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

An Exploratory Study of Suboxone (Buprenorphine/ Naloxone) Film Splitting: Cutting Methods, Content Uniformity, and Stability

Suboxone films are U.S. Food and Drug Administration approved to treat opioid dependence. While the package insert states that films should not be cut, physicians often prescribe film fractions for treatment and tapering. There is no data to support this practice, and this study was initiated to evaluate cutting methods, content uniformity, and stability of split films. Suboxone 8-mg buprenorphine/2-mg naloxone films were split using four methods: 1) ruler/razor cut, 2) scissor cut, 3) fold/rip, and 4) fold/scissor cut. United States Pharmacopeia Chapter \u3c905\u3e was used to evaluate the weight variation and content uniformity of split films. The stability of split films stored in polybags was evaluated over 7 days. A stability-indicating high-performance liquid chromatography method was used for content uniformity and stability evaluation. The weight variation results were acceptable for the half films from all four cutting methods, but this was not true for the quarter films. The method of ruler/razor cut was determined most favorable and used for the content uniformity test. Based on the high-performance liquid chromatography results, the half films from the ruler/razor cut method met the passing criteria of United States Pharmacopeia Chapter \u3c905\u3e with acceptance values of 9.8 to 10.4 for buprenorphine and 8.4 to 11.5 for naloxone (≤15 is considered passing). The stability results indicated that both actives retained \u3e97.7% of initial strength. Four cutting methods were found to be acceptable for splitting Suboxone films into half but not quarter fractions. The half films from the ruler/razor cut method also passed United States Pharmacopeia Chapter \u3c905\u3e content uniformity test. Both actives remained stable for 7 days when the half films were stored in polybags at room temperature

The Use of Podcast as a Teaching Tool for a Pharmacy Compounding Pre-Laboratory Lecture: A Survey Based Study

Objective: To determine the opinions of pharmacy students towards use of podcast as a replacement to a traditional pre-laboratory lecture for a compounding course. Methods: Second year pharmacy students were asked to view a podcast prior to their laboratory section as a replacement to an in-class pre-laboratory lecture. A voluntary survey was administered to obtain student feedback regarding the usefulness of podcasts and preferences for its use in future. Results: A total of 192 out of 232 students responded to the survey conducted during 2011, 2012 and 2013. Of these, 94% of respondents reported viewing entire/ parts of the podcast. Total of 44% viewed it multiple times. Of the students who watched the podcast, 91% reported it was an effective learning tool, and 47% suggested podcasts should be used as a replacement to traditional, in-class lectures. Conclusions: Students responded positively and preferred the podcast as either a replacement or as a supplement to traditional in-class lecture

The Design of a Sterile Product Laboratory Module as Preparation for an Institutional IPPE Course

Objectives: To develop a pharmaceutics laboratory module on compounded sterile products for the second year pharmacy students as preparation for an institutional pharmacy experiential course. Method: A 5-week lab module was designed and implemented as part of the Pharmaceutics Lab Course to provide training in the basic skills of sterile product compounding. The module included techniques in the handling of sterile products, aseptic techniques, medium risk products, and hazardous products. A practical exam was given at the end of this module to ensure student competency. Upon completion of the lab module, students enrolled in a required 4-week institutional pharmacy experiential course (IPPE-2), where students were required to compound a minimum of 10 sterile products. Students were then asked to participate in a survey assessing the effectiveness and relevance of the lab module as preparation for their IPPE-2. Results: The sterile product lab module was offered in the spring semester with 75 students enrolled. All students passed the sterile product lab module and continued onto the IPPE-2 course during the following summer. The student survey indicated that the students felt well prepared for the IPPE-2 and that the preceptors were satisfied with their prior training in sterile compounding. The average scores ranged from 4.8 - 6.5 (scale of 1-7) for the various products addressed in the lab module. Implications: The 5-week sterile product lab module progressively prepares the students with the basic skills and knowledge in compounding sterile products. This preparedness allows the students to transition smoothly into the subsequent institutional pharmacy experiential course. Copyright © 2011 American Association of Colleges of Pharmac

The Crossroads of Interprofessionalism: Four Avenues of Collaboration at the Wegmans School of Pharmacy

Objective: The utilization of interprofessional education and collaborative practice delivers optimal health services and improves patient outcomes. Training future healthcare providers in an integrated environment promotes a “collaborative practice-ready” workforce. The aim of this study was to identify ongoing specific interprofessional collaborative projects and promote their awareness among faculty at the St. John Fisher College Wegmans School of Pharmacy. Methods: Faculty members were surveyed to identify the ongoing interprofessional collaborative initiatives among pharmacy faculty. Results: A total of four collaborative practices were identified among faculty: ambulatory care, assisted-living, didactic, and assessment. The ambulatory care setting at an osteoporosis clinic provides patient-centered care with a clinical component. Each patient with a new diagnosis or change in medication therapy receives education/counseling from a pharmacist, a registered nurse for medication administration and a physician for a physical exam. In the assisted-living setting, pharmacy and nursing students are paired to conduct a high-level health assessment in their respective disciplines. Didactic interprofessional efforts are being conducted to create a flexible and comprehensive pain education curriculum. Physicians, dentists, nurses, pharmacists, psychologists, chiropractors, and oriental medicine practitioners will develop the curriculum. The pain module will be adaptable for interprofessional education activities. Finally, recognizing the similarities in accreditation standards for communication and professionalism, the School of Pharmacy and the NY Chiropractic School are sharing strategies and rubrics for assessing these outcomes. Implications: The survey revealed a broader range of interprofessional collaborations than was originally suspected. The school will continue to foster and support interprofessional education and collaborative practice

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