Training Student Pharmacists in Microaggressions and Gender Inclusive Communication.

OBJECTIVE: The objectives of this study were to describe the implementation of a microaggression and gender inclusive communication (MGIC) module in a required course in a Doctor of Pharmacy curriculum; and to evaluate the impact on student pharmacist knowledge, comfort, and confidence using gender inclusive communication and addressing microaggressions. METHODS: Students participated in MGIC module, which included training on microaggressions, and terminology related to gender. The module implementation was evaluated through a pre and post training knowledge assessment and survey of student confidence, comfort, and perceived importance of gender inclusive care. Additional evaluation included qualitative review of the graphics depicting the terminology and rephrasing statement with a microaggression to inclusive language. Survey responses were analyzed using Mann-Whitney U test and knowledge responses were analyzed using the Fisher exact test in SPSS. RESULTS: A total of 106 students completed the module, 105 completed presurvey and knowledge assessment, and 92 completed the postsurvey and knowledge assessment. Results demonstrated a statistically significant increase from pre to post on the comfort and importance domain questions. A statistically significant increase in the student confidence was seen on all questions except for 2. The pre and postknowledge assessment results on all questions showed improvement from pre to post, although not all changes were statistically significant. CONCLUSION: The MGIC module was effective in increasing to evaluate the impact on student pharmacist knowledge, comfort, and confidence using gender inclusive communication and addressing microaggressions. Reflections echoed the value and need for this training.

Implementing Mental Health First Aid Training in a Doctor of Pharmacy Program.

OBJECTIVE: In this study, we aimed to describe the implementation of Mental Health First Aid (MHFA) training as a required curricular component in a Doctor of Pharmacy (PharmD) program; and analyze the impact of MHFA training on student pharmacist's perceptions of stigma, comfort, confidence, and willingness to intervene when someone is experiencing a mental health issue. METHODS: Student pharmacists completed an all-day MHFA training as a required element of the PharmD curriculum during the spring of 2022. Pre- and post-survey was completed by students during the in-person training. Questions included items from the Opening Minds to Stigma Scale for Healthcare Providers; question, persuade, refer gatekeeper training for suicide prevention; and questions developed by the authors to assess the impact of the training on participant-reported stigma, confidence, and willingness to provide care to those potentially experiencing a mental issue. RESULTS: A total of 235 student pharmacists completed the MHFA training. A statistically significant reduction of stigma was seen for 9 of the 15 statements from Opening Minds to Stigma Scale for Healthcare Providers. Additionally, all responses related to comfort and willingness to provide care and confidence improved significantly after completing MHFA. CONCLUSION: MHFA training was implemented as a mandatory requirement for all student pharmacists in the didactic portion of a PharmD program. This training led to reduced stigma around mental illness and improved confidence, comfort, and willingness to intervene among student pharmacists.

Analysis of Laboratory Skills Curricula Surrounding Professional Identity Formation in Doctor of Pharmacy Students.

OBJECTIVE: The purpose of this study was to describe how laboratory curricula in 6 pharmacy programs provides student pharmacist experiences to develop professional identity formation and explore personal identities. METHODS: Learning objectives for courses with laboratory components were independently reviewed and then reconciled to identify the associated historical professional identities, professional domains, and associated with personal identity from 6 pharmacy programs. Counts and frequencies for historical professional identities, domains, and personal identity associations were obtained by program and overall. RESULTS: Thirty-eight (2.0%) unique objectives were associated with personal identity. The most identified historical professional identity was healthcare provider (42.9%), followed by dispenser (21.7%). The highest professional domain identified was prepare/dispense/provide medications (28.8%) followed by communicate/counsel/educate (17.5%). CONCLUSION: Discordance between the historical identities and professional domains covered in the laboratory curricula was identified in this analysis. The prevalence of the "health care provider" professional identity in the laboratory curricula likely mimics what is currently seen in practice, but most lab activities fell under the domain of preparing and dispensing medication which may not be considered a component of healthcare provider professional identity. Going forward, educators must be intentional in the experiences we provide to students to help foster their professional and personal identity. Future research is needed to identify if this discordance is present in other classes along with research to identify intentional activities that can be incorporated to foster professional identity formation.

Comparing trained student peers versus paid actors as standardized patients for simulated patient prescription counseling.

