Longitudinal assessment of pharmacy student well-being using the well-being index and 5 gears assessment.

OBJECTIVE: The objective of the study was to assess the level of pharmacy student well-being during the first 2 years of their didactic education utilizing the Well-being Index (WBI) and 5 Gears assessment. METHODS: WBI and 5 Gears data were tracked monthly for first- and second-year students enrolled at the Medical University of South Carolina College of Pharmacy from September 2019 to March 2022. Data were collected through monthly RedCap surveys, then de-identified and separated into 4 study cohorts (A-D). Data were analyzed using descriptive statistics. RESULTS: Responses from 279 students were evaluated. WBI ratings showed variance across the first and second professional years of the program. Students also reported fluctuations in WBI throughout academic years, most often correlating with major events (scheduled breaks, COVID-19 pandemic). Similarly, the 5 Gears assessments results also changed throughout the study period, including variance within and between each academic year. CONCLUSION: Incorporating well-being assessments into the co-curriculum has allowed us to identify when students are struggling with their well-being, provide tools and resources to help enhance their well-being, and opportunities to discuss struggles with their peers. Colleges of Pharmacy must incorporate holistic approaches to address all aspects of well-being, including consideration of how the curriculum is impacting the student experience as well as institutional approaches to well-being.

Embarking as "Captain of the Ship" for the Curriculum Committee.

This commentary examines the curriculum chair's responsibilities and discusses considerations when assuming this role, using a "captain of the ship" metaphor. From knowing the crew to managing a diverse set of responsibilities, the path to becoming an effective chair is challenging and each captain's stripe must be earned. Advice is provided to assist with understanding the curriculum and governance processes, as well as the chair's various roles and professional development. The need for leadership and management is also emphasized.

Assistance with injectable medications: Implementation of a pharmacist-run specialty pharmacy injection clinic.

OBJECTIVE: The goal of this pilot study was to measure patient satisfaction, pain scores associated with injection, and patient perceptions of a pharmacist-led specialty injection clinic. SETTING: The Medical University of South Carolina Specialty Pharmacy. PRACTICE DESCRIPTION: The specialty pharmacy comprises decentralized clinical pharmacy specialists who provide medication education to patients via phone. Many of the medications dispensed are self-administered injectables, but patients often request in-person assistance to learn the best way to use the drug. The investigators sought to provide an avenue for patients to receive teaching and drug administration from a pharmacist without scheduling a formal nurse visit or enrolling the patients in a manufacturer program. PRACTICE INNOVATION: Clinical pharmacy specialists offered every patient a referral to the Assistance with Injectable Medication clinic for in-person injection teaching during the initial clinical assessment. At the first clinic visit, the patients were provided with printed injection instructions, and a demo injector from the manufacturer was available for practice before the actual drug administration. EVALUATION: This was a prospective pilot study conducted from January 2019 to April 2019. Patient identification occurred directly through our clinical pharmacy specialists via referrals and informational flyers. The eligible patients were aged 18 years or older and had received a qualifying subcutaneous injection via the Medical University of South Carolina Specialty Pharmacy. The outcomes included pain score and patient satisfaction. RESULTS: As of April 30, 2019, 17 patients had completed 24 clinic visits. The average reported pain and satisfaction scores (scale 0-10) were 2.5 and 9.6, respectively. The 2 most commonly administered medications in the clinic were alirocumab and adalimumab. CONCLUSION: A clinic to assist with specialty injectable medications resulted in high patient satisfaction scores and low pain scores associated with injection.

Leader Academy: A layered approach to learning leadership.

BACKGROUND AND PURPOSE: Leader Academy (LA) is a co-curricular experience for students that builds communication skills, fosters leadership skills, and offers opportunities in professional development. The program couples leadership development during the first year of the curriculum with activities conducted in a team-based learning course. EDUCATIONAL ACTIVITY AND SETTING: An emotional intelligence (EI) assessment was administered to students during their first year. Students are led through a series of monthly programs utilizing GiANT Worldwide tools and team discussion. LA utilizes faculty, pharmacy residents, and student leaders to serve as facilitators for each team. Students participate in monthly meetings and are assigned team activities within required courses. Peer- and self-assessments are conducted through CATME SMARTER Teamwork program. The EI assessment will be re-administered at the end of LA to assess change in EI. A survey asked students to address the value and relevance of the GiANT Worldwide tools, how often they used the tools, and if they had taught a tool to someone else. FINDINGS: On average, students scored lower in assertiveness, stress tolerance, emotional expression and independence in comparison to all of the areas assessed. The lowest composite scores were self-expression and stress management. Students indicated that they find the GiANT Worldwide tools valuable and relevant. SUMMARY: There are specific areas of focus within EI where we can continue to build skills in self-expression and stress management. Students tailor their personal growth in EI by setting SMART goals at the beginning of the program and continually reassess throughout the program.

Effect of a Pediatric Prescription Medication Discharge Program on Reducing Hospital Readmission Rates.

