Using MyDispense to simulate validation of controlled substance prescriptions in a pharmacy law course

Mospan, Geoffrey; Gillette, Chris

doi:10.1016/j.cptl.2019.11.014

Cited by 15 publications

(32 citation statements)

References 11 publications

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“…However, Shin and colleagues reported that despite this negative student perception, the completion of the optional MyDispense exercises were positively and significantly correlated with exam scores. Recently, MyDispense evaluated student performance related to validation of controlled substances prescriptions during a pharmacy law course at Wingate University School of Pharmacy [ 14 ]. Students completed fourteen exercises simulating verification of controlled substance prescriptions in addition to traditional coursework.…”

Section: Discussionmentioning

confidence: 99%

A Novel Approach to Pharmacy Practice Law Instruction

et al. 2021

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Pharmacy law instruction is often taught as a didactic course; however practical application of pharmacy law is a main component of pharmacy practice. Technology-based simulations are becoming more frequently used to enhance didactic pharmacy education. The goal of this study was to evaluate the utility of and student perceptions on the usefulness of MyDispense community pharmacy simulation for additional law instruction that if successful might prompt curricular revamping. This Institutional Review Board–approved, two-year, qualitative, prospective, survey study was conducted in a case study class where students completed MyDispense exercises focused on common legal issues that arise in practice, both individually before and within groups during class. Participating students completed a qualitative survey directed at use of MyDispense for pharmacy law review, which included a series of close-ended questions graded on a Likert scale and open-ended questions thematically grouped. Thirty-eight (41%) and twenty-eight (31%) students completed surveys in 2017 and 2018, respectively. The majority of respondents felt exercises improved their understanding of pharmacy laws, focused on challenging areas, and were more interesting than additional lectures. However, certain topics were reported as irrelevant based on practice experiences or not ideal for simulation, and students desired exercises on state laws versus pharmacy policies. Students reported the MyDispense simulation exercises helped them to recall pharmacy laws and focus on topics that were challenging. These study results prompted curricular revamping to incorporate MyDispense throughout the curriculum for practice in recognizing and solving legal scenarios, along with didactic course changes.

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Section: Discussionmentioning

confidence: 99%

A Novel Approach to Pharmacy Practice Law Instruction

et al. 2021

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“…As technology becomes more ubiquitous throughout education, institutions of professional healthcare learning are incorporating various tools for students to utilize [1][2][3][4][5][6][7][8][9][10][11][12][13][14][15][16]. A 2011 survey of 89 pharmacy schools in the United States reported the use of some forms of technology ranging from lecture capture and presentation software to videoconferencing and social media.…”

Section: Introductionmentioning

confidence: 99%

Integration of a Virtual Dispensing Simulator “MyDispense” in an Experiential Education Program to Prepare Students for Community Introductory Pharmacy Practice Experience

et al. 2021

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Background: Technology is increasingly used to enhance pharmacy education. We sought to evaluate student learning and preparedness for community introductory pharmacy practice experiences (IPPEs) after implementation of “MyDispense” into experiential education. Methods: Both first-year pharmacy students and assigned community IPPE preceptors were eligible. Students were stratified based on previous community pharmacy experience (< or ≥ 50 h), then randomized to complete MyDispense exercises before IPPE (group A) or after 24–32 h of IPPE (group B). We evaluated preceptors’ assessment of student readiness using a 6-item Likert scale survey and students’ readiness and opinion of MyDispense using an anonymous 9-item survey. Descriptive statistics were used to characterize data. The Mann–Whitney U test was used to compare groups and a p-value < 0.05 was considered statistically significant. Results: Of 177 eligible students, 155 were randomized and 56 completed study. Group A included 32 students; 56.3% had prior community practice experience. Group B included 24 students; 50% had prior community practice experience. Forty-eight preceptors were enrolled. Students who completed exercises before rotation received higher preceptor scores for patient counseling of self-care and of medications (p < 0.05 for both). Students self-assessed their counseling skills lower than all other skills; 30.4% and 42.9% of students felt mostly or always prepared to counsel for self-care and medications, respectively. Students found MyDispense straightforward, realistic, and appreciated the ability to practice in a safe, electronic, community pharmacy, patient-care environment. Conclusion: Simulation-based software, such as MyDispense, can enhance learner understanding of the prescription fill and counseling process in a community pharmacy practice setting.

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“…In order to introduce the community pharmacy setting in the US, the US version of MyDispense was used. This virtual pharmacy simulation software has been successfully used by other institutions for IPPE preparation, professional skills-building courses, pharmacy self-care encounters, pharmacy law, and as a personalized way to reflect on didactic education [16][17][18][19][20][21]. The software provides an overview of every aspect of the dispensing process, including prescription intake, product selection, drug interaction screening, product dispensing, product labeling, error resolution, interfacing with prescribers over a telephone system, and patient counseling.…”

Section: Course Designmentioning

confidence: 99%

Educational Methods and Technological Innovations for Introductory Experiential Learning Given the Contact-Related Limitations Imposed by the SARS-CoV2/COVID-19 Pandemic

2021

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Background: Acute respiratory syndrome related coronavirus disease (COVID-19) has led to substantial changes in pharmacy curricula, including the ability to provide in-person introductory experiential practice experiences (IPPEs) to University of Colorado’s International-Trained PharmD (ITPD) students. Methods: The IPPE course for ITPD students was redesigned to offer remote educational activities in the health system setting and simulated practice and communication activities in the community setting. Students were evaluated via surveys regarding the perceived value of these changes, and changes in knowledge, skills and abilities before and after activities. Results: A total of 6 students were enrolled in the revised IPPE course. Students agreed or strongly agreed that the overall distance-based IPPE experience, the remote health system activities, and the community activities were valuable. Students also strongly agreed that course design successfully met course outcomes and was relevant to pharmacy practice. In terms of knowledge, skills and abilities, numeric improvements were observed in remote health system activities and community-based simulated patient interactions, but results were not statistically significant. A high baseline level of knowledge led to minimal improvements in perceptions of improvement in community pharmacy skills regarding pharmacy simulation software. Conclusion: Implementation of distance-based IPPE activities may be an alternate educational modality.

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Using MyDispense to simulate validation of controlled substance prescriptions in a pharmacy law course

Cited by 15 publications

References 11 publications

A Novel Approach to Pharmacy Practice Law Instruction

A Novel Approach to Pharmacy Practice Law Instruction

Integration of a Virtual Dispensing Simulator “MyDispense” in an Experiential Education Program to Prepare Students for Community Introductory Pharmacy Practice Experience

Educational Methods and Technological Innovations for Introductory Experiential Learning Given the Contact-Related Limitations Imposed by the SARS-CoV2/COVID-19 Pandemic

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