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Elkhadragy N, Corelli RL, Campbell NL, Zillich AJ, Hudmon KS. Lessons Learned from a Shared Curriculum on Tobacco Cessation Using a Mixed-Methods Approach. PHARMACY 2023; 11:123. [PMID: 37624078 PMCID: PMC10459099 DOI: 10.3390/pharmacy11040123] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/29/2023] [Revised: 07/12/2023] [Accepted: 07/25/2023] [Indexed: 08/26/2023] Open
Abstract
Although the sharing of curricular content between health professional schools can reduce faculty burden, the literature provides little guidance to support these efforts. The objective of this investigation was to synthesize data from two prior studies to delineate recommendations guiding the future development of shared curricula in health professional education. Applying Rogers' Diffusion of Innovations Theory as a guiding framework, relevant data were extracted from a two-phase mixed-methods study evaluating the long-term impact of the shared Rx for Change: Clinician-Assisted Tobacco Cessation program. Phase 1, a qualitative study, involved telephone interviews with faculty participants of train-the-trainer workshops conducted between 2003 and 2005. These results informed the development of a phase 2 national survey, administered electronically as a long-term follow-up (13 to 15 years later) with train-the-trainer workshop participants. Results from the two studies were synthesized and summarized, producing seven key recommendations to guide development of shared curricula: (1) appeal to attendees, (2) relate content to clinical practice, (3) deliver live, in-person training, (4) develop high-quality materials, delivered by experts, (5) provide support, (6) meet accreditation standards, and (7) demonstrate effectiveness. Future program developers should consider these recommendations to enhance dissemination, adoption, and long-term sustainability of shared curricular content.
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Affiliation(s)
- Nervana Elkhadragy
- School of Pharmacy, University of Wyoming, Laramie, WY 82017, USA
- College of Pharmacy, Purdue University, West Lafayette, IN 47907, USA
| | - Robin L. Corelli
- School of Pharmacy, University of California San Francisco, San Francisco, CA 94143, USA
| | - Noll L. Campbell
- College of Pharmacy, Purdue University, West Lafayette, IN 47907, USA
| | - Alan J. Zillich
- College of Pharmacy, Purdue University, West Lafayette, IN 47907, USA
| | - Karen Suchanek Hudmon
- College of Pharmacy, Purdue University, West Lafayette, IN 47907, USA
- School of Pharmacy, University of California San Francisco, San Francisco, CA 94143, USA
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Griffith K, Steinkopf M, Connor SE. Impact of service-learning placement on pharmacy student knowledge, attitudes, and confidence in helping patients navigate Medicare Part D. CURRENTS IN PHARMACY TEACHING & LEARNING 2023; 15:79-84. [PMID: 36931975 DOI: 10.1016/j.cptl.2023.02.011] [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: 03/16/2022] [Revised: 09/20/2022] [Accepted: 02/23/2023] [Indexed: 06/18/2023]
Abstract
INTRODUCTION Pharmacists are in a prime position to empower patients to navigate Medicare Part D. This study aimed to determine if service-learning has a place in pharmacy student Medicare education. The primary objective of the study was to assess knowledge, attitudes, and confidence of first-year pharmacy students at Medicare focused service-learning sites compared to students at alternative sites. METHODS First-year pharmacy students at the University of Pittsburgh School of Pharmacy were assessed on their knowledge, attitudes, and confidence of Medicare Part D after a semester of service-learning either at a State Health Insurance Assistance Program (SHIP) or at an alternative site not focused on Medicare (control). All students attended a four-part lecture series on Medicare before starting service-learning. Students were surveyed at baseline and after their service-learning experience. RESULTS A total of 110 (94.8%) students successfully completed both the pre- and post-survey. Knowledge improved significantly in the SHIP group (P = .01) and did not increase significantly in the control group (P = .06). Attitudes toward Medicare Part D, assessed on a Likert scale, became less favorable in the control group (-0.40, P < .001). Student confidence in the ability to counsel patients on Medicare part D improved in the SHIP group (0.42, P < .001) and decreased in the control group (-0.80, P < .001). CONCLUSIONS Combining a didactic lecture series on Medicare Part D with service-learning involving Medicare counseling may solidify student knowledge of Medicare as well as students' confidence in helping patients navigate Medicare Part D.
