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Huon JF, Nizet P, Tollec S, Vene E, Fronteau C, Leichnam A, Tching-Sin M, Michelet-Barbotin V, Foucault-Fruchard L, Nativel F. A systematic review of the impact of simulation on students' confidence in performing clinical pharmacy activities. Int J Clin Pharm 2024:10.1007/s11096-024-01715-z. [PMID: 38632204 DOI: 10.1007/s11096-024-01715-z] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/16/2023] [Accepted: 02/13/2024] [Indexed: 04/19/2024]
Abstract
BACKGROUND Although confidence does not automatically imply competence, it does provide pharmacy students with a sense of empowerment to manage a pharmacotherapeutic problem independently. Among the methods used in higher education, there is growing interest in simulation. AIM To evaluate the impact of simulation on pharmacy students' confidence in performing clinical pharmacy activities. METHOD Articles that reported the use of simulation among pharmacy students with fully described outcomes about confidence were included. Studies for which it was impossible to extract data specific to pharmacy students or simulation were excluded. The search was carried out in Medline, Embase, Lissa and PsycInfo from inception to August the 31th, 2022. The results were synthesized into 4 parts: confidence in collecting information, being an expert in a procedure/pathology, counselling and communicating, and other results. The quality assessment of included studies was conducted using the Mixed Methods Appraisal Tool "MMAT" tool. RESULTS Among the 39 included articles, the majority were published in the last 5 years and conducted in the United States. The majority included pharmacy students in years 1 through 3 (69.2%). The most common study design was the pre-post uncontrolled design (66.7%). Studies measuring the effects of human and/or virtual simulation were mainly focused on confidence to counsel and/or communicate with patients and colleagues (n = 20). Evaluations of the effects of these types of simulation on confidence in information gathering by health professionals were also well represented (n = 16). CONCLUSION Simulation-based training generally yielded positive impact on improving pharmacy students' confidence in performing clinical pharmacy activities. Rigorous assessment methods and validated confidence questionnaires should be developed for future studies.
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Affiliation(s)
- Jean-François Huon
- Nantes Université, CHU Nantes, Pharmacie, 5 allée de l'île Gloriette, 44000, Nantes, France.
- Réseau HUGOPharm : réseau des pharmacies hospitalieres des Hopitaux Universitaires du grand ouest, Nantes, France.
| | - Pierre Nizet
- Nantes Université, CHU Nantes, Pharmacie, 5 allée de l'île Gloriette, 44000, Nantes, France
- Réseau HUGOPharm : réseau des pharmacies hospitalieres des Hopitaux Universitaires du grand ouest, Nantes, France
| | - Sophie Tollec
- Réseau HUGOPharm : réseau des pharmacies hospitalieres des Hopitaux Universitaires du grand ouest, Nantes, France
- CHU Orléans, Orléans, France
| | - Elise Vene
- Réseau HUGOPharm : réseau des pharmacies hospitalieres des Hopitaux Universitaires du grand ouest, Nantes, France
- CHU Rennes, Rennes, France
| | - Clémentine Fronteau
- Nantes Université, CHU Nantes, Pharmacie, 5 allée de l'île Gloriette, 44000, Nantes, France
- Réseau HUGOPharm : réseau des pharmacies hospitalieres des Hopitaux Universitaires du grand ouest, Nantes, France
| | - Alison Leichnam
- Nantes Université, CHU Nantes, Pharmacie, 5 allée de l'île Gloriette, 44000, Nantes, France
- Réseau HUGOPharm : réseau des pharmacies hospitalieres des Hopitaux Universitaires du grand ouest, Nantes, France
| | - Martine Tching-Sin
- Nantes Université, CHU Nantes, Pharmacie, 5 allée de l'île Gloriette, 44000, Nantes, France
- Réseau HUGOPharm : réseau des pharmacies hospitalieres des Hopitaux Universitaires du grand ouest, Nantes, France
| | - Vanessa Michelet-Barbotin
- Réseau HUGOPharm : réseau des pharmacies hospitalieres des Hopitaux Universitaires du grand ouest, Nantes, France
- CHU Rennes, Rennes, France
| | - Laura Foucault-Fruchard
- Réseau HUGOPharm : réseau des pharmacies hospitalieres des Hopitaux Universitaires du grand ouest, Nantes, France
- CHU Tours, Service Pharmacie, Tours, France
- UMR 1253, iBrain, Université de Tours, Inserm, Tours, France
| | - Fabien Nativel
- Nantes Université, Oniris, CHU Nantes, INSERM, Regenerative Medicine and Skeleton, RMeS, UMR 1229, 44000, Nantes, France
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Alowais M, Rudd G, Besa V, Nazar H, Shah T, Tolley C. Digital literacy in undergraduate pharmacy education: a scoping review. J Am Med Inform Assoc 2024; 31:732-745. [PMID: 38055635 PMCID: PMC10873839 DOI: 10.1093/jamia/ocad223] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/01/2023] [Revised: 11/07/2023] [Accepted: 11/14/2023] [Indexed: 12/08/2023] Open
Abstract
OBJECTIVES Conduct a scoping review to identify the approaches used to integrate digital literacy into undergraduate pharmacy programs across different countries, focusing on methods for education, training, and assessment. MATERIALS AND METHODS Following the Joanna Briggs Institute methodology, we searched 5 electronic databases in June 2022: MEDLINE (Ovid), PubMed, Embase, Scopus, and CINAHL. Three independent reviewers screened all articles; data extraction was conducted by 2 reviewers. Any discrepancies were arbitrated by 2 additional reviewers. RESULTS Out of 624 articles, 57 were included in this review. Educational and training approaches for digital literacy in undergraduate pharmacy programs encompassed a theoretical understanding of health informatics, familiarization with diverse digital technologies, and applied informatics in 2 domains: patient-centric care through digital technologies, and the utilization of digital technologies in interprofessional collaboration. Blended pedagogical strategies were commonly employed. Assessment approaches included patient plan development requiring digital information retrieval, critical appraisal of digital tools, live evaluations of telehealth skills, and quizzes and exams on health informatics concepts. External engagement with system developers, suppliers, and other institutes supported successful digital literacy education. DISCUSSION AND CONCLUSION This scoping review identifies various learning objectives, teaching, and assessment strategies to incorporate digital literacy in undergraduate pharmacy curricula. Recommendations include acknowledging the evolving digital health landscape, ensuring constructive alignment between learning objectives, teaching approach and assessments, co-development of digital literacy courses with stakeholders, and using standardized guidelines for reporting educational interventions. This study provides practical suggestions for enhancing digital literacy education in undergraduate pharmacy programs.
