For the rural curious: mixed methods evaluation of a rural pharmacy practice elective.

BACKGROUND: As of 2020, 20% of people residing in the United States of America (U.S.) lived in rural communities. Despite rural residents tending to be older, poorer, and having greater disease burden than their urban counterparts, the number of rural primary care providers continues to decline. Nearly 66% of U.S. Primary Care Health Professional Shortage Areas are designated as rural. Pharmacists can help address this shortage of rural primary care providers, often serving as providers of first-contact care; however, only 12% of U.S. pharmacists practice in rural communities. To help address this gap, in 2022 an elective Rural Pharmacy course was created at the University of Minnesota College of Pharmacy by a faculty member who has rural practice experience. METHODS: The course combines formal lectures, guest presentations by rural pharmacists and student interviews with additional rural pharmacists. For the 42 students enrolled in the course in 2022 and 2023, non-parametric statistics were used to compare the percentage of students who were raised in rural communities or who otherwise had extensive exposure to rural, and compare student interest ratings (1 to 7) about practicing/living rural at the beginning and end of the course. Students also wrote end-of-course reflection papers, commenting on the course and their interviews with rural pharmacists. RESULTS: Across both years, 45% of the enrolled students had previous experience in rural communities. The net change in Rural Interest scores among students completing both questionnaires was + 5 in 2022 and + 2 in 2023, both non-significant differences. The largest shifts in student interest were from "Not Sure" at the start of the course to "Interested" or "Not Interested" at the end of the course, and from "Interested" to "Very Interested." In their reflection papers nearly 60% of students reported being most impressed by their interviews with rural pharmacists. CONCLUSIONS: A course addressing the benefits and challenges of practicing pharmacy in rural communities was well-received by pharmacy students. Even students who have little interest in living in a rural community can benefit from being introduced to rural culture, enabling them to provide more culturally-responsive care for patients from rural communities.

Initial Employment Plans of PharmD Graduates from Ten Public Colleges/Schools of Pharmacy, 2018-2022.

OBJECTIVE: Since 2009, the Big Ten Pharmacy Assessment Collaborative has surveyed their Doctor of Pharmacy (PharmD) graduates regarding their first employment plans. The current study updates the results from 2013-2017, since which the nationwide demand for pharmacists decreased, then increased again due to COVID-19. METHODS: Quantitative first-position employment data from 2018-2022 were tracked among 6687 Big Ten PharmD graduates. Outcomes included job/residency/fellowship placement; satisfaction with placement; salary; time spent searching; and perceived difficulty finding placement. RESULTS: Over the study period, 5276 usable surveys were received (survey participation rate 79%). Respondents who reported applying for employment (2699) spent nearly 3 months searching for a position, although 64% had received employment offers before graduation. Annual salaries in pharmacy positions of at least 32 h per week (excluding residencies or fellowships) trended downward from $113,754 in 2018 to $99,175 in 2021, rebounding to $114,097 in 2022. Approximately 42% of respondents who applied for jobs reported difficulty finding a position in 2018 and 2019, decreasing to 20% in 2022. In total, 73% of respondents were satisfied with the offers they received, with 72% finding positions in their preferred job setting. An average of 57% applied for residencies from 2018 to 2022, nearly 10% higher than 2013-2017, with 76% of applicants matching. An additional 19% planned to pursue additional academic degrees, fellowship training, or both. CONCLUSION: From 2018 to 2022, Big Ten PharmD graduates found pharmacy-related first positions to the same extent as did Big Ten PharmD graduates from 2013-2017, at similar salaries.

Personalizing Personalized Medicine: The Confluence of Pharmacogenomics, a Person's Medication Experience and Ethics.

Truly personalized precision medicine combines pharmacogenomics (PGx), a person's lived medication experiences and ethics; person-centeredness lies at the confluence of these considerations. A person-centered perspective can help inform PGx-related treatment guidelines, shared decision-making for PGx-related therapeutics and PGx-related healthcare policy. This article examines the interplay between these components of person-centered PGx-related care. Ethics concepts addressed include privacy, confidentiality, autonomy, informed consent, fiduciary responsibility, respect, the burden of pharmacogenomics knowledge for both the patient and healthcare provider and the pharmacist's ethical role in PGx-testing. Incorporating the patient's lived medication experience and ethics principles into PGx-based discussions of treatment can optimize the ethical, person-centered application of PGx testing to patient care.