Background: Simulation can be a useful tool for teaching and assessing clinical skills, but can also be costly and faculty-time intensive. It is defined as a technique to create an activity to portray a real experience for purpose of practicing or evaluating. Simulations can use standardized patients (SPs), which can be paid actors (PASPs), staff and faculty, manikins, volunteers, or students from higher level cohorts, also known as advanced class standardized patients (ACSPs). Objective: The objective of this study was to conduct a multifaceted analysis comparing ACSPs and PASPs, based on student performance in the assessment, student preference of SP type, and SP performance as an actor. Methods: ACSPs and PASPs were used in a summative prescription counseling role play. For the evaluation, students counseled a SP about a new prescription medication and answered questions about taking an over-the-counter product with the new medication. The interaction was recorded and evaluated by faculty using a previously developed rubric. SP performance was evaluated by faculty using a separate rubric to determine how well the patient role was performed. A pre- and post-evaluation survey was completed by student pharmacists to gather student preferences about SPs and confidence in their counseling skills. Data were evaluated using a paired t-test. Results: One hundred sixty-seven student pharmacists completed the summative prescription counseling evaluation. Student pharmacists performed well overall with minimal differences between SP types. Students preferred PASPs to role play the patient but felt that the actor type did not affect their performance. Conclusions: ACSPs performed the role of the SP well for a summative prescription counseling session without impacting student performance compared to PASPs and with reduced cost. However, students preferred PASPs, and PASPs were better at role playing the patient.

Training Student Pharmacists in Suicide Awareness and Prevention.

Objective. To determine whether students gained knowledge, confidence, and skills in identifying and preventing suicide in patients, peers, friends, and family after receiving training in suicide prevention. Methods. Student pharmacists participated in a 3.5-hour suicide prevention training program. A pre- and post- intervention assessment and pre- and post-intervention survey were administered before and after completion of the training program. Questions were designed to assess knowledge of, comfort with, and confidence in assessing and intervening with individuals at risk of suicide. A standardized patient prescription counseling session was conducted two weeks after the training session. Videos of the counseling sessions were reviewed to determine whether student pharmacists assessed the patient for suicide risk. Additionally, a post-counseling reflection was completed asking students to reflect on incorporation of the suicide prevention training into their prescription counseling session. Results. One-hundred seventy-one student pharmacists participated in the training. Knowledge increased across all areas as evidenced by improved scores on the post-intervention knowledge assessment. Students' comfort level with asking about suicidal ideation and their confidence with intervening significantly increased from the pre- to post-intervention survey. After the training, 40% stated they knew someone who may need help and 21% said they had decided to seek help for themselves. Conclusion. The training program increased student pharmacists' knowledge of and confidence in assessing and counseling individuals considering suicide. Encouraging student pharmacists to participate in prevention training may aid future providers in preventing death by suicide.

Standardized Patient Simulation Using SBIRT (Screening, Brief Intervention, and Referral for Treatment) as a Tool for Interprofessional Learning.

Introduction: Substance misuse is a critical social and health care issue, and learning how to effectively screen for misuse and perform a brief intervention is useful for all health care professions. As an intercollegiate, interprofessional group, we developed a mechanism for delivering interprofessional education (IPE) using SBIRT (screening, brief intervention, and referral for treatment) as a tool to identify potential substance misuse. Methods: A total of 1,255 students from nursing, pharmacy, medicine, physician assistant, social work, dietetics, and occupational therapy programs participated in the training and evaluation of this IPE experience over 2 academic years. The training incorporated asynchronous SBIRT training, in-person student role-plays, and a standardized patient (SP) interaction. Results: A significant majority of participants indicated that this IPE experience enhanced their interprofessional skills (91%), was useful for interprofessional development (79%), was relevant to their career (92%), and would benefit their clients (93%). Faculty debrief sessions supported the efficacy of SBIRT as a platform for IPE. Discussion: Students believed that utilizing SBIRT as an interprofessional learning experience enhanced their overall educational experience and assisted with developing interprofessional relationships and that team-based care would lead to improved patient outcomes. Faculty found this learning activity to be effective in developing student insight regarding future professional peers and patient interview skill development through role-plays with peers and SPs.

Striving for interrater reliability with a patient counseling assessment rubric: Lessons learned.