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Affiliation(s)
- Mashael Alowais
- School of Pharmacy, Newcastle University, Newcastle upon Tyne, NE1 7RU, United Kingdom
- Department of Pharmacy Practice, Unaizah College of Pharmacy, Qassim University, Unaizah, 51911, Saudi Arabia
| | - Georgina Rudd
- School of Pharmacy, Newcastle University, Newcastle upon Tyne, NE1 7RU, United Kingdom
| | - Victoria Besa
- School of Pharmacy, Newcastle University, Newcastle upon Tyne, NE1 7RU, United Kingdom
| | - Hamde Nazar
- School of Pharmacy, Newcastle University, Newcastle upon Tyne, NE1 7RU, United Kingdom
| | - Tejal Shah
- School of Computing, Newcastle University, Newcastle upon Tyne, NE4 5TG, United Kingdom
| | - Clare Tolley
- School of Pharmacy, Newcastle University, Newcastle upon Tyne, NE1 7RU, United Kingdom
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Elder KG, Frederick EK, Raake S, Stephens BC. Faculty Doing More with Less: A Technology Initiative Realized Through a Structured Process. Innov Pharm 2022; 13:10.24926/iip.v13i2.4469. [PMID: 36654701 PMCID: PMC9836749 DOI: 10.24926/iip.v13i2.4469] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/21/2023] Open
Abstract
Introduction: Many barriers exist when implementing new educational technologies. Some institutions without specialty support staff or offices may struggle with the necessary steps. In a climate that increasingly asks faculty to do more with less, empowering faculty-driven processes may prove important. Innovation: When the need for an academic electronic health record (EHR) was identified, a faculty champion followed a structured approach to research available options, garner faculty interest, bring forth a proposal to the administration, implement the academic EHR technology, and perform continuous quality improvement thereby paving the pathway for future faculty-led initiatives. Findings: A single faculty member followed a structured approach that could be carried out by others to bring meaningful academic technology to multiple programs. This process was subsequently successfully used by another faculty member and the technology implemented was well-received by administration, faculty, and students. Conclusion: Despite few resources to support or compel technological adaptation or change, faculty can follow steps to introduce these projects and moreover, spark a cultural shift and momentum to embolden faculty to follow a process to bring forth change or initiatives in the future.
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Affiliation(s)
- Kimberly G. Elder
- Sullivan University College of Pharmacy and Health Sciences,Corresponding author: Kimberly G. Elder, PharmD, BCPS Associate Professor Sullivan University College of Pharmacy and Health Sciences Pharmacy Practice Department 2100 Gardiner Lane, Louisville, KY 40205 Phone: 502-413-8967; Fax: 502.413.8990
| | | | - Sarah Raake
- Sullivan University College of Pharmacy and Health Sciences
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Bowers R, Perkins S, Trotta K, Mills B, Ghassemi E. Comparison of Student Pharmacists' Knowledge Retention Utilizing Electronic Health Records Versus Simultaneously Completing Simulated Experiences. AMERICAN JOURNAL OF PHARMACEUTICAL EDUCATION 2022; 86:ajpe8857. [PMID: 34862177 PMCID: PMC10159378 DOI: 10.5688/ajpe8857] [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: 08/18/2021] [Accepted: 11/30/2021] [Indexed: 05/06/2023]
Abstract
Objective. The purpose of this study was to determine whether the addition of standardized patients or the addition of interprofessional student teams with standardized patients to the use of a simulated electronic health record improved student knowledge retention and perceptions.Methods. This was a prospective cohort study assessing three cohorts of first-year student pharmacists in pharmacy skills laboratory activities that occurred in 2018, 2019, and 2021. The primary objective of the study was to compare knowledge retention of the case material between groups at one month. Each year, an element of simulated experience was added onto the previous year's case. In 2018, students completed the case using only the electronic health record web application. In 2019, the previous year's experience was combined with an objective structured clinical examination (OSCE) with standardized patients. In 2021, the 2019 experience was supplemented with student physician assistants. Case scores and student perceptions were also compared between groups.Results. Of the 260 potential participants, 238 students were included in the primary analysis. Results showed that with the addition of interprofessional team-based care and standardized patients, significant improvement was demonstrated in knowledge retention assessments at one month. Mean knowledge retention assessment scores for the 2018, 2019, and 2021 groups were 63.8%, 71.7%, and 76.1%, respectively. Significant improvement was also found in student perceptions.Conclusion. Adding standardized patients and interprofessional team-based care to a pharmacy skills laboratory that uses a simulated electronic health record significantly improved student knowledge retention and perceptions.
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Affiliation(s)
- Riley Bowers
- Campbell University, College of Pharmacy & Health Sciences, Buies Creek, North Carolina
| | - Scott Perkins
- Campbell University, College of Pharmacy & Health Sciences, Buies Creek, North Carolina
| | - Katie Trotta
- Campbell University, College of Pharmacy & Health Sciences, Buies Creek, North Carolina
| | - Beth Mills
- Campbell University, College of Pharmacy & Health Sciences, Buies Creek, North Carolina
| | - Emily Ghassemi
- Campbell University, College of Pharmacy & Health Sciences, Buies Creek, North Carolina
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Adeoye-Olatunde OA, Vlashyn OO, Illingworth Plake KS, Woodyard JL, Weber ZA, Litzelman DK, Russ-Jara AL. A mixed-methods study of pharmacy instructors' early experiences with a teaching electronic medical record. CURRENTS IN PHARMACY TEACHING & LEARNING 2021; 13:1180-1193. [PMID: 34330397 DOI: 10.1016/j.cptl.2021.06.036] [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: 02/24/2020] [Revised: 03/17/2021] [Accepted: 06/10/2021] [Indexed: 06/13/2023]
Abstract
INTRODUCTION As use of electronic medical records (EMRs) increases in healthcare, multiple accreditation organizations recommend training future clinicians on EMRs as part of the academic curriculum. Therefore, some pharmacy programs now utilize an academic EMR. Our objective was to examine pharmacy instructors' early experiences with a commercially available teaching EMR (tEMR) in order to identify current and future priorities along with benefits and barriers to academic EMR use in pharmacy education. METHODS We conducted semi-structured interviews and a web-based survey with pharmacy instructors. Interview and survey data analyses consisted of hybrid inductive/deductive approaches to coding data and descriptive statistics, respectively. We mapped themes to the Pharmacists' Patient Care Process (PPCP). RESULTS Seven instructors participated in interviews, and 10 completed the survey. We identified 25 interview themes that were generally congruent with survey responses. A noted benefit of the tEMR was providing a large repository of real-life patient data. Instructors' current priorities for tEMR activities primarily aligned with "collect," "assess," and "plan" steps of the PPCP. One reported barrier was insufficient training regarding the tEMR capabilities. Instructors offered innovative ideas for future academic EMR use, including pharmacokinetics, incident reporting, and longitudinal cases. CONCLUSIONS Study findings are most applicable to pharmacy programs in the early stages of academic EMR adoption. We identified opportunities for pharmacy programs to facilitate innovative, future use of academic EMRs, including curriculum planning, so pharmacy students gain experience using EMR functions for each PPCP step and develop more advanced EMR skills.
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Affiliation(s)
| | - Olga O Vlashyn
- Purdue University College of Pharmacy, 575 W Stadium Ave, West Lafayette, IN 47907, United States; PGY-2 Pharmacy Resident, The Ohio State University Wexner Medical Center (present), 410 W 10th Ave, Columbus, OH 43210, United States.
| | | | - Jamie L Woodyard
- Purdue University College of Pharmacy, 575 W Stadium Ave, West Lafayette, IN 47907, United States.
| | - Zachary A Weber
- Purdue University College of Pharmacy, 575 W Stadium Ave, West Lafayette, IN 47907, United States.
| | - Debra K Litzelman
- Indiana University School of Medicine Regenstrief Institute, Inc. W. 10th Street, Indianapolis, IN 46202, United States.
| | - Alissa L Russ-Jara
- Purdue University College of Pharmacy, 575 W Stadium Ave, West Lafayette, IN 47907, United States.
