A Collaborative Approach to Combining Service, Teaching, and Research

Abstract

Objective. To describe a faculty-student collaborative model and its outcomes on teaching, service, and scholarship. Design. A Medicare Part D elective course was offered that consisted of classroom and experiential learning where pharmacy students participated in community outreach events to assist Medicare beneficiaries with Part D plan selection. The course training was expanded to include medication therapy management (MTM) and the administration of immunizations. At the completion of the course, students collaborated with faculty members on research endeavors. Evaluation. During the first 6 years of this course, the class size more than doubled from 20 to 42 students, and all students participating in the course met the IPPE requirements for community outreach. Over that same period, the number of beneficiaries receiving assistance with their Part D plan grew from 72 to 610; and with the help of students starting in 2011, faculty members had 28 poster presentations at national conferences, 7 invited podium presentations at national/international meetings, and published 8 manuscripts in peer-reviewed journals. Conclusion. Through collaborative efforts, this model took an elective course and provided classroom and experiential learning for students, needed health services for the community, and opportunities to pursue wide ranging research projects for faculty members and students.

Teaching in pharmaceutical care: A systematic reviewTeaching in pharmaceutical care: A systematic review

“…The concordance between the two review authors was considered excellent (k = 0.9987, k = 0.9851, and k = 0.9893, respectively) in 3 steps of the selection process of articles. In this review, most of the studies (n = 15, 71.4%) were conducted in North America (Kocla-Kimble and Batz, 1994;Wislande, 1994;Lee et al, 1998;Reutzel et al, 1999;Chambers et al, 2000;Ramam-Wilms, 2001;Lam, 2005;Kassam, 2006a, b;Ross et al, 2007;Culbertson, 2008;Kassam et al, 2008;Benedict, 2010;Cone et al, 2013;Galal et al, 2014). Only one study was conducted in Brazil (Limberger, 2013).…”

“…An analysis of the references of the 16 selected articles was performed and 5 studies were search in reference list, totaling at the end of the selection process 21 publications included in the systematic review (KoclaKimble and Batz, 1994;Wislande, 1994;Lee et al, 1998;Reutzel et al, 1999;Chambers et al, 2000;James et al, 2001;Ramam-Wilms, 2001;Bertolo et al, 2003;Lam, 2005;Kassam, 2006a, b;Ross et al, 2007;Culbertson, 2008;Kassam et al, 2008;Zolezzi and Blake, 2008;Benedict, 2010;Chiang et al, 2010;Strohfeldt and Grant, 2010;Cone et al, 2013;Limberger, 2013;Galal et al, 2014). The concordance between the two review authors was considered excellent (k = 0.9987, k = 0.9851, and k = 0.9893, respectively) in 3 steps of the selection process of articles.…”

“…Fourteen studies (66.7%) reported several responsibilities of the pharmacist in the process of patient care. Among them, the most frequently cited were: determination of patient's drug-related needs (indication, effectiveness, safety, adherence) and identifying drug therapy problems, in ten articles (Wislande, 1994;Reutzel et al, 1999;Chambers et al, 2000;Ramam-Wilms, 2001;Bertolo et al, 2003;Kassam, 2006a, b;Culbertson, 2008;Limberger, 2013;Galal et al, 2014), followed by obtaining of patient data as the reason for the encounter, demographics, medication experience, and other clinical information (Wislande, 1994;Galal et al, 2014) and development of care plans (James et al, 2001;Cone et al, 2013). Table 1 presents the educational interventions, methods of assessment and outcomes measured by the 21 selected studies.…”

“…Table 1 presents the educational interventions, methods of assessment and outcomes measured by the 21 selected studies. Regarding the teaching methods or learning strategies used in analyzed studies, simulation was the most used, in eight studies (30.0%) (KoclaKimble and Batz, 1994;Lee et al, 1998;Reutzel et al, 1999;Chambers et al, 2000;James et al, 2001;Benedict, 2010;Cone et al, 2013;Galal et al, 2014), followed by the use of problem-based learning (Wislande, 1994;Ramam-Wilms, 2001;Ross et al, 2007;Culbertson, 2008;Benedict, 2010;Strohfeldt and Grant, 2010) and case study (Ramam-Wilms, 2001;Lam, 2005;Culbertson, 2008;Zolezzi and Blake, 2008;Chiang et al, 2010;Limberger, 2013) in six articles each (28.5%).…”

“…Other methods worth mentioning were written examinations (Wislande, 1994;Lee et al, 1998;Reutzel et al, 1999;Ross et al, 2007) and questionnaires (James et al, 2001;Kassam et al, 2008;Chiang et al, 2010;Galal et al, 2014) in four studies each.…”