OBJECTIVES: To evaluate the pediatric prescription medication discharge delivery and counseling program, implemented at an 186-bed children's hospital integrated within a larger academic medical center, and its effectiveness on reducing hospital readmissions. METHODS: This study was a retrospective chart review of existing data in the electronic medical record from patients <21 years of age who were discharged from our institution between September 1, 2014, and November 30, 2014. Patients who participated in the pediatric discharge program were compared to non-participants. The primary objective was to determine if the patient was readmitted within 30 days. Secondary objectives included time until readmission, diagnosis at discharge, and hospital unit at discharge. RESULTS: In total, 1804 patients were assessed. After exclusions, 932 subjects were included in the analysis. In total, 393 (42.2%) patients participated in the pediatric medication discharge and counseling program, and 539 did not participate. Of the patients who participated in the program, 52 were readmitted within 30 days (13.2%), compared with 67 patients (12.4%) who did not participate in the discharge program, p = 0.717. Patients with the diagnoses of malignancy and kidney injury were more likely to be readmitted within this time frame, and those with the diagnoses of heart defects or cardiology disorders and malignancy were more likely to participate in the pediatric prescription medication discharge program. CONCLUSION: Participation in the pediatric discharge medication delivery and counseling program did not reduce hospital readmission rate within 30 days.

Impact of the Birkman Method Assessment on Pharmacy Student Self-Confidence, Self-Perceptions, and Self-Awareness.

Objective. To identify changes in pharmacy student self-confidence, self-perceptions, and self-awareness after completing the Birkman Method assessment and training program. Methods. Survey tools were developed to evaluate students at baseline and following the co-curricular Birkman Method program. Following IRB approval, students participating in the Birkman Method program were recruited for enrollment in this survey-based study. Results. Student self-confidence was high at baseline (mean=4 out of 5) and did not significantly change after Birkman Method testing and training. Self-perceptions regarding usual and stressed communication style and behaviors and behavioral needs under stress changed significantly after Birkman Method testing and training for these endpoints. The Birkman Method intervention resulted in a significant improvement in self-awareness, as indicated by a mean self-perception accuracy score increase of 1.6 points (95% CI: 1.3-1.9). Conclusions. A Birkman Method assessment and training program is an effective self-assessment tool for students, and may be useful for accomplishing Accreditation Council for Pharmacy Education (ACPE) 2016 Standard 4 affective domain elements, particularly self-awareness.

Establishing a community pharmacy residency at an independent pharmacy: Time allocation and valuation.

PURPOSE: The value of a first-year community pharmacy residency program (CPRP) at an independent pharmacy was estimated based on time allocation for resident responsibilities. METHODS: Predefined time allocation categories for the pharmacy resident were used to consistently classify and document time completing residency activities. Benefit-to-cost ratio was determined by tabulating total costs and total benefits of the residency program. A retrospective-prospective comparison of overall change in revenue, operating expense, and prescription volume was performed between the preresident time period (July 2012 to June 2013) and the postresident time period (July 2013 to June 2014). This comparison accounted for resident activities that did not directly generate revenue. RESULTS: Time allocations for the resident out of 2,221 total hours logged were dispensing (40%), clinical setup (16%), research (8%), professional meetings (7%), clinical activities (5%), resident education (5%), site precepting (4%), residency meetings (4%), didactic teaching (3%), miscellaneous (3%), marketing (2%), training (2%), and public health promotion (1%). Total costs were $77,422, and total benefits were $118,410. The benefit-to-cost ratio was 1.53. The postresident time interval had $172,451 more revenue and $6,622 more in operating expenses than the preresident time interval, and prescription volume decreased by 2,000 prescriptions compared to the previous year. CONCLUSION: The benefit-to-cost analysis indicated a $1.53 return for every $1.00 invested into a CPRP. An increase in revenue and operating expenses for the pharmacy was observed after implementation of the CPRP compared to the previous year.

Impact of interprofessional activities on health professions students' knowledge of community pharmacists' role and services.

OBJECTIVES: To determine the impact of health professions students' participation in interprofessional activities on their knowledge of the roles of community pharmacists and community pharmacist-provided services. METHODS: Students at the Medical University of South Carolina were surveyed via a self-administered online survey tool to determine their participation in interprofessional activities as well as their knowledge of the role of community pharmacists and community pharmacist-provided services. RESULTS: Over 600 students completed the survey instrument. Nonpharmacy students who attended the university-sponsored Interprofessional Day were more knowledgeable of pharmacist-provided services. Previous interaction with a pharmacist increased nonpharmacy students' awareness of the services that pharmacists provide. CONCLUSION: Participation in interprofessional activities increased health professions students' awareness of the role of pharmacists. Continued education among healthcare professions about the role of and services provided by pharmacists is needed to ensure that pharmacists have the greatest possible impact on patient care.

Use of community pharmacy-provided diabetes services to aid physicians in the National Committee for Quality Assurance recognition program.

BACKGROUND: Pay-for-performance (P4P) models are being adopted by many health care payers, including Medicare, for payment of physician services. To receive financial incentives in P4P programs, physicians are encouraged to attain recognition or credentialing from an agency, such as the National Committee for Quality Assurance (NCQA). OBJECTIVE: To explore the potential roles of a community pharmacy-provided diabetes services in collaboration with physicians and to assist them in becoming acknowledged by the NCQA Diabetes Physician Recognition Program. SUMMARY: KDI Health Solutions pharmacists have demonstrated success in the management of diabetes through the Asheville Project and the Diabetes Ten City Challenge. Continued pharmacists' efforts may focus on expanding current disease state management programs, community pharmacy diabetes education programs, and collaborative practices with physicians. Studies are currently being conducted to assess physician willingness to use pharmacists as part of the NCQA recognition process. CONCLUSION: Collaboration of physicians and pharmacists may improve diabetes standards of care and aid physicians in becoming NCQA-recognized providers. NCQA-recognized physicians can align themselves with current and future P4P programs.