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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.
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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.
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Perkins S, Kelly K, Bowers R. Implementation and justification of a curriculum-wide electronic health record platform. CURRENTS IN PHARMACY TEACHING & LEARNING 2021; 13:1194-1199. [PMID: 34330398 DOI: 10.1016/j.cptl.2021.06.027] [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: 10/14/2020] [Revised: 02/17/2021] [Accepted: 06/10/2021] [Indexed: 06/13/2023]
Abstract
BACKGROUND AND PURPOSE In order to develop practice-ready pharmacists as mandated by the Accreditation Council for Pharmacy Education Accreditation Standards, exposing students to health information technologies used in clinical practice, like electronic health records (EHRs), is imperative. While the benefits of using EHRs have been described in the literature, limited information or guidance exists on how these tools can incorporate various activities and topics to be implemented throughout an entire curriculum. The purpose of this report is to describe the curriculum-wide implementation of a simulated EHR software, including the novel learning experiences and costs incurred by the college. EDUCATIONAL ACTIVITY AND SETTING The EHR was implemented in various courses across the pharmacy school curriculum in the first, second, and third professional years. FINDINGS During the final year of implementation, the EHR platform was utilized in each of the three didactic years of the pharmacy program. Twenty-two faculty members created cases using the EHR platform. These cases were used across 16 courses and were accessed by students 7191 times during the implementation process. The cost per use of the EHR platform was approximately half that of the most frequently used electronic learning database used in the program. SUMMARY In the three years since its inception, the EHR has been highly utilized as evidenced by the overall number of experiences for students, the variety of experiences, and the number of faculty who used the EHR in their course.
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Affiliation(s)
- Scott Perkins
- Pharmacy Practice, Campbell University College of Pharmacy & Health Sciences, 205 Day Dorm Road, Buies Creek, NC 27506, United States.
| | - Kimberly Kelly
- Pharmacy Practice, Campbell University College of Pharmacy & Health Sciences, 205 Day Dorm Road, Buies Creek, NC 27506, United States.
| | - Riley Bowers
- Pharmacy Practice, Campbell University College of Pharmacy & Health Sciences, 205 Day Dorm Road, Buies Creek, NC 27506, United States.
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Min J, Ng R. Usability assessment of an open-source simulated electronic medical record in pharmacy education. CURRENTS IN PHARMACY TEACHING & LEARNING 2021; 13:1046-1052. [PMID: 34294246 DOI: 10.1016/j.cptl.2021.06.009] [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: 01/17/2020] [Revised: 01/05/2021] [Accepted: 06/08/2021] [Indexed: 06/13/2023]
Abstract
BACKGROUND AND PURPOSE The growth of electronic medical records (EMRs) has been a critical component of evolving pharmacy practice, catalyzed by foundational initiatives such as the HITECH Act in 2009. The objective of this study was to evaluate the usability and student perceptions of a novel, open-source, educational EMR (EdEMR) for integration in the PharmD program at the University of British Columbia (UBC). EDUCATIONAL ACTIVITY AND SETTING Participants were PharmD students at UBC and had to complete a series of survey questions and EdEMR tasks including a Systems Usability Scale (SUS) evaluation. Task completion time, mouse clicks, SUS score, and 5-point Likert scale rankings of student opinions on the use of the EdEMR were collected. FINDINGS Seven students successfully completed the study. Participants self-ranked themselves as novice EMR users who used EMRs a few times a week. The mean time to complete the tasks was 6 min, 42 seconds and was approximately double that of benchmark times (mean benchmark = 2 min, 20 seconds). The EdEMR scored within the upper quartile of SUS scores (mean = 83), indicating good usability. Participants identified that the EMR would most optimally be used for distance learning and case-based learning. SUMMARY The EdEMR showed good usability as demonstrated by the successfully completed tasks and SUS score. Participants were receptive to the EdEMR's application as an online learning tool and for case-based learning. The EdEMR is an enticing, open-source tool currently available to all pharmacy programs and could further support online and remote teaching.
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Affiliation(s)
- Jason Min
- Faculty of Pharmaceutical Sciences, University of British Columbia, 2405 Wesbrook Mall, Vancouver, BC V6T 1Z3, Canada.
| | - Richard Ng
- Faculty of Pharmaceutical Sciences, University of British Columbia, 2405 Wesbrook Mall, Vancouver, BC V6T 1Z3, Canada.
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Cook K, Elder KG, Richter SK, Ronald K. Electronic Health Records in Pharmacy Skills-based Curricula. AMERICAN JOURNAL OF PHARMACEUTICAL EDUCATION 2021; 85:8453. [PMID: 34301536 PMCID: PMC8499655 DOI: 10.5688/ajpe8453] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/02/2020] [Accepted: 07/08/2021] [Indexed: 06/13/2023]
Abstract
Electronic health records (EHRs) are integral to contemporary pharmacy practice. The use of EHRs and associated skill development in curricula across pharmacy education is variable. Skills-based courses in the Doctor of Pharmacy curriculum are ideal areas to develop these competencies' and integrate EHR use and skills with the Pharmacists' Patient Care Process. Consideration should be given by each school and college of pharmacy for having an EHR curriculum embedded within skills-based courses to prepare students for advanced pharmacy practice experiences as well as professional practice after graduation. A consensus on what skills or competencies should be consistently included in pharmacy curricula should be developed across pharmacy education to increase consistency in the delivery of EHR skills education and assessment. Emphasis on EHR skills and incorporation of them into national pharmacy education standards would help further guide development and assessment, as well as ensure new pharmacists are on the cutting edge of patient care and technology.
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Affiliation(s)
- Kristen Cook
- University of Nebraska Medical Center, College of Pharmacy, Omaha, Nebraska
| | - Kimberly G Elder
- Sullivan University, College of Pharmacy and Health Sciences, Louisville, Kentucky
| | - Sara K Richter
- University of Health Sciences and Pharmacy, St. Louis, Missouri
| | - Katie Ronald
- Southern Illinois University, Edwardsville School of Pharmacy, Edwardsville, Illinois
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Wasynczuk J, Sheehan AH. Implementation of a Teaching Electronic Medical Record within Didactic Instruction Using a Drug Information Question Assignment. PHARMACY 2021; 9:pharmacy9010035. [PMID: 33670298 PMCID: PMC8005966 DOI: 10.3390/pharmacy9010035] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/04/2020] [Revised: 01/22/2021] [Accepted: 02/06/2021] [Indexed: 11/16/2022] Open
Abstract
BACKGROUND Pharmacy graduates are expected to be practice-ready to deliver quality patient care, which includes having comprehensive knowledge of health informatics and electronic medical records (EMRs). The purpose of this study was to (1) incorporate an EMR within a pharmacy student assignment, and (2) assess student perceptions of use of the EMR. METHODS Student pharmacists received a patient-specific drug-related question and were required to use an EMR to provide an accurate response. Following completion of the assignment, students were invited to complete a retrospective, pre-post survey instrument to collect their perceptions. RESULTS Only 28.8% of respondents reported prior experience using an EMR. Student perceptions about use of an EMR within the didactic setting significantly improved from before to after the assignment. Differences were found in respondents who agreed that didactic use of an EMR increased their confidence in obtaining information from an EMR (20.5% to 82.8%) and improved their knowledge of EMR systems (61.4% to 89.3%). CONCLUSIONS Implementation of an EMR within didactic instruction may serve as the first exposure to health informatics for students and positively impacts student perceptions of these tools prior to entry into pharmacy practice.
