Is it Time to Start Teaching Basic Diagnostics?

Romanelli, Frank; Jones, Mandy

doi:10.5688/ajpe7710207

Cited by 4 publications

(6 citation statements)

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“…We appreciate the response and dialogue generated by the letter to the editor authored by Dering-Anderson et al 1 The purpose of our Viewpoints editorial was in part to provoke healthy debate regarding basic diagnostics, prescribing, and assessment, and we are grateful that this has at least in part been accomplished. 2 We were intentional in our selection of terms, and in particular "basic diagnostics."…”

Section: Authors' Replymentioning

confidence: 95%

“…Romanelli and Jones: Is it Time to Start Teaching Basic Diagnostics? 1 We agree that pharmacists graduating from modern doctor of pharmacy degree programs possess a minimum level of diagnostic skills. Pharmacy students typically receive a superficial introduction in physical assessment.…”

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confidence: 99%

“…It used a curriculum very similar to that advocated by Romanelli and Jones. 1 The pharmacist graduates of this program practiced at their home service units in a primary care role, under individualized standing orders and proficiency certification task lists. The training program and associated expanded pharmacist roles in the IHS have been described in several publications.…”

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confidence: 99%

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Responses to “Is it Time to Start Teaching Basic Diagnostics?”

Herrier

Dering-Anderson

Romanelli

et al. 2014

American Journal of Pharmaceutical Education

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Responses to “Is it Time to Start Teaching Basic Diagnostics?”

Herrier

Dering-Anderson

Romanelli

et al. 2014

American Journal of Pharmaceutical Education

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“…Progress in recognizing the abilities of pharmacists to engage in basic diagnosis and/or to supplement their skills in this area have at times been met with both internal and external resistance 6,9‐12 . Often the profession itself has been reticent to advocate for an expanded scope for fear this might be perceived as professional encroachment by other providers 12 .…”

Section: Introductionmentioning

confidence: 99%

A model for implementing diagnostic instruction within Doctor of Pharmacy degree programs

Jones

Romanelli

2021

J Am Coll Clin Pharm

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IntroductionHealth care needs in the United States (US) are expanding along with projected primary care physician shortages by the year 2030. Pharmacists' training and broad accessibility make them well positioned to provide primary care for basic medical conditions. As the profession advocates for greater patient care roles, a critical consideration in pharmacist training is a broader introduction to diagnosis; thus, instructional models will need to be developed for US pharmacy curricula.ObjectiveDescribe logistics and evaluation of one model for teaching differential diagnosis in a Pharm.D. curriculum.MethodsA retrospective pre‐post survey measured students' opinions regarding the utility of diagnostic‐related instruction and perceptions regarding its impact on their practice‐based skills and abilities. Objective course performance was also evaluated to determine if students' perceptions reflected their actual abilities. Wilcoxon signed‐rank was used for quantitative data to compare overall total scores and individual survey items pre‐post. Qualitative data were analyzed by exploratory thematic analysis using constant comparative analysis and grounded theory methodology. Descriptive statistics were used to describe objective student performance.ResultsThe survey response rate was 63% (n = 172). On all survey items, students reported improvements in their perceived abilities related to differential diagnosis after completing the course (P < .05). Student performance data indicated successful achievement of differential diagnosis knowledge, skills, and abilities for the vast majority of the class, which is congruent with their perceptions. Three themes were identified from qualitative data in terms of the applicability of diagnostic training for (a) patient assessment, (b) interprofessional communication, and (c) clinical decision‐making.ConclusionDiagnostic instruction should be considered in terms of advancing the profession. Considering benefits related to patient assessment and critical thinking skills, diagnostic instruction enables the use of a common language, fostering interprofessional communication, and understanding of scopes of practice and patient care contributions among pharmacists and diagnosticians.

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“…I was excited to read the viewpoint of Romanelli and Jones as they described the need for the academy to take a stand on inclusion of basic diagnostic instruction within pharmacy education. 1 Doctor of pharmacy (PharmD) degree programs are providing instruction on patient assessment, including physical assessment, as a component of accreditation standards. 2 Furthermore, this is an essential element in providing patient-centered care per the Center for the Advancement of Pharmacy Education 2013 Educational Outcomes.…”

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In Support of Teaching Basic Diagnostics

Salvo

2014

American Journal of Pharmaceutical Education

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Is it Time to Start Teaching Basic Diagnostics?

Cited by 4 publications

References 5 publications

Responses to “Is it Time to Start Teaching Basic Diagnostics?”

Responses to “Is it Time to Start Teaching Basic Diagnostics?”

A model for implementing diagnostic instruction within Doctor of Pharmacy degree programs

In Support of Teaching Basic Diagnostics

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