The Importance of Teaching Ethics in Pharmacy Education.

All pharmacy faculty members should have a general understanding of the field of ethics, regardless of whether they have received any formal training, since instruction and training in ethical decision-making is an accreditation expectation. Additionally, whether they recognize it or not, pharmacy faculty members are involved in ethical decision-making on an almost daily basis. The aims of the current commentary are to expand on a basic approach to ethical decision-making using examples involving students or faculty members in each of the triad areas of teaching, research, and service, and serve as a starting point to enable all faculty to teach students how to work through an ethical dilemma. This commentary will focus on the initial steps involved in determining whether an ethical dilemma exists, determining the facts related to the dilemma by identifying technical facts and legal constraints, and identifying the principles and values that play a role in the situation and decide which are in conflict. References are provided for more in-depth review of ethics subject matter beyond the scope of this commentary.

Detection of Academic Early Warning Signs and Effective Intervention "Takes a Village".

Early intervention for students at risk of academic difficulty can be more effectively accomplished using a team-based approach that capitalizes on the expertise of many in a pharmacy education community. Authored by members of the Big Ten Alliance Pharmacy Assessment Collaborative, this commentary advocates for better integration of assessment professionals, pharmacy faculty, and student support services to capture academic, accountability, and behavior-related data that might signal student intellectual and/or behavioral challenges and manifest as marginal academic performance. Assessment professionals can assist with creating data dashboards/monitoring systems, recognizing trends within the data, refining formulas to identify at-risk students, and measuring the impact of interventions to determine which approaches positively and significantly influence outcomes. Effective early warning and intervention takes a village and should go beyond narrowly focused attempts that fail to account for the complexity of students as individuals or fail to acknowledge the multifaceted skill set students are expected to develop to become competent and responsible pharmacists.

Addressing Hidden Curricula That Subvert the Patient-Centeredness "Hub" of the Pharmacists' Patient Care Process "Wheel".

Objective. This systematic review's purpose is to improve clarity for the meaning of patient-centered care in the JCPP Pharmacists' Patient Care Process and to provide an initial foothold for faculty to address "hidden curricula" that undermine the concept. Our corresponding objectives were to identify and describe the conceptualizations defining patient-centered care from the pharmacy literature; and compare the meaning of patient-centeredness in the pharmacy literature with the construct's seminal conceptualizations from other professional groups.Findings. The search protocol produced 61 unique sources from the pharmacy literature. More than two-thirds of these results lacked precise use of terminology consistent with the literature or operational depth or theoretical exploration of the term's meaning. The remaining sources yielded two separate conceptualizations of patient-centeredness with three commonalities but key differences between their grounding in the construct's seminal sources in the broader health care literature.Summary. The pharmacy literature clarifies the meaning of patient-centered care in the patient-pharmacist encounter, but additional understanding is needed at meso- (ie, health care) and macro-levels (ie, legislation, accreditation, payment, workforce dynamics) of care. This expansion of understanding may reduce dissonance between the formal and hidden curricula on patient-centeredness associated with health professional student disillusionment, contempt for faculty and institutions, and reductions in empathy and ethics. Increasing use of integrative case-based training, equitably blending patient-centeredness considerations with other curricular content, represents one strategy for reducing the presence and negative impact of hidden curricula.

Seeing the Elephant: A Systematic Scoping Review and Comparison of Patient-Centeredness Conceptualizations from Three Seminal Perspectives.

