Survey of colleges and schools of pharmacy to determine restrictions for teaching, research, and advocacy related to contraception.

INTRODUCTION: The pharmacist's role in reproductive health is evolving. Since 46 states allow providers to refuse to provide reproductive health services, it is important to consider whether learning is impacted by institution restrictions on contraception teaching, advocacy, and research. METHODS: An electronic survey was emailed to deans of all pharmacy schools on the American Association of Colleges of Pharmacy Institutional Membership list with a request to share with faculty teaching women's health content within their curriculum. The survey collected information about contraception teaching, research, and advocacy. RESULTS: Of 145 schools contacted, 39 (27%) provided complete responses. Of these, 22 (56%) were public, not religiously-affiliated, seven (18%) were private, not religiously-affiliated, six (15%) were private, currently religiously-affiliated, and four were (10%) private, historically religiously-affiliated. All respondents taught hormonal contraception in the required curriculum and 15 (39%) taught miscarriage management/abortifacients. None reported restrictions on contraception teaching or research. One respondent cited an advocacy restriction for contraception methods due to violation of the school's beliefs, and another cited an advocacy restriction for miscarriage management/abortifacients. Respondents noted students expressed ethical questions/concerns about refusing to dispense contraception (59%), dispensing certain contraceptives (54%), dispensing to minors (46%), and dispensing all contraceptives (21%). Additionally, respondents reported pharmacists/faculty expressed ethical questions/concerns about refusing to dispense contraception (31%), dispensing to minors (21%), dispensing certain contraceptives (15%), and all contraceptives (13%). CONCLUSIONS: Overall, respondents reported no restrictions in contraception teaching and scholarship and minimal advocacy restrictions. Faculty should consider ethical questions/concerns from students, faculty, and pharmacists when teaching this material.

Suggested pharmacy practice laboratory activities to align with pre-APPE domains in the Doctor of Pharmacy curriculum.

OUR SITUATION: The Accreditation Council for Pharmacy Education outlines ability statements that pharmacy students should be able to demonstrate prior to beginning their Advanced Pharmacy Practice Experiences (APPEs). Practice laboratory courses offer extensive opportunities for students to participate in activities and assessments that enable them to meet the objectives outlined in the Pre-APPE Core Domains in Standards 2016. This review identifies selected published literature, activities, and assessment methods that can be adapted and implemented in practice laboratory courses to help achieve the abilities outlined within the Pre-APPE Core Domains. METHODOLOGICAL LITERATURE REVIEW: The Medline database and journals related to pharmacy education were searched to identify activities and assessments for each domain. Search terms for each core domain were extracted from the domain titles, ability statements, and performance competencies and coupled with "laboratory" or "lab." "Pharmacy" was also added as a search term when searching the Medline database. Preference was given to example activities published in the last 15 years. Abstracts and activities based on author experience were also included. OUR RECOMMENDATIONS AND THEIR APPLICATIONS: Specific examples of how activities and assessments can be included in practice laboratories to develop or refresh skills identified in the pre-APPE core domains were described. POTENTIAL IMPACT: The practice laboratory setting is an ideal place for students to learn and practice the skills necessary to demonstrate readiness for APPEs. This paper serves as a resource for instructors, curriculum committees, or pharmacy programs looking for ideas to expand specific training or develop particular skill areas.

An innovative patient interview activity in a women's health elective.

BACKGROUND AND PURPOSE: To develop, integrate, and evaluate an innovative women's health and sexual health history interview activity in an elective course for pharmacy students. EDUCATIONAL ACTIVITY AND SETTING: Students reflected on personal experiences where a healthcare provider addressed sensitive health-related topics. Students used this reflection and other resources to prepare for and conduct an interview with an adult woman. Students wrote a reflection paper describing their interview experience. Female participants provided feedback on student performance via an anonymous, electronic survey. Analysis of student reflection papers explored the impact of students' personal health care experiences on their approach with the participant and achievement of activity learning objectives. FINDINGS: In 2015 and 2016, 38 of 51 (74.5%) participants interviewed completed the survey. In response to open-ended questions about student performance, 47% of participants stated the student helped them feel comfortable, 44% said the student was professional, and 13% stated the student seemed nervous or uncomfortable. All participants agreed or strongly agreed students used appropriate communication to obtain health information and asked sensitive questions professionally. Among 51 student reflections, all students were able to describe how their experience influenced them, and most described its application to future practice. Further reflection paper analysis revealed students tried to emulate behaviors, attitudes, and skills seen in personal encounters with clinicians. Examples of behaviors included empathy and patient-centered communication. DISCUSSION AND SUMMARY: Students achieved the activity learning objectives. Authors felt this unique activity may help students prepare for challenging patient interviews encountered in future practice.

Retention of Students' Ability to Incorporate a Computer into Simulated Patient Encounters.

Objective. To assess pharmacy students' ability to incorporate laptop computers into simulated patient encounters (SPEs) in the second professional year (P2) and assess their ability to retain these skills into the next professional year. Students' awareness and confidence in using computers was also assessed. Methods. P2 students were surveyed about their awareness of and confidence in incorporating a computer into an SPE. Their performance using a computer in an SPE was evaluated using a blinded rubric. Next, they received formal education on this skill. Students then completed the same questionnaire and were evaluated on their ability to use a computer in another SPE. In the third year, they were evaluated using the same rubric on four activities and completed the same questionnaire at the end of each semester. Results. There were 166 students in the two cohorts. Of those, 158 students were evaluated using the rubric and 166 students completed the four questionnaires. Student performance improved from the pre-instruction activity evaluation (43% earned acceptable) to post-instruction (66% earned acceptable). This performance improvement was retained for four activities in the third year (80%, 85%, 79%, and 92% earning acceptable ratings, respectively). Students' questionnaires reported an improved confidence incorporating a computer into the patient encounter after receiving formal instruction. This perception of improved confidence was maintained throughout the third year. Conclusion. Student performance improved throughout three semesters of computer use during SPEs. Students felt more confident and knowledgeable about integrating a computer into an SPE after instruction.