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Fuji KT, Galt KA. Integrating Patient Safety Discussions with First-Year Doctor of Pharmacy Students in a Skills Lab Course. PHARMACY 2024; 12:23. [PMID: 38392930 PMCID: PMC10891748 DOI: 10.3390/pharmacy12010023] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/18/2024] [Revised: 01/24/2024] [Accepted: 01/25/2024] [Indexed: 02/25/2024] Open
Abstract
The patient safety problem has been well established for over 20 years in the United States (U.S.), and there is a recognized focus on ensuring that health professions' trainees receive explicit education in various patient safety principles and practices. While the literature provides examples of different approaches towards patient safety education for pharmacy students, there are few that focus on first-year pharmacy students. This educational observational study describes the implementation and evaluation of two 20 min patient safety learning activities integrated into a required pharmacy skills lab course. The first learning activity utilized a mock prescription and patient safety checklist that had students identify patient safety problems on the prescription, followed by a group discussion of implications for the patient. The second learning activity used images of common safety problems with a facilitated group discussion to have students identify systems-based solutions to those problems. Our study's findings revealed that students were able to identify basic patient safety problems and safety solutions, although some additional foundational information may be needed, particularly for students who may not have pharmacy work experience. Additional research is needed to continue building a literature base on patient safety education approaches, particularly for first-year pharmacy students.
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Affiliation(s)
- Kevin T. Fuji
- Department of Pharmacy Sciences, School of Pharmacy and Health Professions, Creighton University, Omaha, NE 68178, USA
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Aljuffali LA, Alnaim L, Alfakhri A, Alrasheed HH, Alkherb Z, Almalag HM. Assessing Nontechnical Skills in Senior Pharmacy Students Using an Innovative Simulation Setting. AMERICAN JOURNAL OF PHARMACEUTICAL EDUCATION 2023; 87:100047. [PMID: 37288687 DOI: 10.1016/j.ajpe.2022.12.008] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/04/2022] [Revised: 11/21/2022] [Accepted: 12/02/2022] [Indexed: 06/09/2023]
Abstract
OBJECTIVES To evaluate pharmacy students' nontechnical skills in a simulated session by assessing their teamwork skills and ability to identify patient safety priorities. METHODS This study involved 2 phases. Phase I was a simulated case with a total of 23 errors. Students were divided into groups and instructed to identify errors in the setting. Teamwork skills were assessed using the Individual Teamwork Observation and Feedback Tool. Phase II was a debriefing and reflection session. Quantitative data were generated using the number of errors and Individual Teamwork Observation and Feedback Tool domain scores, while qualitative data were obtained using thematic analysis. RESULTS The study participants were 78 female PharmD students who were divided into 26 groups. The average number of errors identified was 8 (range: 4-13), and the most identified error was using the wrong drug (96%). The teamwork skills displayed by most groups were shared decision-making, participating in discussions, and demonstrating respect and leadership in ways that were sensitive to the needs of the team. The students described the activity as fun and novel as it encouraged them to be more detail oriented. CONCLUSION The designed simulation setting is an innovative tool to assess students' understanding of patient safety priorities and teamwork skills.
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Affiliation(s)
- Lobna A Aljuffali
- Clinical Pharmacy Department, King Saud University, Riyadh, Saudi Arabia.
