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Wisniewski JN, Williams CR, Carroll DG, Richter LM, Eudaley S, Kido K. ASHP Statement on Precepting as a Professional Obligation. Am J Health Syst Pharm 2024; 81:e53-e57. [PMID: 37843032 DOI: 10.1093/ajhp/zxad233] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/17/2023] Open
Affiliation(s)
| | - Charlene R Williams
- University of North Carolina Eshelman School of Pharmacy, Asheville, NC, USA
| | - Dana G Carroll
- Auburn University Harrison School of Pharmacy, Tuscaloosa, AL, USA
| | - Lisa M Richter
- North Dakota State University School of Pharmacy, Fargo, ND, USA
| | - Sarah Eudaley
- Department of Clinical Pharmacy and Translational Science, The University of Tennessee Health Science Center, Memphis, TN, USA
| | - Kazuhiko Kido
- West Virginia University Health Sciences Directory, Morgantown, WV, USA
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2
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Thompson T. Student pharmacists are an underutilized resource in transitions of care. J Am Pharm Assoc (2003) 2022; 62:1755. [PMID: 36153269 DOI: 10.1016/j.japh.2022.08.031] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/23/2022] [Accepted: 08/30/2022] [Indexed: 10/14/2022]
Affiliation(s)
- Taylor Thompson
- Pharmacy Resident & Faculty Development Fellow, UPMC St. Margaret, Pittsburgh, PA.
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Newman M, Pherson E, Burton B, Nemec E. Establishing the Content Validity of a Student Pharmacist Patient Counseling Competency Assessment in Oncology. AMERICAN JOURNAL OF PHARMACEUTICAL EDUCATION 2022; 86:8708. [PMID: 34697016 PMCID: PMC10159426 DOI: 10.5688/ajpe8708] [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: 04/29/2021] [Accepted: 09/13/2021] [Indexed: 05/06/2023]
Abstract
Objective. The goal of this project was to establish content validity and describe internal consistency of a patient counseling competency assessment instrument used to evaluate student pharmacists practicing in an oncology setting.Methods. The study involved a modified e-Delphi panel of oncology clinical pharmacy specialists, clinical pharmacy generalists, and oncology pharmacy residents. Iterative rounds of the e-Delphi process were conducted until consensus was reached on most instrument items. Consensus was defined as agreement by at least 75% of participants that an item was or was not important.Results. The modified e-Delphi process included three rounds of responses from 13 panelists and resulted in a 35-item instrument with consensus reached on 33/35 (94%) of the items. All participants indicated that the assessment result options allowed them to indicate the student's level of competency either extremely well or very well.Conclusion. A modified e-Delphi method was used to validate a reliable instrument for the assessment of student pharmacist counseling abilities in an oncology setting. Similar methodology should be considered during the development of student assessment tools, especially for high-impact student pharmacist activities such as chemotherapeutic medication counseling.
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Affiliation(s)
- Matthew Newman
- The Johns Hopkins Hospital, Department of Pharmacy, Baltimore, Maryland
| | - Emily Pherson
- The Johns Hopkins Hospital, Department of Pharmacy, Baltimore, Maryland
| | - Bradley Burton
- The Johns Hopkins Hospital, Department of Pharmacy, Baltimore, Maryland
| | - Eric Nemec
- Sacred Heart University, Fairfield, Connecticut
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Dang NV, Pon TK, Hellier YM. Pharmacy Resident Perspectives on the Layered Learning Practice Model. Hosp Pharm 2022; 57:425-434. [PMID: 35898244 PMCID: PMC9310320 DOI: 10.1177/00185787211066458] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 08/03/2023]
Abstract
Objective: To describe pharmacy resident perspectives on the layered learning practice model (LLPM) at large academic medical centers in the United States and identify the types of training residents receive to prepare for the LLPM. Methods: This was a cross-sectional, mixed methods study that surveyed pharmacy residents completing training at large, academic medical centers on their perspectives of the LLPM. Residents with at least 4 weeks of precepting experience were eligible to complete an online survey. Descriptive statistics were generated for demographic and Likert data while themes were identified from narrative free responses. Results: Twenty-seven resident responses from 10 institutions were included. Likert data showed generally positive perspectives toward overall experience with the LLPM and perceived LLPM impact on clinical knowledge and professional practice, with 100.0% of respondents agreeing they enjoyed precepting under the LLPM. However, 44.4% also agreed that precepting was stressful. LLPM impact on resident behavior received positive to neutral responses; 63.0% neither agreed nor disagreed that the LLPM changed their approach to patient care. Written comments revealed themes such as sources of stress within the LLPM, increased depth of learning, improved comprehensive patient care, and improved professional growth. The most common forms of LLPM training occurred through preceptor and student evaluations (73.1% and 61.5%, respectively) and orientation (50.0%). Conclusion: These findings identified a variety of resident perspectives on the LLPM ranging from positive to negative and revealed possible areas of improvement related to LLPM implementation. Residency programs may consider exploring stressors on the resident role in the LLPM to better structure resident precepting training and maximize their clinical learning experience.
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Affiliation(s)
- Nathan V. Dang
- University of California, San Francisco, CA, USA
- University of California, Davis Health, Sacramento, CA, USA
| | - Tiffany K. Pon
- University of California, San Francisco, CA, USA
- University of California, Davis Health, Sacramento, CA, USA
| | - Yvette M. Hellier
- University of California, San Francisco, CA, USA
- University of California, Davis Health, Sacramento, CA, USA
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5
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Tatara AW, Ji C, Jacob S, Marshall J. Implementation of Daily Pharmacy Student New Medication Education During Hospitalization to Improve Patient Satisfaction. Hosp Pharm 2022; 57:482-487. [PMID: 35898242 PMCID: PMC9310310 DOI: 10.1177/00185787211051644] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 08/03/2023]
Abstract
Introduction: Studies have shown that patients would like to receive more medication education while hospitalized. Higher patient satisfaction has been correlated with lower mortality and fewer hospital readmissions. Methods: This was a quasi-experimental study. Four Doctor of Pharmacy students were assigned 1 medicine inpatient unit to provide education on new medications during the study period, June to September. The primary endpoint was the change in HCAHPS scores for the medication communication domain composite for the intervention unit and a similar control unit that was not receiving the intervention from the pre-intervention to the intervention periods. Results: A total of 124 patients were educated during the intervention period, with an average age of 65 and 2.2 new medications. Average HCAHPS scores for the medication communication domain for the intervention unit increased from 68% pre-intervention to 91% during the intervention (P = .389) while the control unit remained unchanged at 78% both pre- and during the intervention (P = .13). Conclusion: An increase in the medication communication HCAHPS score for the intervention unit was observed, while the control unit remained stable. This study has the potential to drive change by implementing pharmacy students throughout inpatient units to educate patients on new medications thereby improving patient satisfaction.
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Affiliation(s)
| | | | - Susan Jacob
- Massachusetts General Hospital, Boston, MA, USA
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6
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Smith MG, Nuffer W, O'Connor S. Redefining 'advanced': Supporting and promoting practice change through community advanced pharmacy practice experiences. CURRENTS IN PHARMACY TEACHING & LEARNING 2022; 14:133-137. [PMID: 35190153 DOI: 10.1016/j.cptl.2022.01.001] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/14/2023]
Abstract
INTRODUCTION Community pharmacy practice in the United States (US) has faced several external pressures, threatening traditional practice models. Schools and colleges of pharmacy (S/COP), particularly through experiential rotations, are perfectly poised to help these practices create new sustainable business models. The purpose of this article is to highlight demonstrated, reproducible successes of community advanced pharmacy practice experience (APPE) advancement initiatives. PERSPECTIVE Despite community pharmacists being highly-trained health care providers with roughly equivalent educational backgrounds, community-based practices in the US are not all the same. Student pharmacists can contribute to the design and implementation of revenue-generating services helping individual pharmacies elevate their practice. Doing so involves new models for staffing, workflow, billing, and documentation. Students can help support practice change by focusing on implementation and sustainability. Example APPE integrations focused on community pharmacy practice transformation are described in detail from the University of Arkansas for Medical Sciences College of Pharmacy, University of Colorado Skaggs School of Pharmacy and Pharmaceutical Sciences, and Idaho State University. IMPLICATIONS Establishing intentional connections that focus on new sustainable community business models is a responsibility for S/COP. The examples provided serve to demonstrate the feasibility of these partnerships. Training students on innovative practice models and utilizing them is critical in moving community practice forward. As academicians, we must prepare students to be agents of change for the profession and intentionally integrate them into a systematic plan to help promote and change practice activities wherever possible, but especially in community practice.
