What is needed to reform pharmacy education in Jordan: An exploratory study based on a multi-stakeholder perspective

BACKGROUND: The Jordanian pharmacy profession is facing challenges related to pharmacy education and graduates' readiness to join the workforce. The Jordanian Accreditation and Quality Assurance Commission for Higher Education Institutions has led an initiative to revise undergraduate pharmacy academic programmes. AIM: This study aims to capture relevant stakeholders' perceptions of factors influencing pharmacy education in Jordan. METHODS: In March 2021, three focus group discussions were conducted with relevant stakeholders. Focus groups were thematically analysed. The "systems model of performance improvement" by Richard A. Swanson was broadly followed to interpret discerned themes. RESULTS: Thematic analysis resulted in three main themes. The discerned themes represented factors related to education input variables, teaching process variables, and environmental variables. CONCLUSION: Teaching and learning processes should be shifted from educator-centred to student-centred. The academic curriculum should reflect the local context of practice and society. Future interventions should follow a holistic and comprehensive approach to reforming Jordan's pharmacy education

Design and Evaluation of a New National Pharmacy Internship Programme in Ireland

Objective. To design, deliver and evaluate a National Pharmacy Internship Programme to meet the educational needs of pharmacy graduates for registration as competent pharmacists, recognising the learning by way of an educational award. Methods. The programme was designed as a twelve month, full-time, blended-learning, competency-based programme leading to an educational award at Master’s Level. Intern performance was assessed academically and by pharmacy tutor (preceptor) appraisals. Interns who demonstrated competency were invited to sit the Professional Registration Examination (PRE). Feasibility and performance were evaluated and a longitudinal approach allowed intern and tutor views to be compared to the former pre-registration year. Results. Overall performance in the PRE was good and relatively consistent with almost all interns proceeding to register as pharmacists. Interns expressed a view that the programme had enabled them to develop the knowledge, skills and overall competencies required for future independent practice as a pharmacist. Tutors considered the programme to have built on prior learning and provided a sufficiently rounded experience for professional practice. Tutors also expressed the view that the programme was an improved educational experience over the former, less structured, pre-registration training. Conclusion. The National Pharmacy Internship Programme was a structured, competency-based programme at Master’s Level. The education and training was perceived to be an improvement on the previous pre-registration year. The programme quality assured pharmacy education outcomes at entry-to-practice on a national basis, and uniquely recognised the learning by way of an educational award

The International Pharmacy Game:A Comparison of Implementation in Seven Universities World-Wide

The utilization of serious games and simulations in health professional education has increased. The Pharmacy Game is one such concept that intersects gamification and simulation, in which pharmacy student teams competitively manage simulated pharmacies; a concept included in the pharmacy curricula of seven international universities. This study aimed to compare the implementation and conduct of the Pharmacy Game of participant universities and their students’ performance in the same educational task. Data were collected via a questionnaire completed by academic staff in April 2020, and the collation of results of the same patient case was conducted at each university (April 2020 to March 2021). The main results reflected differences in the game frequencies and the curricular approach (standalone or integrated course) and in the learning outcomes for the Pharmacy Game. Other differences were identified in the extent to which students of other professions were part of the game such as medical students or pharmacy assistants. Student case outcomes revealed similar strengths across the universities in patient communication and focus on safety, with variations identified as areas for improvement. Collation of the international utilization of the Pharmacy Game identified a broad spectrum of similar learning outcomes, inspiring a model of international core and aspirational learning outcomes. While the Pharmacy Game has been implemented with flexibility regarding the numbers of teams (4–10) and the duration of activity (12–36 days), all universities reported positive experiences and student outcomes, suggesting that the intervention represents a potential tool to deliver capstone learning experiences, promote interprofessional education, reinforce patient safety, and prepare pharmacy graduates for future practice

