Short- and Long-Term Retention of a Nursing Home Education Program on Metered-Dose Inhaler Technique

O’Connell, Mary Beth; Hewitt, Jeanne M.; Lackner, Thomas E.; Pastor, J.; Wong, Marietta T.; Bishop, Amy

doi:10.1177/106002809202600723

Cited by 9 publications

(5 citation statements)

References 10 publications

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“…13,22,23 Despite the known positive impact pharmacists have shown in asthma management, 4,24 they are far from being routinely competent in educating patients on correct device technique. 9,25 This study evaluated the effect of an in-class simulation scenario on the assessment/ education of asthma patients using inhaler devices.…”

Section: Discussionmentioning

confidence: 99%

The Effect of Using Simulation for Training Pharmacy Students on Correct Device Technique

Basheti

2014

American Journal of Pharmaceutical Education

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Objective. To assess the effect of using simulation in pharmacy student training on correct device technique. Methods. A single-blinded, repeated measures, parallel group design study was conducted in 2011, involving all final-year pharmacy students in year 5 (final year) enrolled in the Clinical Pharmacy and Therapeutics course. Students were assessed on device technique at baseline based on previously published checklists for Diskus (DIS), Turbuhaler (TH), and pressurized Metered Dose Inhaler (pMDI). Students were randomly assigned to 2 groups: Intervention A, which included supervised hands-on education in groups and peer assessment/education; and Intervention B, which included supervised hands-on education in groups, peer assessment/education, and a simulated scenario counseling real asthma patients. The simulation involved groups of 6 students counseling 3 asthma patients on inhaler device technique. The counseling involved verbal information and physical demonstration until the patient performed all steps correctly. Student assessments on device technique were repeated 1 week postintervention. Results. At baseline, none of the students in Intervention A (n554) or Intervention B (n555) performed correct technique for any of the 3 devices. One week following the intervention, a significantly higher proportion of students in Intervention B demonstrated correct technique for the Diskus, Turbuhaler, and pMDI (60.0%, 70.9%, and 69.1%, respectively) than did students in Intervention A (27.8%, 40.7%, and 42.6%, respectively, p,0.005). Conclusion. Engaging pharmacy students with real asthma patients in a simulated scenario involving correct device technique education resulted in better device technique demonstration skills among students.

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Section: Discussionmentioning

confidence: 99%

The Effect of Using Simulation for Training Pharmacy Students on Correct Device Technique

Basheti

2014

American Journal of Pharmaceutical Education

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“…Questions QA-B were personal (gender, age), and the remaining questions are depicted in Supplementary Tables 2 and 3 and include the following topics: examination by light microscopy [1], selection of biological samples to be taken and how to be harvested [2,9], distinction between Gram-negative and Gram-positive bacteria [3], culture media composition and sterilization methods [4,5,21], microbial identification techniques, methods of direct diagnosis and antimicrobial susceptibility testing [6,8,20], criteria for antimicrobial therapeutic selection [7], agents related to gastroenteritis [10], microbial agents related to sexually transmissible infections [11], etiological agent of stomach cancer [12], microbial agent transmitted through air conditioning ducts [13], Grampositive bacteria characterization [14,22], etiology of Vibrio cholera infection [15], Escherichia coli phenotypic characterization [16], tuberculosis in Portugal [17], fungi characterization [18], virus characteristics [19], definition of metabolism [23], kinetics of microbial growth [24], transmission of genetic material in bacteria [25], and microbial genomes [26].…”

Section: Data Collection and Analysismentioning

confidence: 99%

“…The authors concluded that this educational program significantly improved the use of the metered-dose inhaler. These authors also recommended that the program should be recurrent to maintain the levels of retention [25].…”

Section: Introductionmentioning

confidence: 99%

Assessing the impact of Medical Microbiology classes using active strategies on short- and long-term retention on medical students: an innovative study

et al. 2018

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One of teachers' concerns, with students in general and medical students in particular, is to ensure as much as possible that information goes from students' short-term memories to their long-term memories. The present study focuses on knowledge retention in Medical Microbiology and assesses the effectiveness of some strategies implemented for short-and long-term retention. A pre-and post-test was used to assess student's learning. This study involved students of Porto University (test group). Test group participants were all attending the third year of the Medicine Degree Program. The results of post-test 1 were considered very positive and support the importance of these applied active activities and/or methodologies in Medical Microbiology for short-term retention. However, the results obtained in post-test 2 showed that knowledge retention after 9 months, despite substantial, decreases.

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“…The results of this study are similar to those of other studies, which have shown that over time, knowledge and skill retention are reduced in complex pharmaceutical and therapeutic skill sets, such as pharmaceutical drug compounding, delivery of advanced cardiovascular life support, use of automated external defibrillators, and use of metered-dose inhalers. [20][21][22][23][24] The pharmacogenomics education program was attended by 233 pharmacists and was well-received, based on the overwhelmingly positive evaluations. Despite the positive reception, however, the program did not translate into overwhelming improvements on the matched survey instruments.…”

Section: Discussionmentioning

confidence: 99%

Development and Evaluation of a Pharmacogenomics Educational Program for Pharmacists

Formea

Nicholson

McCullough

et al. 2013

American Journal of Pharmaceutical Education

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Objectives. To evaluate hospital and outpatient pharmacists' pharmacogenomics knowledge before and 2 months after participating in a targeted, case-based pharmacogenomics continuing education program. Design. As part of a continuing education program accredited by the Accreditation Council for Pharmacy Education (ACPE), pharmacists were provided with a fundamental pharmacogenomics education program.Evaluation. An 11-question, multiple-choice, electronic survey instrument was distributed to 272 eligible pharmacists at a single campus of a large, academic healthcare system. Pharmacists improved their pharmacogenomics test scores by 0.7 questions (pretest average 46%; posttest average 53%, p50.0003). Conclusions. Although pharmacists demonstrated improvement, overall retention of educational goals and objectives was marginal. These results suggest that the complex topic of pharmacogenomics requires a large educational effort in order to increase pharmacists' knowledge and comfort level with this emerging therapeutic opportunity.

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Short- and Long-Term Retention of a Nursing Home Education Program on Metered-Dose Inhaler Technique

Abstract: Our structured education program significantly improved inhaler technique; however, to maintain retention of the material, the program should be frequently repeated.

Cited by 9 publications

References 10 publications

The Effect of Using Simulation for Training Pharmacy Students on Correct Device Technique

The Effect of Using Simulation for Training Pharmacy Students on Correct Device Technique

Assessing the impact of Medical Microbiology classes using active strategies on short- and long-term retention on medical students: an innovative study

Development and Evaluation of a Pharmacogenomics Educational Program for Pharmacists

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