Evaluating Pharmacy Student Consultations with Standardized Patients on Opioid Medication Use and Opioid-Specific Risks

Thakur, Tanvee; Frey, Meredith; Chewning, Betty

doi:10.5688/ajpe7494

Cited by 18 publications

(18 citation statements)

References 21 publications

(28 reference statements)

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“…The study results herein are essential to pharmacy educators because student pharmacists must be competent in their abilities to counsel a patient about opioids, understand the mechanisms of addiction, and screen for opioid overuse, as these actions ultimately lead to harm reduction. Thakur et al assessed third-year student-pharmacists’ verbal and nonverbal communication skills during a simulated opioid counseling and found that many students lacked confidence in educating patients about opioid-specific risks such as dependence, addiction, or overdose [ 30 ]. This study also reinforced the need for additional education and resources on how to best communicate with patients about this sensitive topic [ 30 ].…”

Section: Discussionmentioning

confidence: 99%

“…Thakur et al assessed third-year student-pharmacists’ verbal and nonverbal communication skills during a simulated opioid counseling and found that many students lacked confidence in educating patients about opioid-specific risks such as dependence, addiction, or overdose [ 30 ]. This study also reinforced the need for additional education and resources on how to best communicate with patients about this sensitive topic [ 30 ]. Pharmacy educators should focus their future efforts on harm reduction strategies that include counseling, how to address patients at risk of OUD, and how to screen patients who are at risk of OUD.…”

Section: Discussionmentioning

confidence: 99%

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Stigma of Opioid Use Disorder and Its Indirect Effects on Student Pharmacists’ Perceptions and Attitudes

et al. 2020

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Objectives: Pharmacists play a vital role in serving patients during the ongoing nationwide opioid epidemic, and so it is also critical to educate the next generation of pharmacists on opioids and opioid use disorder (OUD). The primary objective of this study was to quantitatively characterize student perceptions of opioid use and the stigma associated with OUD. Secondary aims were to determine whether differences in perceptions exist based upon the student’s year in the Doctor of Pharmacy program or employment in a community pharmacy. Methods: First-, second-, third-, and fourth-year student pharmacists voluntarily completed an electronic survey regarding perceptions of opioid use and stigma associated with OUD. Results: Of the 9 survey items, students were most uncomfortable referring patients to community resources for addiction support and/or treatment (25.3% comfortable or very comfortable). Students working in a community pharmacy were significantly more comfortable talking to patients attempting to refill opioids early and providing opioid counseling as compared to their peers not working in community pharmacy. Fourth-year students reported a higher level of comfort talking to a patient attempting to refill an opioid prescription early, counseling a patient on an opioid prescription, and providing information about alternatives to opioids. Third-year students responded most favorably to the items regarding how well the curriculum has prepared them to interact with patients taking opioids and those with OUD. Conclusions: These findings reveal that students are comfortable counseling on opioids and discussing alternative options. Differences in perceptions were observed based upon the student’s year in the program and whether or not they were employed in a community pharmacy setting.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Stigma of Opioid Use Disorder and Its Indirect Effects on Student Pharmacists’ Perceptions and Attitudes

et al. 2020

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“…This need has also been identified at colleges of pharmacy across the United States and has recently sparked a wide range of educational approaches to this end, some of which have been already reported in the literature. [39][40][41]…”

Section: Reducing Stigma Through Pharmacist-provided Care To Normalize Treatmentmentioning

confidence: 99%

U.S. student pharmacist perceptions of the pharmacist’s role in methadone for opioid use disorder: A qualitative study