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Affiliation(s)
- Kobi Griffith
- University of Pittsburgh School of Pharmacy, 3501 Terrace St, Pittsburgh, PA 15261, United States.
| | - Miranda Steinkopf
- American Association of Colleges of Pharmacy, 1400 Crystal Drive Suite 300, Arlington, VA 22202, United States.
| | - Sharon E Connor
- University of Pittsburgh School of Pharmacy, 3501 Terrace St 5428 Salk Hall, Pittsburgh, PA 15261, United States.
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Cooper JB, Scotti A, Carr ML. Implementing medicare education for medication access: A review of the literature using the RE-AIM framework. Res Social Adm Pharm 2022; 19:16-27. [DOI: 10.1016/j.sapharm.2022.08.013] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/04/2022] [Revised: 07/24/2022] [Accepted: 08/14/2022] [Indexed: 11/30/2022]
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Irwin AN. Educational Approach to Increase Student Pharmacist Confidence with Medicare. Innov Pharm 2021; 12. [PMID: 34007674 PMCID: PMC8102966 DOI: 10.24926/iip.v12i1.3335] [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: 11/18/2022] Open
Abstract
Objective: To describe a didactic, case-based approach to teach student pharmacists about Medicare enabling them to consider the spectrum of coverage options, as well as both medical and drug needs, when assessing insurance plans. Innovation: Education on Medicare often focuses on Part D. However, the growing popularity of Medicare Advantage plans requires students to have a more comprehensive understanding of Medicare. To address this gap, a didactic, case-based approach was developed where students received four 90-minute lectures on Medicare and then applied the information through a patient case. Data was collected on student-reported confidence with Medicare, and attitudes towards the importance of understanding insurance in improving patient care. Surveys were conducted at baseline, after the didactic lectures (interim survey), and upon project completion (final survey). Key Findings: Confidence with Medicare increased between the baseline and interim survey (all p ≤ 0.001). Additional gains were seen after completing the project in helping patients navigate financial assistance programs (p ≤ 0.001) and selecting specific plans (p ≤ 0.05). After the interim survey, students more strongly agreed with statements related to knowledge of insurance as an opportunity to help advocate for patients (p ≤ 0.001), and the need to consider Medicare coverage when making medication recommendations (p ≤ 0.05) Conclusion: The combination of didactic lectures and a case-based exercise positively impacted self-reported student confidence in their knowledge, as well as attitude towards Medicare. Increasing student confidence in Medicare and willingness to engage beneficiaries in conversations about insurance coverage may be a strategy to improve patient care and health outcomes.
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Shealy SC, Worrall CL, Baker JL, Grant AD, Fabel PH, Walker CM, Ziegler B, Maxwell WD. Assessment of a Faculty and Preceptor Development Intervention to Foster Self-Awareness and Self-Confidence. AMERICAN JOURNAL OF PHARMACEUTICAL EDUCATION 2019; 83:6920. [PMID: 31619816 PMCID: PMC6788160 DOI: 10.5688/ajpe6920] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/15/2017] [Accepted: 06/14/2018] [Indexed: 05/30/2023]
Abstract
Objective. To conduct and evaluate the outcomes of a pharmacy faculty and preceptor development program to foster self-awareness and self-confidence. Methods. A faculty and preceptor development intervention was implemented in a multi-campus college of pharmacy to promote and assess for improvements in self-awareness and self-confidence. Faculty members and preceptors were surveyed regarding their self-perceptions and confidence at baseline and following an intervention in which they completed the Birkman Method self-assessment and participated in a training program with an active-learning component. A longitudinal follow-up survey was conducted to assess the long-term impacts of the intervention. Results. Faculty members and preceptors experienced significant improvements in self-awareness from baseline following the development intervention. They also experienced increases in self-confidence related to coaching. A survey evaluating the longitudinal impact of the intervention indicated a positive association between receiving a sufficient level of Birkman Method training and improved ability of both faculty members and preceptors to manage professional relationships. Similarly, a positive association was identified between the sufficiency of training and preceptors' confidence in their ability to manage personal relationships and stress following the intervention. Conclusion. Faculty members and preceptors teach students to be more self-aware and confident, yet both groups often need to grow in these areas themselves. A faculty and preceptor development intervention using the Birkman Method self-assessment is one approach to facilitating growth in these educators' self-awareness and self-confidence.
