Home Medication Reviews in a Patient Care Experience for Undergraduate Pharmacy Students

Basheti, Iman A.; Qunaibi, Eyad A.; AbuRuz, Salah; Samara, Sundos; Bulatova, Nailya

doi:10.5688/ajpe778173

Cited by 7 publications

(10 citation statements)

References 22 publications

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“… Promote better patient compliance with medication regimens and dosages. Maximize health outcomes from treatment provided [ 47 - 51 ]. …”

Section: Introductionmentioning

confidence: 99%

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The New Era of Pharmacists in Ambulatory Patient Care

Mohiuddin

2019

Innov Pharm

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Ambulatory care pharmacy practice is defined as the provision of integrated, accessible healthcare services by pharmacists who are accountable for addressing medication needs, developing sustained partnerships with patients, and practicing in the context of family and community. This is accomplished through direct patient care and medication management for ambulatory patients, long-term relationships, coordination of care, patient advocacy, wellness and health promotion, triage and referral, and patient education and self-management. The ambulatory care pharmacists may work in both an institutional and community-based clinic involved in direct care of a diverse patient population. A variety of specialty clinics are available for allergy and immunology, pulmonology, endocrinology, cardiology, nephrology, neurology, behavioral health, and infectious disease. Such services for this population may exist as a primary care clinic or an independent specialty clinic, typically in a PCMH, which is instrumental in coordinating care between various providers. Once a practice site is identified, it is important to establish a strong, trusting, and mutually beneficial relationship with the various decision-makers (e.g., administrators, providers) involved with the clinic. If pharmacy services are currently in existence, the pharmacy director may be able to identify and initially contact the appropriate person. If another pharmacist is providing clinical services, this person would be a resource to help determine areas for expansion of patient care and to whom to direct the proposed business plan. Additional individuals to consider as an initial point of contact include the clinic manager, clinic medical director, or administrative assistant to either of these persons. If the clinic setting is affiliated with a medical school, it may be necessary to contact the Department of Family Medicine head. Article Type: Commentary

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“… Promote better patient compliance with medication regimens and dosages. Maximize health outcomes from treatment provided [ 47 - 51 ]. …”

Section: Introductionmentioning

confidence: 99%

“…Maximize health outcomes from treatment provided [ 47 - 51 ].…”

Section: Introductionmentioning

confidence: 99%

The New Era of Pharmacists in Ambulatory Patient Care

Mohiuddin

2019

Innov Pharm

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“…Eleven of the 12 major theory talk articles assessed the impact of feedback on student learning. Seven articles evaluated the impact of a singular method of delivering feedback [audio-verbal [ 38 , 39 ], objective rubric [ 40 ], online ( n = 90 s and third-year PharmD (P2-P3) and 410 first-year PharmD (P1) students over 5 years) [ 41 , 42 ], or written ( n = 133 fifth-year BPharm students and 150 MPharm) [ 43 , 44 ] on learning whereas four articles compared multiple methods of delivery including online vs. handwritten ( n = 169 first-year MPharm and 201 P3) [ 45 , 46 ], verbal vs. written (350 P2-P3) [ 47 ], and audio-verbal vs. written ( n = 75 P1) [ 48 ]. Only one major theory talk article evaluated the quality of feedback provided, comparing peer to faculty feedback ( n = 182 fourth-year BPharm) [ 49 ].…”

Section: Resultsmentioning

confidence: 99%

Feedback for Learning in Pharmacy Education: A Scoping Review

Nelson

McCall

Corbett³

et al. 2021

Pharmacy

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Feedback is an effective pedagogy aimed to create cognitive dissonance and reinforce learning as a key component of clinical training programs. Pharmacy learners receive constant feedback. However, there is limited understanding of how feedback is utilized in pharmacy education. This scoping review sought to summarize the breadth and depth of the use of feedback within pharmacy education and identify areas for future research. PubMed, Embase, Scopus, and Web of Science were searched for English articles since January 2000 to identify studies related to feedback in pharmacy education. Sixty-four articles were included for analysis, stratified by moderate and major theory talk, where moderate theory talk explicitly included feedback into study design and major theory talk included feedback into both study design and analysis. Feedback was provided in Bachelor (14%), Master (15.6%), Doctor of Pharmacy (67.2%) and post-graduate programs (4.7%) on a variety of curricular objectives including communication and patient work up in didactic, objective structured clinical examination (OSCE), and experiential settings, and career/interview preparation in the co-curriculum. Feedback comments were mostly written in didactic courses, and both written and verbal in OSCE, experiential, and co-curricular settings. The pharmacy education feedback literature lacks depth beyond student perceptions, especially with respect to assessing the effectiveness and quality of feedback for learning. While feedback has been utilized throughout pharmacy education across myriad outcomes, several areas for inquiry exist which can inform the design of faculty and preceptor development programs, ensuring provision of effective, quality feedback to pharmacy learners.

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“…can also be encouraged to give students a quick reference guide to identifying potential drug interaction in prescriptions. Some other studies focused on pharmacy students' knowledge of conducting medication management reviews after a comprehensive lecture [33] and pharmacy students' knowledge in comparison with medical students on pharmacology and pharmacotherapeutics [28]. Both studies reported pharmacy students' comparatively higher knowledge in the areas studied.…”

Section: Discussionmentioning

confidence: 99%

Students’ Knowledge and Risk of Committing Medication Errors in Two Schools of Pharmacy in Nigeria

EKWE

Isah

et al. 2020

Asian J Pharm Clin Res

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Objective: The aim of this study was to determine the knowledge of prescription errors, the certainty of such knowledge, and the risk of committing medication errors among pharmacy students in two universities in Nigeria. Methods: This study was a cross-sectional comparative survey between pharmacy students of two universities in Nigeria: University of Nigeria, Nsukka (UNN) and Nnamdi Azikiwe University (NAU), Awka. Study variables were measured using four simulated prescriptions and questionnaires. Chi-square test, independent t-test, and ordinal regression analyses were used to assess study outcomes. Results: A total of 339 pharmacy students (239 in UNN and 100 in NAU), with a mean age of 24 (2.8) years and 57.2% (n=194) male students, participated in this study. Their accurate knowledge of each of the prescriptions were 294 (86.72%), 166 (48.97%), 199 (58.70%), and 248 (73.16%) for prescriptions with error of drug allergy, error of drug interaction, no error, and wrong dose of a drug, respectively. Students from UNN were more likely to commit a statistically significant high risk of error compared to NAU students in prescriptions with a drug allergy and wrong dose, while students in the 4th year class had a statistically significant higher odds of committing a drug interaction prescription error compared to final year students. Conclusion: Pharmacy students evaluated in this study had good knowledge of medication error detection. The risk of these pharmacy students committing a prescription error was evident in nearly all prescriptions tested and the students’ school was the major predictor of these risks.

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Home Medication Reviews in a Patient Care Experience for Undergraduate Pharmacy Students

Cited by 7 publications

References 22 publications

The New Era of Pharmacists in Ambulatory Patient Care

The New Era of Pharmacists in Ambulatory Patient Care

Feedback for Learning in Pharmacy Education: A Scoping Review

Students’ Knowledge and Risk of Committing Medication Errors in Two Schools of Pharmacy in Nigeria

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