No abstract

Clinical community pharmacists have continually restructured their workflow to serve the community by optimizing patient care outcomes. Defining the perceived benefits of having an immunizing pharmacy technician in the workflow can help to redefine the way community pharmacists operate during patient immunization. The purpose of this study is to share the opinions of supervising pharmacists that have an immunizing technician within their workflow model and highlight their contributions. Pharmacists involved in this novel workflow model were interviewed two times, once in 2017 and then in 2020, to gauge opinions over time. Findings in the results of this study included such themes as: (1) Pharmacists’ perceived improvement in workflow flexibility; (2) The choice of the correct technician to immunize within the pharmacy; (3) Pharmacists’ perceived improved workflow time prioritization; (4) Limited available training as a barrier to implementation; and (5) The initial apprehension and later acceptance of pharmacists with respect to the innovation. As technician immunization administration spreads beyond early adopter states, further research into the impact on pharmacy workflow is needed.

No abstract

Objective. To implement training in point-of-care testing (POCT) for student pharmacists and to assess students' comfort with performing and recommending POCT for Group A streptococcus (GAS), influenza, and human immunodeficiency virus (HIV) after completion of training. Methods. The POCT training was provided to students via a 3.5-hour module imbedded in an intensive, week-long course. The module included a lecture with active-learning exercises and time dedicated to practicing performing nasal and throat swabs. Student performance of swab procedures was evaluated via a rubric-based skills assessment graded by a faculty member. Student pharmacists completed a pre-and post-training Likert scale survey regarding their comfort with performing and recommending POCT, and initiating appropriate treatment. Student knowledge of POCT material was evaluated via a multiple-choice examination. Results. Most students performed proficiently on the POCT skills assessment on the first attempt (86% achieved proficiency in performing throat swabs and 88% in performing nasal swabs), and all students were proficient by the third attempt. Student comfort and interest in performing POCT and willingness to implement POCT in their future practice significantly increased from the pre-to the post-training survey. All students achieved competency as demonstrated by achieving a score of 80% or higher on the knowledge examination on the first or second attempt. Conclusion. Following a POCT training module, student pharmacists displayed increased willingness to perform and recommend POCT for GAS, influenza, and HIV. Expanding this training to other pharmacy schools and colleges could increase patient access to POCT.

No abstract

No abstract

Objective. To evaluate the effectiveness of a team-based learning (TBL) model in training students to properly administer and interpret a tuberculin skin test (TST) in a laboratory course. Method. Team-based learning was used to deliver TST training to all second-year student pharmacists (n5120) in a patient care laboratory course. A 10-item TST Learning Opinion Survey was developed and administered to assess student pharmacists' self-perceived achievement of the class learning objectives, opinions about TBL learning experience, and interest in making TST a part of future practice. Results. All 120 student pharmacists achieved competency standards during skills evaluation. One hundred thirteen out of 120 students completed the survey instrument. The majority of respondents either agreed or strongly agreed that TBL helped them meet the TST training learning objectives of: demonstrating administration proficiency; demonstrating interpretation competency; proper reporting and patient counseling with a positive test result; and identifying when a second TST was necessary. Additionally, a majority of respondents agreed or strongly agreed that the TBL model improved their knowledge of pre-laboratory material, aided their confidence in practicing TST placement, and improved their communication skills through peer work in a TBL environment. Conclusion. Through this innovative model, student pharmacists met the TST learning objectives and developed knowledge and confidence. This activity can be replicated at other colleges, expanding the development of student pharmacists who are confident in their ability to provide TST services.

No abstract