| | - Lamya Alnaim
- Clinical Pharmacy Department, King Saud University, Riyadh, Saudi Arabia
| | | | - Hala H Alrasheed
- Clinical Pharmacy Department, King Saud University, Riyadh, Saudi Arabia
| | | | - Haya M Almalag
- Clinical Pharmacy Department, King Saud University, Riyadh, Saudi Arabia
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Hincapie-Castillo JM, Unigwe IF, Vouri SM, Goodin AJ. Enhancing active learning of medication errors in the PharmD curriculum through a multi-perspective video-based experience. CURRENTS IN PHARMACY TEACHING & LEARNING 2023; 15:258-265. [PMID: 37029078 DOI: 10.1016/j.cptl.2023.03.009] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/15/2022] [Revised: 12/07/2022] [Accepted: 03/28/2023] [Indexed: 05/19/2023]
Abstract
INTRODUCTION We created and assessed an immersive instructional series of video-based activities for pharmacy student evaluation of medication errors via root cause analysis (RCA). METHODS A novel series of video vignettes showed a medication error from the perspectives of each healthcare team member involved. Students were engaged in a series of activities to guide them through RCA interspersed with the vignettes. A pre/post-assessment tool measured student-perceived skills and attitudes in medication error prevention and handling. Per item pre/post-mean scores were compared using Mann-Whitney U tests with Bonferroni correction. RESULTS From N = 270 students, 231 and 163 completed the anonymous pre- and post-assessment, respectively. Most students positively endorsed attitude items at both assessment intervals, with no significant changes in mean for "learning how to improve patient safety is an appropriate use of time in pharmacy school" (pre-assessment = 4.26; post-assessment = 4.23). However, there were significant improvements in the skills items "I am confident in my ability to analyze a case to find the root causes of an error" (pre = 3.44; post = 3.85) and "I can identify the key factors in systems and processes that could lead to a medication error" (pre = 3.55; post = 3.88). CONCLUSIONS Pharmacy students reported significantly improved self-perceived skills in handling and preventing medication errors, but not in attitudes, following the immersive instructional activity. There are opportunities to expand such an immersive instructional series in an interprofessional setting, which may yield different findings.
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Affiliation(s)
- Juan M Hincapie-Castillo
- University of North Carolina at Chapel Hill, Gillings School of Global Public Health, 2101 McGavran-Greenberg Hall, Chapel Hill, NC 27599-7435, United States.
| | - Ikenna F Unigwe
- University of Florida, College of Pharmacy, 1225 Center Drive, Gainesville, FL 32610-0496, United States.
| | - Scott M Vouri
- University of Florida, College of Pharmacy, 1225 Center Drive, Gainesville, FL 32610-0496, United States.
| | - Amie J Goodin
- University of Florida, College of Pharmacy, 1225 Center Drive, Gainesville, FL 32610-0496, United States.
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Lim CX, Livesay K, Stevens J, Nooney V, Baverstock K, Orwin N, Stupans I. Dosage Form Modification, a Simulation Activity between Nursing and Pharmacy Students. PHARMACY 2022; 10:pharmacy10060141. [PMID: 36412817 PMCID: PMC9680216 DOI: 10.3390/pharmacy10060141] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/13/2022] [Revised: 10/17/2022] [Accepted: 10/25/2022] [Indexed: 12/14/2022] Open
Abstract
Background: The aim of this exploratory pilot study was to evaluate student perceptions of a simulation activity involving undergraduate nursing and pharmacy students. The key question was "how do nursing and pharmacy students respond in an immersive collaborative simulation activity which involves medication dosage form modification?" Methods: One hundred nursing students participated in a simulated exercise where patients required medications for which there were barriers to administration. Fourteen pharmacy students were also present in the simulated health environment, observing the work of the nursing students and being available to provide advice regarding medication administration to the nursing students. A mixed methods approach was employed for this exploratory pilot study, where both nursing and pharmacy students were invited to complete a survey regarding the experience at the end of the simulation exercise and pharmacy students completed a reflection. Both surveys and reflections were analyzed. Results: Survey results indicated very high satisfaction regarding the exercise for both pharmacy and nursing students. Analysis of pharmacy student reflections also indicated apprehension regarding their preparedness to contribute to the exercise, enjoyment in participation, their understanding of the value of collaboration between the two groups of students, and also recognition of their need to be more prepared for such situations. Conclusion: This study assessed student perceptions and did not formally evaluate learning outcomes. The interprofessional immersive simulated learning opportunity was viewed as valuable by both nursing and pharmacy students. The immersive simulation provided teaching staff with the opportunity to develop a new approach for the teaching of dosage form modification to both nursing and pharmacy students in an interprofessional setting.
