practice experiences enabled students to apply the principles and instructional strategies to specific patient interactions during the advanced pharmacy practice experiences and in their post-graduation practice settings.
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Affiliation(s)
- Paul M Denvir
- Department of Population Health Sciences, Albany College of Pharmacy and Health Sciences, 106 New Scotland Ave, Albany, NY 12208, United States.
| | - Katie E Cardone
- Department of Pharmacy Practice, Albany College of Pharmacy and Health Sciences, 106 New Scotland Ave, Albany, NY 12208, United States.
| | - Wendy M Parker
- Department of Population Health Sciences, Albany College of Pharmacy and Health Sciences, 106 New Scotland Ave, Albany, NY 12208, United States.
| | - Jennifer Cerulli
- Department of Pharmacy Practice, Albany College of Pharmacy and Health Sciences, 106 New Scotland Ave, Albany, NY 12208, United States.
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Vande Griend JP, Rodgers M, Nuffer W. Effect of an Advanced Pharmacy Practice Experience on Medication Therapy Management Services in a Centralized Retail Pharmacy Program. J Manag Care Spec Pharm 2018; 23:561-565. [PMID: 28448777 PMCID: PMC10398193 DOI: 10.18553/jmcp.2017.23.5.561] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/05/2022]
Abstract
BACKGROUND Medication therapy management (MTM) delivery is increasingly important in managed care. Successful delivery positively affects patient health and improves Centers for Medicare & Medicaid Services star ratings, a measure of health plan quality. As MTM services continue to grow, there is an increased need for efficient and effective care models. The primary objectives of this project were to describe the delivery of MTM services by fourth-year Advanced Pharmacy Practice Experience (APPE) students in a centralized retail pharmacy system and to evaluate and quantify the clinical and financial contributions of the students. The secondary objective was to describe the engagement needed to complete comprehensive medication reviews (CMRs) and targeted interventions. PROGRAM DESCRIPTION From May 2015 to December 2015, thirty-five APPE students from the University of Colorado Skaggs School of Pharmacy provided MTM services at Albertsons Companies using the OutcomesMTM and Mirixa platforms. Students delivered patient care services by phone at the central office and provided face-to-face visits at pharmacies in the region. With implementation of the MTM APPE in 2015, the team consisted of 2 MTM pharmacists and pharmacy students, as compared with 1 MTM pharmacist in 2014. The number of CMRs and targeted interventions completed and the estimated additional revenue generated during the 2015 time period were compared with those completed from May through December 2014. The patient and provider engagement needed to complete the CMRs and targeted interventions was summarized. OBSERVATIONS 125 CMRs and 1,918 targeted interventions were billed in 2015, compared with 13 CMRs and 767 targeted interventions in 2014. An estimated $16,575-$49,272 of additional revenue was generated in 2015. To complete the interventions in 2015, the team engaged in 1,714 CMR opportunities and 4,686 targeted intervention opportunities. IMPLICATIONS/RECOMMENDATIONS In this MTM rotation, students provided real-life care to patients, resulting in financial and clinical contributions. This model of education and care delivery can be replicated in the community pharmacy or managed care setting. APPE students are an important component of this model of care delivery, particularly when considering the level of patient engagement needed to complete MTM interventions. DISCLOSURES No outside funding supported this research. The authors have no conflicts of interest to disclose related to this work. All authors contributed to study concept and design. Rodgers collected the data, and data interpretation was performed by Vande Griend, along with Rodgers and Nuffer. The manuscript was written and revised primarily by Vande Griend, along with Nuffer and Rodgers. This project was presented at the Pharmacy Quality Alliance Annual Meeting in Arlington, Virginia, in May 2016.