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Affiliation(s)
- Jacqueline Wasynczuk
- Department of Pharmacy Practice, Jefferson College of Pharmacy, Thomas Jefferson University, Philadelphia, PA 19107, USA
- Correspondence:
| | - Amy H. Sheehan
- Department of Pharmacy Practice, Purdue University College of Pharmacy, Purdue University, West Lafayette, IN 47907, USA;
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VanLangen KM, Elder KG, Young M, Sohn M. Academic electronic health records as a vehicle to augment the assessment of patient care skills in the didactic pharmacy curriculum. CURRENTS IN PHARMACY TEACHING & LEARNING 2020; 12:1056-1061. [PMID: 32624134 DOI: 10.1016/j.cptl.2020.04.004] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/31/2019] [Revised: 02/07/2020] [Accepted: 04/04/2020] [Indexed: 05/05/2023]
Abstract
INTRODUCTION Standards 2016 state students must be "practice-ready" upon graduation and utilizing health information technology is one skill needed to ensure students are practice-ready. Incorporating academic electronic health records (EHRs) into the didactic pharmacy curriculum is one tool for preparing students to be practice-ready, but it is unclear if this technology is used to facilitate assessment of students' patient care skills. METHODS A 35-question electronic survey was distributed to each school/college of pharmacy (S/COP) with questions focused on general use of EHRs and characterizing EHRs as a tool to assess students' patient care skills in the didactic curriculum. Aggregate, anonymous data was reported and analyzed using descriptive statistics. RESULTS Fifty-nine survey responses were suitable for inclusion in the analysis (43.8% response rate). Of those, 37 S/COP (62.7%) used an EHR in the didactic curriculum. Frequently performed and assessed EHR functions were collecting information and documentation, and EHRs were most commonly utilized to assess students' abilities to perform the collect (96.9%) and assess (93.8%) steps of the Pharmacists' Patient Care Process. EHRs were perceived to be most effective in assessing the following Center for the Advancement of Pharmacy Education Educational Outcomes: patient-centered care (93.9%), problem solving (83.9%), and learner (80.6%). CONCLUSIONS Optimizing the use of EHRs in S/COP is critical. Determining which outcomes are best suited to be assessed utilizing this technology and the optimal method to do so is an appropriate next step.
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Affiliation(s)
- Kali M VanLangen
- Ferris State University College of Pharmacy, 25 Michigan St, Suite 7000, Grand Rapids, MI 49503, United States.
| | - Kimberly G Elder
- Sullivan University College of Pharmacy and Health Sciences, 2100 Gardiner Lane, Louisville, KY 40205, United States.
| | - Mark Young
- Ferris State University College of Pharmacy, 220 Ferris Drive, Big Rapids, MI 49307, United States.
| | - Minji Sohn
- Ferris State University College of Pharmacy, 220 Ferris Drive, Big Rapids, MI 49307, United States.
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Ives AL, Tucker SR, Trovato JA. Using Electronic Health Record Technology to Teach Inpatient Medication Order Verification to Pharmacy Students. AMERICAN JOURNAL OF PHARMACEUTICAL EDUCATION 2020; 84:ajpe7534. [PMID: 32934381 PMCID: PMC7473233 DOI: 10.5688/ajpe7534] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/27/2019] [Accepted: 03/21/2020] [Indexed: 06/09/2023]
Abstract
Objective. To measure Doctor of Pharmacy (PharmD) students' confidence and assess their performance when processing inpatient medication orders, and to determine students' opinions regarding electronic health record (EHR) technology. Methods. Using an EHR platform, students processed inpatient medication orders during two laboratory sessions and one assessment. Each student was assigned one unique patient per session and was given three inpatient orders to process. Medication errors were randomly imbedded in the medication orders. Students needed to determine if the order was acceptable or required flagging because of an identified error. Pre- and post-activity surveys were administered to assess students' level of confidence and perceptions regarding the simulated EHR activities. Aggregate performance scores were compared between a cohort of PharmD students that used an EHR for the activity versus those who completed the activity the previous year using a paper-based medication form. Results. One hundred eight of 158 students (68%) in the course had pre- and post-activity survey data that could be paired. Less than one quarter (24%) of students had prior work experience in a hospital setting. For the medication verification questions, the confidence levels of students who used the EHR doubled and in some cases tripled pre- and post-EHR implementation. In each of the areas surveyed, results for all medication order processing statements were significant. Student performance improved significantly compared with that of those who completed the activity the previous year using a paper-based medication form. Post-EHR implementation, a significantly lower number of students felt that learning to use EHR technology would prepare them for advanced pharmacy practice experiences. Conclusion. Exposure to EHR technology improved PharmD students' confidence and performance scores related to processing inpatient medication orders. These findings support the continued use of an EHR platform in skills-based activities.
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Affiliation(s)
- Amy L Ives
- University of Maryland, School of Pharmacy, Baltimore, Maryland
| | | | - James A Trovato
- University of Maryland, School of Pharmacy, Baltimore, Maryland
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Vlashyn OO, Adeoye-Olatunde OA, Illingworth Plake KS, Woodyard JL, Weber ZA, Russ-Jara AL. Pharmacy students' perspectives on the initial implementation of a teaching electronic medical record: results from a mixed-methods assessment. BMC MEDICAL EDUCATION 2020; 20:187. [PMID: 32517745 PMCID: PMC7285515 DOI: 10.1186/s12909-020-02091-8] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/15/2020] [Accepted: 05/25/2020] [Indexed: 06/11/2023]
Abstract
BACKGROUND Electronic medical records (EMRs) have been used for nearly three decades. Pharmacists use EMRs on a daily basis, but EMRs have only recently been incorporated into pharmacy education. Some pharmacy programs have implemented teaching electronic medical records (tEMRs), but best practices for incorporating tEMRs into pharmacy education remain unknown. The objectives of this study were to 1) assess pharmacy students' views and experiences with a tEMR; and 2) identify current learning activities and future priorities for tEMR use in pharmacy education. METHODS We used a mixed-methods approach, including three, two-hour student focus groups and a 42-item web-based survey to examine student perspectives of the tEMR. All first, second, and third year professional pharmacy students were eligible to participate in the survey and a focus group. Web-based survey items were measured on a 7-point Likert scale, and quantitative analyses included descriptive statistics. Two researchers independently coded transcripts using both deductive and inductive approaches to identify emergent themes. These analysts met and resolved any coding discrepancies via consensus. RESULTS Focus groups were conducted with 22 total students, with 6-8 students represented from each year of pharmacy training. The survey was completed by 156 students: 47 first year, 55 second year, and 54 third year. Overall, 48.7% of survey respondents altogether agreed or strongly agreed that using the tEMR enhanced their learning in pharmacy classes and laboratories. Qualitative data were organized into four major themes regarding tEMR adoption: current priorities for use within the pharmacy curriculum; tEMR benefits; tEMR barriers; and future priorities for tEMR use to prepare students for pharmacy practice. CONCLUSIONS This study reveals pharmacy students' perspectives and attitudes towards using a tEMR, the types of classroom activities that incorporate the tEMR, and students' future suggestions to enhance the design or application of the tEMR for their learning. Our research findings may aid other pharmacy programs and promote more effective use of tEMRs in pharmacy education. In the long-term, this study may strengthen pharmacy education on EMRs and thus increase the efficacy and safety of pharmacists' EMR use for patients' medication management.