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Affiliation(s)
- Megan G Smith
- Department of Pharmacy Practice, University of Arkansas for Medical Sciences, 4301 W. Markham Street, Box 522, Little Rock, AR 72205, United States.
| | - Wesley Nuffer
- Department of Clinical Pharmacy, University of Colorado Skaggs School of Pharmacy & Pharmaceutical Sciences, 12850 E Montview Blvd C238, Aurora, CO 80045, United States.
| | - Shanna O'Connor
- Department of Pharmacy Practice, 921 S 8th Ave Stop 8333, Pocatello, ID 83209, United States.
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Salsbury LE, Lovering S, Nguyen T, Yung J, Wentzell J. Optimizing Pharmacy Learner Rotations to Improve Clinical Productivity: A Study to Assess 3 Pharmacy Layered Learning Practice Models in an Inpatient Tertiary Care Oncology Unit. Can J Hosp Pharm 2021; 74:282-290. [PMID: 34248169 DOI: 10.4212/cjhp.v74i3.3156] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/10/2022]
Affiliation(s)
- Lauren Ellie Salsbury
- , BSc(Hons), BScPhm, ACPR, was, at the time of this study, with The Ottawa Hospital, Ottawa, Ontario. She is now with the Nova Scotia Health Authority, Halifax, Nova Scotia
| | - Stephanie Lovering
- , BSc(Hons), BScPhm, PharmD, ACPR, is with The Ottawa Hospital, Ottawa, Ontario
| | - Tiffany Nguyen
- , BScPhm, ACPR, BCOP, is with The Ottawa Hospital and the Ottawa Hospital Research Institute, Ottawa, Ontario
| | - Jason Yung
- , BMSc, PharmD, ACPR is with the University Health Network, Toronto, Ontario
| | - Jason Wentzell
- , BScPhm(Hons), ACPR, BCOP, MHM, is with the Ottawa Hospital Research Institute, and Extend Pharmacy, Ottawa, Ontario, and the School of Pharmacy, University of Waterloo, Kitchener, Ontario
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Masterson J, Rafferty A, Michalets EL. The Clinical Training Center: A layered‐learning rotation model to meet departmental goals at a community teaching hospital. JOURNAL OF THE AMERICAN COLLEGE OF CLINICAL PHARMACY 2021. [DOI: 10.1002/jac5.1397] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/08/2022]
Affiliation(s)
- Jordan Masterson
- Mission Hospital Asheville North Carolina USA
- Eshelman School of Pharmacy University of North Carolina at Chapel Hill Asheville North Carolina USA
| | - Aubrie Rafferty
- Mission Hospital Asheville North Carolina USA
- Eshelman School of Pharmacy University of North Carolina at Chapel Hill Asheville North Carolina USA
| | - Elizabeth Landrum Michalets
- Mission Hospital Asheville North Carolina USA
- Eshelman School of Pharmacy University of North Carolina at Chapel Hill Asheville North Carolina USA
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Cox S, Brownfield A, Sommi R. Implementing a high-risk medication education introductory pharmacy practice experience. CURRENTS IN PHARMACY TEACHING & LEARNING 2020; 12:1354-1359. [PMID: 32867934 DOI: 10.1016/j.cptl.2020.06.001] [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: 11/15/2019] [Revised: 06/06/2020] [Accepted: 06/14/2020] [Indexed: 06/11/2023]
Abstract
BACKGROUND AND PURPOSE The purpose of this project was to implement a sustainable high-risk medication education (HRME) experience for student pharmacists, assess the impact on institutional metrics, and evaluate student competence. EDUCATIONAL ACTIVITY AND SETTING Students completed a longitudinal introductory pharmacy practice experience (IPPE) to provide patient education on anticoagulant and antiplatelet medications. Data collected included student feedback on the experience, the achievement of applicable pre-advanced pharmacy practice experience (APPE) core domains, student effect on number of patients counseled, and number of patient interactions per student. FINDINGS Student feedback of the HRME experience indicated that 98% either strongly agreed or agreed to meeting defined parameters. Ninety-seven percent of students completing the experience demonstrated achievement of all applicable domain abilities. Over a three-year period, students educated 1055 patients. SUMMARY The creation of a sustainable HRME experience for student pharmacists allowed for the achievement of applicable pre-APPE core domains. It also enhanced institutional metrics by greatly increasing the number of patient touches and providing students with direct patient care opportunities on a consistent basis.
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Affiliation(s)
- Sarah Cox
- University of Missouri - Kansas City School of Pharmacy at MU, 701 South Fifth Street, Columbia, MO 65211, United States; University Hospital, 1 Hospital Drive, Columbia, MO 65212, United States.
| | - Angela Brownfield
- University of Missouri - Kansas City School of Pharmacy at MU, 701 South Fifth Street, Columbia, MO 65211, United States.
| | - Roger Sommi
- University of Missouri - Kansas City School of Pharmacy at MU, 701 South Fifth Street, Columbia, MO 65211, United States.
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Chow M, Lui P, Cameron K, Romanko A, Hamandi B, Gorman S, Harrison J, Murphy L, Cameron A, Toombs K, Meade A, Wong G, Dara C, Woods A, Lutfy F, Raman‐Wilms L, Slavik R, Spina S, Rubin B, Fernandes O. Assessment of the impact of pharmacy learners on admission medication reconciliation in Toronto, Canada. JOURNAL OF PHARMACY PRACTICE AND RESEARCH 2020. [DOI: 10.1002/jppr.1673] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/08/2022]
Affiliation(s)
| | - Philip Lui
- University Health Network Toronto Canada
| | - Karen Cameron
- Leslie Dan Faculty of Pharmacy University of Toronto Toronto Canada
| | | | | | | | | | | | - Andrea Cameron
- Leslie Dan Faculty of Pharmacy University of Toronto Toronto Canada
| | | | | | - Gary Wong
- University Health Network Toronto Canada
| | | | | | | | | | | | - Sean Spina
- Vancouver Island Health Authority Victoria Canada
| | | | - Olavo Fernandes
- University Health Network Toronto Canada
- Leslie Dan Faculty of Pharmacy University of Toronto Toronto Canada
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11
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Prescott DC, Coffey CP, Barnes KD. Innovative learning in pharmacy practice: The perceived benefits of and barriers to a layered learning practice model. J Am Pharm Assoc (2003) 2020; 60:e190-e194. [PMID: 32773173 DOI: 10.1016/j.japh.2020.07.011] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/07/2020] [Revised: 07/07/2020] [Accepted: 07/09/2020] [Indexed: 11/27/2022]
Abstract
OBJECTIVE To assess pharmacy preceptors' perceptions of the benefits of and barriers to a layered learning practice model (LLPM) at their practice site. METHODS An online survey was created using Qualtrics and sent to experiential directors at all colleges [or schools] of pharmacy in Ohio and at Big Ten universities. The experiential directors were asked to send the survey to all preceptors affiliated with their program. The survey assessed the perceived or actual benefits of and barriers to a layered learning model. Benefits and barriers to patient care, student or resident learning, and the practice site were assessed. RESULTS In total, 304 surveys were initiated by precepting pharmacists. Survey respondents reported precepting introductory pharmacy practice experience students (n = 113, 37.1%), advanced pharmacy practice experience students (n = 184, 60.5%), and residents (n = 176, 57.9%) throughout a given year. Survey respondents' most commonly identified benefits of a LLPM included an increase in patient access to pharmacy team members (n = 97, 42.3%), an increase in the number of precepting opportunities for learners (n = 80, 34.9%), and improvement in patient education (n = 76, 33.2%). The top identified barriers to a LLPM included performing precepting duties that may interfere with preceptor job responsibilities (n = 158, 72.1%), having inadequate workspace for learners (n = 120, 54.8%), and being unable to effectively teach or oversee multiple learners simultaneously (n = 77, 35.1%). CONCLUSIONS This research provides insight into pharmacy preceptor perception of how a LLPM impacts practice sites, patient care, and training of pharmacy learners. This information may be valuable in the design of preceptor development for colleges of pharmacy and residency programs.