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Affiliation(s)
- Chiao Xin Lim
- Pharmacy, School of Health and Biomedical Sciences, RMIT University, Melbourne, VIC 3000, Australia
- Correspondence:
| | - Karen Livesay
- Nursing, School of Health and Biomedical Sciences, RMIT University, Melbourne, VIC 3000, Australia
| | - Julie Stevens
- Pharmacy, School of Health and Biomedical Sciences, RMIT University, Melbourne, VIC 3000, Australia
- Clinical and Health Sciences, University of South Australia, Adelaide, SA 5000, Australia
- Adelaide Medical School, Faculty of Health and Medical Sciences, University of Adelaide, Adelaide, SA 5000, Australia
| | - Vivek Nooney
- Pharmacy, School of Health and Biomedical Sciences, RMIT University, Melbourne, VIC 3000, Australia
| | - Katherine Baverstock
- Pharmacy, School of Health and Biomedical Sciences, RMIT University, Melbourne, VIC 3000, Australia
| | - Nichole Orwin
- Nursing, School of Health and Biomedical Sciences, RMIT University, Melbourne, VIC 3000, Australia
| | - Ieva Stupans
- Pharmacy, School of Health and Biomedical Sciences, RMIT University, Melbourne, VIC 3000, Australia
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El-Awaisi A, Koummich S, Koraysh S, El Hajj MS. Patient Safety Education in Entry to Practice Pharmacy Programs: A Systematic Review. J Patient Saf 2022; 18:e373-e386. [PMID: 35188928 DOI: 10.1097/pts.0000000000000818] [Citation(s) in RCA: 4] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/27/2022]
Abstract
OBJECTIVES The aim of this systematic review was to synthesize, summarize, and evaluate the quality of extant quantitative and qualitative literature related to patient safety in pharmacy education. This systematic review included literature that targeted the content, delivery, and outcomes of patient safety in addition to literature that explored the perspectives of pharmacy students and faculty on how patient safety is integrated within their curricula. METHODS A systematic review was conducted. Four electronic databases were searched for articles published between 2000 and 2019: PubMed, MEDLINE, EMBASE, and ScienceDirect. Selection was based on prespecified criteria and followed the Preferred Reporting Items for Systematic Reviews and Meta-Analyses statement. Two independent reviewers selected articles, extracted data, and assessed articles' qualities using the Crowe Critical Appraisal Tool. Discrepancies were resolved by consensus or by consulting a third reviewer. Descriptive synthesis of data was performed. RESULTS Twenty-five eligible articles were included. The majority of studies originated from United States (n = 15). Educational content involved principles of patient safety, and identification, disclosure, and management of medication errors. There was a lack of standardization on how patient safety is incorporated into the pharmacy curricula. Eleven articles (64%) were interprofessional in nature, delivered as a patient safety course (n = 6), through simulation (n = 3), as seminars (n = 1), or as part of student experiential learning (n = 1). Of the 7 articles discussing delivery of patient safety through courses or modules, 4 (57%) were offered as elective courses. Students' perceptions and attitudes significantly improved after all patient safety interventions, reflecting the importance of addressing patient safety in education to ensure optimum future practice. CONCLUSIONS This systematic review demonstrated how patient safety education was incorporated into pharmacy programs in terms of the content and methods of delivery. It was promising to see patient safety content being delivered interprofessionally and in experiential education. Students and faculty regarded implementing patient safety in education as an essential act to meet future work demands. Longitudinal studies to assess the long-term impact of incorporating patient safety on student behaviors upon graduation and health outcomes are needed.