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Affiliation(s)
| | - Cathy L. Worrall
- Medical University of South Carolina College of Pharmacy, Charleston, South Carolina
| | - Jennifer L. Baker
- University of South Carolina College of Pharmacy, Columbia, South Carolina
| | - Amy D. Grant
- University of South Carolina College of Pharmacy, Columbia, South Carolina
| | - Patricia H. Fabel
- University of South Carolina College of Pharmacy, Columbia, South Carolina
| | | | - Bryan Ziegler
- University of South Carolina College of Pharmacy, Columbia, South Carolina
| | - Whitney D. Maxwell
- University of South Carolina College of Pharmacy, Columbia, South Carolina
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Hohmann LA, Hastings TJ, McFarland SJ, Hollingsworth JC, Westrick SC. Implementation of a Medicare Plan Selection Assistance Program Through a Community Partnership. AMERICAN JOURNAL OF PHARMACEUTICAL EDUCATION 2018; 82:6452. [PMID: 30559499 PMCID: PMC6291669 DOI: 10.5688/ajpe6452] [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: 04/07/2017] [Accepted: 05/08/2017] [Indexed: 05/22/2023]
Abstract
Objective. To describe the implementation and outcomes of a sustainable Medicare Plan Selection Assistance Program conducted through a partnership between Auburn University Harrison School of Pharmacy (AU) and the Alabama State Health Insurance and Assistance Program (SHIP) since 2013. Methods. The program's goal is to assist Medicare beneficiaries in Medicare Part D plan selection. Reported outcomes included Medicare beneficiaries' plan cost savings and satisfaction, and pharmacy students' self-reported changes in knowledge and attitudes. Results. Each year, more than 80 pharmacy students assist more than 120 beneficiaries; at least 10 events are held covering 6-10 Alabama counties. On average, Medicare beneficiaries had a projected savings of $278.71 (2013), $1,081.66 (2014), $842.84 (2015), and $1,382.90 (2016) after enrolling in a new plan, and most students reported perceived increased ability to help beneficiaries select the most appropriate Medicare Part D plan. Conclusion. The program produced positive outcomes for both beneficiaries and students. Other pharmacy schools may consider partnering with their State Health Insurance and Assistance Program to deliver a similar program to benefit their students and Medicare beneficiaries.
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Galal SM, Lai P, Go C, Patel RA, Gundersen B, Carr-Lopez SM, Woelfel JA. Assessing student knowledge, confidence, accuracy, and proficiency in providing Medicare Part D assistance. CURRENTS IN PHARMACY TEACHING & LEARNING 2017; 9:272-281. [PMID: 29233413 DOI: 10.1016/j.cptl.2016.11.024] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.1] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/23/2016] [Revised: 08/17/2016] [Accepted: 11/25/2016] [Indexed: 06/07/2023]
Abstract
PURPOSE To assess the impact of coordinated didactic, simulation-based, and experiential learning on pharmacy students' knowledge and confidence with Medicare Part D and their accuracy and proficiency with the Medicare Plan Finder Tool. EDUCATIONAL ACTIVITY Forty-two pharmacy students participated in a two-semester Medicare Part D elective course in which didactic, simulation-based and experiential learning methods were employed. Students' knowledge, confidence, accuracy, and proficiency were assessed at three course time points: first day of class, last day of in-class education, and after completion of outreach. FINDINGS Student confidence with Part D and efficiency using the Plan Finder Tool significantly improved at each successive time point (p<0.01). Student knowledge was significantly improved both on the last day of class and after outreach completion as compared to the first day of class (p<0.01). SUMMARY Basic Part D knowledge improved with the didactic and simulation-based portion of the course. The experiential component improved student confidence and efficiency in helping Medicare beneficiaries.