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Affiliation(s)
- Olga O. Vlashyn
- Purdue University College of Pharmacy, 575 W. Stadium Ave, West Lafayette, IN 47907 USA
- The Ohio State University Wexner Medical Center, 410 W 10th Ave, Columbus, OH 43210 USA
| | | | | | - Jamie L. Woodyard
- Purdue University College of Pharmacy, 575 W. Stadium Ave, West Lafayette, IN 47907 USA
| | - Zachary A. Weber
- Purdue University College of Pharmacy, 575 W. Stadium Ave, West Lafayette, IN 47907 USA
| | - Alissa L. Russ-Jara
- Purdue University College of Pharmacy, 575 W. Stadium Ave, West Lafayette, IN 47907 USA
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Wisniewski JN, Wisniewski CS, Jones EP, Van Cuyk MP. Incorporation of a mock drug information telephone call exercise in a health-systems pharmacy laboratory. CURRENTS IN PHARMACY TEACHING & LEARNING 2020; 12:450-458. [PMID: 32334762 DOI: 10.1016/j.cptl.2019.12.030] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/14/2019] [Revised: 10/25/2019] [Accepted: 12/07/2019] [Indexed: 06/11/2023]
Abstract
BACKGROUND AND PURPOSE Hospital pharmacists routinely receive and answer drug information questions via telephone while performing order verification. This report describes the development, implementation, and evaluation of a mock learning experience for student performance of these tasks in a health-systems pharmacy laboratory course. EDUCATIONAL ACTIVITY AND SETTING An active learning skills-based exercise involving students receiving and answering a standardized drug information question via telephone during an order verification activity, referred to as a cold-call exercise, was developed and implemented. Data collected included student grades on a baseline assessment, the cold call exercise, order verification exercises, and student perceptions from a voluntary post-exercise survey. Student performance on the cold-call exercise was further evaluated via individual sections of the cold-call rubric. Data were summarized using descriptive statistics. Thematic analysis of student opinion and an estimate of faculty time were also executed. FINDINGS Student grades on the cold call and order verification exercises were 86.14% and 88.8%, respectively. Students often failed to ask category-specific questions because they did not categorize the ultimate question appropriately. Students found the activity organized and applicable. Time dedicated to creation was extensive, but execution and grading were reasonable. SUMMARY Students performed well on the drug information exercise as well as the order verification component. Students and faculty enjoyed the experience, and students found the exercise relevant and challenging. This exercise could be implemented into any pharmacy curriculum in order to prepare students using authentic learning experiences.
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Affiliation(s)
- Jennifer N Wisniewski
- Department of Clinical Pharmacy & Outcome Sciences, Medical University of South Carolina College of Pharmacy, 280 Calhoun Street, Charleston, SC 29425, United States.
| | - Christopher S Wisniewski
- Academic Affairs Faculty, Medical University of South Carolina Libraries, 171 Ashley Avenue, Charleston, SC 29425, United States.
| | - Emily P Jones
- Department of Clinical Pharmacy & Outcome Sciences, Medical University of South Carolina College of Pharmacy, 280 Calhoun Street, Charleston, SC 29425, United States; Academic Affairs Faculty, Medical University of South Carolina Libraries, 171 Ashley Avenue, Charleston, SC 29425, United States.
| | - Matthew P Van Cuyk
- Mayo Clinic Department of Pharmacy, 200 First Street SW, Rochester, MN 55905, United States.
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Serag-Bolos ES, Shaeer KM, Gelot SR, Dharia SP, Miranda AC. Assessing pharmacy students’ preferences with implementing electronic medical records into the pharmacy curriculum. BMJ SIMULATION & TECHNOLOGY ENHANCED LEARNING 2020; 6:58-59. [DOI: 10.1136/bmjstel-2018-000383] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 08/09/2018] [Indexed: 11/04/2022]
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Seybert AL, Smithburger PL, Benedict NJ, Kobulinsky LR, Kane‐Gill SL, Coons JC. Evidence for simulation in pharmacy education. JOURNAL OF THE AMERICAN COLLEGE OF CLINICAL PHARMACY 2019. [DOI: 10.1002/jac5.1167] [Citation(s) in RCA: 17] [Impact Index Per Article: 3.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/06/2022]
Affiliation(s)
- Amy L. Seybert
- Department of Pharmacy and Therapeutics University of Pittsburgh School of Pharmacy Pittsburgh Pennsylvania
| | - Pamela L. Smithburger
- Department of Pharmacy and Therapeutics University of Pittsburgh School of Pharmacy Pittsburgh Pennsylvania
| | - Neal J. Benedict
- Department of Pharmacy and Therapeutics University of Pittsburgh School of Pharmacy Pittsburgh Pennsylvania
| | - Lawrence R. Kobulinsky
- Department of Pharmacy and Therapeutics University of Pittsburgh School of Pharmacy Pittsburgh Pennsylvania
| | - Sandra L. Kane‐Gill
- Department of Pharmacy and Therapeutics University of Pittsburgh School of Pharmacy Pittsburgh Pennsylvania
| | - James C. Coons
- Department of Pharmacy and Therapeutics University of Pittsburgh School of Pharmacy Pittsburgh Pennsylvania
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Phillips BB, Newsome AS, Bland CM, Palmer R, Smith K, DeRemer DL, Phan SV. Pharmacy Student Performance in a Capstone Course Utilizing the Pharmacists' Patient Care Process. AMERICAN JOURNAL OF PHARMACEUTICAL EDUCATION 2019; 83:7357. [PMID: 31831908 PMCID: PMC6900808 DOI: 10.5688/ajpe7357] [Citation(s) in RCA: 21] [Impact Index Per Article: 4.2] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/29/2018] [Accepted: 01/30/2019] [Indexed: 05/28/2023]
Abstract
Objective. To develop, implement, and assess student performance and confidence in a pharmacy capstone course that used case-based instruction and the Pharmacist's Patient Care Process (PPCP) to develop patient work-up skills in third-year Doctor of Pharmacy (PharmD) students. Methods. A skills-based capstone course was developed by a team of faculty members and instructional designers that focused on patient evaluation skills and applying the steps of the PPCP to complex patient cases housed in a simulated electronic health record (SEHR). The acuity of the cases increased over the course of the semester. For each patient case, students were expected to identify drug-related problems and develop an assessment and plan based on the information provided in the SEHR. Results. Students (n=134) were assessed through weekly quizzes and two practical examinations. The average score for all quizzes was 81%. A significant correlation was found between average quiz scores and performance on the end-of-course practical examination. Student scores significantly improved from the first to the second practical examination (10.4 vs 12.9, respectively), and student confidence with regard to all course objectives significantly improved from the beginning to the end of the semester. Conclusion. A capstone course that applied the PPCP framework successfully taught third-year PharmD students the patient care skills they would need in advanced pharmacy practice experiences.
