A Deeper Reflection on the Integration of the Pharmacists' Patient Care Process.

OBJECTIVE: Given the importance of developing student understanding and application of the Pharmacists' Patient Care Process (PPCP), programs may be able to use successful approaches from other institutions to enhance their curricular and experiential learning and assessment of student outcomes. The study objective was to explore successful methods of integrating the PPCP and outline areas of challenge. METHODS: This study used a qualitative study design with semistructured interviews to gain insight from participants' lived experiences. Pharmacy faculty members participating in a national survey or who were authors of articles about PPCP initiatives were recruited to provide greater detail about building successful and innovative curricula. Thematic analysis identified commonalities and differences among the interviewed participants. RESULTS: A total of 10 interviews were conducted. The following 4 overarching themes arose from the data: discussions around intentional integration of the PPCP across multiple core courses may foster innovations in teaching strategies; intentional integration alone does not equate to PPCP integration across the curriculum; intentional integration may enhance program assessment; and PPCP data from experiential coursework may not be widely used in curricular continuous quality improvement. CONCLUSION: Pharmacy programs will ideally involve the entire faculty, including experiential and basic and social/administrative science members, in weaving the PPCP throughout the curriculum. Rigorous assessment can better inform interventions related to student competency in various steps of the PPCP. Pharmacy programs should also clarify how data obtained from preceptors observing student performance in each of the PPCP steps are used to assess student mastery of this critical skill.

Descriptive analysis of the legal ramifications of medication diversion by pharmacy employees.

BACKGROUND: Medication diversion, the act of illegally redirecting prescription drugs from their intended path, is a growing problem in the United States, with significant implications for patient safety and the integrity of the health care system. OBJECTIVE: The objective of this study was to link reported diversion cases from state boards of pharmacy to state court docket records to describe the legal ramifications of medication diversion. METHODS: A retrospective analysis of state board of pharmacy records and state court docket records from six states between 2016 and 2021 was completed. RESULTS: A total of 207 medication diversion cases were identified and 61 of these cases were able to be linked to state court cases. The study found that pharmacy technicians were involved in the majority of cases (77.3%). The study found that medication diversion frequently occurred in community pharmacies (59.2%), involving controlled medications (87.4%). The primary reasons for medication diversion were personal use (43.7%) and undetermined motives (48.5%). Of the 61 cases linked to court cases, prevalent disciplinary actions included "misdemeanor or felony charges" (21.4%) and "jail time, suspended" (9.2%). The findings underscore the need for robust systems and protocols within health care facilities to prevent medication diversion, particularly in pharmacy settings. Measures such as implementing physical and electronic controls, addressing flaws in operations, and conducting thorough background checks during the hiring process are crucial for minimizing the risk of diversion. Furthermore, the study reveals inconsistencies in the disciplinary actions taken by state boards of pharmacy and state legal systems, indicating the need for more standardized and consistent processes for prosecuting medication diversion cases. Future research should aim to include a broader sample size and develop standardized data collection methods to further explore medication diversion and its legal implications. CONCLUSION: In conclusion, addressing medication diversion requires a collaborative effort between health care facilities and regulatory bodies. By prioritizing prevention strategies and aligning disciplinary actions, the health care system can ensure patient safety, uphold professional integrity, and effectively combat medication diversion.

Do Future Physicians Know a Clinical Hospital Pharmacist's Capabilities?

BACKGROUND: Physicians appear to positively perceive pharmacists, but the perception of future physicians on clinical hospital pharmacists is largely unknown. By identifying medical students' perceptions, educational efforts could be developed to target areas for improvement and allow for optimal utilization of pharmacists. OBJECTIVE: To identify medical students' perception of clinical pharmacists in the hospital setting. METHODS: A 27-item survey that analyzed medical students' knowledge and attitudes toward clinical hospital pharmacists was sent via email to students at eight medical schools in Ohio. Survey items assessed participant's past interactions with a pharmacist (5 items), understanding of clinical pharmacists' roles and responsibilities (7 items), and current perceptions of clinical pharmacists (7 items). Quantitative data were analyzed using descriptive statistics and qualitative data using thematic analysis. RESULTS: There were 124 participants across 3 medical schools. Students expressed that clinical pharmacists are essential on the healthcare team to support and maintain a patient's health (Mean ± SD = 4.47 ± 0.829). They were neutral or disagreed that clinical pharmacists are qualified to diagnose a variety of conditions (Mean ± SD = 2.62 ± 1.017) and were neutral or agreed that a clinical pharmacist's role differs from a community pharmacist's role (Mean ± SD = 3.95 ± 0.659). In the qualitative analysis, medical students reported that they perceive clinical pharmacists to be medication experts (N=28, 66.7%), important members of the healthcare team (N=23, 54.8%), and useful resources for answering drug-related questions (N=15, 35.7%). CONCLUSIONS: Medical students reflected a positive attitude toward clinical pharmacists and affirmed the need for pharmacists to provide medication expertise in the hospital setting. However, many medical students were not fully aware of the responsibilities that a clinical pharmacist provides and could benefit from education on the scope of a pharmacist's practice.

Development and perceptions of an academic success tool for pharmacy students.

OBJECTIVE: Some students may face challenges with graduate-level reading and writing, particularly in certain active learning pedagogies, such as team-based learning or peer instruction, which require extensive pre-reading. The objective of this study is to determine the perceived utility of an academic literacy (reading/writing) test for first professional year student pharmacists (P1s). METHODS: In a collaboration between pharmacy and linguistics faculty, an academic literacy assessment tool was developed using fall P1 course materials. After pilot testing and adjustments, the revised test was administered to all P1 students by trained facilitators, then scored. Students needing literacy support were identified, met with individually to debrief on the assessment, and offered a year-long, one-on-one tutoring program. P1 faculty participated in an end-of-semester focus group session to determine whether the assessment correctly identified students who benefited from literacy support, and to decide on the impact of subsequent support. Thematic analysis was performed on the data. RESULTS: A total of 13 students were identified as at-risk through the assessment. Since tutoring was optional, eight students met at least once, and two students met weekly during the ensuing semester. Faculty from the end-of-semester focus group 1) stated that the assessment accurately pre-identified students who struggled with literacy components of P1 coursework, and 2) expressed a wish for earlier identification of students with required instead of optional tutoring. CONCLUSIONS: Faculty perceived that the tool accurately identified students, but the timing and the volunteer nature of the follow-up tutoring limited the success of the assessment effort.