"Patient-Centeredness" (PC) is a theoretical construct made up of a diverse constellation of distinct concepts, processes, practices, and outcomes that have been developed, arranged, and prioritized heterogeneously by different communities of professional healthcare practice, research, and policy. It is bound together by a common ethos that puts the holistic individual at the functional and symbolic center of their care, a quality deemed essential for chronic disease management and health promotion. Several important contributions to the PC research space have adeptly integrated seminal PC conceptualizations to improve conceptual clarity, measurement, implementation, and evaluation in research and practice. This systematic scoping review builds on that work, but with a purpose to explicitly identify, compare, and contrast the seminal PC conceptualizations arising from the different healthcare professional groups. The rationale for this work is that a deeper examination of the underlying development and corresponding assumptions from each respective conceptualization will lead to a more informed understanding of and meaningful contributions to PC research and practice, especially for healthcare professional groups newer to the topic area like pharmacy. The literature search identified four seminal conceptualizations from the healthcare professions of Medicine, Nursing, and Health Policy. A compositional comparison across the seminal conceptualizations revealed a shared ethos but also six distinguishing features: (1) organizational structure; (2) predominant level of care; (3) methodological approach; (4) care setting origin; (5) outcomes of interest; and (6) language. The findings illuminate PC's stable theoretical foundations and distinctive nuances needed to appropriately understand, apply, and evaluate the construct's operationalization in contemporary healthcare research and practice. These considerations hold important implications for future research into the fundamental aims of healthcare, how it should look when practiced, and what should reasonably be required of it.

Patient-Centered Care preferences & expectations in outpatient pharmacist practice: A three archetype heuristic.

BACKGROUND: Patient-Centered Care (PCC) resides in the center of the Joint Commission of Pharmacy Practitioners' "Pharmacists' Patient Care Process" (PPCP) and is essential to successful management of chronic disease. However, the widely recognized importance and relevance of PCC contrasts with the limited number of studies in the pharmacist literature investigating patient preferences and expectations that inform PCC. Filling this gap is vital for improving pharmacist PCC at the micro-level (i.e., within and adjacent to patient-pharmacist encounters), meso-level (i.e., healthcare systems), and macro-level (i.e., legislation, payment, workforce dynamics). OBJECTIVE: The study's objective was to describe, interpret, and compare patient preferences and expectations of Patient-Centeredness in pharmacist outpatient care. METHODS: This mixed methods study used semi-structured, in-depth phone interviews among a purposive national sample of US adult patients with multiple chronic conditions and the experienced outpatient pharmacists caring for them. Interviews aimed to elicit conceptual definitions and concrete experiences of Patient-Centeredness in pharmacist care, were analyzed following Bengtsson's Content Analysis procedures, and assessed for reliability using Perrault and Leigh's Reliability Index. Data trustworthiness was interpreted using processes outlined by Guba & Krefting. RESULTS: Data analysis revealed a three-archetype heuristic of preferences and expectations for pharmacist care: 'Partner,' 'Client,' and 'Customer.' Each respective archetype is described and distinguished from the others across five common factors: Nature of the Relationship & Locus of Control; Care Customization; Encounter Duration & Care Longevity; Intent of Communication; and Source of Value. Exemplar excerpts from study participants also illuminate the meaning and distinctiveness of each respective archetype across the five factors. CONCLUSIONS: Findings suggest a novel approach for exploring pharmacist PCC quality, design, evaluation, and value-based payment at the micro-, meso-, and macro-levels of care. Future research should include operational field testing to investigate the model's validity, applicability, and consistency in pharmacist PCC.

Incorporating Ethics Content Throughout an Integrated Pharmacy Curriculum.

