RESUMO
Background: Literature has shown the positive impact pharmacists have on diabetic outcome measures through collaborative drug therapy management (CDTM). There is minimal literature evaluating characteristics and clinical factors of patients who benefit from CDTM diabetes clinics by pharmacists. Objective: Identify patient characteristics and clinical factors that may be associated with patients who reach goal hemoglobin A1c (HbA1c) of <7% at discharge by pharmacists practicing under CDTM agreements. Methods: This retrospective chart review included patients referred to pharmacist CDTM clinics for type 2 diabetes with an HbA1c goal of <7%. Data were extracted from the electronic medical record at enrollment and discharge. Results: Of the 228 patients included, 84 achieved a goal HbA1c of <7%. Factors predictive of patient success were Asian ethnicity (odds ratio [OR] = 19.32), baseline HbA1c of 7% to 7.9% (OR = 2.34), enrolled in clinic for 5 to 6 months (OR = 2.06), in-person visit every 4 to <8 weeks (OR = 3.06), not on insulin initially or at discharge (OR = 1.79, OR = 2.02), or discharged on a glucagon-like peptide-1 receptor agonist (OR = 1.83). Factors predictive of not reaching goal were Black or African American ethnicity (OR = 0.42), <5 encounters of any type (OR = 0.44), an encounter of any type every 8 weeks or more (OR = 0.08), or discharged on a sodium-glucose cotransporter-2 inhibitor (OR = 0.27). Conclusion: Several clinical and demographic factors were identified that influenced a patient's ability to reach a goal HbA1c of <7%. The results of this study may be applied to further advance pharmacist-run clinics in optimizing diabetes care for patients.
RESUMO
Objective. To compare pharmacy students' performance in a therapeutics course after attending live lectures and/or viewing video-recorded lectures. Methods. Attendance was taken during seven lectures spaced equally throughout the therapeutics course. Data on students' viewing of the video-recorded lectures was extracted. Students were grouped based on class attendance and video-viewing behavior; these data were correlated to student performance on examination lecture specific material. The data were also evaluated based on students' final course grade. Results. From each lecture for which data were collected, between 346 and 349 students were included in the analysis, resulting in 2,430 data points. Students who were attended lecture and did not access the video-recorded lecture were associated with better performance on the respective examination than students who were absent and accessed the video-recorded lecture only once (grade=71.0 vs 62.3). Students who attended lecture, regardless of whether they subsequently viewed the video online, were associated with better performance on the examination than students who were absent (70.4 vs 64.0). Among all students who attended lecture, those that also used the video-recorded lecture were associated with similar performance on the examination as those who did not access the video (grade=69.1 vs 71.0). Conclusion. Results from this pilot study demonstrated that live class attendance was associated with higher examination performance than viewing recorded lectures for a therapeutics class. The results of this pilot study can be used to guide future research in understanding how teaching methods affect student performance.