et al. 2021

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Background: Of the over 20 million Americans reporting an opioid use disorder, only around 3 million report receiving treatment of any kind. The gold standard for opioid use disorder treatment is medication in combination with psychosocial support, but despite robust evidence supporting treatment, barriers are substantial and include limited insurance coverage, patient beliefs, ease of access, regulatory hurdles, and stigma. Although trained as medication experts, U.S. pharmacists are not routinely involved in opioid use disorder treatment and may represent an underutilized care team member. Objective: To explore U.S. pharmacy students’ perspectives on pharmacists as providers of methadone-based medications for opioid use disorder treatment. Methods: A qualitative design with focus groups of student pharmacists in a U.S. college of pharmacy in the Southeastern United States. Results: Over 2 months in 2020, three focus groups were conducted with 15 students in each group participating, and including second-, third-, and fourth-year student pharmacists. Three overarching themes emerged from the data: (1) student pharmacists desire exposure to therapeutic knowledge and lived experiences related to opioid use disorder and methadone treatment, (2) students perceive stigmatizing views held by practicing pharmacists toward opioid use disorder and methadone treatment, (3) pharmacists should play a role in methadone treatment. Conclusion: Student pharmacists desire an active and larger role in the care of patients managing opioid use disorder. Findings indicate these students perceive less stigma toward opioid use disorder than currently practicing pharmacists. Pharmacy curricula should emphasize stories of lived experiences of patients with opioid use disorder, therapeutic knowledge and guidelines related to medications for opioid use disorder, and the regulatory environment surrounding opioid use disorder treatment.

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“…5 These students further reported the need for additional education and resources on communicating with patients about this sensitive topic. 5 Other studies have also reported on this gap in knowledge. [6][7][8][9] It is important to both meet the need for greater clinical knowledge and confidence in communicating with and treating OUD patients, and also understand students' own attitudes and beliefs towards patients of this vulnerable population.…”

Section: Introductionmentioning

confidence: 99%

“…A recent study that assessed third-year student pharmacists’ verbal and nonverbal communication skills during a simulated opioid counseling session found that many students lacked confidence in educating patients about opioid-specific risks, such as dependence, addiction, or overdose. 5 These students further reported the need for additional education and resources on communicating with patients about this sensitive topic. 5 Other studies have also reported on this gap in knowledge.…”

Section: Introductionmentioning

confidence: 99%

“Don’t Label Them as Addicts!” Student Pharmacists’ Views on the Stigma Associated with Opioid use Disorder

et al. 2021

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Background: Student pharmacists represent an important potential population for targeted educational interventions focused on skill and confidence development in order to improve interactions with opioid users and to decrease stigma. The objective of this study was to understand student pharmacists’ perceptions of opioid users. Methods: Focus groups were conducted with student pharmacists across Tennessee over two months in 2020. Concepts from the Transtheoretical Mode, Social Cognitive Theory, stigma, and results from a survey sent to student pharmacists were used to develop the open-ended questions. Thematic analysis was conducted to inductively identify main themes. The recruitment of student pharmacists continued until thematic saturation was obtained. Results: Three focus groups were conducted with a total of 16 student pharmacists in second, third, and fourth professional years. Thematic analysis revealed two themes: Don’t label them as addicts, Student Insight into OUD-Associated Stigma and five sub-themes: developing a judgment-free environment; unconscious bias; a possible connection between physical appearance and addiction; socio-cultural factors, addiction, and isolation; and motivators to decrease stigma. This study not only presents the pharmacy students experiences and their significance, but also reports their recommendations for addressing the stigma associated with OUD in the pharmacy curriculum. Conclusions: These ﬁndings highlight the need to normalize appropriate language when describing patients with OUD and avoid negative labels such as “addict.” The ﬁndings also indicate where the roots of stigma lie and provide some of the tools to fight stigma on different fronts. Future research should explore and address potential implicit biases throughout pharmacy curriculum.

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Evaluating Pharmacy Student Consultations with Standardized Patients on Opioid Medication Use and Opioid-Specific Risks

Cited by 18 publications

References 21 publications

Stigma of Opioid Use Disorder and Its Indirect Effects on Student Pharmacists’ Perceptions and Attitudes

Stigma of Opioid Use Disorder and Its Indirect Effects on Student Pharmacists’ Perceptions and Attitudes

U.S. student pharmacist perceptions of the pharmacist’s role in methadone for opioid use disorder: A qualitative study

“Don’t Label Them as Addicts!” Student Pharmacists’ Views on the Stigma Associated with Opioid use Disorder

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