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Affiliation(s)
- Joseph P Vande Griend
- 1 Department of Clinical Pharmacy, University of Colorado Skaggs School of Pharmacy and Pharmaceutical Sciences, and Department of Family Medicine, University of Colorado School of Medicine, Aurora
| | - Melissa Rodgers
- 2 Department of Clinical Pharmacy, University of Colorado Skaggs School of Pharmacy and Pharmaceutical Sciences, Aurora
| | - Wesley Nuffer
- 2 Department of Clinical Pharmacy, University of Colorado Skaggs School of Pharmacy and Pharmaceutical Sciences, Aurora
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Donovan JL, Cross J, Morrill AM, Belliveau PP, Abel CA, Morin AK, Malloy MJ. Incorporating the American Pharmacists Association's Delivering Medication Therapy Management services certificate program into an accelerated pharmacy curriculum. CURRENTS IN PHARMACY TEACHING & LEARNING 2017; 9:813-820. [PMID: 29233309 DOI: 10.1016/j.cptl.2017.05.005] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/25/2016] [Revised: 01/05/2017] [Accepted: 05/20/2017] [Indexed: 06/07/2023]
Abstract
BACKGROUND AND PURPOSE To describe the incorporation of the American Pharmacists Association (APhA) Delivering Medication Therapy Management (MTM) Services program into a PharmD curriculum and to describe student perceptions of the program. EDUCATIONAL ACTIVITY AND SETTING The program was delivered over 12 months to students on two campuses via two didactic courses in the second professional year and during the first two advanced pharmacy practice experiences in the third professional year of an accelerated school of pharmacy program. FINDINGS Student perceptions were assessed by review of responses to the APhA MTM program evaluation survey. DISCUSSION AND SUMMARY Incorporation of the APhA MTM program into an accelerated PharmD program required careful planning and coordination amongst faculty and course coordinators. Students perceived that the program was valuable, met their educational needs, and incorporated effective learning experiences and cases. These perceptions were reinforced by the high percentage of students who completed the program.
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Affiliation(s)
- Jennifer L Donovan
- Curriculum and New Programs, MCPHS University, 19 Foster Street, Worcester, MA 01608, United States.
| | - Jason Cross
- MCPHS University, 19 Foster Street, Worcester, MA 01608, United States.
| | - Amanda M Morrill
- MCPHS University, 1260 Elm Street, Manchester, NH 03101, United States.
| | - Paul P Belliveau
- School of Pharmacy, MCPHS University, 19 Foster Street, Worcester, MA 01608, United States.
| | - Cheryl A Abel
- MCPHS University, 1260 Elm Street, Manchester, NH 03101, United States.
| | - Anna K Morin
- School of Pharmacy, MCPHS University, 19 Foster Street, Worcester, MA 01608, United States.
| | - Michael J Malloy
- William Carey University, 498 Tuscan Avenue, Hattiesburg, MS 39401, United States.
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Bailey L, Curington R, Brown B, Hegener M, Espel M. Motivational interviewing education: Creation and assessment of a learning module implemented among advanced pharmacy practice students. CURRENTS IN PHARMACY TEACHING & LEARNING 2017; 9:786-793. [PMID: 29233305 DOI: 10.1016/j.cptl.2017.06.007] [Citation(s) in RCA: 6] [Impact Index Per Article: 0.9] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/23/2016] [Revised: 02/02/2017] [Accepted: 06/02/2017] [Indexed: 06/07/2023]
Abstract
BACKGROUND AND PURPOSE The purpose of this prospective nonrandomized study (quasi-experimental), pre-/post-intervention design was to implement and assess a formal orientation training program for Advanced Pharmacy Practice Experience (APPE) students focusing on skills related to motivational interviewing (MI). EDUCATIONAL ACTIVITY AND SETTING Students were assessed on their knowledge, perceived ability, and perceived need to incorporate MI in practice using a pre-/posttest. Ability was assessed via student-conducted patient interviews, and performance was compared to published standards. Satisfaction with the training program was reviewed using a Likert scale questionnaire. Fourteen APPE students from three colleges of pharmacy were enrolled based on pre-assigned community experience placement. Students participated in a didactic training phase consisting of on-line knowledge acquisition and assessments. A modeling phase was implemented with role-play experiences and simulated video assessments. A shadowing phase was incorporated consisting of students observing a preceptor prior to independently conducting patient interviews. Interactions were audio recorded and reviewed by a preceptor with verbal and written feedback provided twice monthly using a standardized rubric. FINDINGS Data revealed statistically significant improvements in all categories of the pre-/posttest. MI ability results showed statistically significant improvements as well. Performance scores were higher than goal values in video simulated assessments. Overall student satisfaction with the training program was 4.3 out of 5. DISCUSSION AND CONCLUSIONS Data suggests the training program increased students understanding and ability to perform MI in patient interviews. High quality of student performance is also suggested due to trained students' post scores being higher than goal values published by scoring manual.
