Report of the 2020 Special Committee on Substance Use and Pharmacy Education

Tran, Tran; Ball, Jennifer; Bratberg, Jeffrey; DeSimone, Edward M.; Franko, Thomas; Hill, Lucas G.; Sharp, Cynthia P. Koh-Knox; Palombi, L; Ventricelli, Daniel; Farrell, Dorothy; Gandhi, Nidhi; Moore, Terri

doi:10.5688/ajpe8421

Cited by 20 publications

(15 citation statements)

References 65 publications

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“…Student education and school/curriculum were frequently mentioned under the education and sources domains, reaffirming the importance of guidance from organizations such as AACP in SUD/OUD and pharmacy education. 18 Pharmacists and pharmacy schools would benefit from our results, including recognition of how stigma and bias contribute to poor health outcomes for individuals with SUD/OUD and a notable lack of acknowledgement of social determinants of health impacting the opioid crisis, as students are educated to combat the crisis. This study documents what student pharmacists are learning about the opioid crisis, practices they are seeing, and belief sets that influence pharmacy experiences.…”

Section: Discussionmentioning

confidence: 99%

“…14,15,16,17 Students' lack of perspective is notable given that most academic institutions have a focus on SDOH and may indicate that current practitioners share the same lack of recognition; this phenomenon would likely contribute to the stigma towards patients with OUD. 18 Opioid manufacturers have faced lawsuits citing their responsibility in the crisis. Industry has been implicated as a contributing factor to the opioid crisis, through incentives to prescribers, false advertising, and aggressive product marketing without disclosing addictive nature.…”

Section: A J P Ementioning

confidence: 99%

“…Doctor of Pharmacy programs are accredited by and abide to the American Council for Pharmacy Education standards, and often look to professional organizations including AACP for guidance in their substance use curricula. 18 Courses and introductory/advanced pharmacy practice experiences help shape the future pharmacist's professional approach to patient care. Many students are employed in pharmacy settings as interns and technicians.…”

Section: A J P Ementioning

confidence: 99%

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A Multi-Site Qualitative Study Examining Pharmacy Student Perspectives on the Opioid Crisis

Skrabal

Sharp

Palombi

et al. 2021

American Journal of Pharmaceutical Education

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Objective. Conduct focus groups to learn the perspectives of pharmacy students regarding opioid use, the opioid crisis, and pharmacy education on both topics. Methods. Students from each professional year at eight participating schools or colleges were asked to volunteer for focus groups with peers to answer questions about their experiences with the opioid crisis. Faculty and/or staff moderated the focus groups and audio recorded responses. Recordings were deidentified, transcribed and analyzed. IRB exemption from each school was obtained. Results. 150 students participated in 29 focus groups. Responses were categorized according to themes using consensual qualitative research (CQR) methodology. Sources impacting student views on the crisis include school, personal and work experience, and media. Perspective changes since starting school included increases in knowledge and awareness, and a decrease in bias/stigma. Schools can better prepare students with training on opioid counseling, naloxone, and having difficult conversations with patients. Conclusion.The results provide information beneficial to pharmacy schools as they continue to work to equip students to combat the crisis. This information includes what student pharmacists are learning about the crisis, practices they see, and their recommendations to address the crisis.

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Section: Discussionmentioning

confidence: 99%

Section: A J P Ementioning

confidence: 99%

Section: A J P Ementioning

confidence: 99%

See 1 more Smart Citation

A Multi-Site Qualitative Study Examining Pharmacy Student Perspectives on the Opioid Crisis

Skrabal

Sharp

Palombi

et al. 2021

American Journal of Pharmaceutical Education

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“…Evidence demonstrates that inadequate training and lack of confidence in communicating about naloxone are barriers to higher dispensing rates by practicing pharmacists 13,14 . Furthermore, recent recommendations from the American Association of Colleges of Pharmacy indicate that naloxone counseling and overdose management should be core components of the Doctor of Pharmacy curriculum 15 . The current literature highlights several innovative naloxone training programs; however, the majority focus on student's perceived self‐efficacy in counseling as the primary outcome 8‐11 …”

Section: Discussionmentioning

confidence: 99%

Effect of a simulated overdose response on student ability to counsel on naloxone use

