Incorporating a Drug Information Consult into a Pharmacy Practice Course to Build Literature Search and Evaluation Skills Through a 3-Stage Model

2016 ◽  
Vol 30 (3) ◽  
pp. 306-312 ◽  
Author(s):  
Deborah Wittman ◽  
Craig Kovera ◽  
Maureen Sullivan ◽  
Martha M. Rumore
Keyword(s):  
Systematic Approach ◽  
Drug Information ◽  
Pharmacy Practice ◽  
Primary Objective ◽  
Pharmacy Students ◽  
Faculty Support ◽  
Primary Literature ◽  
Information Skills ◽  
Stage 1 ◽  
Based Medicine

Objective: Pharmacy students need to be equipped with skills to research and evaluate literature to effectively apply evidence-based medicine (EBM) in practice. To prepare them, a 3-stage approach to writing a drug information consult (3sDIC) was incorporated into a pharmacy course. The primary objective was to assess students’ abilities to retrieve and analyze literature pursuant to a drug information consult. Secondary objectives were to examine feasibility of faculty participation and continuation of the assignment. Design: Ninety students were given a clinical scenario about a patient. The assignment consisted of 3 stages incorporating use of the Population, Intervention, Comparison intervention, Outcome (PICO) method and modified systematic approach (MSA) for stage 1, evaluation of primary literature to write a draft for stage 2, and stage 3, the final consult. All 3 stages were reviewed and graded by faculty. Assessment: All students completed the 3sDIC, with no grade failures. The rubric employed by faculty was effective, providing students the opportunity to improve the consult. The 3sDIC was found to be feasible with adequate faculty support. Conclusion: The 3sDIC, although not a substitute for a complete drug information course, demonstrated a streamlined approach for Pharmacy year 2 (P2) students to acquire and develop drug information skills.

A Review of the Three Types of Biomedical Literature and the Systematic Approach to Answer a Drug Information Request

1998 ◽  
Vol 11 (3) ◽  
pp. 148-162 ◽  
Author(s):  
Stephanie Gooch Wright ◽  
Rhonda Lea Lecroy ◽  
Michael G. Kendrach
Keyword(s):  
Health Care ◽  
Health Care Professionals ◽  
Systematic Approach ◽  
Drug Information ◽  
Daily Basis ◽  
Biomedical Literature ◽  
Pharmacy Students ◽  
Information Request ◽  
Primary Literature ◽  
Different Types

The pharmacist is relied upon to provide drug information on a daily basis for patients and health care professionals. Performing drug information tasks requires the ability to efficiently search, critically analyze, and objectively evaluate the biomedical literature. Pharmacists and pharmacy students need to understand the biomedical literature and an organized method to answer drug information questions. Therefore, the tertiary, secondary, and primary literature resources are defined and examples are presented. In addition, the modified systematic approach to answer a drug information request is reviewed. Understanding the different types of literature and applying the systematic approach assists practitioners in efficiently supplying drug information. The purpose of this article is to assist the pharmacist and pharmacy student in determining the strengths and limitations of the various types of literature and applying the systematic approach to a drug information inquiry.

A Research Elective Course on Dietary Supplements to Engage Doctor of Pharmacy Students in Primary Literature Evaluation and Scholarly Activity

2014 ◽  
Vol 28 (6) ◽  
pp. 577-584 ◽  
Author(s):  
Mohammed A. Islam ◽  
Simi Gunaseelan ◽  
Seher A. Khan
Keyword(s):  
Dietary Supplements ◽  
Online Survey ◽  
Pharmacy Practice ◽  
Pharmacy Students ◽  
Scholarly Activity ◽  
Evidence Based ◽  
Research Activities ◽  
Primary Literature ◽  
Elective Course ◽  
Doctor Of Pharmacy

Purpose: To develop and implement a research elective course to enhance skills of pharmacy students on primary literature evaluation and evidence-based practice on dietary supplements and generate scholarly publications. Methods: A 2 credit hour independent research elective course was designed and implemented in the third-year doctor of pharmacy curriculum. The course involved student-led research activities that included formulating research project, reviewing of primary literature, collection and evaluation of data, and writing of review articles for publication in peer-reviewed journals. An online survey was administered to evaluate students’ perceptions of the course. Results: Students successfully completed the course. The course resulted in peer-reviewed publications through student–faculty collaboration. Pharmacy students enrolled in the elective course perceived that the course helped them enhance their analytical reasoning, critical thinking and drug-literature evaluation skills, gain evidence-based knowledge, and apply the knowledge into practice during their advanced pharmacy practice experiences community pharmacy rotations. Conclusions: The course provided opportunity to the pharmacy students to not only critically search and evaluate the literature but also publish in peer-reviewed journals. Other pharmacy schools/colleges can adopt this course model to create opportunities for student–faculty collaborations toward scholarly accomplishments.