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Affiliation(s)
| | | | | | - Russ Palmer
- University of Georgia, College of Pharmacy, Athens, Georgia
| | - Katie Smith
- University of Georgia, College of Pharmacy, Athens, Georgia
| | - David L. DeRemer
- University of Florida, College of Pharmacy, Gainesville, Florida
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Gibson CM, Kwon HI, Tatachar A. Impact of a low-cost simulated electronic medical record on perceptions of APPE readiness. CURRENTS IN PHARMACY TEACHING & LEARNING 2019; 11:736-741. [PMID: 31227098 DOI: 10.1016/j.cptl.2019.03.013] [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: 05/29/2018] [Revised: 01/25/2019] [Accepted: 03/12/2019] [Indexed: 06/09/2023]
Abstract
BACKGROUND Meaningful use of electronic medical records (EMRs) is critical for providing high-quality, patient-centered care. However, many pharmacy students are not exposed to EMRs until the experiential components of the curriculum. EDUCATIONAL ACTIVITY AND SETTING We created a low-cost simulated EMR (SEMR) using Microsoft PowerPoint software (Microsoft, Redmond, WA, Version 16.16) to use in a case-based application course for second-year pharmacy students for two consecutive years. FINDINGS Pre- and post-assessment surveys of 162 students indicated that perceived confidence and efficiency navigating EMRs improved after the activity. Students agreed that the activity enhanced learning, improved understanding of how to extract meaningful data from EMRs, benefited their preparation for the fourth professional year, and demonstrated the role of informatics in patient care. SUMMARY Incorporation of a SEMR using Microsoft PowerPoint enhances student perceptions of proficiency in navigating the patient medical record. Adoption of similar activities into pharmacy curricula may be an attractive option when adequate financial resources for simulation are unavailable.
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Affiliation(s)
- Caitlin M Gibson
- Department of Pharmacotherapy, University of North Texas Health Science Center, 3500 Camp Bowie Blvd, Fort Worth, TX 76107, United States.
| | - Hyanggi Irene Kwon
- Clinical Pharmacist, Medical City Arlington, 3301 Matlock Rd, Arlington, TX 76015, United States.
| | - Amulya Tatachar
- Department of Pharmacotherapy, University of North Texas Health Science Center, 3500 Camp Bowie Blvd, Fort Worth, TX 76107, United States.
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Komperda K, Lempicki K. Effectiveness of a Medication Reconciliation Simulation in an Introductory Pharmacy Practice Experience Course. AMERICAN JOURNAL OF PHARMACEUTICAL EDUCATION 2019; 83:6628. [PMID: 31223148 PMCID: PMC6581359 DOI: 10.5688/ajpe6628] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/05/2017] [Accepted: 01/17/2018] [Indexed: 05/22/2023]
Abstract
Objective. To evaluate the effectiveness of a simulated learning exercise on pharmacy students' ability and perception of their ability to perform medication reconciliation. Methods. Third-year pharmacy students were divided into three groups. Group A attended a 30-minute lecture; group B attended the lecture and participated in a 90-minute workshop; and group C received no training. After groups A and B completed their assigned learning activities, all students participated in a simulated medication reconciliation activity with a standardized patient (SP). Students also completed a pre- and post-intervention survey. Results. One hundred eighty-three students participated. Students in group B scored the highest (74.5%) on the SP activity compared to those in group A (68.9%) and group C (66.1%). Students in group B reported high levels of agreement with all statements describing the lecture, workshop, and SP activity, including that more of these activities should be integrated into the curriculum. Conclusion. A simulated learning exercise significantly improved students' ability to perform medication reconciliation, including obtaining an accurate medication list, correctly identifying medication discrepancies, and proposing appropriate resolutions. Simulated learning exercises should continue to be incorporated in pharmacy education, especially exercises for learning pharmacy practice skills such as medication reconciliation.
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Affiliation(s)
- Kathy Komperda
- Midwestern University Chicago College of Pharmacy, Downers Grove, Illinois
| | - Kelly Lempicki
- Midwestern University Chicago College of Pharmacy, Downers Grove, Illinois
- Midwestern University Clinical Skills and Simulation Center, Downers Grove, Illinois
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20
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Cooper JB, Bradley CL. Design of hospital errors and omissions activities that include patient-specific medication related problems. CURRENTS IN PHARMACY TEACHING & LEARNING 2019; 11:66-75. [PMID: 30527878 DOI: 10.1016/j.cptl.2018.09.018] [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: 03/14/2018] [Revised: 08/21/2018] [Accepted: 09/21/2018] [Indexed: 06/09/2023]
Abstract
BACKGROUND AND PURPOSE Medication-related problems persist in hospital settings. New types of errors have emerged with changing technology. There is a need for updated, realistic, and patient-specific activities to train student pharmacists to identify medication-related problems. EDUCATIONAL ACTIVITY AND SETTING We describe efforts to redesign hospital errors and omissions activities in a clinical skills lab course. A hospital errors and omissions template is described with multiple-choice answer options redesigned to reinforce that each instance of dispensing in a hospital is an opportunity for patient-centered care. FINDINGS In the redesigned hospital errors and omissions activities, students identified the correct errors and omissions 77% of the time with an average point biserial of 0.491. Qualitative evaluation of student course evaluations and student self-selected learning goals suggest that students perceived the revised activity to be valuable. SUMMARY It is possible to create and deliver hospital errors and omissions activities that include patient-specific medication related problems.
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Affiliation(s)
- Julie B Cooper
- Fred Wilson School of Pharmacy, High Point University, 1 University Parkway, High Point, NC 27685, United States.
| | - Courtney L Bradley
- Fred Wilson School of Pharmacy, High Point University, 1 University Parkway, High Point, NC 27685, United States.
