Pharmacists' Perspectives on Prescribing and Expanding Access to Hormonal Contraception in Pharmacies in the United States.

INTRODUCTION: Pharmacist prescribing of contraception is becoming increasingly available in selected states. The objective of this study was to assess US community pharmacists' perspectives on expanding access, barriers, and facilitators since states have begun pharmacist scope of practice expansions for prescribing contraception. METHODS: A survey study of US community pharmacists' support for expanded access models, pharmacist prescribing practices and interest, and importance of safety, cost, and professional practice issues for prescribing was conducted. RESULTS: Pharmacists are generally supportive of pharmacist prescribing and behind-the-counter models for hormonal contraception and generally opposed to over-the-counter access. A majority (65%) are interested in prescribing hormonal contraception. The top motivation for prescribing contraception is enjoying individual patient contact (94%). Safety concerns (eg, patients not obtaining health screenings) remained most important for pharmacist implementation, followed by cost (eg, lack of payment or reimbursement for pharmacists' services), and professional practice (eg, pharmacist time constraints and liability) issues. CONCLUSION: This study provides an updated understanding of attitudes toward models of expanded access to hormonal contraception, interest in prescribing, and barriers and facilitators to this service among community pharmacists. Many barriers such as time and reimbursement remain unchanged. This information can inform policy and implementation efforts.

Comparison of student confidence and perceptions of biochemistry concepts using a team-based learning versus traditional lecture-based format.

PURPOSE: To evaluate differences in student confidence and perceptions of biochemistry concepts using a team-based learning (TBL) format versus a traditional lecture-based format at two universities. EDUCATIONAL ACTIVITY: Two pedagogies (TBL vs lecture-based) were utilized to deliver biochemistry concepts at two universities in a first-professional year, semester-long biochemistry course. A 21-item instrument was created and administered pre-post semester to assess changes in confidence in learning biochemistry concepts using Bandura's Social Cognitive Theory (eight items, 5-point, Likert-type) and changes in student perceptions of biochemistry utilizing the theory of planned behavior (TPB) domains (13 items, 7- point, Likert-type). Wilcoxon signed-rank tests were used to evaluate pre-post changes, and Mann Whitney U tests for differences between universities. FINDINGS: All students (N=111) had more confidence in biochemistry concepts post-semester, but TBL students (N=53) were significantly more confident. TBL students also had greater agreement that they are expected to actively engage in science courses post-semester, according to the perceptions of biochemistry subscale. No other differences between lecture and TBL were observed post-semester. SUMMARY: Students in a TBL course had greater gains in confidence. Since students often engage in tasks where they feel confident, TBL can be a useful pedagogy to promote student learning.

Integrating a Student Pharmacist Into the Home Healthcare Setting.

Patients in a transition of care are highly susceptible to health and medication errors. In many situations, patients are eager to go home and providers are expected to discharge quickly. It is in this time of documented vulnerability that an increase in adverse effects related to poor health literacy, medication usage, and a lack of documentation occurs. Through the collaboration of Vanderbilt Home Care Services, Inc., and Belmont University College of Pharmacy, pharmacy students are utilized in a capacity that integrates pharmacy students into the home healthcare team to ease transitions of care and reduce medication-related problems in patients. Students work alongside home healthcare clinicians in both the field and the office to benefit patients the most by allowing each healthcare discipline to focus on what it does best.

Student Perceptions of and Confidence in Self-Care Course Concepts Using Team-based Learning.

Objective. To evaluate changes in student perceptions of and confidence in self-care concepts after completing a team-based learning (TBL) self-care course. Methods. Team-based learning was used at two universities in first professional year, semester-long self-care courses. Two instruments were created and administered before and after the semester. The instruments were designed to assess changes in student perceptions of self-care using the theory of planned behavior (TPB) domains and confidence in learning self-care concepts using Bandura's Social Cognitive Theory. Wilcoxon signed rank tests were used to evaluate pre/post changes, and Mann Whitney U tests were used to evaluate university differences. Results. Fifty-three Cedarville University and 58 Manchester University students completed both instruments (100% and 92% response rates, respectively). Student self-care perceptions with TPB decreased significantly on nine of 13 items for Cedarville and decreased for one of 13 items for Manchester. Student confidence in self-care concepts improved significantly on all questions for both universities. Conclusion. Data indicate TBL self-care courses were effective in improving student confidence about self-care concepts. Establishing students' skill sets prior to entering the profession is beneficial because pharmacists will use self-directed learning to expand their knowledge and adapt to problem-solving situations.

Student Perceptions of Team-based Learning vs Traditional Lecture-based Learning.

OBJECTIVE: To evaluate pharmacy student perceptions of team-based learning (TBL) vs traditional lecture-based learning formats. METHODS: First professional year pharmacy students (N=111) at two universities used TBL in different courses during different semesters (fall vs spring). Students completed a 22-item team perceptions instrument before and after the fall semester. A 14-item teaching style preference instrument was completed at the end of the spring semester. Data were analyzed using Wilcoxon signed rank test and Mann-Whitney U test. RESULTS: Students who experienced TBL in the fall and went back to traditional format in the spring reported improved perceptions of teams and preferred TBL format over a traditional format more than students who experienced a traditional format followed by TBL. Students at both universities agreed that the TBL format assists with critical-thinking, problem-solving, and examination preparation. Students also agreed that teams should consist of individuals with different personalities and learning styles. CONCLUSION: When building teams, faculty members should consider ways to diversify teams by considering different views, perspectives, and strengths. Offering TBL early in the curriculum prior to traditional lecture-based formats is better received by students, as evidenced by anecdotal reports from students possibly because it allows students time to realize the benefits and assist them in building teamwork-related skills.