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Dunkley KA, Evelyn D, Timmons V, Feller TT. Implementation of a medication education training program for student pharmacists employed within an academic medical center. Am J Health Syst Pharm 2020; 77:206-213. [DOI: 10.1093/ajhp/zxz309] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/12/2022] Open
Abstract
AbstractPurposeTo describe the implementation of a student pharmacist medication education training program (the REWARDS Method), to determine if training was effective in preparing employed student pharmacists to provide medication education, and to assess medication education completion rates.SummaryHospital readmissions are often attributable to poor transitions of care (TOC), and medication education prior to discharge may improve TOC. To expand upon existing medication education efforts, the Johns Hopkins Hospital Adult Inpatient Pharmacy (AIP) designed and implemented the REWARDS Method, a training program to prepare employed second- and third-year student pharmacists to provide medication education. The REWARDS Method includes 6 distinct steps, which incorporate student self-directed and pharmacist-facilitated learning. Students were trained to provide patient education targeting 4 classes of high-risk medications (anticoagulants, inhalers, insulin, and naloxone) on multiple inpatient units served by the AIP. A total of 43 hours of pharmacist time was needed to complete training for the 10 employed student pharmacists. A survey was used to assess preparedness for completing medication education. Survey responses indicated that participants were sufficiently to exceedingly prepared to perform medication education. The division’s completion rate for patients requiring education was 79% in 2017, compared to 86% in 2018 (p = 0.006).ConclusionThe REWARDS Method is an effective training program that successfully incorporated employed student pharmacists into medication education efforts. Our study demonstrated high rates of students successfully completing training and an increase in the rate of patient education completion.
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Affiliation(s)
- Kisha A Dunkley
- Department of Pharmacy, Johns Hopkins Hospital, Baltimore, MD
| | - Doneisha Evelyn
- Department of Pharmacy, Johns Hopkins Hospital, Baltimore, MD
| | | | - Tara T Feller
- Department of Pharmacy, Johns Hopkins Hospital, Baltimore, MD
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13
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ASHP Practice Advancement Initiative 2030: New recommendations for advancing pharmacy practice in health systems. Am J Health Syst Pharm 2019; 77:113-121. [DOI: 10.1093/ajhp/zxz271] [Citation(s) in RCA: 27] [Impact Index Per Article: 5.4] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 02/06/2023] Open
Abstract
Abstract
Purpose
The process of updating the recommendations of the ASHP Practice Advancement Initiative (PAI) is described, and the new recommendations targeted toward the year 2030 are presented.
Summary
The process for updating ASHP recommendations for pharmacy-practice change included online surveys of pharmacists, pharmacy technicians, and other stakeholders; extensive discussions by an advisory panel, a strategic planning group, and participants in a town hall session at a national conference; an online public comment period; and final approval by the ASHP Board of Directors.
Conclusion
The guidance offered by the 59 updated PAI recommendations, which take into account environment trends that are likely to affect the pharmacy enterprise, will help health-system pharmacists in their ongoing pursuit of optimal, safe, and effective use of medicines.
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McIntyre C, Natsheh C, Leblanc K, Fernandes O, Mejia AB, Raman-Wilms L, Cameron K. An Analysis of Canadian Doctor of Pharmacy Student Experiences in Non-Traditional Student-Preceptor Models. AMERICAN JOURNAL OF PHARMACEUTICAL EDUCATION 2019; 83:7367. [PMID: 32001876 PMCID: PMC6983899 DOI: 10.5688/ajpe7367] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/05/2018] [Accepted: 05/22/2019] [Indexed: 05/31/2023]
Abstract
Objective. To describe students' experiences and perceptions of non-traditional student-preceptor learning models and evaluate the effectiveness of these models on students' learning experience. Methods. Pharmacy students who had completed at least one experiential rotation with a non-traditional learning model participated in semi-structured interviews. Models included peer-assisted learning (PAL; two or more students of same educational level), near-peer teaching (NPT; one or more junior students with one or more senior students), and co-preceptorship (CoP; two or more preceptors). Interviews were transcribed, coded, and analyzed for themes. Themes were mapped according to the Kirkpatrick model for evaluating educational training. Results. Twenty semi-structured interviews were conducted. Forty-three experiences (19 CoP, 14 PAL, 10 NPT) from 14 institutions were described. Many themes overlapped between the three models. In CoP, learners described increased preceptor availability and exposure to different patient care approaches. Challenges arose when preceptors had different expectations. Students overwhelmingly endorsed a multi-learner environment. Both PAL and NPT learners felt supported as collaboration with other learners was readily fostered. Potential challenges in PAL and NPT were difficulties when personalities conflicted and when there was a significant knowledge gap between the learners. All three models allowed for the development of skills, including communication and collaboration. Learners reported an enhanced approach to patient care and professional practice, including approaches to teaching as new preceptors. Conclusion. Pharmacy students and graduates valued their experiences in non-traditional student-preceptor models. Institutions may find support for using these precepting models to increase placement capacity.
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Affiliation(s)
| | - Cindy Natsheh
- University Health Network, Toronto, Ontario, Canada
- University of Toronto, Leslie Dan Faculty of Pharmacy, Toronto, Ontario, Canada
| | - Kori Leblanc
- University Health Network, Toronto, Ontario, Canada
- University of Toronto, Leslie Dan Faculty of Pharmacy, Toronto, Ontario, Canada
| | - Olavo Fernandes
- University Health Network, Toronto, Ontario, Canada
- University of Toronto, Leslie Dan Faculty of Pharmacy, Toronto, Ontario, Canada
| | | | - Lalitha Raman-Wilms
- University of Toronto, Leslie Dan Faculty of Pharmacy, Toronto, Ontario, Canada
- University of Manitoba, College of Pharmacy, Winnipeg, Manitoba, Canada
| | - Karen Cameron
- University Health Network, Toronto, Ontario, Canada
- University of Toronto, Leslie Dan Faculty of Pharmacy, Toronto, Ontario, Canada
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Slavik RS, Khullar M, Gorman SK, Bruchet N, Murray S, Hamilton B, Dalen D. Contribution of Pharmacy Practice Residents to Resolution of Drug Therapy Problems for Patients: RES-DTP Study. Can J Hosp Pharm 2019; 72:353-359. [PMID: 31692538 PMCID: PMC6799968] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 06/10/2023]
Abstract
BACKGROUND Canadian pharmacy practice residency programs promote development of key competencies for direct patient care resulting in resolution of drug therapy problems (DTPs), which is 1 of 8 national clinical pharmacy key performance indicators. There are no Canadian data on the contribution of residents to resolution of DTPs, including DTPs for priority diseases covered in disease-state education modules (PD-DTPs) or quality indicator DTPs (QI-DPTs), as assessed through application of evidence-based interventions proven to reduce morbidity, mortality, or health resource utilization. OBJECTIVE To describe the contribution of pharmacy practice residents to direct patient care using 3 process-of-care measures: resident-resolved DTPs, PD-DTPs, and QI-DTPs. METHODS This prospective, observational single-group study was conducted across 5 rotation sites within the authors' health authority from September 2, 2013, to June 13, 2014. The primary outcome was number of DTPs resolved. The secondary outcomes were number of PD-DTPs resolved; number of QI-DTPs resolved; numbers of DTPs, PD-DTPs, and QI-DTPs resolved over time; and residents' satisfaction with electronic tracking of resolved DTPs (in terms of training, usability, efficiency, and time requirements). RESULTS Four residents completed a total of twenty-one 4-week rotations and resolved a total of 1201 DTPs. Of these, 620 (52%) were PD-DTPs and 479 (40%) were QI-DTPs. Overall, the number of interventions increased for rotations 1-3, decreased for rotations 4 and 5, and increased again for rotation 6. The median score for all questions in all domains of the satisfaction survey was 4 out of 5 ("agree"). CONCLUSIONS Pharmacy practice residents were resolving DTPs, PD-DTPs, and QI-DTPs for patients and were contributing significantly to direct patient care. On the basis of literature evidence, the number and type of interventions observed in this study would be expected to improve clinical and health economic outcomes for patients.
