An International Web-based Preceptor Development Program for Nigerian Pharmacists, A Pilot Study.

OBJECTIVE: To implement an international web-based program for preceptor development in Nigeria and assess its impact on Nigerian pharmacists' knowledge and attitudes toward effective precepting skills. METHODS: A web-based preceptor development program was developed and offered to the participants of the 1-year special Doctor of Pharmacy (PharmD) conversion program. This preceptor development program included recorded webinars on key identified topics to support the participants' preparation to precept PharmD students, including practice site development, evaluating and providing feedback to students, and interprofessional collaboration. In addition, surveys were administered before and after participation to assess the knowledge and attitudes toward effective precepting skills. Multiple-choice and short-answer questions were used to assess knowledge. Attitudes were ranked on a 4-point Likert scale. RESULTS: The program was completed by 94 participants from over 20 Nigerian states. From the pre to postsurveys, the participants demonstrated a significant improvement in their knowledge of effective precepting skills. In addition, although most respondents initially agreed with survey questions gauging views about preceptor roles and responsibilities, the perceptions improved. CONCLUSION: An international web-based preceptor development program was successfully delivered to pharmacy educators across Nigeria and improved their knowledge and attitudes toward effective precepting. Expanding this program to include pharmacists throughout Nigeria as a continuing education resource can aid in preparing pharmacy educators in the nation to precept students in the new PharmD curricula and support international initiatives to promote pharmacy education and practice.

A Scoping Review of Student Pharmacist-Led Transitions-of-Care Initiatives.

OBJECTIVES: To identify and evaluate the current literature pertaining to student pharmacist-led transitions-of-care (TOC) initiatives and to inform pharmacy educators regarding the current and future roles of pharmacy learners in TOC. FINDINGS: A total of 14 articles were identified describing student-led initiatives in care transitions to the inpatient setting and from the inpatient to the outpatient setting. In most studies, student pharmacists involved in delivering TOC services were completing either an advanced pharmacy practice experience or an introductory pharmacy practice experience and were most commonly performing services such as admission medication history and reconciliation. The studies evaluated the impact of student-led TOC services through the identification or resolution of medication-related problems, interventions, and/or discrepancies and included limited and conflicting results pertaining to patient care-based outcomes. SUMMARY: Student pharmacists are involved in delivering and leading a variety of TOC services in the inpatient setting and postdischarge period. These student-led TOC initiatives not only provide added value to patient care and the health system but also enhance students' preparation and readiness for pharmacy practice. Colleges and schools of pharmacy should incorporate learning experiences into the curriculum that equip students to contribute to TOC efforts and promote continuity of care across the health system.

A Programmatic Approach to Peer-Led Tutoring to Assist Students in Academic Difficulty.

Objective. To evaluate a peer-led tutoring program to assist students in academic difficulty in the didactic curriculum across multiple courses using one-on-one and large group peer-led sessions, and to evaluate the academic performance and perceptions of students in this program.Methods. This study involved first-year (P1) through fourth-year (P4) pharmacy students who served as tutors and their P1 through P3 tutees. Tutoring was offered in multiple didactic courses using one-on-one and large group peer-led sessions. Didactic curriculum completion rates and perceptions of the program were assessed.Results. A total of 463 (47%) P1 through P3 student pharmacists used the one-on-one or large group peer-led tutoring services in 28 courses across four academic years. Tutored students had a lower grade distribution compared to nontutored students, suggesting a more at-risk group for academic failures and dismissals. Despite this, the didactic curriculum completion rate was comparable between the tutored and nontutored students during the study period, suggesting that the program helped reduce academic dismissals of the at-risk tutored students. On the perceptions survey, 95% of respondents felt they improved their study habits, and 92% felt more confident in their ability to succeed.Conclusion. This peer-led tutoring program appeared to be successful in providing comparable didactic curriculum completion rates of tutored students, who represented an at-risk group for academic failures and dismissals compared with nontutored students. The tutoring program structure and design may be a useful tool for other colleges of pharmacy as they seek ways to assist students.