BACKGROUND: Providing effective patient counseling is an essential pharmacist skill to ensure patients understand how to take medications, prevent medication-related errors, and meet requirements of federal law. This study sought to develop a new patient counseling assessment rubric to minimize interrater variability, deliver a consistent summative competency assessment, and provide students with formative, actionable feedback. IMPACT: A first attempt to achieve statistically significant interrater reliability was not successful due to incorporation of too many variables into study design and the subjective nature of patient counseling. After reducing study variables (number of different medications, number of evaluators, and number of videos) and consulting a statistician, a second attempt was made to analyze interrater reliability for the rubric. However, even with variables minimized, this attempt did not lead to statistically significant agreement. RECOMMENDATIONS: The faculty team identified four recommendations (Omnibus Budget Reconciliation Act of 1990): conduct a norming session for graders prior to the assessment (Rantucci, 2006), conduct a post-hoc analysis after grading to reduce interrater variability and increase consistency (Taitel et al., 2012), simplify the rubric to reduce subjectivity and clarify the intent of rubric elements, and (Saranagam et al., 2013) rubrics can be utilized differently in separate courses to target specific learning objectives. DISCUSSION: Although the goal of creating a rubric with statistically significant interrater reliability was not achieved, we did learn important lessons about evaluating student pharmacist performance with less subjectivity and more consistency. The authors hope the results and lessons learned will be valuable to our colleagues at other institutions as patient counseling content and rubrics are developed.

Toolkit for US colleges/schools of pharmacy to prepare learners for careers in academia.

INTRODUCTION: The objective of this article is to provide an academic toolkit for use by colleges/schools of pharmacy to prepare student pharmacists/residents for academic careers. METHODS: Through the American Association of Colleges of Pharmac (AACP) Section of Pharmacy Practice, the Student Resident Engagement Task Force (SRETF) collated teaching materials used by colleges/schools of pharmacy from a previously reported national survey. The SRETF developed a toolkit for student pharmacists/residents interested in academic pharmacy. RESULTS: Eighteen institutions provided materials; five provided materials describing didactic coursework; over fifteen provided materials for an academia-focused Advanced Pharmacy Practice Experiences (APPE), while one provided materials for an APPE teaching-research elective. SRETF members created a syllabus template and sample lesson plan by integrating submitted resources. Submissions still needed to complete the toolkit include examples of curricular tracks and certificate programs. DISCUSSION AND CONCLUSIONS: Pharmacy faculty vacancies still exist in pharmacy education. Engaging student pharmacists/residents about academia pillars of teaching, scholarship and service is critical for the future success of the academy.

Methods Used by Colleges and Schools of Pharmacy to Prepare Student Pharmacists for Careers in Academia.

Objective. To identify the methods used by US colleges and schools of pharmacy to prepare student pharmacists for academic careers. Method. An 18-item survey instrument was developed and distributed to US colleges and schools of pharmacy. Representatives were asked about faculty responsibilities, experiences in academia currently offered to student pharmacists, and representatives' perception of their student pharmacists' preparedness for careers in academia, including barriers in current programming. Results. Representatives from 96 colleges/schools responded. The vast majority (96%) provided academia-focused advanced pharmacy practice experiences (APPEs), 40% provided didactic coursework in academia, 28% offered a longitudinal research track, and 42% offered academia-focused independent studies. Teaching methods and creating learning objectives were the most common pedagogical content, while assessment activities were diverse. Time was the most prevalent barrier to providing training for academic careers; however, degree of student pharmacist interest, faculty inexperience, and lack of leadership support were also commonly reported. Conclusions: Colleges and schools of pharmacy vary in the extent to which they prepare student pharmacists for careers in academia. Advanced pharmacy practice experiences were the most common method of training offered. Standardization of training for academia may better promote this career path to student pharmacists.

Statin Medication Use and Nosocomial Infection Risk in the Acute Phase of Stroke.

GOAL: Statins have immunomodulatory and peripheral anti-inflammatory properties that are independent of their lipid-lowering action. Whether these properties reduce the risk for developing poststroke infection is debated in clinical literature. We estimated the risk for developing nosocomial poststroke infection based on statin exposure in patients aged 18 or older hospitalized for ischemic stroke. MATERIALS AND METHODS: A consecutive sample of acute care hospital electronic medical records was retrospectively analyzed. Patients were assigned to the exposed cohort either when statin use preceded infection or statin medication was used, but no infection developed. The unexposed cohort included patients not on statins or initiating statins after infection developed. The association of statin exposure with infection was examined with conditional logistic regression adjusted for poststroke infection risk factors. Cochran-Mantel-Haenszel analyses examined the association of statin exposure and infection status within strata of binary predictor variables that increased infection risk. FINDINGS: Up to 1612 records were analyzed: 1151 in the exposed cohort and 461 in the unexposed cohort. Infection developed in 20% of the statin-exposed patients and in 41% of the statin-unexposed patients (P < .001). Exposure to statins reduced odds for developing nosocomial infection by 58% over no exposure (adjusted odds ratio = .418, P < .001). Statins lowered the infection risk for both sexes, patients with a nasogastric tube, and patients with dysphagia (P < .05). Statins did not change infection risk for patients with endotracheal intubation. CONCLUSIONS: In patients with ischemic stroke and without endotracheal intubation, statin medications were associated with reduced risk of nosocomial infections.