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21
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Smith JN, Scholtz JM. Impact of a simulated electronic health record on pharmacy students' perceptions of preparedness for clinical practice. CURRENTS IN PHARMACY TEACHING & LEARNING 2018; 10:1624-1630. [PMID: 30527829 DOI: 10.1016/j.cptl.2018.09.008] [Citation(s) in RCA: 13] [Impact Index Per Article: 2.2] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/12/2017] [Revised: 07/13/2018] [Accepted: 09/01/2018] [Indexed: 06/09/2023]
Abstract
BACKGROUND AND PURPOSE The growing use of electronic health records (EHRs) in clinical practice highlights the need to incorporate simulated EHRs into the curriculum of healthcare professions. The purpose of this study was to evaluate the impact of a simulated EHR on student performance and to describe students' perceptions of preparedness to use an EHR in clinical practice. EDUCATIONAL ACTIVITY AND SETTING A simulated EHR was introduced to third-year pharmacy students in a practice lab and case studies course series. The impact of the simulated EHR was measured by comparing student grades from acute patient care and ambulatory care advanced pharmacy practice experiences (APPEs) before and after EHR implementation. Data on students' perceptions of preparedness to use an EHR was collected by means of a questionnaire. FINDINGS There was no significant difference between groups on student performance from the acute patient care APPE (p = 0.522) or from the ambulatory care APPE (p = 0.936). Questionnaire responses showed statistically significant improvements in students' perceptions of preparedness to use an EHR in clinical practice. DISCUSSION Positive findings related to students' perceptions of preparedness to use an EHR in clinical practice were used to guide expansion of the simulated EHR throughout the didactic curriculum at the Philadelphia College of Pharmacy. SUMMARY Implementation of a simulated EHR at the end of the PharmD didactic curriculum did not show a difference in student performance on select APPEs, but did show improvements in students' perceptions of preparedness to use an EHR in clinical practice.
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Affiliation(s)
- Jennifer N Smith
- Philadelphia College of Pharmacy at University of the Sciences, 600 South 43rd Street, Philadelphia, PA 19104, United States.
| | - Jean M Scholtz
- Philadelphia College of Pharmacy at University of the Sciences, 600 South 43rd Street, Philadelphia, PA 19104, United States.
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Coons JC, Kobulinsky L, Farkas D, Lutz J, Seybert AL. Virtual Electronic Health Record Technology with Simulation-Based Learning in an Acute Care Pharmacotherapy Course. PHARMACY 2018; 6:pharmacy6040123. [PMID: 30486520 PMCID: PMC6306838 DOI: 10.3390/pharmacy6040123] [Citation(s) in RCA: 9] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/31/2018] [Revised: 11/21/2018] [Accepted: 11/24/2018] [Indexed: 11/16/2022] Open
Abstract
Electronic health record (EHR) technology use in the educational setting to advance pharmacy practice skills with patient simulation has not been described previously in the literature. Therefore, the purpose of this study was to evaluate the impact of a virtual EHR on learning efficiency, perceptions of clinical skills, communication, and satisfaction. This was a prospective study conducted in a cardiovascular therapeutics course in the Doctor of Pharmacy curriculum. Students were randomized to use of a virtual EHR with patient simulation or to patient simulation alone (control). The efficiency of learning was assessed by the time to optimal recommendation for each scenario. Surveys (n = 12 questions) were administered electronically to evaluate perceptions of clinical skills, communication, and learning satisfaction. Data were analyzed with the Mann⁻Whitney U or Wilcoxon signed-rank test as appropriate. Use of the virtual EHR decreased the amount of time needed to provide the optimal treatment recommendations by 25% compared to control. The virtual EHR also significantly improved students' perceptions of their clinical skills, communication, and satisfaction compared to control. The virtual EHR demonstrated value in learning efficiency while providing students with an engaging means of practicing essential pharmacist functions in a simulated setting.
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Affiliation(s)
- James C Coons
- Department of Pharmacy and Therapeutics, University of Pittsburgh School of Pharmacy, Pittsburgh, PA 15261, USA.
| | - Lawrence Kobulinsky
- Department of Pharmacy and Therapeutics, University of Pittsburgh School of Pharmacy, Pittsburgh, PA 15261, USA.
| | - Deborah Farkas
- Peter M. Winter Institute for Simulation, Education, and Research (WISER), University of Pittsburgh and UPMC, Pittsburgh, PA 15213, USA.
| | - John Lutz
- Peter M. Winter Institute for Simulation, Education, and Research (WISER), University of Pittsburgh and UPMC, Pittsburgh, PA 15213, USA.
| | - Amy L Seybert
- Department of Pharmacy and Therapeutics, University of Pittsburgh School of Pharmacy, Pittsburgh, PA 15261, USA.
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Bellottie GD, Kirwin J, Allen RA, Anksorus HN, Bartelme KM, Bottenberg MM, Dula CC, Kane TH, Lee PH, McMillan A, Riley BL, Waghel R. Suggested pharmacy practice laboratory activities to align with pre-APPE domains in the Doctor of Pharmacy curriculum. CURRENTS IN PHARMACY TEACHING & LEARNING 2018; 10:1303-1320. [PMID: 30497635 DOI: 10.1016/j.cptl.2018.06.001] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/26/2017] [Revised: 02/26/2018] [Accepted: 06/06/2018] [Indexed: 06/09/2023]
Abstract
OUR SITUATION The Accreditation Council for Pharmacy Education outlines ability statements that pharmacy students should be able to demonstrate prior to beginning their Advanced Pharmacy Practice Experiences (APPEs). Practice laboratory courses offer extensive opportunities for students to participate in activities and assessments that enable them to meet the objectives outlined in the Pre-APPE Core Domains in Standards 2016. This review identifies selected published literature, activities, and assessment methods that can be adapted and implemented in practice laboratory courses to help achieve the abilities outlined within the Pre-APPE Core Domains. METHODOLOGICAL LITERATURE REVIEW The Medline database and journals related to pharmacy education were searched to identify activities and assessments for each domain. Search terms for each core domain were extracted from the domain titles, ability statements, and performance competencies and coupled with "laboratory" or "lab." "Pharmacy" was also added as a search term when searching the Medline database. Preference was given to example activities published in the last 15 years. Abstracts and activities based on author experience were also included. OUR RECOMMENDATIONS AND THEIR APPLICATIONS Specific examples of how activities and assessments can be included in practice laboratories to develop or refresh skills identified in the pre-APPE core domains were described. POTENTIAL IMPACT The practice laboratory setting is an ideal place for students to learn and practice the skills necessary to demonstrate readiness for APPEs. This paper serves as a resource for instructors, curriculum committees, or pharmacy programs looking for ideas to expand specific training or develop particular skill areas.
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Affiliation(s)
- Gina DeSevo Bellottie
- Department of Pharmacy Practice, Jefferson College of Pharmacy, Thomas Jefferson University, 901 Walnut Street, Suite 901, Philadelphia, PA 19107, United States.
| | - Jennifer Kirwin
- Department of Pharmacy and Health Systems Sciences, Northeastern University School of Pharmacy, Mail Stop - R218, 360 Huntington Avenue, Boston, MA 02115, United States.
| | - Rachel A Allen
- University of Washington School of Pharmacy, HSB H-375, Box 357630, Seattle, WA 98195-7630, United States.
| | - Heidi N Anksorus
- Division of Practice Advancement and Clinical Education, University of North Carolina Eshelman School of Pharmacy, CB #7574, University of North Carolina at Chapel Hill, Chapel Hill, NC 27599-7574, United States.
| | - Kassandra M Bartelme
- Concordia University Wisconsin School of Pharmacy, 12800 N Lake Shore Drive, Mequon, WI, United States.
| | - Michelle M Bottenberg
- Drake University College of Pharmacy and Health Sciences, 2507 University Avenue, Des Moines, IA 50311, United States.
| | - Colleen Clark Dula
- The Ohio State University, 500 West 12th Avenue, Columbus, OH 43210, United States.
| | - Teresa H Kane
- Albany College of Pharmacy and Health Sciences, 106 New Scotland Avenue, Albany, NY 12208, United States.
| | - Phillip H Lee
- Belmont University College of Pharmacy, McWhorter Hall, 309, 1900 Belmont Boulevard, Nashville, TN 37212, United States.
| | - Ashlee McMillan
- West Virginia University, PO Box 9520, Morgantown, WV 26506, United States.
| | - Brittany L Riley
- Department of Pharmacy Practice, Administration and Research, Marshall University School of Pharmacy, 1 John Marshall Drive, Huntington, WV 25755, United States.
| | - Rashi Waghel
- Wingate University School of Pharmacy, 515 N. Main Street, Wingate, NC 28174, United States.