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Affiliation(s)
- Lydia Bailey
- St. Vincent de Paul Charitable Pharmacy, 1125 Bank St., Cincinnati, OH 45214, United States.
| | - Russell Curington
- St. Vincent de Paul Charitable Pharmacy, 1125 Bank St., Cincinnati, OH 45214, United States
| | - Bethanne Brown
- University of Cincinnati College of Pharmacy, 3225 Eden Ave., Cincinnati, OH 45267, United States
| | - Michael Hegener
- University of Cincinnati College of Pharmacy, 3225 Eden Ave., Cincinnati, OH 45267, United States
| | - Mike Espel
- St. Vincent de Paul Charitable Pharmacy, 1125 Bank St., Cincinnati, OH 45214, United States
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Trained student pharmacists' telephonic collection of patient medication information: Evaluation of a structured interview tool. J Am Pharm Assoc (2003) 2017; 56:153-60. [PMID: 27000165 DOI: 10.1016/j.japh.2015.12.008] [Citation(s) in RCA: 6] [Impact Index Per Article: 0.9] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 09/08/2015] [Indexed: 11/22/2022]
Abstract
OBJECTIVE To determine the feasibility and fidelity of student pharmacists collecting patient medication list information using a structured interview tool and the accuracy of documenting the information. The medication lists were used by a community pharmacist to provide a targeted medication therapy management (MTM) intervention. DESIGN Descriptive analysis of patient medication lists collected with telephone interviews. PARTICIPANTS Ten trained student pharmacists collected the medication lists. INTERVENTION Trained student pharmacists conducted audio-recorded telephone interviews with 80 English-speaking, community-dwelling older adults using a structured interview tool to collect and document medication lists. MAIN OUTCOME MEASURES Feasibility was measured using the number of completed interviews, the time student pharmacists took to collect the information, and pharmacist feedback. Fidelity to the interview tool was measured by assessing student pharmacists' adherence to asking all scripted questions and probes. Accuracy was measured by comparing the audio-recorded interviews to the medication list information documented in an electronic medical record. RESULTS On average, it took student pharmacists 26.7 minutes to collect the medication lists. The community pharmacist said the medication lists were complete and that having the medication lists saved time and allowed him to focus on assessment, recommendations, and education during the targeted MTM session. Fidelity was high, with an overall proportion of asked scripted probes of 83.75% (95% confidence interval [CI], 80.62-86.88%). Accuracy was also high for both prescription (95.1%; 95% CI, 94.3-95.8%) and nonprescription (90.5%; 95% CI, 89.4-91.4%) medications. CONCLUSION Trained student pharmacists were able to use an interview tool to collect and document medication lists with a high degree of fidelity and accuracy. This study suggests that student pharmacists or trained technicians may be able to collect patient medication lists to facilitate MTM sessions in the community pharmacy setting. Evaluating the sustainability of using student pharmacists or trained technicians to collect medication lists is needed.
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Howell CK, Reveles KR, Knodel LC, Pattyn NR, Frei CR. Know your medicine: A novel student-led community service learning program. CURRENTS IN PHARMACY TEACHING & LEARNING 2017; 9:353-359. [PMID: 29233271 DOI: 10.1016/j.cptl.2017.01.006] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/15/2015] [Revised: 09/21/2016] [Accepted: 01/28/2017] [Indexed: 06/07/2023]
Abstract
INTRODUCTION The objective of this article is to describe the efforts of the student pharmacist organization called Know Your Medicine (KYM) as they conduct medication therapy management (MTM) for older adults and underserved communities. METHODS Patients brought medications, immunization records, and health concerns to KYM events during academic years 2012-2013 and 2013-2014. Student pharmacists performed health screenings, created personalized medication records (PMR), made recommendations, created personal action plans (PAP), and conducted follow-up phone calls. RESULTS Student pharmacists provided MTM services for a total of 107 patients. The mean duration of a KYM appointment was 62±21min, and student pharmacists provided a mean of 3.5±2.1 recommendations per patient. Patients had a mean age of 78±11 years, 4.5±3.2 disease states, 6.9±4.6 prescriptions, 1.9±1.9 OTC medications, and 2.8±2.6 vitamins or herbals. At the time of the follow-up phone call, a mean of 2.6±1.9 recommendations per patient had been followed. DISCUSSION AND CONCLUSIONS Student pharmacists successfully implemented a new MTM program for older adults and underserved communities. This program can serve as an example of how other pharmacy colleges and schools might implement MTM training and real-world MTM experience for their student pharmacists.
