Objective. To implement an advanced elective compounding course where pharmacy students conduct investigations to improve compounding-related issues that were subsequently evaluated in a required compounding course. Methods. The elective compounding course required students to engage in self-directed learning, critical thinking, creation and evaluation of laboratory data, and self-and group reflection. Students researched and developed "solutions" to compounded preparation problems, and their solutions were tested in the next iteration of a required compounding course. For example, students in the elective course identified sources of potency variability in a ketoprofen Pluronic organogel (PLO) emulsion preparation. The students identified six variables and executed an investigative action plan. They considered all data collected and proposed a method to reduce potency variation. The recommended solution was implemented in the next offering of a required compounding course and the potency variability results were compared to the previous required course's results. Results. The mean ketoprofen PLO emulsion potency achieved in the required course prior to implementing the elective course recommendation was 129% (SD 21%), n5158. After the recommended change from elective course was implemented, the mean potency was 118% (SD 21%), n5131. Conclusion. The teaching methods and activities conducted in the elective course provided students with a deeper level of learning and understanding of compounding science, while providing practical experience in scientific research methodology. The course also provided a cyclic quality improvement feedback mechanism for the required course.
Objectives. A compounding exercise modeled on a published stability study was originally intended to demonstrate how BUDs could be determined for compounded suspensions. In the initial study, the student results did not mirror the published reference. Hypotheses for this failure were tested in subsequent yearly studies. A final hypothesis study with a new objective proved that the students' failure was due their inability to properly shake a suspension and reinforced the importance of pharmacists counseling patients on these proper administration techniques.Methods. Students compounded a zonisamide suspension and sampled their preparations weekly. Zonisamide was suspended in Simple Syrup or 0.5% methylcellulose and stored at room or refrigerated temperate. All zonisamide samples were analyzed by HPLC using the same analytical method and instrumentation. The final hypothesis study imposed an intervention during weeks 5-7 which provided explicit verbal and visual confirmation of the proper shaking technique, and supervision of students' sampling technique.Results. The initial study determined that students' weekly average potencies ranged from 71122%, with relative standard deviations (RSD) of 1753%. In the final hypothesis study before the intervention, potency results ranged from 64111%, with RSD of 1776%. During the intervention, potencies minimized to 91118%, and RSD declined to 529%, which were more consistent with the literature reference results.Conclusions. The final hypothesis study intervention indicated that explicit auditory and visual patient instructions about the proper shaking technique of suspensions resulted in more uniform dosing of zonisamide. By implication, such instructions to patients from pharmacists will reduce dosing inconsistencies at home.
Introduction: The effective delivery of patient care is a complex venture, often requiring efficient collaboration among varied healthcare professions. Not surprisingly, research continues to indicate collaboration between these diverse professionals can be challenging. Early exposure of health professions students to interprofessional education (IPE) offers a promising way to improve this collaboration and, in turn, improve patient care and service delivery. Objectives: This study examines the impact of an innovative IPE cocurricular event on knowledge, understanding, and attitudes, regarding future healthcare delivery between medical and pharmacy students. Method: Students developed and conducted an IPE cocurricular event involving medical students of a dermatology-interest club, and pharmacy students of a compounding-interest club. Medical students introduced a patient case, delivered in a standardized-patient format. This was followed by a pharmacy student presentation representing compounding the prescriptions needed for the patient case and writing accurate prescriptions. Following both presentations, students from each program were paired. Each interprofessional pair then communicated and compounded two medications for the case, working collaboratively. Pre- and post-questionnaires were designed with rating scales and open-ended questions for data collection. Results: Both parametric and nonparametric tests revealed significant differences between the pretests and posttests. There was no significant difference in responding between the groups. Inspection of the open-ended questions revealed changes in attitudes regarding collaboration and learning. Conclusions: This study found students of both professions reported significant improvements in their level of knowledge, understanding, and interest in interprofessional collaboration. The open-ended questions revealed both groups of students began the event with different expectations regarding cooperation and interprofessional activities but left the session with very similar perspectives. By including similar IPE activities in early healthcare education, medical students will gain an understanding of the knowledge, skills, and services that a compounding pharmacist can offer in personalized patient care, and pharmacy students will acquire clinical reasoning based on patient presentations. Both factors promote collaboration between professions and ultimately show promise in improving outcomes in patient care.
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