Contents
Peer-Reviewed Articles
Pharmacy Student Involvement in a Pilot Study for a Medicare Part D Fair Results in Patient Satisfaction and an Opportunity to Develop Professional Competencies
Pearl Wong, Rafia S. Rasu, Ksenija Kovac and Maureen E. Knell
Gauging Family Practice Physicians' Application of Evidence-based Medicine (EBM) and Acceptance of Pharmacists as an EBM Resource
Peter J. Hughes, Maisha Kelly Freeman, Michael G. Kendrach, and Stacy A.
Lauderdale
PDF of this article
A Pilot Study: The Design and Preliminary Evaluation of Web-based Materials to Teach Pharmacist-Physician Collaboration During Community-based Advanced Pharmacy Practice Experiences Susan M. Meyer, PhD, Professor and Associate Dean for Education, School of Pharmacy, University of Pittsburgh, Pittsburgh, PA
Melissa Somma McGivney, PharmD, FCCP, Associate Professor and Director of the Community Practice Residency Program, Department of Pharmacy and Therapeutics, School of Pharmacy, University of Pittsburgh, Pittsburgh, PA
Randall B. Smith, PhD, Professor and Senior Associate Dean, School of Pharmacy, University of Pittsburgh, Pittsburgh, PA
*At the time of this study, Dr. Snyder was a Community Practice Research Fellow, University of Pittsburgh, School of Pharmacy.
Abstract
Objectives: To develop a pilot program consisting of 5 Internet-based educational modules to teach knowledge, attitudes,
and skills relevant to developing relationships between pharmacists and physicians in the community and to evaluate these modules in a select group of
student pharmacists completing advanced pharmacy practice experiences (APPEs) in community pharmacies.
Methods: Five Internet-based educational modules were developed in spring/summer 2008. Features of both published literature and currently unpublished
research findings that describe relationships between pharmacists and physicians were used as a guide for module development. Three of the modules contained video- and audio-recordings of
community pharmacists and their physician colleagues discussing their experiences with collaboration.
The educational modules were then evaluated in the fall of 2008 in a small
group (n=6) of student pharmacists completing APPEs in community pharmacies.
Outcome measures for this evaluation included student and preceptor satisfaction
with the modules and their suggestions for improvement. Secondary outcomes were
student attitudes towards collaboration and evidence of student knowledge and
skill attainment.
Student satisfaction was assessed via an activity rating feature and 2 course
evaluations. Preceptor satisfaction was evaluated through one course evaluation.
Both evaluations also collected the users' suggestions for how to improve the
modules. Student attitudes towards collaboration were assessed using a 14-item
Likert-type scale adapted from the Interdisciplinary Education Perception and
the Readiness of Healthcare Students for Interprofessional Learning Scales.
Data on student knowledge and skill development were not collected.
Results: Students were most satisfied with Modules 3 (which featured a 40-minute
video with 3 pairs of pharmacists/physicians sharing their experiences) and
4 (which featured one video of pharmacists and one video of physicians discussing
their experiences in collaboration, with a focus on communication skills). Students’
comments revealed that high satisfaction with these modules was due to the use
of the video- and audio-recordings featuring “real relationships”
between pharmacists and physicians. The preceptor respondent indicated overall
satisfaction with the modules; however, he/she reported that inadequate time
was available to discuss assignments with students. Problems with the Web site
itself (e.g., requiring students to re-set their passwords frequently) were
reported and perceived as a learning barrier.
Conclusions: Further assessments of the modules are needed in order to draw any conclusions on the impact of the learning materials on student attitudes,
knowledge or skills. However, the ongoing use and further development of multimedia resources featuring examples of practicing professionals appears to be warranted.
Keywords: interprofessional care, pharmacist-physician relationships, collaborative working relationships, community pharmacy, pharmacy education
PDF of this article
Pharmacy Student Involvement in a Pilot Study for a Medicare Part D Fair Results in Patient Satisfaction and an Opportunity to Develop Professional Competencies
Pearl Wong, PharmD Candidate, University of Missouri, Kansas City School of Pharmacy, Kansas City, MO Rafia S. Rasu, PhD, Assistant Professor, Division of Pharmacy Practice and Administration, University of Missouri, Kansas City School of Pharmacy, Kansas City, MO
Ksenija Kovac, PharmD Candidate, University of Missouri, Kansas City School of Pharmacy, Kansas City, MO
Maureen E. Knell, PharmD, BCPS, Clinical Associate Professor, Division of Pharmacy Practice and Administration, University of Missouri, Kansas City School of Pharmacy, Kansas City, MO; Saint Luke's Multi-specialty Clinic, Kansas City, MO
Objectives: To evaluate patient satisfaction and map professional competencies
associated with the implementation of a pilot Medicare Part D fair into an Introductory
Pharmacy Practice Experience (IPPE) and Advanced Pharmacy Practice Experience
(APPE).