scholarly journals Assessment of pharmacy student attitudes and beliefs toward patients with mental illnesses on inpatient psychiatric units

2020 ◽  
Vol 10 (1) ◽  
pp. 1-5
Author(s):  
Lauren A. Diefenderfer ◽  
Courtney Iuppa ◽  
Carrie Kriz ◽  
Leigh Anne Nelson
Keyword(s):  
Mental Illness ◽  
Student Attitudes ◽  
Pharmacy Practice ◽  
Psychiatric Hospitals ◽  
Primary Objective ◽  
Mental Illnesses ◽  
Pharmacy Students ◽  
Survey Study ◽  
People With Mental Illness ◽  
Multicenter Survey

Abstract Introduction People with mental illness continue to face stigma, despite these illnesses being common. Previous studies have demonstrated reduced stigma in pharmacy students after various exposures and education, although results have been mixed. The primary objective of this study was to evaluate the effects of an advanced pharmacy practice experience (APPE) in psychiatric pharmacy on students' stigma toward patients with mental illness using the Opening Minds Stigma Scale for Healthcare Providers (OMS-HC) at 2 psychiatric hospitals. Methods This was a prospective, multicenter survey study of pharmacy students on an APPE rotation at an inpatient psychiatric hospital conducted during 3 academic years. Prior to starting and upon completion of their rotation, participants completed the OMS-HC and provided demographic and rotation information. Results A total of 26 students participated in the prerotation survey, with 88.5% (n = 23) completing the postrotation survey. The primary outcome showed a significant decrease in total OMS-HC score (Z = −2.376, P = .017), indicating a decreased level of stigma at rotation completion. Analysis of the OMS-HC subscales for attitudes toward people with mental illness and attitudes toward self-disclosure of a mental illness also yielded significant decreases (Z = −2.425, P = .015; Z = −2.462, P = .014, respectively). Discussion This study showed that APPE rotations at inpatient psychiatric hospitals may help reduce stigma among pharmacy students. Pharmacy schools should consider increasing access to and encouraging completion of psychiatric pharmacy rotations to help reduce stigma prior to graduation.

scholarly journals The Development of Top 200 Prescribed Drugs in Community Pharmacies at Medan City as a Learning Tools

2017 ◽  
Vol 10 (4) ◽  
pp. 174
Author(s):  
Hari Ronaldo Tanjung ◽  
Embun Suci Nasution
Keyword(s):  
Survey Methodology ◽  
Drug Information ◽  
Pharmacy Practice ◽  
Development Program ◽  
Continuing Professional Development ◽  
Pharmacy Students ◽  
Community Pharmacies ◽  
Learning Tools ◽  
Cross Sectional Survey ◽  
Cross Sectional

Objective: The pharmacy student at clerk-ship level and pharmacists need the drug information literature contains information of prescribed drug that utilized in pharmaceutical practice daily in order to learn effectively. The aims of the study was to develop top 200 prescribed drugs in community pharmacies at Medan city as a learning tools for the pharmacy students at clerk-ship level and pharmacists.Methods: The study was a descriptive study that used a cross sectional survey methodology. The top 200 items of prescribed drugs obtained from the pharmacies selected regarding to random sampling method. The study was conducted from August to November 2016. The top 200 prescribed drugs lists was developed in to a draft of drug information book and a group of pharmacy students at clerk-ship level and pharmacists was asked to evaluate the book and gave suggestions using a set of  questionnaire.Results: The top 200 prescribed drugs list revealed that the five most prescribed drugs was amoxicilline (5.55 %), followed by dexamethasone (4.44%), mefenamic acid (3.73%), cetirizine (3.16%), and ciprofloxacine (2.97%). The result of a draft of drugs information book evaluation that was evaluated by 120 pharmacy students and pharmacists showed the drug information book draft was good and able to publish. The respondents mention some suggestion for the book i.e.  “Image made more attractive and in various colors and the image adjusted with an indication of drug” (43.74%) and “Using language that is easily understood and more detailed information” (16.85%).Conclusions: The study has developed top 200 prescribed drugs in community pharmacies at Medan city in to a validated drug information book as a learning tool. The drug information book very useful for a continuing professional development program for pharmacists and build the pharmacy student’s confidence before they face the real patients at the community pharmacy practice setting. Key words: Prescribed drugs, drug information, learning tools

