How to Incorporate the Experiential Student Pharmacist Into the Pediatric Practice Setting (original) (raw)
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PHARMACY PRACTICE EXPERIENTIAL PROGRAMS IN THE CONTEXT OF CLINICAL EDUCATION Original Article
International Journal of Pharmacy and Pharmaceutical Sciences, 2017
Objective: To identify studies describing and/or assessing pharmacy practice experiential programs focusing on clinical education. Methods: A systematic literature review was carried out. The databases searched included Lilacs, Medline/Pubmed, Eric and Scopus. The search strategy was devised based on a combination of subject headings related to pharmacy practice experiential programs, pharmacy education, and clinical practice in pharmacy. Two reviewers independently performed article selection, applying eligibility criteria defined. The level of agreement between the reviewers (Kappa coefficient) was calculated. Information about the clinical practice and settings used, description of pharmacy practice experiential model and type of evaluation study performed was collected from the articles selected using a pre structured form. Results: Of the 474 items retrieved in the initial search, 31 articles met the eligibility criteria. An increase in the number of publications in the 2000s was noted, predominantly (n=22, 71.0%) from North America. Pharmaceutical care was the most commonly used term to denote clinical practice in pharmacy. The practice sites ranged from hospitals (n=13, 41.9%), outpatient clinics (n=12, 38.7%), community pharmacies (n=7, 22.6%) and other community institutions (n=10, 32.3%), whereas some experiences involved a combination of these settings. The most common organizational arrangement involved pharmacists from the healthcare service as preceptors supervising students in the field, and teachers as educators, tutors and researchers within universities. In some situations, however, teachers and more advanced students acted as preceptors. Educational outcomes and/or results related to the service delivered by students and preceptors were assessed, where the quantitative method was the most frequently employed approach in both cases. Conclusion: The studies revealed that the partnership among university, health services and community is a promising initiative for improving the quality of pharmaceutical services offered to society and of pharmaceutical education.
Competency-Based Introductory Pharmacy Practice Experiential Courses
American Journal of Pharmaceutical Education, 2005
This paper describes the design and evaluation of Experiential Practice III, IV, and V, a series of second and third professional-year introductory pharmacy practice experiential (IPPE) courses that focus on nonprescription medication counseling, health promotion, disease prevention, and hospital pharmacy practice. They were introduced in 2000 and 2001 as part of the first professional degree Doctor of Pharmacy program at the University of Colorado Health Sciences Center (UCHSC) and are the third, fourth, and fifth (of 6) IPPE courses in the new program designed in accordance with the principles of a competency-based curriculum. 1-3 The 6 courses have common primary objectives: to enhance students' comprehension of, and ability to utilize, the general and professional competencies required for pharmacy practice, particularly in relation to direct patient care. The first course (Experiential Practice I) was designed to introduce students to the general and professional pharmacy practice competencies and give them their first patient care responsibilities. 4 The subsequent courses were designed to allow the students to demonstrate increasing mastery of the competencies and to give them increasing patient care responsibilities. Experiential Practice II was designed as a service-learning course to give experience teaching disease prevention and health promotion principles by educating elementary school children about nutrition and physical activity. 5 Experiential Practice VI was designed to give students experience working with primary care practitioners. 6 Experiential Practice III, IV, and V are sequential IPPE 2-credit hour courses with common objectives (see above) and the following common goals: • to enhance students' pharmacy practice skills through contact with patients, health professionals, and the public with emphasis on nonprescription medication counseling, health promotion, and disease prevention activities; • to enhance students' insight into hospital pharmacy practice; and • to enhance students' appreciation for different types of pharmacy practice. Each course comprises an introductory class, eight 90-minute visits to a community pharmacy, two 90
Integration of First- and Second-Year Introductory Pharmacy Practice Experiences
American Journal of Pharmaceutical Education, 2009
Objectives. To describe the integration of a first-and second-year introductory pharmacy practice experience (IPPE) involving direct patient contact in hospitals and clinics as a means of more efficiently using academic and preceptor resources. Design. Two IPPE courses were integrated in fall 2004 to accomodate increasing enrollment in classes and limited clinical practice sites and preceptors, as well as to meet the increased need for students and clinicians to practice principles of self-education. P1 and P2 students interviewed patients and presented patient cases; preceptor expectations were structured by instructional objectives. Student and preceptor course evaluations were assessed from survey data. Assessment. During the assessment period, all students passed the courses. Following integration of the IPPEs, both courses received positive evaluations from students and preceptors. Initial advanced pharmacy practice experience (APPE) grades for students completing the courses further suggests that the integrated IPPEs were beneficial to students. Conclusion. The successful integration of first-and second-year IPPE courses resulted in more efficient use of academic and preceptor resources and created a model for other colleges of pharmacy to consider.