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Affiliation(s)
- Crystal K Howell
- College of Pharmacy, The University of Texas at Austin, Austin, TX; Pharmacotherapy Education and Research Center, School of Medicine, University of Texas Health Science Center at San Antonio, San Antonio, TX.
| | - Kelly R Reveles
- College of Pharmacy, The University of Texas at Austin, Austin, TX; Pharmacotherapy Education and Research Center, School of Medicine, University of Texas Health Science Center at San Antonio, San Antonio, TX.
| | - Leroy C Knodel
- College of Pharmacy, The University of Texas at Austin, Austin, TX; Pharmacotherapy Education and Research Center, School of Medicine, University of Texas Health Science Center at San Antonio, San Antonio, TX.
| | - Nancy R Pattyn
- College of Pharmacy, The University of Texas at Austin, Austin, TX.
| | - Christopher R Frei
- College of Pharmacy, The University of Texas at Austin, Austin, TX; Pharmacotherapy Education and Research Center, School of Medicine, University of Texas Health Science Center at San Antonio, San Antonio, TX.
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Nuffer W, Gilliam E, Thompson M, Vande Griend J. Establishment and Implementation of a Required Medication Therapy Management Advanced Pharmacy Practice Experience. AMERICAN JOURNAL OF PHARMACEUTICAL EDUCATION 2017; 81:36. [PMID: 28381896 PMCID: PMC5374925 DOI: 10.5688/ajpe81236] [Citation(s) in RCA: 6] [Impact Index Per Article: 0.9] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/16/2016] [Accepted: 11/03/2016] [Indexed: 05/30/2023]
Abstract
Objective. To develop a community pharmacy-based medication therapy management (MTM) advanced pharmacy practice experience (APPE) that provides students with skills and knowledge to deliver entry-level pharmacy MTM services. Design. The University of Colorado Skaggs School of Pharmacy & Pharmaceutical Sciences (SSPPS) partnered with three community pharmacy chains to establish this three-week, required MTM APPE. Students completed the American Pharmacists Association MTM Certificate Course prior to entering the APPE. Students were expected to spend 90% or more of their time at this experience working on MTM interventions, using store MTM platforms. Assessment. All 151 students successfully completed this MTM APPE, and each received a passing evaluation from their preceptor. Preceptor evaluations of students averaged above four (entry-level practice) on a five-point Likert scale. The majority of students reported engagement in MTM services for more than 80% of the time on site. Students' self-reporting of their ability to perform MTM interventions improved after participation in the APPE. Conclusion. The SSPPS successfully implemented a required MTM APPE, preparing students for entry-level delivery of MTM services.