Franko

2021

J Am Coll Clin Pharm

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Introduction Pharmacist training on naloxone is often assessed by determining perceptions of self‐confidence in counseling; however, the impact of a specific training on counseling quality has not been well established. Objective The aim of this study was to determine if completing a simulated overdose with naloxone response results in an improved ability to counsel a patient on naloxone use. Methods Students in the third professional year were provided live training on naloxone information and use as part of a required skills lab. Immediately afterward, students were randomized to complete an overdose simulation with naloxone response or to counsel an individual on naloxone use. Following completion of their initial activity, students then completed the other. A checklist adapted from previously published work and the recommended naloxone training from the Commonwealth of Pennsylvania was used to assess the counseling session. Counseling results of students who completed the overdose simulation first were compared with those who completed the simulation second. Results Here, 100% of eligible students (N = 138) participated in the simulation and 134 (97%) participated in the counseling session. The median scores for the counseling activity were 82% (interquartile range [IQR] = 27%) for students who completed the simulation prior to counseling and 82% (IQR = 27%) for students who did not complete the simulation prior to counseling (P = .61). Furthermore, there were no statistically significant differences between any checklist item among the two groups. Conclusion There was no difference in counseling ability between students who completed a simulated naloxone response and those who did not. Additional research is needed to better determine the effect of simulation on patient counseling skills. As naloxone training programs are further refined, consideration should be given to streamline the process to include evidence‐based methods of training which result in improved skills in both administration and counseling.

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“…In 2020, the American Association of Colleges of Pharmacy's (AACP) Special Committee on Substance Use and Pharmacy Education stated, "Experiential opportunities to apply foundational SUD knowledge in clinical environments must be developed and supported." 3 A 2015 survey of 75 AACP member schools found that 79% provided at least two hours of required didactic content related to SUD and 30% provided at least four hours. 4 However, advanced pharmacy practice experiences (APPEs) focused on SUD treatment were available in only 23% of programs and even then were offered to a mean of only 2.6 students each year.…”

Section: Introductionmentioning

confidence: 99%

Description and Evaluation of a Pilot Advanced Pharmacy Practice Experience in Addiction Medicine

Loera

Hill

Zagorski

et al. 2023

American Journal of Pharmaceutical Education

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To assess the impact of a pilot advanced pharmacy practice experience (APPE) on fourth year (P4) Doctor of Pharmacy (PharmD) students' knowledge and confidence related to substance use disorders (SUD), harm reduction, and co-occurring psychiatric conditions. Methods. Beginning in 2020, a 62-item assessment was developed and administered to P4 students at the beginning and end of the six-week APPE. The assessment tested knowledge in 10 content areas related to SUD, harm reduction, and cooccurring disorders. Students also ranked their confidence providing care related to each content area. The postassessment included a free text item to provide feedback on the APPE experience. Descriptive statistics and paired t-tests were used to analyze the data. Results. Complete pre-and post-assessments were obtained from all participating students (n=7). The mean cumulative knowledge score increased from 55.2% to 81.5% and the mean cumulative confidence score improved from 34.2% to 81.8%. Free text responses garnered positive feedback from students stating the APPE allowed them to immerse themselves in all stages of the recovery process, increase confidence in presentation skills with patients, and solidified their passion for addiction medicine. Conclusion.A novel APPE in addiction medicine addressed a current gap in pharmacy education, earned positive evaluations from student pharmacists, increased student knowledge and confidence related to SUD, harm reduction, and co-occurring disorders, and supported the development of new interprofessional collaborations. United States colleges of pharmacy that do not yet offer APPEs in this clinical domain should consider this model.

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Report of the 2020 Special Committee on Substance Use and Pharmacy Education

Cited by 20 publications

References 65 publications

A Multi-Site Qualitative Study Examining Pharmacy Student Perspectives on the Opioid Crisis

A Multi-Site Qualitative Study Examining Pharmacy Student Perspectives on the Opioid Crisis

Effect of a simulated overdose response on student ability to counsel on naloxone use

Description and Evaluation of a Pilot Advanced Pharmacy Practice Experience in Addiction Medicine

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