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Affiliation(s)
- Richard S Slavik
- , BSc (Pharm), ACPR, PharmD, FCSHP, is the Manager of Professional Practice, Interior Health Pharmacy Services, Kelowna, British Columbia
| | - Manish Khullar
- , BSc, BSc(Pharm), ACPR, is a Clinical Pharmacist with Lower Mainland Pharmacy Services, Surrey, British Columbia
| | - Sean K Gorman
- , BSc(Pharm), ACPR, PharmD, is the Coordinator of Clinical Quality and Research with Interior Health Pharmacy Services, Kelowna, British Columbia
| | - Nicole Bruchet
- , BSc(Pharm), ACPR, PharmD, is the Coordinator of Residency and Education with Interior Health Pharmacy Services, Kelowna, British Columbia
| | - Sarah Murray
- , BSc(Pharm), ACPR, is a Clinical Pharmacist with Interior Health Pharmacy Services, Kelowna, British Columbia
| | - Brett Hamilton
- , BSc(Pharm), ACPR, is a Clinical Pharmacist with Interior Health Pharmacy Services, Kelowna, British Columbia
| | - Dawn Dalen
- , BSP, ACPR, PharmD, is the Professional Practice Leader with Interior Health Pharmacy Services, Kelowna, British Columbia
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Yung J, Nguyen T, MacLean R, Wentzell J. Impact of a Layered Learning Practice Model on Delivery of Clinical Pharmacy Key Performance Indicators under a Tertiary Care Centre Oncology Service. Can J Hosp Pharm 2019; 72:202-210. [PMID: 31258165 PMCID: PMC6592660] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 06/09/2023]
Abstract
BACKGROUND The layered learning practice model (LLPM), within which a pharmacist supervises both a pharmacy resident and a student, mitigates the growing demand for clinical rotations that has accompanied national expansion of Doctor of Pharmacy programs. A Canadian collaborative of hospital pharmacists established consensus on 8 clinical pharmacy key performance indicators (cpKPIs), activities associated with improved patient outcomes. Increased implementation of the LLPM alongside cpKPI measurement offers opportunities to compare the LLPM with standard practice in terms of pharmaceutical care delivery. OBJECTIVE To quantify clinical productivity, as measured by proportions of eligible patients receiving cpKPIs and absolute numbers of completed cpKPIs, across scenarios involving pharmacists working with and without pharmacy learners. METHODS In this retrospective observational study, pharmacy students, pharmacy residents, and pharmacists recorded completion of 7 cpKPIs for oncology inpatients over a total of 6 months in 2017 and 2018. Clinical productivity was described across the following 3 scenarios: presence of one or more pharmacists with one resident and one or more students (P-R-S); presence of one or more pharmacists with one or more students (P-S); and presence of one or more pharmacists only (P; standard practice). RESULTS During the study, there were 685 recorded admissions to the inpatient oncology service. Generally, the proportions of patients who received cpKPIs were similar for scenarios with and without pharmacy learners present. Standardized to 20 pharmacist workdays, the total number of cpKPIs 1, 2, 3, 5, 6, and 7 (255 with P-R-S scenario, 281 with P-S scenario, and 258 with P scenario) and the total number of drug therapy problems resolved (i.e., cpKPI 3; 153 with P-R-S scenario, 180 with P-S scenario, and 149 with P scenario) were similar across the scenarios. Scenario P had fewer admitted patients per pharmacist workday (3.2) than scenarios P-S and P-R-S (3.4 and 3.7, respectively), which may have contributed to a trend toward greater proportions of patients receiving cpKPIs under scenario P. CONCLUSIONS Compared with standard practice, integration of pharmacy learners within an oncology unit did not appear to impair clinical productivity, as demonstrated by the comparable proportions of patients receiving cpKPIs and the total number of completed cpKPIs.
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Affiliation(s)
- Jason Yung
- , BMSc, PharmD, ACPR, was at the time of this study, with the Department of Pharmacy, The Ottawa Hospital, Ottawa, Ontario, and the Leslie Dan Faculty of Pharmacy, University of Toronto, Toronto, Ontario. He is now with Toronto Western Hospital, University Health Network, Toronto, Ontario
| | - Tiffany Nguyen
- , BScPhm, ACPR, BCOP, is with the Department of Pharmacy, The Ottawa Hospital, Ottawa, Ontario
| | - Robert MacLean
- , BSc(Pharm), ACPR, PharmD, BCPS, is with the Department of Pharmacy, The Ottawa Hospital, Ottawa, Ontario
| | - Jason Wentzell
- , BScPhm, ACPR, BCOP, is with the Department of Pharmacy, The Ottawa Hospital and the Ottawa Hospital Research Institute, Ottawa, Ontario, and the School of Pharmacy, University of Waterloo, Kitchener, Ontario
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17
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Legal M. Advanced Strategies in Pharmacy Experiential Education. Can J Hosp Pharm 2019; 72:239-244. [PMID: 31258169 PMCID: PMC6592650] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 06/09/2023]
Affiliation(s)
- Michael Legal
- , BScPharm, PharmD, ACPR, FCSHP, is Clinical Pharmacy Manager, Lower Mainland Pharmacy Services, Vancouver, British Columbia. While a member of the Faculty of Pharmaceutical Sciences, The University of British Columbia, he was Project Lead for the AGILE project (Advancing Experiential Learning in Institutional Pharmacy Practice) and served as the Lead for Institutional Practice in the Office of Experiential Education from 2014 to 2016. He has also published extensively on the topic of nontraditional learner-preceptor models
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Chargualaf MJ, Giao TT, Abrahamson AC, Steeb D, Law M, Bates J, Nedi T, Muluneh B. Layered learning pharmacy practice model in Ethiopia. J Oncol Pharm Pract 2019; 25:1699-1704. [PMID: 30616470 DOI: 10.1177/1078155218820105] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
PURPOSE Ethiopia is home to a growing population of more than 100 million people. Healthcare in the region functions with a shortage of oncologists. Pharmacists as well as other healthcare providers can assist with expanding patient access to cancer care. A pilot project was proposed to provide education, determine areas to expand pharmacy services in oncology, and recommend interventions at Tikur Anbessa Specialized Hospital and Addis Ababa University. METHODS A layered learning practice model comprising of a clinical pharmacist, a post-graduate year two oncology pharmacy resident, and two fourth-year student pharmacists was constructed for the experience. Through collaboration with the College of Pharmacy at Addis Ababa University, an international experience was developed to provide education and advance pharmacy practice at Tikur Anbessa Specialized Hospital. RESULTS Based on findings from a needs assessment, the participants collaborated with key stakeholders to develop practices and procedures for the implementation of high-dose methotrexate and for comprehensive chemotherapy order review. In addition, 17 didactic lectures were provided to nine students enrolled in the Master of Pharmacy in Pharmacy Practice at the College of Pharmacy at Addis Ababa University. CONCLUSION This experience provided educational and clinical impact using a layered learning practice model, consisting of a clinical pharmacist, pharmacy resident, and pharmacy students in an international setting. There is significant potential for clinical pharmacy to positively impact patient care in the oncology setting in Ethiopia. Future initiatives for advancement include the safe handling of hazardous agents, additional therapeutic drug monitoring, and outpatient oncology pharmacist practice.
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Affiliation(s)
- Michael J Chargualaf
- 1 Department of Pharmacy, University of North Carolina Health Care, Chapel Hill, NC, USA
| | - Tieumy T Giao
- 2 University of North Carolina Eshelman School of Pharmacy, Chapel Hill, NC, USA
| | - Anna C Abrahamson
- 2 University of North Carolina Eshelman School of Pharmacy, Chapel Hill, NC, USA
| | - David Steeb
- 2 University of North Carolina Eshelman School of Pharmacy, Chapel Hill, NC, USA
| | - Miranda Law
- 2 University of North Carolina Eshelman School of Pharmacy, Chapel Hill, NC, USA
| | - Jill Bates
- 1 Department of Pharmacy, University of North Carolina Health Care, Chapel Hill, NC, USA
| | - Teshome Nedi
- 3 School of Pharmacy, College of Health Sciences Department of Pharmacology and Clinical Pharmacy, Addis Ababa University, Addis Ababa, Ethiopia
| | - Benyam Muluneh
- 1 Department of Pharmacy, University of North Carolina Health Care, Chapel Hill, NC, USA
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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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Kasper B, Brownfield A. Evaluation of a Newly Established Layered Learning Model in an Ambulatory Care Practice Setting. CURRENTS IN PHARMACY TEACHING & LEARNING 2018; 10:925-932. [PMID: 30236430 DOI: 10.1016/j.cptl.2018.02.011] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/08/2017] [Revised: 01/25/2018] [Accepted: 02/08/2018] [Indexed: 06/08/2023]
Abstract
BACKGROUND AND PURPOSE Given the need to accommodate overlapping longitudinal Introductory Pharmacy Practice Experience (IPPE) students and Advanced Pharmacy Practice Experience (APPE) students at regular intervals while meeting clinical demands, the opportunity to establish a layered learning model (LLM) became evident at University of Missouri - Kansas City School of Pharmacy. The purpose of this project was to establish an LLM at an ambulatory care site, observe the teaching-learning interactions between IPPE and APPE students, and evaluate student perceptions of the experience. EDUCATIONAL ACTIVITY AND SETTING The LLM was implemented over the course of three traditional semesters during Spring 2016 through Spring 2017. Clinical services were offered 2.5 days per week. Overlapping student instructional time was established in conjunction with the provision of clinical pharmacy services and the structure of each rotation type. Third-year (P3) IPPE and fourth-year (P4) APPE students, who participated in the LLM at this site, completed a course evaluation pertaining to their experiences. The evaluation focused on APPE and practice readiness, as well as strengths and limitations of the LLM. FINDINGS All 16 students completed the evaluation (100% response rate). All IPPE students indicated the LLM prepared them for APPEs in either an excellent (n=3, 37.5%) or above average (n=5, 62.5%) manner. Of the APPE students, most indicated the LLM prepared IPPE students for APPEs in an excellent (n=3, 37.5%) or above average (n=4, 50%) manner. Similarly, the majority of APPE students indicated the LLM prepared APPE students for practice in an excellent (n=3, 37.5%) or above average (n=5, 62.5%) manner. In addition, the following common themes developed, which highlight the benefits of the experience: reinforcement of knowledge through instruction, enhanced understanding of APPE expectations, exposure to multiple teaching styles, and creation of a comfortable learning environment. Students suggested the LLM include increased time for interaction with other learners. SUMMARY An LLM involving P3 IPPE and P4 APPE pharmacy students, in an ambulatory care practice setting, was associated with positive student perceptions. Student feedback was best utilized to generate the hypothesis that this LLM may increase both APPE and practice readiness. However, further study is needed to confirm direct cause and effect.