High-Fidelity Simulation: Preparing Dental Hygiene Students for Managing Medical Emergencies.

Medical emergencies can occur at any time in the dental office, so being prepared to properly manage the situation can be the difference between life and death. The entire dental team must be properly trained regarding all aspects of emergency management in the dental clinic. The aim of this study was to evaluate a new educational approach using a high-fidelity simulator to prepare dental hygiene students for medical emergencies. This study utilized high-fidelity simulation (HFS) to evaluate the abilities of junior dental hygiene students at Eastern Washington University to handle a medical emergency in the dental hygiene clinic. Students were given a medical emergency scenario requiring them to assess the emergency and implement life-saving protocols in a simulated "real-life" situation using a high-fidelity manikin. Retrospective data were collected for four years from the classes of 2010 through 2013 (N=114). The results indicated that learning with simulation was effective in helping the students identify the medical emergency in a timely manner, implement emergency procedures correctly, locate and correctly utilize contents of the emergency kit, administer appropriate intervention/treatment for a specific patient, and provide the patient with appropriate follow-up instructions. For dental hygiene programs seeking to enhance their curricula in the area of medical emergencies, this study suggests that HFS is an effective tool to prepare students to appropriately handle medical emergencies. Faculty calibration is essential to standardize simulation.

Predicting potential postdischarge adverse drug events and 30-day unplanned hospital readmissions from medication regimen complexity.

OBJECTIVES: To determine whether medication regimen complexity (MRC) could predict likelihood for occurrence of potential adverse drug events (ADEs), unplanned 30-day hospital readmission, or 30-day emergency department use in patients transitioning from hospital to home care. METHODS: Hospital discharge medication lists and medication lists constructed during visits to patients' homes were analyzed for 213 participants. MRC was quantified with the Medication Regimen Complexity Index (MRCI). The potential for ADEs was based on medication discrepancies detected between the discharge and patient reported home medication lists. Unplanned acute care utilization in the 30 days after index hospitalization was tracked. Logistic regression analyses were used to approximate the odds for an ADE and postdischarge acute care utilization from MRCI scores. RESULTS: Home medication lists were less complex than hospital discharge medication lists. High home medication list MRCI scores increased the odds more than 4-fold for a potential ADE (P < 0.001). High discharge medication list MRCI scores increased the odds more than 5-fold for an unplanned 30-day hospital readmission (P = 0.026). High regimen complexity did not significantly elevate odds for emergency department use. CONCLUSIONS: MRC was predictive of patients' potential for ADEs and unplanned hospital readmission. MRC may be useful in identifying patients that would benefit from additional transitional care interventions. Results indicate that simplifying medication regimens may favorably impact postdischarge outcomes.

Medication regimen complexity and hospital readmission for an adverse drug event.

BACKGROUND: Adverse drug events (ADEs) are costly, dangerous, and often preventable. Little is known about the link between medication regimen complexity and rehospitalization as a result of an ADE. OBJECTIVE: The objective of this study was to compare admission and discharge medication regimen complexity in 2 cohorts: patients readmitted for an ADE within 30 days and patients not readmitted for an ADE. METHODS: The study used a retrospective parallel-group case-control design. Participants from 4 urban acute care hospitals were included in the revisit cohort if they were rehospitalized within 30 days as a result of an adverse event coded as accidental poisoning. The no-revisit cohort was formed by randomly sampling patients with the same disease classification codes as the revisit group but without history of a readmission within 30 days. Complexity of medication regimens at the initial admission and discharge was quantified with the medication regimen complexity index (MRCI). RESULTS: The revisit group comprised 92 individuals and the no-revisit group, 228. The revisit group had a significantly higher MRCI score at admission and discharge than the no-revisit group (all P < .005). Receiver operating characteristic curves, used to determine a potential MRCI cutoff score for risk of an ADE, revealed MRCI scores of 8 or greater to optimally predict increased risk for readmission caused by an ADE. CONCLUSIONS: Complex medication regimens at hospital admission are predictive of rehospitalizations for ADEs. This finding suggests that medication regimen complexity be considered as a target for interventions to decrease the risk for readmission.

