Health Literacy, Medication Adherence, and Patient Satisfaction in Community Pharmacy

Background: Health literacy is defined as the ability to read, understand, and act on health information; almost half of adults have inadequate health literacy. Since inadequate health literacy is often followed by many negative outcomes, such as poor medication adherence, it is important to address health literacy, in order to rectify the low levels and improve outcomes. Patients see pharmacists regularly, and therefore, the pharmacist is crucial In improving medication adherence. If health literacy is a barrier to medication adherence, the community pharmacist should be able to provide health literacy-appropriate counseling to improve medication adherence. Objectives: To determine if pharmacists\u27 perception of patient health literacy and actual patient health literacy align, to assess the relationship between health literacy and medication adherence In patients who visit independent community pharmacies, to evaluate patients\u27 satisfaction with their pharmacists\u27 patient counseling, and to determine the pharmacists\u27 willingness to improve their communication technique with their patients according to their health literacy. Methods: Independent pharmacies were selected from the Cedarvlle network. Patients will complete Instruments to assess health literacy (Newest Vital Signs®), medication adherence (8-item Morisky Medication Adherence Scale©), and patient satisfaction with counseling (Likert-type questions derived from the literature). The patient satisfaction items will be peer-reviewed before finalizing the version given to the patients. Patients will consist of those at least 18 years of age, who speak English, and are obtaining a refill for a chronic condition. Results In Progress: Thus far, the selection process of pharmacies is being conducted, as well as securing the health literacy test, the medication adherence test, and formulating questions for patient satisfaction. Completion is anticipated by the end of spring 2014

Pharmaceutical systematics: Description and preliminary investigation of an alternative method for structuring drug information

Objectives: To identify the 30 most common adverse drug events or reactions (ADE/ADRs) within the top 200 medications: (1) by raw incidence, (2) weighted by prescription volume, (3) and weighted by retail dollars. Methods: The Pharmacy Times Top 200 Medications (as ranked by prescription volume) was utilized to identify the top 200 medications in 2008. The ADE/ADRs for each medication were obtained from Facts and Comparisons, Micromedex, and Lexi-Comp and entered into a database. These ADE/ADRs were compiled and summed, identifying the number of times each appeared. These then were ranked to identify the 30 most common ADE/ADRs. The actual prescription volume and total retail dollars for each medication were obtained and listed next to each medication's ADE/ADR. The incidence of each ADE/ADR then was weighted by actual prescription volume and retail dollars to determine the top 30 most common ADE/ADRs. Results: Initial evaluation resulted in 9829 individual ADE/ADRs and summed into 1477 distinct ADE/ADRs, after adjusting for interchangeable terminology. Examples of the 30 most common ADE/ADRs (raw incidence) included: dizziness/vertigo, headache, nausea, vomiting, and diarrhea/loose stools. The list remained the same after weighting by actual prescription volume. After weighting by retail dollars, the order of ADE/ADRs changed slightly. Conclusion: Knowledge of ADE/ADRs is important for pharmacists in all healthcare settings. Consolidating ADE/ADRs for medications may enable pharmacists to recall the most common side effects and aid in earlier identification of ADE/ADRs, which may positively impact patient safety across practice settings. Type: Original Researc

Challenges to Implementation of the Co-Curriculum in Accredited Pharmacy Programs

Objective. To determine areas of concern, and challenges to implementing and assessing the co-curriculum in accredited Doctor of Pharmacy programs, along with how confident programs are in their ability to meet the co-curriculum requirement as mandated by the Accreditation Council for Pharmacy Education (ACPE). Methods. A survey was administered to all ACPE-accredited pharmacy programs to collect information regarding areas of concern, challenges, and confidence in their ability to meet the co-curriculum requirement. The frequency of responses to items are presented along with comparisons based on characteristics, including institution type, cohort size, most recent ACPE accreditation review, and supporting offices. Results. The most common concerns centered on the documentation and assessment process. The most commonly reported challenges were lack of enthusiasm or buy-in from faculty, staff, and students; lack of a clear definition of co-curriculum; and faculty time and insufficient staff. Overall, programs had a high level of confidence in their ability to meet the requirements for co-curriculum. The only differences found were related to supporting offices and cohort size. Conclusion. The results suggest that having supporting offices may reduce the co-curriculum burden. Similarly, student cohort size may have an impact on the challenges for some programs, particularly those with moderate-sized cohorts reporting challenges related to faculty and staff. Further research is needed to determine how programs address these critical issues, and to explore whether programs report differently on these areas after completing an accreditation review. The study results may be useful to members of the Academy when evaluating co-curriculum