An online virtual-patient program to teach pharmacists and pharmacy students how to provide diabetes-specific medication therapy management.

OBJECTIVE: To develop, implement, and assess the effectiveness of an online medication therapy management (MTM) program to train pharmacists and pharmacy students in providing MTM services for patients with diabetes and to increase their intent to perform these services. DESIGN: An online program was created using an Internet-based learning platform to simulate 4 MTM meetings between a pharmacist and a virtual patient diagnosed with diabetes. ASSESSMENT: Eighty students and 42 pharmacists completed the program. After completing the program, scores on post-intervention assessments showed significant improvement in 2 areas: control over performing MTM, and knowledge of how to perform MTM. Students had a significantly less-positive attitude about MTM and a decline in their perception of the social expectation that MTM is part of the practice of pharmacy, while pharmacists' attitudes did not change significantly in these areas. CONCLUSION: This online program using a virtual patient improved both participants' belief that they have control over performing MTM, and their knowledge of how to perform MTM for diabetic patients, which may increase the likelihood that pharmacists and pharmacy students will perform MTM in the future.

Effect of a tobacco cessation continuing professional education program on pharmacists' confidence, skills, and practice-change behaviors.

OBJECTIVE: To evaluate the impact of a tobacco cessation training program on pharmacists' confidence, skills, and practice-change behaviors. DESIGN: Quasi-experimental study. SETTING: Wisconsin during 2002-2003. PARTICIPANTS: 25 community pharmacists. INTERVENTION: A continuing education training program was developed and implemented using home and live training components consisting of the national tobacco cessation guidelines, including the 5A's counseling process. The home study component included lectures and readings in CD-ROM format. Consistent with self-efficacy theory, the live training was based on exercises that included modeling, rehearsal, and feedback to learners. MAIN OUTCOME MEASURES: Knowledge assessment, pre- and post-surveys assessing confidence and skill levels, and service provision indicators. RESULTS: Self-efficacy and perceived ability to counsel patients to quit using tobacco improved significantly after the combined program. No significant change in confidence or perceived skills occurred following home study alone, suggesting value in using a combination of teaching strategies (problem solving, modeling, rehearsal, and feedback). Of participants, 92% received a passing knowledge score and 75% attempted to implement a tobacco cessation service posttraining; more than 50% assisted patients up to 1 year post-training. A relationship between self-efficacy and service provision was found when practice settings were considered. CONCLUSION: This program increased pharmacists' knowledge and self-efficacy to counsel patients on tobacco use. Further, the majority of pharmacy participants attempted to implement a tobacco cessation service.

Pharmacists' perceptions of facilitators and barriers to lifelong learning.

OBJECTIVES: To reevaluate facilitators of and barriers to pharmacists' participation in lifelong learning previously examined in a 1990 study. METHODS: A survey instrument was mailed to 274 pharmacists who volunteered to participate based on a prior random sample survey. Data based on perceptions of facilitators and barriers to lifelong learning, as well as self-perception as a lifelong learner, were analyzed and compared to a similar 1990 survey. RESULTS: The response rate for the survey was 88%. The top 3 facilitators and barriers to lifelong learning from the 2003 and the 1990 samples were: (1) personal desire to learn; (2) requirement to maintain professional licensure; and (3) enjoyment/relaxation provided by learning as change of pace from the "routine." The top 3 barriers were: (1) job constraints; (2) scheduling (location, distance, time) of group learning activities; and (3) family constraints (eg, spouse, children, personal). Respondents' broad self-perception as lifelong learners continued to be highly positive overall, but remained less positive relative to more specific lifelong learning skills such as the ability to identify learning objectives as well as to evaluate learning outcomes. CONCLUSIONS: Little has changed in the last decade relative to how pharmacists view themselves as lifelong learners, as well as what they perceive as facilitators and barriers to lifelong learning. To address factors identified as facilitators and barriers, continuing education (CE) providers should focus on pharmacists' time constraints, whether due to employment, family responsibilities, or time invested in the educational activity itself, and pharmacists' internal motivations to learn (personal desire, enjoyment), as well as external forces such as mandatory CE for relicensure.

A comparison of the acceptability and effectiveness of two methods of distance education: CD-ROM and audio teleconferencing.

OBJECTIVES: To fulfill a need for convenient and effective continuing education for pharmacists throughout Wisconsin by developing a pharmacy continuing education program using 2 different methods for distance education: audio teleconferencing and CD-ROM. METHODS: Eighty pharmacists were recruited from a 2003 University of Wisconsin distance education program, 47 of whom participated in the course using the traditional audio teleconference method, and 33 of whom participated using a home study CD-ROM containing the same material presented in the teleconference. Volunteers were required to complete a pretest, a first posttest immediately following completion of the continuing education course, a second posttest 1 month following the conclusion of the course, and an evaluation. RESULTS: The CD-ROMs were a more acceptable method for distance education than audio teleconferencing and resulted in better retention of the course information. CONCLUSION: These study results can help coordinators of continuing pharmaceutical education programs to determine the most effective and acceptable method for future distance-education opportunities.