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Smith MG, Shea CM, Brown P, Wines K, Farley JF, Ferreri SP. Pharmacy characteristics associated with the provision of medication management services within an integrated care management program. J Am Pharm Assoc (2003) 2017; 57:217-221.e1. [DOI: 10.1016/j.japh.2016.12.073] [Citation(s) in RCA: 13] [Impact Index Per Article: 1.9] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/28/2016] [Revised: 12/20/2016] [Accepted: 12/20/2016] [Indexed: 11/30/2022]
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Park H, Adeyemi A, Wang W, Roane TE. Impact of a telephonic outreach program on medication adherence in Medicare Advantage Prescription Drug (MAPD) plan beneficiaries. J Am Pharm Assoc (2003) 2017; 57:62-66.e2. [DOI: 10.1016/j.japh.2016.07.006] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/11/2016] [Revised: 07/16/2016] [Accepted: 07/19/2016] [Indexed: 01/01/2023]
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Hendry G, Winn P, Wiggins S, Turner CJ. Qualitative Evaluation of a Practice-based Experience Pilot Program for Master of Pharmacy Students in Scotland. AMERICAN JOURNAL OF PHARMACEUTICAL EDUCATION 2016; 80:165. [PMID: 28179714 PMCID: PMC5289721 DOI: 10.5688/ajpe8010165] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/18/2015] [Accepted: 02/09/2016] [Indexed: 06/06/2023]
Abstract
Objective. To determine the views of pharmacists in central Scotland regarding experiential education for MPharm students. Methods. A thematic analysis was completed by Ms. Gillian Hendry and Dr. Sally Wiggins of interviews conducted with ten practicing pharmacists paired with first-year master of pharmacy (MPharm) students during the 2011-2012 academic year. Relevant comments from the interviews were manually sorted in a Microsoft Excel spreadsheet to bring similarly themed material together to facilitate the identification and naming of recurring themes and subthemes. Results. The pharmacists were unanimous in their opinion that experiential education was valuable for MPharm students and, in particular, that it helped students to develop self-confidence. The pharmacists derived personal satisfaction in developing mentor/mentee relationships with students. They also recognized the value that students provided to the workforce as well as the educational value to themselves in supervising students. The participants' primary dissatisfaction was that the pharmacy workflow limited the time they could spend mentoring students. Conclusion. The results provide guidance to the academic community and the pharmacy practice community in the United Kingdom (UK) regarding the design and integration of experiential education courses in MPharm degree programs.
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Affiliation(s)
- Gillian Hendry
- School of Psychological Sciences and Health, University of Strathclyde, Glasgow, Scotland
| | - Philip Winn
- Strathclyde Institute of Pharmacy and Biomedical Sciences, University of Strathclyde, Glasgow, Scotland
| | - Sally Wiggins
- Department of Behavioural Science and Learning, Linköping University, Linköping, Sweden
| | - Christopher J. Turner
- Retired but formerly with Skaggs School of Pharmacy and Pharmaceutical Sciences, University of Colorado Anschutz Medical Campus, Aurora, Colorado
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Winn P, Turner CJ. Description and Evaluation of an MPharm Practice-based Experience Pilot Program. AMERICAN JOURNAL OF PHARMACEUTICAL EDUCATION 2016; 80:151. [PMID: 28090100 PMCID: PMC5221833 DOI: 10.5688/ajpe809151] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/18/2015] [Accepted: 12/15/2015] [Indexed: 06/06/2023]
Abstract
Objective. To determine the level of support among pharmacists in central Scotland to serve as mentors and provide practice-based experience to students enrolled in a master of pharmacy degree program. Methods. A study was conducted during the 2011-2012 academic year in which first-year MPharm students in Scotland were paired with practicing pharmacists for 2 half-day visits per month. The students were integrated into the pharmacy workflow and engaged in activities ranging from date checking to counseling patients. The pharmacists and students who participated were asked to complete a survey in spring 2012 regarding their experiences and, in addition, the students were asked to maintain diary entries describing their experiences. Results. Thirty-nine students were paired successfully with 38 pharmacists. Every pharmacist stated their student was welcome to return in the 2012-2013 academic year and 29 agreed to accept a second student. Nine of 12 participating chain community pharmacies asked for program expansion and 11 chain community pharmacies and one other community pharmacy that did not participate in 2011-2012 asked to join in 2012-2013. Conclusion. Large numbers of pharmacists in central Scotland are willing to mentor and provide practice-based pharmacy education for students in a manner consistent with General Pharmaceutical Council accreditation standards for the master of pharmacy degree curriculum.
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Affiliation(s)
- Philip Winn
- Strathclyde Institute of Pharmacy and Biomedical Sciences, University of Strathclyde, Glasgow, Scotland
| | - Christopher J. Turner
- Skaggs School of Pharmacy and Pharmaceutical Sciences, University of Colorado, Aurora, Colorado
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Rodis JL, Ulbrich TR, Jennings BT, Elswick BM, McKinley RJ. Students as catalysts to increase community pharmacy-led direct patient care services. J Am Pharm Assoc (2003) 2015; 55:642-648. [DOI: 10.1331/japha.2015.14261] [Citation(s) in RCA: 11] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/23/2022]
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