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Affiliation(s)
- Alla El-Awaisi
- From the College of Pharmacy, QU Health, Qatar University, Doha, Qatar
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Gohal G. Models of teaching medical errors. Pak J Med Sci 2021; 37:2020-2025. [PMID: 34912437 PMCID: PMC8613064 DOI: 10.12669/pjms.37.7.4506] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/01/2021] [Revised: 04/20/2021] [Accepted: 07/18/2021] [Indexed: 11/15/2022] Open
Abstract
Medical errors are relatively common causes of preventable iatrogenic adverse events. We have focused on teaching models in certain courses of study that have been reported to have significant positive impacts on the outcomes of teaching about medical errors. All healthcare organizations must establish suitable models of teaching about patient safety and medical errors as a preventive measure and as an early intervention strategy. Teaching undergraduate medical students and physicians in training how to manage and disclose medical errors helps them develop lifelong skills that can effectively reduce such errors. The literature search was conducted in international databases such as PubMed/MEDLINE and Google Scholar search engine using English equivalent keywords, from 1998 up to April, 2020. The search strategy used the following subject headings terms: “Medical error(s)” AND “Teaching”. Out of 40 Studies included, 6 studies were selected to have evaluated models of health care training and simulation based teaching of medical errors and patient safety in undergraduate and postgraduate medical education.
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Affiliation(s)
- Gassem Gohal
- Dr. Gassem Gohal, MD, FRCPC, ABP. Department of Pediatrics, Jazan University, Faculty of Medicine, Jazan, Saudi Arabia
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Frenzel JE, Nuziale BT, Bradley CL, Ballou JM, Begley K, Donohoe KL, Riley BL. A Modified Delphi Involving Laboratory Faculty to Define Essential Skills for Pharmacy Graduates. AMERICAN JOURNAL OF PHARMACEUTICAL EDUCATION 2021; 85:848114. [PMID: 34283746 PMCID: PMC7926273 DOI: 10.5688/ajpe848114] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/15/2020] [Accepted: 10/26/2020] [Indexed: 05/13/2023]
Abstract
Objective. To define essential skills for Doctor of Pharmacy (PharmD) graduates that are needed in the four most common sectors of pharmacy practice as determined by expert faculty who instruct within pharmacy skills laboratories.Methods. A three-round Delphi method was used to establish consensus. In the first round, participants were asked what skills were needed by students at entry to practice in community, health-system, ambulatory care, and managed care pharmacy settings. In rounds two and three, participants were asked to rate each skill with a level of importance using a 10-point Likert scale (1=not important to 10=very important).Results. In round one, participants produced a collective list of 289 essential skills. These skill statements were sent to participants in rounds two and three to assign a level of importance. After the third round, participants reached consensus using a mean level of importance for a final list of 69 community pharmacy skills, 47 health-system, 60 ambulatory care, and 15 managed care skills. These skills were then mapped to entrustable professional activities domains for schools and colleges pharmacy to use as a resource when assessing core competency development in the curriculum.Conclusion. The Delphi technique was used successfully with expert pharmacy skills laboratory faculty to identify laboratory-focused essential skills that recent PharmD graduates should have prior to entering community, health-system, ambulatory care, or managed care pharmacy practice. These essential skills can be used to guide curriculum development, develop milestone markers, and help ensure students are practice ready.
