An Indigenous health elective - Perspectives of pharmacy undergraduate students and alumni.

BACKGROUND AND PURPOSE: Health professional programs, including pharmacy, have increased Indigenization efforts through cultural safety learning. The objective of this paper is to describe student and alumni interest, impact, and perceptions for improvement of an undergraduate elective course on Indigenous health. EDUCATIONAL ACTIVITY AND SETTING: A three-credit elective course was developed with an Indigenous advisory committee and a two-phase mixed-methods design incorporating pre- and post-course surveys and interviews for pharmacy students was implemented from 2013 to 2016. In 2019, all previous students enrolled in the course, now alumni and practicing pharmacists were invited to participate in an online survey and follow-up interview. FINDINGS: A total of 87 students and 21 alumni participated. The course appeared to have considerable impact on students' interest in course topics, specifically Canadian history of colonialism and impact on health. The course generated an increased interest in both Indigenous-oriented practicums and future practice setting. Self-perceived efficacy in providing care to Indigenous patients increased post-course and was sustained in alumni. Three major themes emerged: course should be mandatory and/or more widely available to all students, incorporate more experiential learning (such as educational field trips), and understanding of Indigenous history and impact on health care was a key learning outcome. SUMMARY: A lecture-based elective course increased interest in Indigenous health topics, changed current perspectives on Indigenous health needs, and improved self-perceived efficacy in providing care. Students and alumni felt course content should be more widely available and highlighted the importance of increased experiential learning opportunities.

Learner Perceptions of a Video Recording Activity for Patient Consultation Training in a Pharmacist-Led Primary Care Clinic Located in an Academic Institution.

Description of the problem: Development of evidence-based educational activities is needed to provide educators with the tools to aid learners in strengthening patient consultation skills in the primary care practice setting, an emerging area of practice in Canada. Objective: The objective was to develop an educational activity to bring self-awareness to fourth year pharmacy student and pharmacy resident consultation skills and to determine learner perceptions of this educational activity, including identifying the key areas of skill development that learners found were positively impacted. Description of the innovation: An innovative learning activity utilizing audio-video technology to enable recording and reviewing of learner-led patient consultations was developed and implemented within the University of British Columbia Pharmacists Clinic. Learners had the opportunity to lead 60-minute patient consultations. With patient and learner consent, patient consultations were recorded for learner viewing and self-assessment. Pharmacist preceptors supervised and assessed learner performance. Learners completed an online anonymous survey after the learning activity to evaluate its value. Critical analysis: Between September 2018 and July 2019, eight pharmacy learners, consisting of student pharmacists (5) and post-graduate pharmacy residents (3) completed the learning activity and provided their feedback. The majority of learners (87.5%) felt the learning activity was beneficial to the development of patient consultation skills. Learners gained awareness of areas requiring improvement which included appropriate questioning, clear and concise language, time management and non-verbal habits. Next steps: Adapting and modifying this learning activity to align with specific practice settings and learning objectives is feasible for other primary care practice sites offering experiential practicums.

Family physician perceptions of barriers and enablers to integrating a co-located clinical pharmacist in a medical clinic: A qualitative study.

OBJECTIVE: Pharmacists from The University of British Columbia Pharmacists Clinic provide comprehensive medication management services once to twice a month through the co-location model at multiple general practice clinics beginning from 2014 and consistently since 2016. For some of the clinics, this was the first experience with a co-located allied health professional. The objective of this study was to examine the perspectives of physicians who had a relatively long-standing relationship with a co-located pharmacist to identify barriers and facilitators to integrating a clinical pharmacist. METHODS: A qualitative research methodology was used to gain the perspectives of physicians. Data were collected through convenience sampling and one-on-one semistructured interviews. In-person or telephone interviews were conducted from August 12, 2019, to September 10, 2019, and audio was recorded with the participants' consent. The recorded interviews were transcribed, and a thematic analysis with an inductive approach was used to analyze the data. RESULTS: Eight physicians from 4 general practice clinics were interviewed. Analysis of the interviews identified 6 themes that contained barriers or enablers to the integration of a co-located pharmacist: (1) electronic medical record (EMR) use, (2) identifying patients and the referral process, (3) workload and logistics, (4) patients' willingness, (5) impact of in-person communication, and (6) shifting physicians' perspectives. The enablers included the use of an EMR to proactively identify patient referrals, a dedicated pharmacist workspace, a physician champion, and intentional scheduling of in-person physician-pharmacist case conferences. The barriers included identifying patients for referral, the lack of EMR interoperability, pharmacist availability, physician colleagues who were less committed to team-based care, and financial implications despite externally funded pharmacists. CONCLUSION: The physician participants perceived several barriers and enablers to the integration of a pharmacist into their practice. The themes identified can be used to inform physicians and pharmacists on the integration process for team-based primary care.