Enhancing Education of Medication Side Effects to Improve Patient Outcomes

Patient satisfaction scores regarding how effectively staff educates patients about possible side effects of new medications are not consistently above the national average at a large metropolitan hospital in California (MHC). The results of these patient satisfaction scores shed light on the need for evidence-based strategies to improve a patient’s perception of the medication education provided to them. The basis of the incentive to improve care is ultimately increased safety and better patient outcomes. From the Root Cause Analysis, it became apparent that a few common barriers need to be addressed, but the one most frequently reported by everyone that is the most crucial and easiest to address is the memory deficit issue. The focus of the author’s project is a combination of oral instructions supplemented by the distribution of a clear, simplified leaflet of medication information. The process of change being facilitated is intended to assist the bedside nurse to perform at the optimal level of practice where quality improvement and patient satisfaction are key to better patient outcomes. Following meetings with leadership, the author created his own comprehensive but very easily understandable medication information document in the “SAID the Med” format. He felt it was important because it streamlines, simplifies, and organizes the process already used by providers when educating patients. As part of a redesigned intervention using a different document provided by the pharmacy department, pharmacy’s leaflet was then used with patients as part of the education process. While initial results were affirming, the MSN student’s project is a continual process of performance improvement that requires heightened interdisciplinary education between management, nursing, pharmacy, evidence-based research, and patients over an extended period of time to successfully implement and sustain the best change for the topic. Keywords: medication education, side effects, performance improvement, patient satisfaction, patient outcomes, SAID the Med, interdisciplinary communicatio

Exploring Predictors of Teamwork Performance in an Interprofessional Education Setting

Abstract EXPLORING PREDICTORS OF TEAMWORK PERFORMANCE IN AN INTERPROFESSIONAL EDUCATION SETTING By Danah M. Alsane, MS. A thesis submitted in partial fulfillment of the requirements for the degree of Master of Pharmaceutical Science at Virginia Commonwealth University Virginia Commonwealth University, 2016 Advisor: Patricia Slattum, Pharm.D., Ph.D. Professor and Director of the Geriatric Pharmacotherapy Program Department of Pharmacotherapy and Outcomes Science Objectives: The primary objective of this study was to explain how individual characteristics influence teamwork development. In addition, it evaluated how teamwork development, in conjunction with content knowledge, impact students’ performance on a team-based project in an Interprofessional Quality Improvement and Patient Safety (IPQIPS) course. Methods: This cross sectional study included medical, pharmacy, and nursing students enrolled in an IPQIPS course offered for the first time at VCU. Predictors of teamwork development examined included collective orientation (measured using the Collective Orientation Scale, which included dominance and affiliation subscales), and prior interprofessional teamwork experience (measured using self-report). The Team Development Measure (TDM) was used to measure teamwork development. The Statistical Process Control Quiz (SPCQ) was used to assess content knowledge acquired during the course. The final project score was used to evaluate students’ performance on a team-based project. Structural equation modeling was used to test study hypotheses. Results: Among the proposed predictors (dominance, affiliation, and interprofessional teamwork experience), only dominance was related to TDM. No significant relationship was found between teamwork development combined with content knowledge and successful accomplishment of team-based project. Conclusion: This study was the first to our knowledge to simultaneously assess the impact of individual characteristics on teamwork development, and how teamwork development (combined with individual student knowledge) influences students’ performance on team-based project in an interprofessional education setting. Although findings were not conclusive, several potential avenues for future study are highlighted

An evaluation of the impact of immediate compared to delayed feedback on the development of counselling skills in pharmacy students

Background: Simulation-based counselling using standardised patients (SPs) provide pharmacy students an authentic approach to training; limited data exists regarding student performance using immediate feedback approaches. Aims: To compare grades of students receiving immediate feedback verses (vs.) delayed feedback. Methods: A pre-trial assessment of student perceptions and an unblinded randomised trial comparing immediate and delayed feedback. Third year pharmacy students (n=153) counselled SPs in four clinical “experiences”; student grades were the primary outcome. Student t-test and repeated measures were used to compare grades between groups and grades over time. Results: During pre-trial surveys 50% of students preferred immediate feedback, 22% delayed, and 28% had no preference. There was no significant differences in overall student grades between groups (88.4% immediate vs. 86.6% delayed, p=0.7) or in grades over time (p=0.276). Conclusions: Although more students preferred immediate feedback, overall grades did not differ based on method of feedback

Education of heparin per pharmacy guidelines to increase compliance, safety, and pharmacists’ management of heparin infusions