Methods: Students were trained and participated in a half-day Medicare Part
D informational fair. Patient attitudes about the fair were assessed through
a voluntary questionnaire. Descriptive and bivariate analyses were performed
to evaluate study objectives. In addition, development of student-specific professional
competencies and activities were mapped to demonstrate the potential educational
value of this project.
Results: A total of 60 patients attended the fair, and of the 42 questionnaires
returned, 89% of the patients reported they were either satisfied or highly
satisfied with the fair. Following the fair, 93% (N=39) of the 42 patients that
returned their questionnaires felt that the information provided by the pharmacy
students helped/would help in selecting a Medicare Part D plan (P <.05).
The project also evaluated the development of a number of professional standards
and activities related to Accreditation Council for Pharmacy Education (ACPE)
accreditation standards and guidelines in order to determine which curricular
objectives could be addressed through this project.
Conclusions: Based on positive patient satisfaction results, this pilot study
demonstrates that pharmacy students completing pharmacy practice experiences
can play a beneficial role in assisting patients with Medicare Part D selection.
In addition to providing this important service to the community, students can
also benefit by engaging in a project directed toward developing professional
competencies based on the ACPE accreditation standards and guidelines.
Key words: Medicare Part D, patient satisfaction, introductory pharmacy practice
experience, advanced pharmacy practice experience, professional competencies
PDF of this article
Gauging Family Practice Physicians' Application of Evidence-based Medicine (EBM) and Acceptance of Pharmacists as an EBM Resource
Peter J. Hughes, PharmD, Assistant Professor, Department of Pharmacy Practice, Global Drug Information Service,
McWhorter School of Pharmacy, Samford University, Birmingham, AL
Maisha Kelly Freeman, PharmD, BCPS, Associate Professor, Department of Pharmacy Practice, Director, Global Drug Information Service,
McWhorter School of Pharmacy, Samford University, Birmingham, AL
Michael G. Kendrach, PharmD, FASHP, Associate Dean for Academic Affairs and Professor, Pharmacy Practice
McWhorter School of Pharmacy, Samford University, Birmingham, AL
Stacy A. Lauderdale, PharmD, BCPS, MedAssets, Inc., Kansas City, KS
Abstract Objectives: The objective of this research is to gauge acceptance of Alabama
Family Practice Physicians (FPP) toward the medical concept of evidence-based
medicine (EMB) and assess FPP acceptance of pharmacist-led EBM tutorials. Methods: A survey was mailed to all FPPs licensed in the state of Alabama who
were members of the Medical Association of the State of Alabama (n=744). As
an incentive to participate, recipients were notified that one participant submitting
a completed survey would be randomly chosen to receive a gift card. All survey
responses were analyzed using descriptive and analytical methods. With a state
population size of 744 family practice physicians, 254 completed surveys would
be required (34% return rate) in order to interpret the data with a confidence
level of 95% ± 5%. Results: The response rate was 21%. Approximately 72%, 75%, and 74% of responders,
respectively, agreed or strongly agreed that biomedical trends affect clinical
decision-making processes, that EBM application correlates with positive patient
outcomes, and that pharmacists specializing in biomedical literature analysis
can effectively teach FPPs. Approximately 90% of FPPs with pharmacists employed
in their practice setting agreed or strongly agreed that pharmacists are trusted
sources of drug information. Conclusions: The majority of FPP respondents value and implement evidence-based
strategies. The majority of Alabama FPPs indicated that clinical pharmacists
are qualified to teach EBM concepts to other FPPs. Practice opportunities exist
for clinical pharmacists to expand their role to encompass this clinical function. Key words: family practice, evidence-based medicine, pharmacists, physicians
Margie E. Snyder, PharmD, MPH,* Assistant Professor, Department of Pharmacy Practice, School of Pharmacy and Pharmaceutical Sciences, Purdue University, Indianapolis, IN
Abstract