Efavirenz-Induced Vanishing Bile Duct Syndrome: A Case Report.

BACKGROUND: Efavirenz (Sustiva®) is used for the treatment of human immunodeficiency virus (HIV) type 1 infection. Hepatoxicity is a known potential adverse drug event with efavirenz; however, to our knowledge, vanishing bile duct syndrome (VBDS), a type of liver injury, has not been reported with this therapy. CASE PRESENTATION: We report the case of a 48-year-old male with HIV and VBDS secondary to antiretroviral therapy. The patient was started on efavirenz, emtricitabine, and tenofovir disoproxil fumarate (Atripla®). Four weeks later, the patient presented with complaints of poor appetite, nausea with emesis, dark urine, and malaise. Labs obtained supported the diagnosis of acute hepatitis, and a liver biopsy confirmed a diagnosis of VBDS. The Naranjo adverse drug reaction probability scale showed that it was probable (score of 7) that the VBDS was related to drug therapy. Efavirenz was assessed to be the most likely cause of VBDS, end-stage liver disease, and the eventual need for liver transplantation. CONCLUSION: To our knowledge, this is the first reported case of probable efavirenz-induced VBDS in a patient living with HIV. Recognition and awareness of this adverse drug reaction by clinicians for quick diagnosis, discontinuation of therapy, and management are important in patients receiving this regimen.

Pharmacy and Nursing Students' Perceptions Regarding the Role of Spirituality in Professional Education and Practice.

Objective. To compare first-year student pharmacists and nursing students with respect to their spirituality and perceptions of the role of spirituality in professional education and practice. Methods. This was a five-year, cross-sectional study. All first-year student pharmacists and nursing students were invited to participate in the survey during the first week of the fall semester in 2012 through 2016. Descriptive and inferential statistics were used to analyze the data. Results. A total of 1,084 students participated, including 735 student pharmacists and 349 nursing students. Significant differences in baseline demographics were noted between the groups. Students in both groups reported having frequent spiritual experiences. A significantly larger percentage of nursing students reported these experiences compared to student pharmacists. Furthermore, compared with student pharmacists, nursing students were more likely to anticipate that spirituality would play a role in their academic course work (76% vs 58%) and professional practice (90% vs 74%). Conclusion. Student pharmacists and nursing students reported having frequent spiritual experiences, and both groups anticipated that spirituality would be incorporated into their education and professional practice.

A Structured Approach to Intentional Interprofessional Experiential Education at a Non-Academic Community Hospital.

Objective. To develop and implement a multimodal structured approach to intentional interprofessional experiential education at a non-academic community hospital, and to evaluate students' perceptions of the program. Methods. A multimodal structured approach to intentional interprofessional experiential education was designed that consisted of medical and pharmacy students participating together in daily pre-rounds, daily teaching rounds, and once or twice weekly lunch-and-learn sessions at a non-academic community hospital. Pre- and post-experience surveys were administered to assess students' perceptions of physician and pharmacist collaboration in interprofessional education (IPE). The survey instrument included the Student Perceptions of Physician-Pharmacist Interprofessional Clinical Education, Version 2 (SPICE-2) survey. Results. Thirty-nine students, including 18 fourth-year student pharmacists from Mercer University College of Pharmacy and 21 third-year medical students from three medical schools in the Caribbean, provided informed consent and were enrolled in the eight-month study. Students' perceptions of items related to the Interprofessional Education Collaborative (IPEC) competencies, including values/ethics for interprofessional practice, roles/responsibilities, and teams and teamwork, significantly improved from the pre- to the post-experience survey. Conclusion. A multimodal structured approach to intentional interprofessional experiential education had positive effects on students' perceptions of interprofessional clinical education targeting key components of the (IPEC) competencies. This approach may be a useful tool for implementing intentional IPE in the experiential setting.