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VanLangen K, Wellman G. Trends in electronic health record usage among US colleges of pharmacy. CURRENTS IN PHARMACY TEACHING & LEARNING 2018; 10:566-570. [PMID: 29986815 DOI: 10.1016/j.cptl.2018.01.010] [Citation(s) in RCA: 12] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/25/2017] [Revised: 10/31/2017] [Accepted: 01/31/2018] [Indexed: 06/08/2023]
Abstract
INTRODUCTION Electronic health records (EHRs) are used extensively throughout health systems; this indicates a need for pharmacy student competencies prior to pharmacy practice experiences. The objective was to determine current utility, perceived benefit, and future plans for EHR use in the didactic curriculum of doctor of pharmacy programs in the United States. METHODS An electronic survey was distributed to members of two special interest groups through the American Association of Colleges of Pharmacy. Content areas in the 14-question survey included current utilization of EHRs in the didactic curriculum, perceived benefit for preparing students for pharmacy practice experiences, and future plans for implementing or improving EHR use. RESULTS A total of 59 (7.7%) individuals responded to the survey, representing 43 out of 133 schools (32%). Of the respondents currently using EHRs (37%), more than 60% have been using an EHR in the classroom for two years or less while 18.2% reported five or more years of experience. The most common application of EHRs was for clinical cases (77%) followed by pharmaceutical care lab courses (59%), other uses in pharmacotherapeutics (27%), and interprofessional education (23%). Of those not currently using EHRs (63%), the vast majority (84%) plan to integrate EHRs into didactic coursework within the next two years. CONCLUSIONS EHRs appear to be used by many colleges of pharmacy in courses where clinical cases are being discussed. Further research into the value of EHR usage at earlier stages of professional programs, including within skills labs, objective structured clinical examinations, and other pharmacy coursework, may be helpful given increasing EHR use in healthcare settings.
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Affiliation(s)
- Kali VanLangen
- Ferris State University, College of Pharmacy, 25 Michigan St, Suite 7000, Grand Rapids, MI 49503, United States.
| | - Greg Wellman
- Ferris State University, College of Pharmacy, 25 Michigan St, Suite 7000, Grand Rapids, MI 49503, United States.
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Serag-Bolos ES, Miranda AC, Gelot SR, Dharia SP, Shaeer KM. Assessing students' knowledge regarding the roles and responsibilities of a pharmacist with focus on care transitions through simulation. CURRENTS IN PHARMACY TEACHING & LEARNING 2017; 9:616-625. [PMID: 29233434 DOI: 10.1016/j.cptl.2017.03.020] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/07/2016] [Revised: 12/06/2016] [Accepted: 03/30/2017] [Indexed: 06/07/2023]
Abstract
BACKGROUND AND PURPOSE To evaluate the impact of a pharmacist-focused transitions of care (TOC) simulation on students' perceptions and knowledge of pharmacist roles in the healthcare continuum. Educational Activity and Setting: Two simulations, highlighting pharmacist roles in various practice settings, were conducted within the Pharmaceutical Skills courses in the third-year doctor of pharmacy curriculum. Patient cases were built utilizing electronic medical records (EMR). Students' knowledge was assessed before and after the simulations regarding pharmacist involvement in medication reconciliation, reduction in patient readmissions, reduction of inappropriate medication use, roles and communication on an interprofessional team, and involvement with health information technology (HIT) during care transitions. FINDINGS Fifty-one third-year pharmacy students were anonymously evaluated prior to and following the simulation to assess changes in knowledge and perceptions during the fall semester. Thirty-two (62.7%) students completed the pre-simulation and 21 (41.2%) students completed the post-simulation assessments, respectively. In the spring semester, 40 (80%) students completed the pre-simulation and 23 (46%) students finished the post-simulation assessments. Students predominately had community pharmacy work experience (n=28, 55%). Overall, students enjoyed the variety of pharmacist-led encounters throughout the simulation and assessments demonstrated an increase in knowledge after the simulations. SUMMARY TOC simulations enhance students' understanding of the significant impact that pharmacists have in ensuring continuity of care as members of an interdisciplinary team.
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Affiliation(s)
- Erini S Serag-Bolos
- University of South Florida, College of Pharmacy, Department of Pharmacotherapeutics and Clinical Research, 12901 Bruce B. Downs Blvd, MDC 30, Tampa, FL 3361233612, United States.
| | - Aimon C Miranda
- University of South Florida, College of Pharmacy, Department of Pharmacotherapeutics and Clinical Research, 12901 Bruce B. Downs Blvd, MDC 30, Tampa, FL 3361233612, United States.
| | - Shyam R Gelot
- Lee Memorial Health System, Department of Pharmacy, 636 Del Prado Blvd S, Cape Coral, FL 33991, United States.
| | - Sheetal P Dharia
- Abbvie/Clinical Pharmacokinetics and Pharmacodynamics, 1 North Waukegan Rd, R4PK AP31-3, North Chicago, IL 60064, United States.
| | - Kristy M Shaeer
- University of South Florida, College of Pharmacy, Department of Pharmacotherapeutics and Clinical Research, 12901 Bruce B. Downs Blvd, MDC 30, Tampa, FL 3361233612, United States.
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Metzger NL, Chesson MM, Momary KM. Simulated Order Verification and Medication Reconciliation during an Introductory Pharmacy Practice Experience. AMERICAN JOURNAL OF PHARMACEUTICAL EDUCATION 2015; 79:96. [PMID: 27168609 PMCID: PMC4812784 DOI: 10.5688/ajpe79796] [Citation(s) in RCA: 7] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/14/2015] [Accepted: 06/16/2015] [Indexed: 05/21/2023]
Abstract
Objective. To create, implement, and assess a simulated medication reconciliation and an order verification activity using hospital training software. Design. A simulated patient with medication orders and home medications was built into existing hospital training software. Students in an institutional introductory pharmacy practice experience (IPPE) reconciled the patient's medications and determined whether or not to verify the inpatient orders based on his medical history and laboratory data. After reconciliation, students identified medication discrepancies and documented their rationale for rejecting inpatient orders. Assessment. For a 3-year period, the majority of students agreed the simulation enhanced their learning, taught valuable clinical decision-making skills, integrated material from previous courses, and stimulated their interest in institutional pharmacy. Overall feedback from student evaluations about the IPPE also was favorable. Conclusion. Use of existing hospital training software can affordably simulate the pharmacist's role in order verification and medication reconciliation, as well as improve clinical decision-making.
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