BackgroundA strategy for reducing mental illness-related stigma in health-profession students is to include contact-based sessions in their educational curricula. In such sessions students are able to interact socially with a person that has a mental illness. We sought to evaluate the effectiveness of this strategy in a multi-centre study of pharmacy students.MethodsThe study was a randomized controlled trial conducted at three sites. Because it was necessary that all students receive the contact-based sessions, the students were randomized either to an early or late intervention, with the late intervention group not having participated in the contact-based education at the time when the primary outcome was assessed. The primary outcome, stigma, was assessed using an attitudes scale called the Opening Minds Survey for Health Care Providers (OMS-HC).ResultsWe initially confirmed that outcomes were homogeneous across study centres, centre by group interaction, p = 0.76. The results were pooled across the three study centres. A significant reduction in stigma was observed in association with the contact-based sessions (mean change 4.3 versus 1.5, t=2.1, p=0.04). The effect size (Cohen’s d) was 0.45. A similar reduction was seen in the control group when they later received the intervention.ConclusionsContact-based education is an effective method of reducing stigma during pharmacy education. These results add to a growing literature confirming the effectiveness of contact-based strategies for stigma reduction in health profession trainees.

The drug information service not only met its objectives of providing drug information in an accurate, objective, and timely manner, but was also able to provide positive patient outcomes.

Pharmacists have been encouraged to enhance their role on primary healthcare teams; but, the profession has yet to be involved to the degree in which a substantial impact can be made. The objective of this study was to provide guidance on how to integrate a pharmacist into an already established primary healthcare team. Using action research, a panel of established primary healthcare pharmacists identified clinical activities for a primary healthcare pharmacist tailored for the project site. The results were presented to the primary healthcare team, who then collaborated with the pharmacist and researchers to define the role of the pharmacist. Once an agreement was reached, a pharmacist provided eight weeks of full-time clinical services. Upon completion, focus groups were used to evaluate the pharmacist's clinical services. The focus group data, along with the pharmacist's suggestions, formed a step-wise guide for integration. The template consists of eight steps which highlight the importance of selecting a collaborative process and team, defining the role of the pharmacist, determining the logistics of providing care, establishing credibility, re-evaluating the role as it evolves, and obtaining patient feedback. Pharmacists desiring to be involved in primary healthcare teams can follow this template to assist them with integration.

A substantial proportion of nonadherence to AHT medications is due to discontinuations after only a single dispensation.

Objectives. The objective of this study was to examine possible associations between students' selfreported behaviors and opinions towards academic dishonesty, and their attitudes towards curriculum, assessment, and teaching within the pharmacy program. Methods. A questionnaire was developed and distributed to undergraduate (pre-licensure) students at 4 schools of pharmacy in Canada, including students enrolled in the international pharmacy graduate program.Results. More than 80% of respondents indicated they had participated in one or more of the act of academic dishonesty described in the questionnaire. A weak to moderate correlation was found between students' attitudes towards pharmacy education and their self-reported behaviors related to academic dishonesty. Conclusions. This study confirmed previous findings suggesting widespread academic dishonesty as well as a hierarchy of values with respect to students' perceptions regarding severity and importance of academic dishonesty. Despite methodological limitations inherent in examining academic dishonesty, there is a definite need to continue to examine this important issue. While this study indicated only a moderate correlation between attitudes towards curriculum and dishonest behaviors, the problem of academic misconduct is multifactorial and will require ongoing study.