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Affiliation(s)
| | - Peter Lai
- University of the Pacific, Stockton, CA 95211.
| | | | | | - Berit Gundersen
- University of the Pacific, 3601 Pacific Avenue, Stockton, CA 95211.
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Kang J, Yang EB, Chang YJ, Choi JY, Jho HJ, Koh SJ, Kim WC, Choi ES, Kim Y, Park SM. Evaluation of the National Train-the-Trainer Program for Hospice and Palliative Care in Korea. Asian Pac J Cancer Prev 2015; 16:501-6. [DOI: 10.7314/apjcp.2015.16.2.501] [Citation(s) in RCA: 8] [Impact Index Per Article: 0.9] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/10/2022] Open
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Galal SM, Patel RA, Thai HK, Phou CM, Walberg MP, Woelfel JA, Carr-Lopez SM, Chan EK. Impact of an elective course on pharmacy students' attitudes, beliefs, and competency regarding Medicare Part D. AMERICAN JOURNAL OF PHARMACEUTICAL EDUCATION 2012; 76:91. [PMID: 22761532 PMCID: PMC3386042 DOI: 10.5688/ajpe76591] [Citation(s) in RCA: 9] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/16/2011] [Accepted: 02/01/2012] [Indexed: 05/22/2023]
Abstract
OBJECTIVE To determine the impact of an elective course on pharmacy students' perceptions, knowledge, and confidence regarding Medicare Part D, medication therapy management (MTM), and immunizations. DESIGN Thirty-three pharmacy students were enrolled in a Medicare Part D elective course that included both classroom instruction and experiential training. ASSESSMENT Students' self-reported confidence in and knowledge of Part D significantly improved upon course completion. End-of-course student perceptions about the relative importance of various aspects of MTM interventions and their confidence in performing MTM services significantly improved from those at the beginning of the course. Students' confidence in performing immunizations also increased significantly from the start of the course. CONCLUSION A classroom course covering Medicare Part D with an experiential requirement serving beneficiaries can improve students' attitudes and knowledge about Medicare Part D and their confidence in providing related services to beneficiaries in the community.
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Affiliation(s)
- Suzanne M Galal
- Thomas J. Long School of Pharmacy and Health Sciences, University of the Pacific, Stockton, CA 95211, USA.
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Kuo GM, Ma JD, Lee KC, Halpert JR, Bourne PE, Ganiats TG, Taylor P. Institutional Profile: University of California San Diego Pharmacogenomics Education Program (PharmGenEd™): bridging the gap between science and practice. Pharmacogenomics 2011; 12:149-53. [PMID: 21332308 DOI: 10.2217/pgs.10.213] [Citation(s) in RCA: 21] [Impact Index Per Article: 1.6] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/21/2022] Open
Abstract
Clinical application of evidence-based pharmacogenomics information has the potential to help healthcare professionals provide safe and effective medication management to patients. However, there is a gap between the advances of pharmacogenomics discovery and the health professionals' knowledge regarding pharmacogenomics testing and therapeutic uses. Furthermore, pharmacogenomics education materials for healthcare professionals have not been readily available or accessible. Pharmacogenomics Education Program (PharmGenEd™) is an evidence-based pharmacogenomics education program developed at the University of California San Diego Skaggs School of Pharmacy and Pharmaceutical Sciences and the School of Medicine (CA, USA), with funding support from the Centers for Disease Control and Prevention. Program components include continuing education modules, train-the-trainer materials and shared curriculum modules based on therapeutic topics, and virtual communities with online resources.
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Affiliation(s)
- Grace M Kuo
- University of California San Diego Skaggs School of Pharmacy & Pharmaceutical Sciences, 9500 Gilman Drive, MC 0748, La Jolla, CA 92093-0748, USA.
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