Desirable Skills in New Pharmacists

2016 ◽  
Vol 30 (1) ◽  
pp. 94-98 ◽  
Author(s):  
Catherine E. O’Brien ◽  
Schwanda K. Flowers ◽  
Cindy D. Stowe
Keyword(s):  
Health Care ◽  
Health Care Professionals ◽  
Drug Information ◽  
Pharmacy Practice ◽  
Pharmacy Students ◽  
Knowledge And Skills ◽  
New Graduates ◽  
Ethics Management ◽  
Pharmacy Curriculum ◽  
Survey Responses

Objective: To compare survey responses between licensed pharmacists who work with or employ new graduates and graduating senior pharmacy students at a college of pharmacy. Design: This was a retrospective analysis of surveys given to 2 groups of pharmacists and students. Responses to items regarding importance of desirable qualities in new pharmacists and level of preparation of new graduates were analyzed. Qualities included drug information, pharmacology, therapeutics, communication with patients/customers or health care professionals, professionalism, ethics, management, and conflict resolution. Results: There was consensus between pharmacists and students regarding the importance of all items ( P > .05 for all comparisons). However, the percentage of pharmacists versus students who agreed that new graduates communicate effectively differed (86.7% vs 100%, respectively, P < .05). Of pharmacists surveyed at a career fair, 64.1% chose communication as the 1 skill that would distinguish an applicant, and retail and hospital pharmacists displayed a statistically significant ( P < .05) difference in the audience (patients/customers vs other health care professionals). Conclusion: Pharmacists and students agree on the knowledge and skills essential for pharmacy practice but disagree on the level of preparation for effective communication. These results support ongoing efforts to improve the development of communication skills in the professional pharmacy curriculum.

scholarly journals Simulation of drug information skills in the medical information department

2021 ◽  
pp. 403-406
Author(s):  
Cambrey Nguyen
Keyword(s):  
Iron Deficiency ◽  
Pharmaceutical Industry ◽  
Iron Deficiency Anaemia ◽  
Medical Information ◽  
Drug Information ◽  
Student Perception ◽  
Pharmacy Students ◽  
Deficiency Anaemia ◽  
Realistic View ◽  
Information Skills

Purpose: To utilise DIcipher, an escape-room challenge, to provide a simulation of using drug information (DI) skills to answer drug questions in the medical information (MI) department within the pharmaceutical industry. Methods: The 15-minute challenge required the groups to solve one clue and retrieve DI questions about iron deficiency anaemia. DI resources were used to search for answers to unlock a box with the antidote. A debriefing session followed and a Likert scale survey was administered to obtain student perception. Results: A total of 15 second to fourth year pharmacy students at university participated in the challenge and completed the survey. No groups retrieved the antidote by answering all of the questions correctly. All students agreed that the challenge provided a realistic view of how to apply DI skills in an industry-based setting. Conclusion: This challenge demonstrated the function of a pharmacist in the MI department to pharmacy students.

scholarly journals Development of an Innovative Drug Information Evidence-Based Medicine Advanced Pharmacy Practice Experience

2022 ◽  
pp. 41-47
Author(s):  
Jessica Starr ◽  
Dana Carroll ◽  
Kristi Kelley ◽  
Nathan Pinner ◽  
Lynn Stevenson ◽  
...  
Keyword(s):  
Evidence Based Medicine ◽  
Drug Information ◽  
Journal Club ◽  
Pharmacy Practice ◽  
Faculty Members ◽  
Evidence Based ◽  
Innovative Drug ◽  
Journal Clubs ◽  
Practice Experience ◽  
Based Medicine