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Affiliation(s)
- Barbara Kasper
- University of Missouri - Kansas City School of Pharmacy at MU, Columbia, MO, United States; Harry S. Truman Memorial Veterans' Hospital, Columbia, MO, United States
| | - Angela Brownfield
- University of Missouri - Kansas City School of Pharmacy at MU, 701 South Fifth Street, Columbia, MO 65211, United States.
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Eltaki SM, Singh-Franco D, Leon DJ, Nguyen MO, Wolowich WR. Allocation of faculty and curricular time to the teaching of transitions of care concepts by colleges of pharmacy. CURRENTS IN PHARMACY TEACHING & LEARNING 2018; 10:701-711. [PMID: 30025769 DOI: 10.1016/j.cptl.2018.03.014] [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: 06/20/2017] [Revised: 12/16/2017] [Accepted: 03/03/2018] [Indexed: 06/08/2023]
Abstract
INTRODUCTION To determine the allocation of faculty and curricular time to the teaching of transitions of care (ToC) concepts by colleges of pharmacy (COPs) to equip students with the necessary skills for the provision of these services. METHODS A novel 15-question anonymous electronic survey was sent to 136 pharmacy practice chairpersons. RESULTS Response rate was 26.5% (n = 36). Of these, 47% employed ToC faculty while 44% are not actively recruiting for that position in the foreseeable future. Median total curriculum hours dedicated to teaching ToC was four (interquartile range two to 10 hours). Medication reconciliation skills were taught didactically and via interactive lab sessions by 53% of respondents. Only 11% offered an interdisciplinary ToC program. A significant association between not having ToC faculty and lack of implementation of ToC concepts within a pharmacy curriculum (p = 0.02, Fisher's Exact) and practice site (p = 0.045, Pearson's) was observed. Barriers to adopting ToC within the curriculum (e.g., uncertainty of placement within curriculum, resistance by faculty and administrators) and at a practice site (e.g., inadequate infrastructure to accommodate ToC delivery, ToC faculty unavailability and resistance by other health care providers) were reported. DISCUSSION AND CONCLUSIONS This study demonstrated that COPs devote curricular time to ToC activities and involve dedicated faculty in the provision of these services. Several barriers to employing ToC faculty and planning additional time in the curriculum for teaching these skills were identified. Future research should determine the best methods for training students to ensure competence in performing ToC tasks.
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Affiliation(s)
- Sara M Eltaki
- Memorial Regional Hospital, Clinical Pharmacy Coordinator-Transitions of Care, 3501 Johnson St., Hollywood, FL 33021, United States.
| | - Devada Singh-Franco
- Department of Pharmacy Practice, Nova Southeastern University-College of Pharmacy, 3200 South University Drive, Fort Lauderdale, FL 33328, United States.
| | - David J Leon
- Nova Southeastern University-College of Pharmacy, Fort Lauderdale, FL, United States.
| | - My-Oanh Nguyen
- Nova Southeastern University-College of Pharmacy, Fort Lauderdale, FL, United States.
| | - William R Wolowich
- Department of Pharmacy Practice, Nova Southeastern University-College of Pharmacy, 3200 South University Drive, Fort Lauderdale, FL 33328, United States.
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Kan K, Chow J, Ng K, Malik R, Steenhof N. Peer-Assisted Learning in General Internal Medicine: Pharmacy Students' Perspectives. Can J Hosp Pharm 2018; 71:135-139. [PMID: 29736047 PMCID: PMC5931073] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 06/08/2023]
Affiliation(s)
- Karen Kan
- , HonBSc, BScPhm, ACPR, is with the Department of Pharmacy, University Health Network, Toronto, Ontario
| | - Janet Chow
- , BScPhm, ACPR, PharmD, is with the Department of Pharmacy, University Health Network, Toronto, Ontario
| | - Karen Ng
- , BScPhm, ACPR, PharmD, is with the Department of Pharmacy, University Health Network, Toronto, Ontario
| | - Rowena Malik
- , BScPhm, is with the Department of Pharmacy, University Health Network, Toronto, Ontario
| | - Naomi Steenhof
- , BSc(Hons), BScPhm, ACPR, is with the Department of Pharmacy, University Health Network, and the Leslie Dan Faculty of Pharmacy, University of Toronto, Toronto, Ontario
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23
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Turner C. Shared responsibility for the education of pharmacy students. Am J Health Syst Pharm 2018; 75:223-229. [DOI: 10.2146/ajhp160708] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/30/2022] Open
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Pinelli NR, McLaughlin JE, Khanova J, Eckel SF, Vu MB, Weinberger M, Roth MT. Identifying the Presence of Cognitive Apprenticeship in the Layered Learning Practice Model. AMERICAN JOURNAL OF PHARMACEUTICAL EDUCATION 2018; 82:6155. [PMID: 29491496 PMCID: PMC5822939 DOI: 10.5688/ajpe6155] [Citation(s) in RCA: 8] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/03/2016] [Accepted: 03/17/2017] [Indexed: 06/08/2023]
Abstract
Objective. To identify the presence of cognitive apprenticeship themes in the layered learning practice model (LLPM). Methods. Attending pharmacists who had implemented an LLPM completed an individual 90-minute face-to-face semi-structured interview. Three researchers independently reviewed transcripts to identify cognitive apprenticeship themes according to the framework's dimensions and sub-dimensions. Results. Of 25 eligible attending pharmacists, 24 (96%) agreed to participate. All core dimensions of the cognitive apprenticeship framework emerged during the interviews; however, preceptors varied in how they used the framework in the training of pharmacy learners at different levels. This variability was especially apparent within the sub-dimensions of the content and method domains. Conclusion. This study demonstrates that all four cognitive apprenticeship principles are being used in the clinical environments operationalizing the LLPM. These findings suggest that cognitive apprenticeship is an applicable and relevant educational framework when engaging multiple learners in clinical education environments.
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Affiliation(s)
- Nicole R. Pinelli
- UNC Eshelman School of Pharmacy, Chapel Hill, North Carolina
- University of North Carolina Medical Center, Chapel Hill, North Carolina
| | | | - Julia Khanova
- UNC Eshelman School of Pharmacy, Chapel Hill, North Carolina
| | - Stephen F. Eckel
- UNC Eshelman School of Pharmacy, Chapel Hill, North Carolina
- University of North Carolina Medical Center, Chapel Hill, North Carolina
| | - Maihan B. Vu
- UNC Center for Health Promotion and Disease Prevention, Chapel Hill, North Carolina
- CHAI Core, Lineberger Comprehensive Cancer Center, Gillings School of Global Public Health, Chapel Hill, North Carolina
| | - Morris Weinberger
- Gillings School of Global Public Health, Chapel Hill, North Carolina
| | - Mary T. Roth
- UNC Eshelman School of Pharmacy, Chapel Hill, North Carolina
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Pinelli NR, Eckel SF, Vu MB, Weinberger M, Roth MT. The layered learning practice model: Lessons learned from implementation. Am J Health Syst Pharm 2018; 73:2077-2082. [PMID: 27919875 DOI: 10.2146/ajhp160163] [Citation(s) in RCA: 25] [Impact Index Per Article: 4.2] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/23/2022] Open
Abstract
PURPOSE Pharmacists' views about the implementation, benefits, and attributes of a layered learning practice model (LLPM) were examined. METHODS Eligible and willing attending pharmacists at the same institution that had implemented an LLPM completed an individual, 90-minute, face-to-face interview using a structured interview guide developed by the interdisciplinary study team. Interviews were digitally recorded and transcribed verbatim without personal identifiers. Three researchers independently reviewed preliminary findings to reach consensus on emerging themes. In cases where thematic coding diverged, the researchers discussed their analyses until consensus was reached. RESULTS Of 25 eligible attending pharmacists, 24 (96%) agreed to participate. The sample was drawn from both acute and ambulatory care practice settings and all clinical specialty areas. Attending pharmacists described several experiences implementing the LLPM and perceived benefits of the model. Attending pharmacists identified seven key attributes for hospital and health-system pharmacy departments that are needed to design and implement effective LLPMs: shared leadership, a systematic approach, good communication, flexibility for attending pharmacists, adequate resources, commitment, and evaluation. Participants also highlighted several potential challenges and obstacles for organizations to consider before implementing an LLPM. CONCLUSION According to attending pharmacists involved in an LLPM, successful implementation of an LLPM required shared leadership, a systematic approach, communication, flexibility, resources, commitment, and a process for evaluation.
