Assessing students’ knowledge regarding the roles and responsibilities of a pharmacist with focus on care transitions through simulation

Serag-Bolos, Erini S.; Miranda, Aimon; Gelot, Shyam; Dharia, Sheetal; Shaeer, Kristy M.

doi:10.1016/j.cptl.2017.03.020

Cited by 20 publications

(18 citation statements)

References 18 publications

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“…To our knowledge, no previous studies have evaluated the impact of simulated rounds on changes in sepsis knowledge. Although previous studies have indicated that simulation exercises increase knowledge and skills, [9][10][11][12][17][18][19][20] our students did not show a statistically significant change in sepsis knowledge between the didactic lecture and simulation. This finding may be due to significant changes already being observed between the pre-and post-didactic lecture surveys as well as small sample sizes.…”

Section: Discussioncontrasting

confidence: 94%

“…In addition to improving student confidence, simulation training has also demonstrated the ability to promote increases in student knowledge. In 2017, Serag-Bolos et al 11 evaluated changes in student knowledge regarding pharmacist roles and responsibilities in transitions of care environments using simulation. Although not statistically significant, students demonstrated an overall increase in knowledge following the simulation activity.…”

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confidence: 99%

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Evaluation of a sepsis teaching rounds simulation for pharmacy students

Jenkins

Laswell

2019

Currents in Pharmacy Teaching and Learning

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Background and purpose: The goal of this prospective, observational cohort study was to determine if simulated interdisciplinary teaching rounds improved student perceptions of confidence and attitudes towards working as part of a team. The secondary objective of this study was to investigate changes in student knowledge of the management of sepsis. Educational activity and setting: Students participated in a traditional sepsis lecture followed by a simulated interdisciplinary rounding experience. Confidence and collaborative attitudes were assessed using a 5-point Likert scale (1 = strongly disagree, 5 = strongly agree). Changes in knowledge were measured using multiple choice questions. Students completed these tools at three points in time: pre-lecture, post-lecture, and post-simulation. Findings: Student confidence and attitudes related to interdisciplinary rounds improved following the simulation (2 of 4 items, p = 0.003; 2 of 5 items, p < 0.05). Also, most students agreed or strongly-agreed that the simulation reinforced knowledge gained from lecture (94.7%), that lecture followed by a simulation was the most effective way to learn about sepsis (94.7%), and that the simulation helped reinforce critical-thinking skills (94.7%). Knowledge improved between the didactic lecture and the simulation, but these differences were not found to be statistically significant. Summary: A simulated interdisciplinary rounding experience may increase student confidence during teaching rounds and improve attitudes towards working alongside other healthcare professionals. Incorporating rounding simulations into pharmacy curricula may be beneficial towards student success on rounds. Background and purpose With their expanding role, pharmacists are becoming more involved in direct patient care that often includes interdisciplinary rounding. Some student pharmacists may not have the chance to interact in a formal patient care rounding experience until their advanced pharmacy practice experiences (APPEs) or after graduation. It is important to expose students to these team dynamics so that they are prepared to function in various practice settings. There are many ways in which interprofessional communication can be introduced and strengthened within pharmacy curricula; simulation training is one such method. Simulated clinical scenarios allow participants to discover their roles and responsibilities as part of a healthcare team. These scenarios mimic the high-risk situations encountered in clinical practice and provide a safe haven for students to make and learn from their mistakes. 1-3 Because sepsis is associated with high mortality rates and is the most expensive condition treated in United States hospitals, it is

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Section: Discussioncontrasting

confidence: 94%

mentioning

confidence: 99%

Evaluation of a sepsis teaching rounds simulation for pharmacy students

Jenkins

Laswell

2019

Currents in Pharmacy Teaching and Learning

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“…Dentre os estudos recuperados, 4 (22,2%) não obtiveram taxas de participação maiores que 75% a partir da população inicial 28,31,32,34 ; 3 (16,7%) tiveram menos do que 50 participantes 22,30,31 ; 6 (33,3%) tiveram entre 50 e 100 participantes 21,[24][25][26]33,34 ; 9 (50,0%) tiveram mais de 100 participantes 20,23,[27][28][29]32,[35][36][37] ; 6 (33,3%) não utilizaram testes estatísticos 21-23,29,-31 1 (5,6%) relatou dados sobre a confiabilidade interna 26 ; 2 (11,2%) utilizaram o cegamento nos delineamentos dos estudos 20,37 ; e 1 (5,6%) utilizou métodos validados 32 . 15 , as habilidades de comunicação são essenciais para o desenvolvimento do cuidado centrado no paciente e para o ambiente de cuidado em saúde junto a outros profissionais de saúde.…”

Section: Resultsunclassified

A simulação no ensino de competências para a realização de serviços farmacêuticos de âmbito clínico

Cardoso

Silva

Lopes

et al. 2020

CBR

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“…Although current Accreditation Council for Pharmacy Education standards have no explicit requirements for pharmacy school curricula to include TOC issues, many domains and subdomains indirectly apply . Pharmacy schools can incorporate activities into simulation labs to demonstrate the pharmacist's role in care transitions in various practice settings . Exposure to and training in TOC is more consistent in postgraduate year 1 (PGY1) and year 2 (PGY2) training programs.…”

Section: Recommendations For Improving Tocmentioning

confidence: 99%

“…67 Pharmacy schools can incorporate activities into simulation labs to demonstrate the pharmacist's role in care transitions in various practice settings. 68 Exposure to and training in TOC is more consistent in postgraduate year 1 (PGY1) and year 2 (PGY2) training programs. Some residency programs have successfully developed TOC rotations as part of their PGY1 programs.…”

Section: Trainingmentioning

confidence: 99%

Role of clinical pharmacists and pharmacy support personnel in transitions of care

Stranges

Jackevicius

Anderson

et al. 2020

J Am Coll Clin Pharm

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Patients moving between health care settings or providers are at increased risk of complications, including unplanned hospital readmissions and medication errors. Several actions must occur in concert with members of the health care team and across settings to ensure coordinated and continuous care for patients undergoing these transitions of care (TOC). Clinical pharmacists support patients during care transitions by providing interventions and services designed to improve medication outcomes. Clinical pharmacists and team members who support clinical pharmacist activities (eg, pharmacy students, technicians, and residents) are located throughout the care continuum, from acute care to care in the community, with each contributing to improved TOC outcomes. This article provides information on evidence of high‐impact clinical pharmacist TOC practices to serve as a practical guide for practitioners interested in starting or improving TOC activities. This article also addresses current and emerging best practices and offers suggestions for improving clinical pharmacist involvement in care transition activities.

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Assessing students’ knowledge regarding the roles and responsibilities of a pharmacist with focus on care transitions through simulation

Cited by 20 publications

References 18 publications

Evaluation of a sepsis teaching rounds simulation for pharmacy students

Evaluation of a sepsis teaching rounds simulation for pharmacy students

A simulação no ensino de competências para a realização de serviços farmacêuticos de âmbito clínico

Role of clinical pharmacists and pharmacy support personnel in transitions of care

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