ABSTRACT
During the COVID-19 pandemic, it was not always possible to teach pharmacy practice and practical dispensing skills in person. Second-year pharmacy students (n = 147) were given access to a virtual simulation tool, MyDispense, to supplement their learning. This software enabled students to work remotely and access exercises in a 'safe' community pharmacy setting. This study evaluated second-year pharmacy students' perceptions of MyDispense, and the impact on assessment performance in the pharmacy law and ethics module. Students were able to access 22 MyDispense activities throughout the academic year (2020/2021). Exercise completion rates and assessment marks were analysed, along with findings from a cross-sectional survey about user experience. MyDispense data were available for all students (n = 147), and 76.1% (n = 115) completed the survey. The mean number of MyDispense exercises completed was nine. Higher levels of MyDispense exercise completion were associated with higher pass rates and mean scores (no exercises completed versus 1-10 activities completed: mean score 77.1 versus 83.1, respectively) and a statistically significant association between exercise usage and in-class assessed prescription scores. Overall, 46.1% (n = 53/115), 33.0% (n = 38/115) and 33.9% (n = 39/115) of students felt that MyDispense had helped them to prepare for their assessed prescriptions, mid-module test, and final exam, respectively. MyDispense has provided an accessible alternative to in-person teaching for students during the COVID-19 pandemic, and results showed a positive association with assessment performance in pharmacy law and ethics.
ABSTRACT
BACKGROUND: A number of key publications in recent years have advocated a more integrated vision of UK primary care involving increased multi-professional communication and understanding. This has resulted in a marked change in the roles being undertaken by pharmacists. Community pharmacists have traditionally provided a medicine supply function and treated minor ailments in addition to delivering a suite of locally commissioned services; however these functions have not necessarily been part of a programme of care involving the other clinicians associated with the patient. An integrated model of care would see much closer working between pharmacy and general practice but also with pharmacists not only working with, but in the practice, in an enhanced patient-facing role, trained as independent prescribers. This has implications for the dynamics amongst professionals in this environment. OBJECTIVES: This exploratory multiple case study attempts to explore these changing dynamics across ten GP surgeries throughout the South-East of England. METHODS: Semi-structured, in-depth interviews were conducted with one nurse, one pharmacist and one physician from each clinic, and survey data was collected from 38 patients who had appointments with a pharmacist. RESULTS: The data suggested that the pharmacists who had enhanced roles perceived some uncertainty about their professional role and identity, which resulted in instability and insecurity and that this uncertainty led to both professional and interprofessional tension with their primary care colleagues. The survey data revealed that nâ¯=â¯35 (92%) patients stated they were 'very satisfied' or 'satisfied' with their appointment. And nâ¯=â¯37 (97%) were 'very comfortable' or 'comfortable' discussing their medications with the pharmacist. In addition, 36 patients (95%) reported that they strongly agreed or agreed with the clinical recommendations made by the pharmacist. CONCLUSIONS: These findings are discussed in relation to role expansion and professional/interprofessional relations before key practical suggestions are offered.