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Affiliation(s)
- Nicole R Pinelli
- Division of Practice Advancement and Clinical Education, University of North Carolina (UNC) Eshelman School of Pharmacy, Department of Pharmacy, UNC Medical Center, Chapel Hill, NC.
| | - Stephen F Eckel
- Division of Practice Advancement and Clinical Education, UNC Eshelman School of Pharmacy, Department of Pharmacy, UNC Medical Center, Chapel Hill, NC
| | - Maihan B Vu
- UNC Center for Health Promotion and Disease Prevention, Department of Health Behavior, Gillings School of Global Public Health, Chapel Hill, NC
| | - Morris Weinberger
- Department of Health Policy and Management, Gillings School of Global Public Health, Chapel Hill, NC
| | - Mary T Roth
- Division of Practice Advancement and Clinical Education, UNC Eshelman School of Pharmacy, Chapel Hill, NC
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Gibson MJ, Bradley-Baker LR, Bush CG, Nelson SP. Reassessment of Health-System Capacity for Experiential Education Requirements. AMERICAN JOURNAL OF PHARMACEUTICAL EDUCATION 2017; 81:6014. [PMID: 29302086 PMCID: PMC5738944 DOI: 10.5688/ajpe6014] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/17/2016] [Accepted: 05/14/2017] [Indexed: 05/22/2023]
Abstract
Objective. To provide an update to the 2007 ASHP-AACP survey by examining the current capacity of hospitals/health systems' ability to conduct experiential education for doctor of pharmacy students. Methods. Pharmacists identified as pharmacy directors were sent an invitation to participate in an online survey tool. The survey tool asked IPPE- and APPE-specific questions, the nature of support provided by colleges/schools of pharmacy, the types of experiences available for students, and the factors influencing the quality, value, and challenges of experiential education. Results. Four hundred sixty five of the 2,911 surveys sent were completed yielding a response rate of 16%. Respectively, 45.1% and 28.5% of respondents believe that the capacity for APPE and IPPE will increase in the next five years. Overall, respondents believe that students receive a high-quality experiential education (91.4%). Conclusion. The results of this survey provide insight to the capacity, benefits and challenges of experiential education from the perspective of hospitals/health systems.
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Affiliation(s)
| | | | - Colleen G. Bush
- American Society of Health-System Pharmacists, Bethesda, Maryland
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Hertig R, Ackerman R, Zagar B, Tart S. Pharmacy student involvement in a transition of care program. CURRENTS IN PHARMACY TEACHING & LEARNING 2017; 9:841-847. [PMID: 29233313 DOI: 10.1016/j.cptl.2017.06.004] [Citation(s) in RCA: 10] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/26/2016] [Revised: 01/18/2017] [Accepted: 06/02/2017] [Indexed: 06/07/2023]
Abstract
BACKGROUND AND PURPOSE Cape Fear Valley Medical Center (CFVMC) implemented a Community Paramedic Program (CPP) to improve the transition of hospitalized patients to the home setting. In this program, paramedics conduct home visits for 30 days after qualifying patients are discharged. This article describes pharmacy services provided to CPP patients by fourth-year pharmacy students on Advanced Pharmacy Practice Experiences (APPE) that assisted with home visits. EDUCATIONAL ACTIVITY AND SETTING Students were oriented to the CPP and patient interview technique was assessed through a role-play scenario. A standardized form was created to record drug-related problems (DRP) identified and patient education provided to patients. The primary outcome describes types of DRP identified and education provided. Secondary outcomes compare the types and average number of DRP per patient identified by students as compared to the standard of care (pharmacist review of medications electronically) and trends in patients readmitted within 30 days following discharge. FINDINGS Eleven students visited 124 patients and recorded 145 DRP. Extra/continuation of medications stopped at discharge and issues related to medication safety were the most common DRP. The most frequent type of education provided was medication use related. On average, students provided one counseling session per patient. DISCUSSION AND SUMMARY Student involvement is an added benefit to the CPP by providing face to face education and re-assessment of medications at follow-up visits. This article summarizes a unique teaching platform utilizing students to extend care. Real world experiences in programs like the CPP provide students the opportunity to sharpen critical thinking and problem-solving skills necessary for maturing professionally.
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Affiliation(s)
| | - Rina Ackerman
- Cape Fear Valley Medical Center, 1638 Owen Drive, Fayetteville, NC 28304, United States
| | - Brenda Zagar
- Cape Fear Valley Medical Center, 1638 Owen Drive, Fayetteville, NC 28304, United States
| | - Serina Tart
- Cape Fear Valley Medical Center, 1638 Owen Drive, Fayetteville, NC 28304, United States
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29
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Loy BM, Yang S, Moss JM, Kemp DW, Brown JN. Application of the Layered Learning Practice Model in an Academic Medical Center. Hosp Pharm 2017. [DOI: 10.1310/hpx5204-266] [Citation(s) in RCA: 21] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/11/2022]
Affiliation(s)
- Brittany M. Loy
- PGY2 Geriatric Pharmacy Resident, Geriatric Research, Education, and Clinical Center, Durham VA Health Care System, Durham, North Carolina
| | - Sendra Yang
- PGY2 Drug Information Resident, Geriatric Research, Education, and Clinical Center, Durham VA Health Care System, Durham, North Carolina
| | - Jason M. Moss
- Pharmacy Practice, Campbell University College of Pharmacy and Health Sciences, Buies Creek, North Carolina
- Geriatric Research, Education, and Clinical Center, Durham VA Health Care System, Durham, North Carolina
| | - Debra W. Kemp
- Pharmacy Service, Durham VA Health Care System, Durham, North Carolina
| | - Jamie N. Brown
- Drug Information/Investigational Drug Specialist, Pharmacy Service, Durham VA Health Care System, Durham, North Carolina
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O'Sullivan TA, Lau C, Sy E, Moogk H, Weber SS, Danielson J. Analysis of the Student Experience in an Attending Pharmacist Model General Medicine Advanced Pharmacy Practice Experience. AMERICAN JOURNAL OF PHARMACEUTICAL EDUCATION 2017; 81:66. [PMID: 28630507 PMCID: PMC5468704 DOI: 10.5688/ajpe81466] [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: 11/04/2015] [Accepted: 12/15/2015] [Indexed: 06/10/2023]
Abstract
Objective. To characterize and determine the quality of the student experience in an attending pharmacist model (APM). Methods. In-depth interviews were conducted with students completing an advanced pharmacy practice experience (APPE) at two general medicine services using the APM over a 2-year time period. Quantitative information about student learning and interprofessional interactions were extracted from student evaluations of the site. Data from the mixed model were analyzed to identify strengths of the APM and areas needing improvement. Results. Strengths of the APM included positive student interaction with the pharmacy resident and more students reporting full integration in and accountability to the interprofessional team for patient outcomes compared to students in non-teaching models. A few students at one site reported a need for greater delineation of expectations, more initial support from preceptors, and initial responsibility for fewer patients. These factors were modified before the second APM year and subsequent reports from students at this site were uniformly positive. Students at the second site did not note areas needing improvement. The APM increased student capacity at both sites. Conclusion. The attending pharmacist model provided a high quality learning experience for students, particularly with regard to integration into and accountability for patient outcomes to the interprofessional team. Qualitative research methods enabled precise detection of areas needing improvement at one site and confirmed that changes made at that site improved the student experience.
