Evaluation of immunization training in the curriculum of first- and third-year pharmacy students

Feret, Brett; Orr, Kelly; Bratberg, Jeffrey; MacDonnell, Celia P.

doi:10.1016/j.cptl.2015.04.013

Cited by 7 publications

(6 citation statements)

References 4 publications

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“…44 A study of another public health training currently offered in pharmacy curricula nationwide, immunization training, did not demonstrate significant differences in confidence and knowledge based on student year in the program, indicating that training is feasible even early in the curriculum. 45 The authors of this study also concluded that active learning should be integrated into immunization training, which informed our decision to include the active learning component of the OSCE in naloxone training.…”

Section: Discussionmentioning

confidence: 82%

“…One study showed that while health professional training can be successful, a “cascade” approach to train other clinicians and then end-users of naloxone faces more barriers, further justifying required education of clinicians-in-training directly 44. A study of another public health training currently offered in pharmacy curricula nationwide, immunization training, did not demonstrate significant differences in confidence and knowledge based on student year in the program, indicating that training is feasible even early in the curriculum 45. The authors of this study also concluded that active learning should be integrated into immunization training, which informed our decision to include the active learning component of the OSCE in naloxone training.…”

Section: Discussionmentioning

confidence: 99%

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Retention of Student Pharmacists’ Knowledge and Skills regarding Overdose Management with Naloxone

et al. 2018

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P2 students did not demonstrate superior retention of information regarding naloxone and opioid use disorder on survey questions compared with P1 students. There was a trend towards P2 students feeling more confident in their ability to counsel patients for overdose prevention and reporting disagreement with the statement that "overdose prevention for people who use drugs is a waste of time and money" compared with the P1 students, but these did not reach statistical significance. Since the opioid crisis continues unabated, naloxone training using OSCE and didactic methods remain an ongoing required part of the pharmacy curriculum.

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Section: Discussionmentioning

confidence: 82%

Section: Discussionmentioning

confidence: 99%

Retention of Student Pharmacists’ Knowledge and Skills regarding Overdose Management with Naloxone

et al. 2018

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“…143,144 Colleges and schools of pharmacy should ensure that, like medical school graduates, 145 students receive the opioid use disorder and DATA waiver training integrated into their didactic education, much like naloxone, 83,142,146 medication therapy management, 147,148 and immunization certification training. 149 This interdisciplinary core curriculum integrated with other SUD treatment providers and educators should be adapted for student pharmacists, pharmacy residents and practicing pharmacists in the form of continuing professional education and certification. This curriculum would ideally, at minimum, cover screening, risk factors, stigma, harm reduction including naloxone, motivational interviewing, medication therapy management of SUD, person-first language, and how to deliver culturally competent care.…”

Section: Critical Issues Obstacles and Challengesmentioning

confidence: 99%

Article Commentary: Pharmacy: Addressing Substance use in the 21st Century

Bratberg

2019

Substance Abuse

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Across all care environments, pharmacists play an essential role in the care of people who use and misuse psychoactive substances, including those diagnosed with substance use disorders. To optimize, sustain, and expand these independent and collaborative roles, the Association for Multidisciplinary Education and Research in Substance Use and Addiction (AMERSA) has developed core competencies for pharmacists to address substance use in the 21st century. Key concepts, skills, and attitudes are outlined, with links to entrustable professional activities to assist with integration into a variety of ideally interdisciplinary curricular activities.

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“…Training in essential knowledge and skills to meet work requirements is a major factor in enabling the staff to work effectively and with confidence leading to a high standard of work. Knowledge and skills development, in particular, has significant effects on the development of immunization work competency [6,7]. However, data from a survey on Immunization Program Evaluation, monitoring and assessment found that 90 percent of the staff received vaccination knowledge from in-service training, while the remaining 10 percent received practical knowledge and skills development from the Disease Prevention Vaccine Division and the National Vaccine Institute [8].…”

Section: Introductionmentioning

confidence: 99%

Knowledge and Skill Needs in E-course Training of an Expanded Program for Immunization Staff in Thailand: A Mixed-method Design

Rutchanagul¹,

Sangnimitchaikul²

2022

TONURSJ

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Background: This study was conducted to examine essential content needs in E-course training to improve the knowledge and skills of immunization staff members in Thailand. Methods: This study used a mixed-method research design. Quantitative methodology was used to study 449 staff members of government care facilities in the Expanded Program on Immunization (EPI). Surveys were conducted by using the perceived needs for immunization training questionnaire. Qualitative methodology employed in-depth interview guidelines on immunization content that were used to interview 14 staff members at EPI. The quantitative data were analyzed by using descriptive statistics and one-way analysis of variance (ANOVA). Interview data were analyzed in content analysis. Results: The participants were immunization staff members of three positions: registered nurses, pharmacists and public health technical officers. The participants had different E-course training content needs concerning vaccine-report registration, administering the vaccines and dealing with adverse events following immunization (AEFI) with a statistical significance of .05. This was consistent with the findings from in-depth interviews, which showed staff members had both varying and connected work responsibilities, giving members from all three groups a need for the same basic knowledge pertaining to immunization. In some aspects, staff members required different training content details depending on job descriptions. Public health technical officers were found to require details on vaccine-report registration. Nurses required knowledge dealing with AEFI and administering the vaccines. Pharmacists needed details on the cold-chain system the most. Conclusion: Executives at the policy level should specify essential content requiring development for each position in addition to designing training models to meet the needs of EPI staff, enabling access and promoting effective use.

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Evaluation of immunization training in the curriculum of first- and third-year pharmacy students

Cited by 7 publications

References 4 publications

Retention of Student Pharmacists’ Knowledge and Skills regarding Overdose Management with Naloxone

Retention of Student Pharmacists’ Knowledge and Skills regarding Overdose Management with Naloxone

Article Commentary: Pharmacy: Addressing Substance use in the 21st Century

Knowledge and Skill Needs in E-course Training of an Expanded Program for Immunization Staff in Thailand: A Mixed-method Design

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