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Affiliation(s)
- Jeanne E Frenzel
- North Dakota State University, School of Pharmacy, Fargo, North Dakota
- Editorial Board Member, American Journal of Pharmaceutical Education, Arlington, Virginia
| | | | - Courtney L Bradley
- High Point University, Fred Wilson School of Pharmacy, High Point, North Carolina
| | - Jordan M Ballou
- The University of Mississippi, School of Pharmacy, University, Mississippi
| | - Kimberley Begley
- Creighton University, School of Pharmacy and Health Professions, Omaha, Nebraska
| | - Krista L Donohoe
- Virginia Commonwealth University, School of Pharmacy, Richmond, Virginia
| | - Brittany L Riley
- Marshall University, School of Pharmacy, Huntington, West Virginia
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Etanaa NB, Benwu KM, Gebremedhin HG, Desta HB. The effect of simulation-based training in non-physician anesthetists in Tigray region, Ethiopia. BMC Res Notes 2020; 13:197. [PMID: 32238186 PMCID: PMC7110791 DOI: 10.1186/s13104-020-05041-1] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/29/2020] [Accepted: 03/23/2020] [Indexed: 11/18/2022] Open
Abstract
Objective In Ethiopia simulation-based anesthesia education is a new way of teaching method which started in Mekelle University as of January, 2019. Hence, the purpose of this study is to evaluate whether simulation-based training improves non-physician anesthetists’ knowledge and attitude on maternal and neonatal anesthesia cares or not. Results Out of 50 study subjects, 66% had a working experience of less than 5 years. Knowledge score improved significantly from 49.78 to 66.22% in pretest and posttest results respectively. The posttest result was significantly improved (P < 0.001) for all knowledge questions. The respondents were asked about a negative statement and a positive statement about the need to have effective closed lope communication, maternal resuscitation and neonatal resuscitation. The attitude score improved from 72.45 to 79.11% in pretest and posttest respectively. From the 9 questions the attitudinal mean score for pretest was 6.52 and posttest 7.12. The null hypothesis of equal knowledge and attitude was rejected, t (49) = − 5.54, P < 0.001 and t (49) = − 2.25, P < 0.03 respectively.
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Affiliation(s)
- Naod Bulti Etanaa
- Department of Anesthesia, College of Health Sciences, Mekelle University, P.O.Box: 1871, Mekelle, Ethiopia.
| | - Kore Menjie Benwu
- Department of Anesthesia, College of Health Sciences, Mekelle University, P.O.Box: 1871, Mekelle, Ethiopia
| | | | - Haftom Berhane Desta
- Department of Anesthesia, College of Health Sciences, Mekelle University, P.O.Box: 1871, Mekelle, Ethiopia
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Jenkins Z, Laswell E, Stute N. Evaluation of a sepsis teaching rounds simulation for pharmacy students. CURRENTS IN PHARMACY TEACHING & LEARNING 2019; 11:936-942. [PMID: 31570132 DOI: 10.1016/j.cptl.2019.06.016] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/18/2018] [Revised: 04/05/2019] [Accepted: 06/22/2019] [Indexed: 06/10/2023]
Abstract
BACKGROUND AND PURPOSE The goal of this prospective, observational cohort study was to determine if simulated interdisciplinary teaching rounds improved student perceptions of confidence and attitudes towards working as part of a team. The secondary objective of this study was to investigate changes in student knowledge of the management of sepsis. EDUCATIONAL ACTIVITY AND SETTING Students participated in a traditional sepsis lecture followed by a simulated interdisciplinary rounding experience. Confidence and collaborative attitudes were assessed using a 5-point Likert scale (1=strongly disagree, 5=strongly agree). Changes in knowledge were measured using multiple choice questions. Students completed these tools at three points in time: pre-lecture, post-lecture, and post-simulation. FINDINGS Student confidence and attitudes related to interdisciplinary rounds improved following the simulation (2 of 4 items, p=0.003; 2 of 5 items, p<0.05). Also, most students agreed or strongly-agreed that the simulation reinforced knowledge gained from lecture (94.7%), that lecture followed by a simulation was the most effective way to learn about sepsis (94.7%), and that the simulation helped reinforce critical-thinking skills (94.7%). Knowledge improved between the didactic lecture and the simulation, but these differences were not found to be statistically significant. SUMMARY A simulated interdisciplinary rounding experience may increase student confidence during teaching rounds and improve attitudes towards working alongside other healthcare professionals. Incorporating rounding simulations into pharmacy curricula may be beneficial towards student success on rounds.
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Affiliation(s)
- Zachary Jenkins
- Cedarville University School of Pharmacy, 251 N. Main St., Cedarville, OH, United States.
| | - Emily Laswell
- Cedarville University School of Pharmacy, 251 N. Main St., Cedarville, OH, United States.
| | - Nicole Stute
- Cedarville University School of Pharmacy, 251 N. Main St., Cedarville, OH, United States.
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