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Affiliation(s)
| | - Carmen Lau
- Memorial Sloan Kettering Cancer Center, New York, New York
| | - Erin Sy
- University of Washington School of Pharmacy, Seattle, Washington
| | - Hana Moogk
- Swedish Medical Center, Seattle, Washington
| | - Stanley S Weber
- University of Washington School of Pharmacy, Seattle, Washington
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Soric MM, Glowczewski JE, Lerman RM. Economic and patient satisfaction outcomes of a layered learning model in a small community hospital. Am J Health Syst Pharm 2016; 73:456-62. [PMID: 27001987 DOI: 10.2146/ajhp150359] [Citation(s) in RCA: 19] [Impact Index Per Article: 2.4] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/23/2022] Open
Abstract
PURPOSE Results of a study of economic and patient satisfaction outcomes of implementing a "layered learning model" (LLM) in a community hospital are presented. METHODS An LLM consisting of a clinical pharmacist, two postgraduate year 1 pharmacy residents, and pharmacy students participating in rounds and providing patient education was implemented at a small community hospital. The primary endpoint was the difference in mean total drug cost per discharge in cases managed by physicians who rounded with pharmacy representatives (the intervention group) and cases managed by physicians who rounded with no pharmacist present (the control group). Secondary outcomes were drug expenditures associated with eight common diagnoses and patient satisfaction scores in medication education domains of the Hospital Consumer Assessment of Healthcare Providers and Systems (HCAHPS) survey. Statistical analysis was performed using Student's t test and chi-square tests. RESULTS The intervention-group data comprised 2737 hospital discharges, as compared with 3983 discharges for the control group. The geometric mean total drug cost per discharge was $161.52 for the intervention group, as compared with $210.15 for the control group (difference, $48.63; p < 0.001); drug costs for pneumonia and urinary tract infection were significantly lower for the intervention group. Patient satisfaction scores were significantly improved in the intervention group relative to baseline scores (8th percentile versus 39th percentile, p < 0.001). CONCLUSION Implementation of the LLM in a small community hospital reduced medication costs and improved HCAHPS patient satisfaction scores.
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Affiliation(s)
- Mate M Soric
- University Hospitals Geauga Medical Center, Chardon, OH, and Northeast Ohio Medical University College of Pharmacy, Rootstown, OH.
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32
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Cobaugh DJ. Layered learning: The confluence of pharmacy education and practice. Am J Health Syst Pharm 2016; 73:2035. [DOI: 10.2146/ajhp160923] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/23/2022] Open
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Worrall CL, Chair, Aistrope DS, Cardello EA, Fulginiti KS, Jordan RP, Martin SJ, McGrath K, Park SK, Shepler B, Whalen K, Bradley-Baker LR. Priming the Preceptor Pipeline: Collaboration, Resources, and Recognition: The Report of the 2015-2016 Professional Affairs Standing Committee. AMERICAN JOURNAL OF PHARMACEUTICAL EDUCATION 2016; 80:S19. [PMID: 28090114 PMCID: PMC5221847 DOI: 10.5688/ajpe809s19] [Citation(s) in RCA: 6] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/14/2023]
Affiliation(s)
| | - Chair
- South Carolina College of Pharmacy, Charleston, SC
| | | | | | | | | | | | - Kyle McGrath
- National Association of Chain Drug Stores Foundation, Arlington, VA
| | - Sharon K Park
- Notre Dame of Maryland University School of Pharmacy, Baltimore, MD
| | - Brian Shepler
- Purdue University College of Pharmacy, West Lafayette, IN
| | - Karen Whalen
- University of Florida College of Pharmacy, Gainesville, FL
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Knoer SJ, Eck AR, Lucas AJ. A review of American pharmacy: education, training, technology, and practice. J Pharm Health Care Sci 2016; 2:32. [PMID: 27843574 PMCID: PMC5103512 DOI: 10.1186/s40780-016-0066-3] [Citation(s) in RCA: 35] [Impact Index Per Article: 4.4] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/14/2016] [Accepted: 11/02/2016] [Indexed: 11/23/2022] Open
Abstract
In the United States, pharmacists are responsible for the provision of safe, effective, efficient, and accountable medication related-care for hospital and health-system patients. Leveraging automated technologies, pharmacy technicians, and pharmacist extenders are the means through which efficient, effective, and safe medication use processes are created and maintained. These strategies limit the amount of pharmacist resources needed for nonjudgmental tasks such as medication distribution, allowing more capacity for advanced direct patient care roles. Pharmacists are directly integrated into interprofessional medical teams. Pharmacists optimize patient outcomes through a variety of channels, including: providing recommendations for evidence-based medication selection on patient care rounds; offering drug information to other health care providers and patients; monitoring therapeutic responses; and reconciling medications as patients transition across the continuum of care. Achieving the highest level of pharmacy practice necessitates that United States pharmacists are soundly educated and trained. Pharmacist education, training, and professional practice models closely mirror those of physicians. Many health-systems also pursue credentialing and privileging of pharmacists to ensure competency and facilitate growth and development. Advanced training, along with credentialing, privileging, and collaborative practice agreements have positioned pharmacists to serve as stewards of the medication use system, champions of patient safety, and essential contributors to optimal patient outcomes.
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Affiliation(s)
- Scott J Knoer
- Cleveland Clinic, 9500 Euclid Avenue, Cleveland, OH 44195 USA
| | - Allison R Eck
- Cleveland Clinic Main Campus, 9500 Euclid Avenue, Cleveland, OH 44195 USA
| | - Amber J Lucas
- Obstetrics and Neonatology, Olathe Medical Center, 20333 West 151st Street, Olathe, KS 66062 USA
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35
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Bates JS, Buie LW, Amerine LB, Savage SW, Eckel SF, Patel R, Valgus JM, Rao K, Daniels R. Expanding care through a layered learning practice model. Am J Health Syst Pharm 2016; 73:1869-1875. [PMID: 27663562 DOI: 10.2146/ajhp150593] [Citation(s) in RCA: 30] [Impact Index Per Article: 3.8] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/23/2022] Open
Abstract
PURPOSE The outcomes of a patient-centered layered learning practice model (LLPM) in which the clinical specialist acted as the attending pharmacist and managed a pharmacy team to provide direct patient care were evaluated. METHODS Two 30-day evaluations were conducted on the acute care malignant hematology and medical oncology services of the University of North Carolina Medical Center in 2011. The primary objective of this study was to design an LLPM that used a team to expand the pharmacist care services offered. The primary outcome was the frequency of pharmacy team encounters at discharge (medication reconciliation and counseling), termed the discharge capture rate. RESULTS During the study months, 42 and 78 malignant hematology and medical oncology patients were eligible for study inclusion, respectively. The overall discharge capture rate was 51%. Sixty-one patients received discharge medication reconciliation services during patient counseling. Patients included in the malignant hematology group received a mean of 11 prescriptions at discharge, compared with 9.83 in the medical oncology group. Means of 1.26 and 2.1 medication-related problems per patient were identified in the malignant hematology and medical oncology studies, respectively, during discharge medication reconciliation. The overall mean face time spent per patient was 21.3 minutes. CONCLUSION Patients in malignant hematology and medical oncology services were counseled and provided discharge medication reconciliation by a pharmacy student or resident whose activities were managed and reviewed by an attending pharmacist using an LLPM, resulting in an improvement in all clinical outcomes and measures.
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Affiliation(s)
- Jill S Bates
- University of North Carolina Medical Center, Chapel Hill, NC .,University of North Carolina Eshelman School of Pharmacy, Chapel Hill, NC.
| | - Larry W Buie
- University of North Carolina Medical Center, Chapel Hill, NC.,University of North Carolina Eshelman School of Pharmacy, Chapel Hill, NC
| | - Lindsey B Amerine
- University of North Carolina Medical Center, Chapel Hill, NC.,University of North Carolina Eshelman School of Pharmacy, Chapel Hill, NC
| | - Scott W Savage
- University of North Carolina Medical Center, Chapel Hill, NC.,University of North Carolina Eshelman School of Pharmacy, Chapel Hill, NC
| | - Stephen F Eckel
- University of North Carolina Medical Center, Chapel Hill, NC.,University of North Carolina Eshelman School of Pharmacy, Chapel Hill, NC
| | - Rachana Patel
- University of North Carolina Medical Center, Chapel Hill, NC
| | - John M Valgus
- University of North Carolina Medical Center, Chapel Hill, NC.,University of North Carolina Eshelman School of Pharmacy, Chapel Hill, NC
| | - Kamakshi Rao
- University of North Carolina Medical Center, Chapel Hill, NC.,University of North Carolina Eshelman School of Pharmacy, Chapel Hill, NC
| | - Rowell Daniels
- University of North Carolina Medical Center, Chapel Hill, NC.,University of North Carolina Eshelman School of Pharmacy, Chapel Hill, NC
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OʼNeal F, Frame TR, Triplett J. Integrating a Student Pharmacist Into the Home Healthcare Setting. Home Healthc Now 2016; 34:308-315. [PMID: 27243428 DOI: 10.1097/nhh.0000000000000397] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 06/05/2023]
Abstract
Patients in a transition of care are highly susceptible to health and medication errors. In many situations, patients are eager to go home and providers are expected to discharge quickly. It is in this time of documented vulnerability that an increase in adverse effects related to poor health literacy, medication usage, and a lack of documentation occurs. Through the collaboration of Vanderbilt Home Care Services, Inc., and Belmont University College of Pharmacy, pharmacy students are utilized in a capacity that integrates pharmacy students into the home healthcare team to ease transitions of care and reduce medication-related problems in patients. Students work alongside home healthcare clinicians in both the field and the office to benefit patients the most by allowing each healthcare discipline to focus on what it does best.
