Continuing education course to attain collaborative comprehensive medication review competencies.

OBJECTIVE: To implement a long-term continuing education course for pharmacy practitioners to acquire competency in and accreditation for conducting collaborative comprehensive medication reviews (CMRs). DESIGN: A 1(1/2)- year curriculum for practicing pharmacists that combined distance learning (using e-learning tools) and face-to-face learning was created. The training consisted of 5 modules: (1) Multidisciplinary Collaboration; (2) Clinical Pharmacy and Pharmacotherapy; (3) Rational Pharmacotherapy; (4) CMR Tools; and (5) Optional Studies. ASSESSMENT: The curriculum and participants' learning were evaluated using essays and learning diaries. At the end of the course, students submitted portfolios and completed an Internet-based survey instrument. Almost all respondents (92%) indicated their educational needs had been met by the course and 68% indicated they would conduct CMRs in their practice. The most important factors facilitating learning were working with peers and in small groups. Factors preventing learning were mostly related to time constraints. CONCLUSION: Comprehensive medication review competencies were established by a 1(1/2)- year continuing education curriculum that combined different teaching methods and experiential learning. Peer support was greatly appreciated as a facilitator of learning by course participants.

Feedback in patient counselling training--pharmacy students' opinions.

OBJECTIVE: The aims were to analyse Finnish pharmacy students' opinions of feedback given to them in patient counselling training during their internship period, and to evaluate the guidelines used. METHODS: The study was based on reports written by 136 students, analysed qualitatively. To examine the significance of the guidelines and the perceived quality of the feedback, students were categorised into groups. Correlations were assessed by frequencies and cross-tabulations. RESULTS: A statistically significant correlation was found (p<0.001) between the perceived quality of the feedback and the use of the guidelines. The relations between the perceived usefulness of the guidelines and the use of the guidelines in patient counselling exercises were also statistically significant (p=0.034). CONCLUSIONS: The results indicate that the perceived quality of the feedback was indeed associated with the use of the guidelines. They not only offer a training method focusing on essential communication skills in patient counselling, but are also a useful tool for developing counselling practices in general. PRACTICAL IMPLICATIONS: Since mentors are probably unfamiliar with the guidelines, students should be trained to explain their use. To ensure that mentors are competent in analysing communication skills, further training for them is essential.