Aim: To describe the development, implementation, and structure of an innovative evidence-based medicine (EBM) advanced pharmacy practice experience (APPE) rotation and evaluate student pharmacists’ perceptions of the course. Methods: A five-week, EBM APPE rotation was designed by seven faculty. Students worked remotely in teams and individually to complete pre- and post-assessments, journal clubs, journal scans, drug information questions, and clinical debates, as well as self- and peer-assessments. Students were asked to rate their perceptions of the course on a 5-point Likert scale. Results: A total of eighteen students, precepted by seven faculty members, completed the rotation. Students completed three group journal clubs, three individual journal scans, one individual journal club, one drug information question, and one clinical debate. Students survey data indicated that confidence in EBM skills was high following the rotation. Conclusion: This EBM APPE rotation was successful. The structure of this rotation may be transferable to a variety of settings.

scholarly journals Assessment of drug information skills and resources utilisation among pharmacy students: A cross-sectional study

2021 ◽  
pp. 690-694
Author(s):  
Sarah Al Hussain ◽  
Ahmad Sarsour ◽  
Mohammad Zaitoun
Keyword(s):  
Mobile Applications ◽  
Drug Information ◽  
Pharmacy Practice ◽  
Cross Sectional Study ◽  
Pharmacy Students ◽  
Sectional Study ◽  
Cross Sectional ◽  
The Impact ◽  
Study Plan ◽  
Case Based

Objective: To identify drug information (DI) resources commonly used by pharmacy students of King Faisal University, Saudi Arabia, and to assess their ability to determine the appropriate ones for different clinical situations. Methods: A cross-sectional study was conducted in April 2014 (n=92). A paper-based questionnaire was developed, validated, and administered to fifth-year Pharm.D. students and advanced pharmacy practice experience (APPE) interns. It investigated the students’ DI sources preferences. Besides, it evaluated their competency in classifying DI resources and identifying the best resource to answer case-based multiple-choice questions. Moreover, the study aimed at assessing the impact of providing a case-based combined module of evidence-based practice (EBP) and DI for fifth-year students (new study plan) compared to delivering separate EBP and DI modules through theoretical lectures (old study plan–APPE interns). Results: The preferred resources to the students were online recourses (85.86%), soft copy books (26.08%), and mobile applications (25%). For the DI mobile applications, Medscape was the most common (63.4%), followed by Micromedex (53.5%), Lexicomp (42.3%), and Dynamed (16.9%). Fifth-year students’ scores were significantly higher than APPE interns for the case-based questions. Students’ GPAs were moderately correlated with their total scores. Conclusion: Study participants preferred using electronic DI resources to printed ones. The combined EBP-DI course could be a better option as it links the DI knowledge to clinical situations.

Oncology boot camp: A preparatory curriculum for advanced pharmacy practice experience students

2021 ◽  
pp. 107815522110191
Author(s):  
Bethannee Horn ◽  
Lyn Wells ◽  
Zachery Halford
Keyword(s):  
Student Perceptions ◽  
Pharmacy Practice ◽  
Boot Camp ◽  
Primary Objective ◽  
Comfort Level ◽  
Post Intervention ◽  
Student Knowledge ◽  
Survey Tool ◽  
Practice Experience ◽  
Drug Knowledge

Introduction The primary objective of this study was to evaluate the effectiveness of an autonomous oncology boot camp on Advanced Pharmacy Practice Experience (APPE) student knowledge. Secondary objectives included assessing student perception of the virtual learning experience and overall comfort level with the material. Methods APPE students rotating through our institution between November 2019 and March 2020 were voluntarily enrolled in a 4-hour oncology-focused boot camp, which included five PlayPosit (Denver, CO, USA) interactive video lectures embedded with case-based application questions followed by one comprehensive web-based Quandary (Victoria, BC, Canada) action-maze case. Student learning was measured by a pre- and post-intervention exam. A web survey tool (Qualtrics, Provo, UT, USA) collected student perceptions evaluating their comfort with oncology-specific drug knowledge and APPE rotations tasks. Results Fifty students enrolled in the oncology boot camp, with 100% completing the pre- and post-intervention assessments. Overall, pre-intervention exam scores (mean: 55.4%, SD: 21.8%) improved by 23.2% following the boot camp (mean: 78.6%, SD: 19.2%; p < 0.001). Students performed better on all 10 exam questions, with 6 questions showing a statistically significant improvement (p < 0.05). Forty-five students (90%) completed the perception surveys. Of those, 93% agreed that it effectively reinforced important oncology knowledge, 91% supported the autonomous design, and 82% would recommend the oncology boot camp for future students. Conclusion The boot camp proved to be a beneficial educational tool that enhanced student knowledge and confidence in navigating common oncology concepts. Students valued the ability to independently complete the activities and supported its continuation.

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