Placebo HAART regimen as a method for teaching medication adherence issues to students

Sutton, Eliza L.; Transue, Emily R.; Comes, Emili; Paauw, Douglas S.

doi:10.1111/j.1525-1497.2005.0096.x

Cited by 8 publications

(7 citation statements)

References 9 publications

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“…Of the three, only one evaluated student learning and assessed the effect of the experience. [27][28][29] Results of this 6-year retrospective study indicate that students have received this simulation project well. Furthermore, the goal of increasing awareness of polypharmacy and adherence concerns appears to have been met.…”

Section: Valuementioning

confidence: 84%

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Assessing the Effect of a Polypharmacy Medication Adherence Simulation Project in a Geriatrics Course in a College of Pharmacy

Divine

Cain

2009

J American Geriatrics Society

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The Geriatric Pharmacy elective course at the University of Kentucky College of Pharmacy uses a simulated medication adherence project to increase awareness of adherence concerns facing older adults who take multiple medications. This study evaluated the effect of this project. Students enrolled in this 3-credit hour course in 2002 to 2007 participated in the 10-day project followed by a live classroom discussion and a reflective assignment. Evaluations of the project were administered to the students on Blackboard. Two hundred thirty-seven health professional students (99% pharmacy) participated in the course project. Open-ended comments in the evaluations and reflective assignments were retrospectively analyzed using a qualitative research method known as thematic analysis. The majority (83%) of comments were positive. Students indicated the greatest learning experiences in the categories of empathy and adherence. This simulated medication adherence project is one tool that may be used to increase students' awareness of the difficulties with medication adherence that their patients may encounter.

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Section: Valuementioning

confidence: 84%

“…Additionally, a literature review revealed three publications about teaching adherence to medical student using a simulation experience. Of the three, only one evaluated student learning and assessed the effect of the experience 27–29 …”

Section: Discussionmentioning

confidence: 99%

Assessing the Effect of a Polypharmacy Medication Adherence Simulation Project in a Geriatrics Course in a College of Pharmacy

Divine

Cain

2009

J American Geriatrics Society

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“…Students valued the experience and significantly improved their insight, attitude, and recognition towards medication adherence and its related challenges. 7 In a study by Serag-Bolos and colleagues, an oncology simulation significantly improved pharmacy student therapeutic knowledge. 4 One way to use a simulation event alongside of a TBL session that would allow for a better reinforcement of student knowledge would be to have a debriefing session with the students immediately following the simulation with a faculty member to allow for reinforcement or correction of observed concepts and skills.…”

Section: Critical Analysismentioning

confidence: 99%

Assessing the Effects of a Paired TBL Session and Patient Simulation on Pharmacy Student HIV Treatment Knowledge

2020

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Description of the Problem: Pharmacists can play a crucial role in monitoring, counseling, and providing adherence checks across practice pharmacy settings; but they may not gain experience in this area until after graduating from pharmacy school. Statement of Innovation: Students participated in an intentionally aligned team-based learning session followed by completion of an HIV patient treatment worksheet and an HIV patient care simulation. This sequence was assessed using the HIV Treatment Knowledge Scale. Description of the Innovation: Second-year pharmacy students (N=48, 98% response rate) participated in a baseline knowledge assessment before a four-hour HIV team-based learning (TBL) session, which included the use of an online HIV Patient Management Simulator. Students were administered the scale again post-session. Three days before the simulation, students had access to an HIV patient treatment worksheet that was required to be completed before the simulation. Ten days after the initial assessment, students participated in an HIV patient simulation where they proposed a new antiretroviral plan while also addressing monitoring, barriers, and maximizing adherence for the patient. Post-simulation, students were again administered the scale. Data were analyzed using descriptive statistics, Wilcoxon and paired t-tests, as appropriate. Critical Analysis: A total of 48 second-year pharmacy students participated. HIV knowledge increased significantly post-TBL (p < 0.001). Post-simulation, scores improved, but not significantly (p = 0.291). Knowledge on 15 of the 21 items on the HIV Treatment Knowledge Scale significantly improved from pre-TBL to post-simulation (p ≤ 0.025). Next Steps: Future investigation should focus on the impact that HIV simulation training has on skills, abilities, confidence, and empathy. Article Type: Note

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“…Slain (2002) Instructions to take the placebo with or without food to experience the added difficulty of specific medication directions. Sutton (2005) Placebos were intentionally selected to closely resemble the capsules and tablets of a HAART regimen to increase the authenticity of the experience. Chen (2008) In addition to taking a placebo regimen, participants used earplugs to simulate difficulty hearing, were given medication instructions written in intelligible font and therefore requiring another student to decipher, and slept on the floor to simulate homelessness.…”

Section: Interdisciplinary Experiencesmentioning

confidence: 99%

A Narrative Review of Medication Adherence Educational Interventions for Health Professions Students

Witry¹,

LaFever²,

Gu³

2017

American Journal of Pharmaceutical Education

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Objective. To review published educational interventions focusing on medication non-adherence. Methods. A literature search was performed of educational articles on the topic of medication adherence. Data on interventions and learning assessments were abstracted for relevant studies meeting search criteria. Results. Twenty studies met inclusion criteria. Sixteen included pill-taking experiences with regimens of candies or placebos and varied in their inclusion of novel elements to highlight issues such as stigma, regimen complexity, and adherence measurement. Three studies involved interacting with the public. Qualitative and quantitative methods were used to assess a variety of learning outcomes. Conclusion. Pill-taking experiences can help future providers appreciate the complex logistics of medication-taking, but are less capable of addressing the psychosocial aspects of adherence. A promising area for learning is to interact with actual medication users to understand their experiences and perspectives.

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Placebo HAART regimen as a method for teaching medication adherence issues to students

Cited by 8 publications

References 9 publications

Assessing the Effect of a Polypharmacy Medication Adherence Simulation Project in a Geriatrics Course in a College of Pharmacy

Assessing the Effect of a Polypharmacy Medication Adherence Simulation Project in a Geriatrics Course in a College of Pharmacy

Assessing the Effects of a Paired TBL Session and Patient Simulation on Pharmacy Student HIV Treatment Knowledge

A Narrative Review of Medication Adherence Educational Interventions for Health Professions Students

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