Clinical Pharmacy Consultations Provided by American and Kenyan Pharmacy Students During an Acute Care Advanced Pharmacy Practice Experience

Pastakia, Sonak D.; Vincent, William R.; Manji, I; Kamau, Evelyn; Schellhase, Ellen

doi:10.5688/ajpe75342

Cited by 20 publications

(20 citation statements)

References 21 publications

(20 reference statements)

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“…Table 4 includes all articles that used assessment methods consistent with KH levels 3 (behavior change), 4a (change in organizational practice), or 4b (improvement in patient health/well-being). 22,23,[32][33][34][35][36][37][38][39][40][41][42][43][44][45][46][47][48][49]51,52,59,60,62,64,67,68,[96][97][98] Nine of 15 CAPE outcomes (60%) were represented at these higher KH levels, and approximately 60% of the reports were comprised of subdomain 2.1 (patient-centered care). Assessment methods used were consistent with this subdomain and included medication reconciliation, identification of drug-related problems, and acceptance of clinical intervention recommendations, as well as other measures promoting quality and/or costeffectiveness.…”

Section: Resultsmentioning

confidence: 99%

Pharmacy Student Learning During Advanced Pharmacy Practice Experiences in Relation to the CAPE 2013 Outcomes

Dennis

May

Kanmaz

et al. 2016

American Journal of Pharmaceutical Education

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Outcomes from The Center for Advancement of Pharmacy Education (CAPE) are intended to represent the terminal knowledge, skills, and attitudes pharmacy students should possess and have guided delivery of pharmacy education for more than two decades. Advanced pharmacy practice experiences (APPEs) are the endpoint of pharmacy curricula where demonstration and assessment of terminal learning occurs. This review examines published literature in relation to the most recent CAPE outcomes to determine the extent to which they have been addressed during APPEs since 1996. Details related to the APPE focus, intervention(s)/learning setting(s), and assessments are summarized according to the 15 CAPE outcomes. Further, the assessments are categorized according to the level of learning achieved using an available method. Common CAPE outcomes are highlighted, as well as those for which published reports are lacking for APPEs. The range and quality of assessments are discussed and emphasize the need for continuous improvement of scholarly design and assessment.

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Section: Resultsmentioning

confidence: 99%

Pharmacy Student Learning During Advanced Pharmacy Practice Experiences in Relation to the CAPE 2013 Outcomes

Dennis

May

Kanmaz

et al. 2016

American Journal of Pharmaceutical Education

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“…Purdue University College of Pharmacy (PUCOP) provides advanced pharmacy practice experiences (APPEs) in Kenya for internal medicine, infectious diseases, and critical care services and at the Royal Hospital of St. Bartholomew in London for nuclear medicine, cardiology, and oncology services (Pastakia, Schellhase, & Jakait, 2009). The students from these experiences have expanded engagement opportunities on the ground and have demonstrated positive patient impacts; however, these experiences have a limited number of spots (48, with class sizes of about 150; Pastakia, Vincent, Manji, Kamau, & Schellhase, 2011). Over the past several years, there have been almost double the number of student applications than spots available.…”

Section: Introductionmentioning

confidence: 99%

Expanding the Horizon: Global Health Management for Pharmacy Students

Chang¹,

Miller²,

Schellhase³

2017

PJSL

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The advancement of global engagement opportunities will promote pharmacy students' cultural awareness and sensitivity, expose students to treatment of diseases not commonly seen in modern Western medicine, and cultivate future leadership for the growth of global pharmacy practice. At Purdue University College of Pharmacy (PUCOP), limited opportunities exist for student pharmacists. As a result, identifying the needs and expanding student pharmacist access to global engagement experiences are critical to meet the changing needs of the US population. A survey was developed and distributed to 460 students at PUCOP, and 148 of them participated. Of those students, 89.2% were interested in global health and/or international clinical rotations or an elective course coupled with an experience abroad. The majority of students were interested in going to London, UK (56.3%), whereas 24.4% were interested in traveling to Eldoret, Kenya, 13.1% to Colombia, and 6.9% to Kilimanjaro, Tanzania. The top three reasons for participation were "to explore differences in medical care outside of the US" (13.0%), "challenge myself" (12.5%), and "work in an interdisciplinary team including attending physicians, residents, and medical students" (11.5%). For students who were not interested, top reasons were "time away from family and friends" (40.0%), "scheduling confl icts" (20.0%), "safety" (20.0%), and "fi nancial constraints" (20.0%). This article demonstrates PUCOP student pharmacists' desire for participation in global engagement opportunities and describes the potential impact on various members of the community through innovative implementations.

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“…9,10 In conjunction with the Academic Model Providing Access to Healthcare (AMPATH), Moi University School of Medicine, and Moi Teaching and Referral Hospital (MTRH), the partnership focuses on addressing health care system barriers that prevent dissemination of high quality care. 11 The AMPATH program provides comprehensive services in the public health sector for a rural, underserved population of over 3.5 million western Kenyans.…”

Section: Introductionmentioning

confidence: 99%

Meeting the Needs of Underserved Patients in Western Kenya by Creating the Next Generation of Global Health Pharmacists

Miller

Karwa

Schellhase

et al. 2016

American Journal of Pharmaceutical Education

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Objective. To describe a novel training model used to create a sustainable public health-focused pharmacy residency based in Kenya and to describe the outcomes of this training program on underserved populations. Design. The postgraduate year 2 residency was designed to expose trainees to the unique public health facets of inpatient, outpatient, and community-based care delivery in low and middle-income countries. Public health areas of focus included supply chain management, reproductive health, pediatrics, HIV, chronic disease management, and teaching. Assessment. The outcomes of the residency were assessed based on the number of new clinical programs developed by residents, articles and abstracts written by residents, and resident participation in grant writing. To date, six residents from the United States and eight Kenyan residents have completed the residency. Eleven sustainable patient care services have been implemented as a result of the residency program. Conclusion. This pharmacy residency training model developed accomplished pharmacists in public health pharmacy, with each residency class expanding funding and clinical programming, contributing to curriculum development, and creating jobs.

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Clinical Pharmacy Consultations Provided by American and Kenyan Pharmacy Students During an Acute Care Advanced Pharmacy Practice Experience

Cited by 20 publications

References 21 publications

Pharmacy Student Learning During Advanced Pharmacy Practice Experiences in Relation to the CAPE 2013 Outcomes

Pharmacy Student Learning During Advanced Pharmacy Practice Experiences in Relation to the CAPE 2013 Outcomes

Expanding the Horizon: Global Health Management for Pharmacy Students

Meeting the Needs of Underserved Patients in Western Kenya by Creating the Next Generation of Global Health Pharmacists

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