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Affiliation(s)
- Fredrick OʼNeal
- Fredrick O'Neal, BS, PharmD, is a Candidate 2016, Belmont University College of Pharmacy, Nashville, Tennessee. Tracy R. Frame, PharmD, BCACP, is an Assistant Professor of Pharmacy Practice, Belmont University College of Pharmacy, Nashville, Tennessee. Julia Triplett, MSN, MBA, NE-BC, is the Director of Staff Development, Vanderbilt Home Care Services, Affiliate Faculty Member, Belmont University College of Pharmacy, Nashville, Tennessee
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37
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Bates JS, Buie LW, Lyons K, Rao K, Pinelli NR, McLaughlin JE, Roth MT. A Study of Layered Learning in Oncology. AMERICAN JOURNAL OF PHARMACEUTICAL EDUCATION 2016; 80:68. [PMID: 27293235 PMCID: PMC4891866 DOI: 10.5688/ajpe80468] [Citation(s) in RCA: 13] [Impact Index Per Article: 1.6] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/26/2015] [Accepted: 09/24/2015] [Indexed: 05/30/2023]
Abstract
Objective. To explore use of pharmacy learners as a means to expand pharmacy services in a layered learning practice model (LLPM), to examine whether an LLPM environment precludes achievement of knowledge-based learning objectives, and to explore learner perception of the experience. Design. An acute care oncology pharmacy practice experience was redesigned to support the LLPM. Specifically, the redesign focused on micro discussion, standardized feedback (eg, rubrics), and cooperative learning to enhance educational gain through performing clinical activities. Assessment. Posttest scores evaluating knowledge-based learning objectives increased in mean percentage compared to pretest values. Learners viewed the newly designed practice experience positively with respect to perceived knowledge attainment, improved clinical time management skills, contributions to patient care, and development of clinical and self-management skills. A fifth theme among students, comfort with learning, was also noted. Conclusion. Layered learning in an oncology practice experience was well-received by pharmacy learners. Data suggest a practice experience in the LLPM environment does not preclude achieving knowledge-based learning objectives and supports further studies of the LLPM.
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Affiliation(s)
- Jill S. Bates
- University of North Carolina Medical Center, Chapel Hill, North Carolina
| | - Larry W. Buie
- University of North Carolina Medical Center, Chapel Hill, North Carolina
| | - Kayley Lyons
- University of North Carolina Eshelman School of Pharmacy, Chapel Hill, North Carolina
| | - Kamakshi Rao
- University of North Carolina Medical Center, Chapel Hill, North Carolina
| | - Nicole R. Pinelli
- University of North Carolina Medical Center, Chapel Hill, North Carolina
- University of North Carolina Eshelman School of Pharmacy, Chapel Hill, North Carolina
| | | | - Mary T. Roth
- University of North Carolina Eshelman School of Pharmacy, Chapel Hill, North Carolina
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Cameron K, Fernandes O, Musing ELS, Raymond C. Increasing Capacity for Experiential Rotations for Pharmacy Learners: Lessons Learned from a Multisite Teaching Hospital. Can J Hosp Pharm 2016; 69:23-9. [PMID: 26985085 DOI: 10.4212/cjhp.v69i1.1519] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/10/2022]
Affiliation(s)
- Karen Cameron
- BScPhm, ACPR, CGP, is Education Coordinator in the Department of Pharmacy, University Health Network, and Adjunct Lecturer, Leslie Dan Faculty of Pharmacy, University of Toronto, Toronto, Ontario
| | - Olavo Fernandes
- BScPhm, ACPR, PharmD, FCSHP, is Director - Clinical with the Department of Pharmacy, University Health Network, and Assistant Professor, Leslie Dan Faculty of Pharmacy, University of Toronto, Toronto, Ontario
| | - Emily Lap Sum Musing
- BScPhm, MHSc, ACPR, FSCHP, CHE, FACHE, is Executive Director, Department of Pharmacy, and Clinical Risk and Quality and Patient Safety Officer, University Health Network, and Associate Professor, Leslie Dan Faculty of Pharmacy, University of Toronto, Toronto, Ontario
| | - Colette Raymond
- BSPharm, PharmD, MSc, was, at the time of writing, an Education Coordinator with the University Health Network, Toronto, Ontario. She is currently based in Winnipeg, Manitoba
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39
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Raman-Wilms L. [Not Available]. Can J Hosp Pharm 2016; 69:5-6. [PMID: 26985082 PMCID: PMC4777583] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 06/05/2023]
Affiliation(s)
- Lalitha Raman-Wilms
- Adresse de correspondance : D Lalitha Raman-Wilms, Faculté de pharmacie Leslie Dan, Université de Toronto, 144, rue College, Toronto (ON) M5S 3M2, Courriel :
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40
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Taylor CT, Adams AJ, Albert EL, Cardello EA, Clifford K, Currie JD, Gonyeau M, Nelson SP, Bradley-Baker LR. Report of the 2014-2015 Professional Affairs Standing Committee: Producing Practice-Ready Pharmacy Graduates in an Era of Value-Based Health Care. AMERICAN JOURNAL OF PHARMACEUTICAL EDUCATION 2015; 79:S12. [PMID: 26691542 PMCID: PMC4678755 DOI: 10.5688/ajpe798s12] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/14/2023]
Affiliation(s)
- Charles T Taylor
- Northeast Ohio Medical University College of Pharmacy, Rootstown, Ohio
| | | | - Erin L Albert
- Butler University College of Pharmacy and Health Sciences, Indianapolis, Indiana
| | | | - Kalin Clifford
- Texas Tech University Health Sciences Center School of Pharmacy, Dallas, Texas
| | - Jay D Currie
- The University of Iowa College of Pharmacy, Iowa City, Iowa
| | - Michael Gonyeau
- Northeastern University Bouve College of Health Sciences School of Pharmacy, Boston, Massachusetts
| | - Steven P Nelson
- American Society of Health-System Pharmacists, Bethesda, Maryland
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41
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L'Hommedieu T, DeCoske M, El Lababidi R, Ladell N. Utilizing pharmacy students in transitions-of-care services. Am J Health Syst Pharm 2015. [PMID: 26195650 DOI: 10.2146/ajhp140561] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/23/2022] Open
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42
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Bierman J, Ralph R, Greenberg A, Postelnick M, Kotis D, Fjortoft N, Mobley Smith MA. Incorporating the Pharmacy Practice Model Initiative into advanced pharmacy practice experience rotations. Am J Health Syst Pharm 2015; 72:909-10. [DOI: 10.2146/ajhp140399] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.1] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/23/2022] Open
Affiliation(s)
| | - Rachel Ralph
- Department of Pharmacy Northwestern Memorial Hospital Chicago, IL
| | - Allyson Greenberg
- Pharmacy Department Advocate Illinois Masonic Medical Center Chicago, IL
| | | | - Despina Kotis
- Department of Pharmacy Northwestern Memorial Hospital
| | - Nancy Fjortoft
- Chicago College of Pharmacy Midwestern University Downers Grove, IL
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43
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Weber RJ. Issues facing pharmacy leaders in 2015: suggestions for pharmacy strategic planning. Hosp Pharm 2015; 50:167-72. [PMID: 25717212 DOI: 10.1310/hpj5002-167] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/11/2022]
Abstract
Issues facing pharmacy leaders in 2015 include practice model growth and the role of pharmacy students, clinical privileging of health-system pharmacists and provider status, medication error prevention, and specialty pharmacy services. The goal of this article is to provide practical approaches to 4 issues facing pharmacy leaders in 2015 to help them focus their department's goals. This article will address (1) advances in the pharmacy practice model initiative and the role of pharmacy students, (2) the current thinking of pharmacists being granted clinical privileges in health systems, (3) updates on preventing harmful medication errors, and (4) the growth of specialty pharmacy services. The sample template of a strategic plan may be used by a pharmacy department in 2015 in an effort to continue developing patient-centered pharmacy services.
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Affiliation(s)
- Robert J Weber
- Administrator, Pharmacy Services, The Ohio State University Wexner Medical Center, The Arthur G. James Cancer Hospital and Richard J. Solove Research Institute , Columbus, Ohio
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