A tool to assess student performance in a Clostridium difficile infection simulation scenario.

OBJECTIVE: To develop and validate an evaluation tool to assess student pharmacists' performance in a simulation scenario involving a patient with Clostridium difficile infection (CDI). METHODS: The authors used an expert panel review process to establish content validity of the tool. Four faculty members used the tool to evaluate student pharmacist groups during 2011 and tested a modified version of the tool in 2012. The authors analyzed the results for each year to determine internal consistency and inter-rater reliability. RESULTS: The 2011 tool demonstrated sound internal consistency, but several items had poor inter-rater agreement. The revised 2012 tool demonstrated acceptable internal consistency and good to excellent inter-rater agreement for all items except one. CONCLUSIONS: The tool facilitated reliable assessment of student pharmacists' clinical decision-making during simulation performance involving a patient with CDI.

Using human patient simulation to prepare student pharmacists to manage medical emergencies in an ambulatory setting.

OBJECTIVE: To implement a simulation-based educational experience focused on medical emergencies in an ambulatory pharmacy setting. DESIGN: Second-year student pharmacists were assigned randomly to groups and played the role of pharmacists in a community pharmacy setting in which a simulated patient experienced 1 of 5 emergency scenarios: medication-related allergic reaction, acute asthma attack, hypoglycemia, myocardial infarction, and stroke. The students were expected to use patient assessment techniques to determine which emergency the simulated patient was experiencing and the appropriate intervention. Following each simulation, a debriefing session was conducted. ASSESSMENT: Eighty-two student pharmacists completed the simulation activity. Ninety-three percent of student groups correctly identified the emergency. A post-activity survey instrument was administered, and 83% of responders indicated this activity was effective or very effective. CONCLUSION: Simulation of emergencies seen in an ambulatory pharmacy setting allowed students to assert knowledge, practice communication skills, apply assessment techniques, and work as a team in a low-risk environment.

Ethnicity/race, use of pharmacotherapy, scope of physician-ordered cholesterol screening, and provision of diet/nutrition or exercise counseling during US office-based visits by patients with hyperlipidemia.

BACKGROUND: Elevation of serum cholesterol, or hyperlipidemia, is recognized as one of the major modifiable risk factors in the development of atherosclerosis and cardiovascular disease. On a US population basis, there has been a downward trend in total- and LDL-cholesterol levels, and an increase in cholesterol screening. Nevertheless, previous research suggests that there remain racial/ethnic disparities in the access to and quality of care for hyperlipidemia. OBJECTIVE: The aim of this study was to examine the extent of racial/ethnic disparities in the provision of pharmacotherapy, cholesterol screening and diet/nutrition or exercise counseling during US office-based physician-patient encounters (visits) by patients with hyperlipidemia. METHODS: We examined data from the 2005 US National Ambulatory Medical Care Survey for office-based visits for hyperlipidemia for patients aged > or =20 years in terms of prescribing for hyperlipidemia, and the ordering/provision of cholesterol testing, diet/nutrition counseling, and exercise counseling. RESULTS: Use of pharmacotherapy for hyperlipidemia varied by ethnicity/race (chi2, p < 0.05). Physician-ordered/provided cholesterol screening occurred in 44.2% of all office-based visits; 46.5% for Whites, 35.4% for Blacks, and 30.3% for Hispanics (chi2, p < 0.05). Diet/nutrition counseling was ordered/provided in 39.7% of office-based visits; 40.4% for Whites, 32.6% for Blacks, and 39.0% for Hispanics (chi2, p < 0.05). Exercise counseling was ordered/provided in 32.1% of office-based visits; 32.7% for Whites, 27.2% for Blacks, and 30.6% for Hispanics (chi2, p < 0.05). CONCLUSIONS: These findings reveal a disparity in use of pharmacotherapy for hyperlipidemia, physician-ordered/provided cholesterol screening, diet/nutrition counseling, and exercise counseling by ethnicity/race. Further research is required to discern, in greater detail, reasons for the observed differences reported, and to ensure equitable access to established standards of care.