The Need for Disruptive Innovation in Pharmacy

Evaluating the implementation of a pharmacy hackathon pilot

BACKGROUND AND PURPOSE

The need for disruptive innovation within the pharmacy profession is well documented in the literature. However, there is a lack of proper training on innovation and creative thinking for student pharmacists and limited time or incentive for health care practitioners to be innovative. Hosting an innovation event, such as a hackathon, can teach innovative strategies and incentivize innovation by student pharmacists. Thus, the aim of this study was to to assess the feasibility and student perception of an inaugural school of pharmacy hackathon pilot.

EDUCATIONAL ACTIVITY AND SETTING

A hackathon pilot was planned on a distant site campus. Over the course of four months, a planning team, consisting of a faculty member and a student leader in the American Pharmacy Association-Academy of Student Pharmacists, met every other week to plan the event. Outcomes included: change in student excitement and interest related to the hackathon, number of participants, and change in student confidence in the ability to perform steps in the innovation process.

FINDINGS

The average level of excitement prior to the event increased, and student confidence related to the ability to perform each step in the innovation process improved. Additionally, students agreed that they would be interested in attending a similar event in the future and would recommend the event to a friend.

SUMMARY

Hosting a healthcare hackathon at a school of pharmacy is an enjoyable way for pharmacy students to practice and gain confidence with innovation skills while addressing Accreditation Council for Pharmacy Education Standard 4.3.

A Student's Nontraditional Path to Pharmacy School

Although professional pharmacy programs tend to require and focus heavily on applicants' grade point averages and pre-admission test scores, there is noted value in the matriculation of students exhibiting strong leadership and soft skills. Such attributes are advantageous to a pharmacist, particularly when considering the current need to develop trailblazers prepared to adapt to the ever-changing demands of our healthcare system. Pharmacy school applications and enrollments have been declining across the nation for the past decade. Pharmacy job prospects, particularly in community pharmacies, are projected to decline over the next decade, but inpatient and clinical roles are projected to increase in demand. To accommodate this role shift, schools may consider engaging with and recruiting students with unique skill sets from less traditional backgrounds. This commentary explores one student's pharmacy school experience via the lens of a nontraditional background and postulates that pharmacy schools may benefit from altering their admissions approach.

Design and Assessment of Telepharmacy and Telehealth Training in Two Pharmacy Programs

Objective. To develop and assess the impact of a learning module through the evaluation of students' knowledge of, perceptions of, and intent to provide telepharmacy and telehealth services.Methods. Second- and third-year students from two schools of pharmacy completed a telepharmacy and telehealth learning module and discussion questions. A postsurvey measured their knowledge, perceptions of, and intent to provide remote services.Results. Students scored an average of 94.8% on a post-knowledge assessment. The theory of planned behavior was used to develop a survey measuring intent to provide remote services. Mean scores (1=strongly disagree to 4=strongly agree) were attitude (mean=3.18, SD=0.36), subjective norm (mean=3.02, SD=0.43), behavioral control (mean=2.67, SD=0.41), and intent (mean=2.63, SD=0.59). Thematic analysis of discussion question responses found that students felt the delivery and quality of care was similar between in-person and remote care. Students felt that differences with face-to-face care included technology use and troubleshooting, perceived difficulty in building relationships, and, finally, the inability to provide device training, medication show-and-tell, and physical examinations. They felt telehealth services would expand in the next five years due to increased access, convenience, and cost savings.Conclusion. Upon completion of a learning module, students were knowledgeable about telepharmacy and telehealth. Students agreed that remote services positively impact patient care and would be well received by patients and providers. Students had lower intent to offer remote services upon graduation; thus, simulations and service management information should be added to curricula to prepare students for and develop student interest in telepharmacy and telehealth.

[Clinical pharmacy in four French-speaking university hospitals, integration and supervision of clinical pharmacists: An exploratory study]

BACKGROUND

Pharmacy practice continues to evolve worldwide. The clinical role of the pharmacists is increasingly recognized and their integration into the health care team is irreversible. Despite this progress, there are still a wide disparity in the scope of practice provided by hospital pharmacists around the world. This disparity can be attributed to a variety of factors.

OBJECTIVES

The primary objective is to describe the organization of clinical pharmacy in four university hospitals in four French-speaking countries. The secondary objective is to identify similarities and differences and to identify perspectives for the future.

METHODS

This is an exploratory cross-sectional descriptive study. The study targeted a university hospital (CHU) in France, Belgium, Switzerland and Canada (Quebec). A volunteer expert pharmacist involved in the management of clinical pharmacy at each hospital was approached at the initiative of a team member. A working group of five pharmacists was set up.

RESULTS

During the year 2021, the group met virtually on ten occasions. Although all institutions have an academic mission, they have very different numbers of beds and volumes of activity. The number of pharmacists is also very different (0.83 FTE pharmacist/1000 admissions in Belgium, 0.22 in France, 0.59 in Switzerland and 2.39 in Quebec). In all countries, pharmacists provide clinical pharmacy services to patients in a centralised or decentralised manner, including, to various extent, prescription analysis, medication reconciliation, pharmaceutical interviews and discharge plans.

CONCLUSIONS

Clinical pharmacy practice is very heterogeneous in a selection of four French-speaking teaching hospitals. Identification of similarities and differences may inspire improvements in the organization of clinical pharmacy activity. This work has contributed to the establishment of a community of practice on clinical pharmacy in the French-speaking world.

Considerations of management and marketing courses within pharmacy curricula in the United States

INTRODUCTION

To assess the extent pharmacy programs are offering courses in management and marketing.

METHODS

We sampled the extent of management and marketing coursework in the doctor of pharmacy (PharmD) curricula in the United States (US) by examining website descriptions of the best pharmacy schools in 2020 (N = 134) as ranked by the US News and World report. Links to curriculum descriptions and catalogs were reviewed for coursework having the words, marketing, management, entrepreneurship, or business plan in the title.

RESULTS

Of the 134 PharmD curricula reviewed, 36 (27%) had no required or elective management courses, and 101 (75%) had no required or elective marketing courses in their curriculum. Most schools did offer a core (n = 89) or elective (n = 9) management course. However, of those, about half (n = 46) provided only a single management course over the entire curriculum. Only 33 (25%) schools offered a marketing course, of which most (n = 27) were elective.

CONCLUSIONS

Many pharmacy schools in the US are not providing pharmacy graduates with the business management and marketing education required for the role of a pharmacist. Pharmacy education should consider curriculum changes that equip pharmacy students with sufficient business knowledge and skills to be innovative and entrepreneurial in all practice settings.