Presentation Title: Education of heparin per pharmacy guidelines to increase compliance, safety, and pharmacists’ management of heparin infusions Authors: Christopher Truong, PharmD and Braxton Mehl, PharmD, BCCCP Facility: Providence Medford Medical Center Background: Element of Performance 4 of The Joint Commission’s National Patient Safety Goal 03.05.01 requires that hospitals have a written policy that addresses the need for baseline and ongoing laboratory tests to monitor and adjust anticoagulant therapy. Our hospital has a written Anticoagulation Management General Operating Policy for heparin orders managed through nursing or pharmacy. Currently, most heparin orders are nurse-managed and have resulted in lab and dosing errors. Purpose: The purpose of this project is to educate pharmacists on the Providence Oregon Region Heparin Guidelines as our hospital moves towards increasing pharmacists’ management of heparin infusions. Methods: Pharmacists were trained in the Providence Oregon Region Heparin Guidelines through an education session and quiz that required application of the heparin guidelines. A post-education survey was administered to each pharmacist that received training. Scores from the survey were tallied to assess the effectiveness of the training. After the session, the heparin-per-pharmacy order was made available at our facility and pharmacists’ adherence to the guidelines were evaluated. The primary outcome was the results from the post-education survey. Secondary outcomes include the number of heparin per pharmacy orders and adherence to the heparin guidelines by assessing the required baseline and follow-up labs and the appropriate loading, initial, and adjustment doses. Other secondary outcomes include time to therapeutic aPTT, signs or symptoms of bleeding or bruising, and the number of progress notes completed by pharmacists. Primary and secondary outcomes were analyzed with descriptive statistics. This project is IRB approved. Results: Eight pharmacists completed post-education surveys. The average pre-education survey score was 2.9 out of 5 and the average post-education survey score was 4.4 out of 5, resulting in an average 1.5 score improvement after attending the education session. Pharmacists scored the practice quiz and education session’s helpfulness as 4.4 out of 5 and 4.8 out of 5 respectively. Between February 20, 2020 and April 9, 2020, there were 11 heparin per pharmacy orders. Pharmacists managed 9 orders and 2 orders were not verified by pharmacy. Required baseline and follow-up labs were ordered in 100% of orders. Appropriate initial bolus and infusion doses were ordered in 100% of orders. Appropriate adjustment doses were ordered in 88.9% of orders. The average time to therapeutic aPTT was 12.68 hours. No signs or symptoms of bleeding were noted. A total of 68 heparin progress notes were completed by pharmacists. An education session and quiz were effective methods in training pharmacists to a heparin per pharmacy system guideline.https://digitalcommons.psjhealth.org/pharmacy_PGY1medford/1000/thumbnail.jp

A Primer on Quality Assurance and Performance Improvement for Interprofessional Chronic Kidney Disease Care: A Path to Joint Commission Certification.

Interprofessional care for chronic kidney disease facilitates the delivery of high quality, comprehensive care to a complex, at-risk population. Interprofessional care is resource intensive and requires a value proposition. Joint Commission certification is a voluntary process that improves patient outcomes, provides external validity to hospital administration and enhances visibility to patients and referring providers. This is a single-center, retrospective study describing quality assurance and performance improvement in chronic kidney disease, Joint Commission certification and quality outcomes. A total of 440 patients were included in the analysis. Thirteen quality indicators consisting of clinical and process of care indicators were developed and measured for a period of two years from 2009-2017. Significant improvements or at least persistently high performance were noted for key quality indicators such as blood pressure control (85%), estimation of cardiovascular risk (100%), measurement of hemoglobin A1c (98%), vaccination (93%), referrals for vascular access and transplantation (100%), placement of permanent dialysis access (61%), discussion of advanced directives (94%), online patient education (71%) and completion of office visit documentation (100%). High patient satisfaction scores (94-96%) are consistent with excellent quality of care provided

Healthcare Management Primer

This primer was written by students enrolled in HMP 721.01, Management of Health Care Organizations, in the Health Management & Policy Program, College of Health and Human Services, University of New Hampshire. This course was taught by Professor Mark Bonica in Fall 2017

Advancing Pharmacist Collaborative Care within Academic Health Systems.

INTRODUCTION:The scope of pharmacy practice has evolved over the last few decades to focus on the optimization of medication therapy. Despite this positive impact, the lack of reimbursement remains a significant barrier to the implementation of innovative pharmacist practice models. SUMMARY:We describe the successful development, implementation and outcomes of three types of pharmacist collaborative care models: (1) a pharmacist with physician oversight, (2) pharmacist-interprofessional teams and (3) physician-pharmacist teams. The outcome measurement of these pharmacist care models varied from the design phase to patient volume measurement and to comprehensive quality dashboards. All of these practice models have been successfully funded by affiliated health systems or grants. CONCLUSIONS:The expansion of pharmacist services delivered by clinical faculty has several benefits to affiliated health systems: (1) significant improvements in patient care quality, (2) access to experts in specialty areas, and (3) the dissemination of outcomes with national and international recognition, increasing the visibility of the health system