Implementation of a Pediatric Pharmacy Education Program at a Community Regional Medical Center
The Journal of Pediatric Pharmacology and Therapeutics, 2020
OBJECTIVESThis study aimed to implement a web-based pediatric education program designed for pharmacists who participate in neonatal and pediatric order verification at a community-based health system and to evaluate the success through measuring outcomes related to both comfort and competence of pharmacists in pediatric and neonatal pharmacotherapy.METHODSThis prospective quality improvement study assessed changes in confidence and competence from before to after education. Eight educational modules were designed to provide education based on the needs of this institution. All pharmacists who participate in neonatal and pediatric order verification were eligible for inclusion throughout the health system. Time in the verification queue for pediatric and neonatal medication orders was compared for before to after education as an objective surrogate marker for comfort and competence. A provider survey was conducted before and after education to assess the providers' perspective of the quality and necessity of pharmacist-provider interactions.RESULTSAll confidence scores showed statistical improvement from before to after education (p < 0.001). Before to after education competency scores significantly improved (median 77% [IQR, 69%–85%] to 100% [IQR, 92%–100%]; p < 0.01). The module with the lowest mean score (87%) was module 4 (Antibiotics Part 1), and the one with highest number of retakes (24 retakes from 16 different pharmacists) was module 5 (Antibiotics Part 2).CONCLUSIONSTargeted web-based education effectively improved both confidence and competence among health-system pharmacists to provide pediatric and neonatal care in a community hospital.
Pharmacy residents as primary educators within a professional pharmacy elective
Currents in Pharmacy Teaching and Learning, 2017
Background and purpose: The purpose of this study was to evaluate the impact of a course change from a faculty-led professional pharmacy elective to a primarily pharmacy resident-led course on student satisfaction and learning. Educational activity and setting: In 2014, pharmacy residents were transitioned into primary teaching roles in a drug-induced diseases elective to increase student exposure to residents and different teaching styles. Student learning roles did not change. Course evaluations and grades were compared between the resident-led year and prior year. Findings: There was no significant difference between overall course grades during the residentled year (94.2 ± 36.6 in 2014 vs. 94.1 ± 2.7 in 2013; p=0.975). Course evaluations were similar to the previous year and students provided favorable feedback. Discussion and summary: This pharmacy resident-led elective allowed for resident integration in to an interactive professional elective. Student satisfaction with the course remained similar to the previous year and overall course grades did not differ. Background and purpose Teaching experiences, both didactic and experiential, are important components of residency programs. A growing number of available faculty positions and increased need for clinical faculty preceptors may prompt residents to pursue careers in academia or careers with substantial teaching components. 1 Preparation strategies for residents include completion of teaching and learning certificate programs, participation in experiential precepting, and engagement within the classroom. 2 To assist in the transition, the American College of Clinical Pharmacy (ACCP) has published commentaries and guidelines to help residents prepare for academic life. In 2011, one ACCP commentary laid a foundation for appropriate teaching experiences and suggested techniques for implementation. 2 Use of self-assessment and reflections was noted as an important component of any teaching experience. Building on the 2011 framework, ACCP published guidelines for resident teaching experiences in 2013. 3 These comprehensive guidelines provide expectations in setting goals, delivering lectures, small group facilitation, precepting, and teaching certificate standards. Most recently, ACCP has published minimum qualifications for clinical faculty, addressing residency training, certifications, and prior teaching experiences. 4 Finally, the American Society of Health-System Pharmacists (ASHP) 2014 residency Accreditation Standards include a competency area in teaching, education, and dissemination of knowledge. 5
Medical Education Online
Pharmacotherapy training for pediatric residents is an important part of their overall education. Limited data exist describing formal engagement of clinical pharmacists in residency training. The objective of this study was to evaluate a novel pharmacotherapy rotation for learner gains and program feasibility. We designed a novel pharmacotherapy rotation (PTR) involving a pharmacist preceptor, pediatric resident, and final-year pharmacy students in the pediatric intensive care unit (PICU). Rotation objectives and content were based on learning gaps identified in a review of the resident curriculum. Data from PTRs completed 2014-2020 were used to evaluate PTR impact on residents' knowledge and confidence in pharmacotherapy decision-making, and interprofessional valuing. We also addressed PTR feasibility for long-term and for adoption by others. Measures for demographic, knowledge, and confidence measures were administered to intervention and control groups. Measures for interprofessional valuing and post-PTR feedback were administered only to the intervention group. Pre-post gains were greater for intervention residents (n = 7) than for control (n = 10), (knowledge: p = 0.02, confidence: p < 0.0001). Interprofessional valuing gain for the intervention group was significant (p = 0.004). Few PTR changes have been necessary since initial implementation. Residents provided high ratings of PTR experiences and specific value-added benefits. Designing an interprofessional PTR within the existing PICU and pharmacy rotation enhanced feasibility, curriculum consistency, and flexibility to optimize inter-professional learning. Participation in the PTR enhanced resident pharmacotherapy knowledge and decisionmaking, and engagement in interprofessional practice. Next steps include expanding the PTR to other settings and specialties with further evaluation study.