Objective. To incorporate ethics content into nine courses across three years of the didactic pharmacy curriculum and in introductory and advanced pharmacy practice experiences to ensure Doctor of Pharmacy (PharmD) students are prepared to address ethical issues.Methods. A free-standing, one-credit ethics course from the existing curriculum was eliminated. Partnering with course directors from nine required PharmD courses across all three years of the didactic curriculum and with the Office of Experiential Education, an Integrated Ethics syllabus was created that provided each class of approximately 170 students with at least one credit of didactic ethics instruction and added ethics activities to the experiential curriculum. Learning approaches included lecture, case analysis, and discussion with preceptors. Assessment approaches included written case analyses, tests with multiple-choice and true/false questions, case vignette-based short-answer essay questions, and student discussions with preceptors.Results. The newly integrated curriculum provided students with opportunities to discuss and apply ethics concepts several times throughout their coursework. The integration also ensured that ethics topics were relevant to the material students were learning in the host course at the time. The majority of students consistently rated the ethics sessions as useful, but some found the repeated application of the ethics problem-solving framework to be tedious and duplicative.Conclusion. It is possible to embed ethics topics within different courses in the PharmD curriculum rather than offering a stand-alone ethics course at a single point in the curriculum. Challenges remain to assessing students' ability to apply ethics principles once they are presented.

How does a drug court experience influence student pharmacists?

INTRODUCTION: Drug court is a highly structured, community-based criminal justice alternative to imprisonment and probation that incorporates chemical dependency treatment for offenders with a substance abuse diagnosis. Drug court provides a unique learning experience for pharmacy students. METHODS: Students from Purdue University College of Pharmacy and the University of Minnesota College of Pharmacy participated in drug court and provided written reflections regarding their experiences. Analysis of reflections explored how students' life experiences might be associated with their understanding of substance use disorder, and how the drug court experience might impact students' attitudes regarding substance use disorder as well as professional and personal development. RESULTS: Consensual qualitative analysis of student pharmacist reflections of the drug court experience led to eleven distinct themes: description of the student experience at drug court; past experiences and exposures; past perceptions and judgments; stereotype deconstruction; empathy development; development of impartiality and fair-minded approach; situational appreciation; analytical thinking; role of the pharmacist; metacognition; and science of substance use disorder. DISCUSSION: Colleges of pharmacy wishing to provide students with an opportunity for personal and professional development focused on substance use disorder and recovery should explore experiential learning opportunities in drug court settings. CONCLUSIONS: The drug court experience allows student pharmacist learners to gain a deeper personal understanding of substance use disorder while examining their own biases. Students reported that this experience challenges them to rethink notions of "good" and "bad" and reflect on personal preconceived views about substance use disorder and morality.

Continuum of Care for Inmates Taking Psychiatric Medications While Incarcerated in Minnesota County Jails.

Mental illness is more prevalent among adult inmates in Minnesota county jails than nationally. All 78 Minnesota county jails were surveyed about their continuum-of-care procedures to help ensure that inmates who have mental illness continue to receive psychiatric medications after release. Of the 28 county jails responding to the survey (36%), most estimated that greater than 40% of their inmates receive medication for mental illness during incarceration. But while 89% of respondents reported that inmates are frequently taking medication(s) to treat mental illness at release, prerelease planning for these inmates was rarely undertaken. Few Minnesota jails reported having continuum-of-care procedures in place for inmates who have mental illness when these inmates are released back into the community. Jail staff desire greater collaboration between jails, human services agencies, and community mental health providers to help support discharge planning and enhance the continuum of care for inmates who have mental illness.

College of pharmacy-based medication therapy management program for a university system.

OBJECTIVE: To document and evaluate the design and operation of a medication therapy management (MTM) benefit and associated MTM clinic developed by the University of Minnesota College of Pharmacy as a covered health plan benefit for University of Minnesota, Duluth (UMD) employees, early retirees, and their dependents. SETTING: Office-based, nondispensing pharmacy at UMD. PRACTICE DESCRIPTION: College of Pharmacy, Duluth faculty developed and provided MTM services as a covered health benefit for UMD beneficiaries. PRACTICE INNOVATION: Partnership between a university campus and a college of pharmacy to design and implement an MTM benefit as part of the university health plan covering current employees, early retirees, and dependents. MAIN OUTCOME MEASURES: MTM benefit design, MTM clinic implementation, patient complexity comparisons, and drug therapy problems identified and addressed. RESULTS: Of 1,000 eligible beneficiaries, 68 (∼7%) took advantage of the MTM benefit, consistent with national participation rates but lower than the 25% goal for participation. Beneficiaries receiving MTM services were three times more complex in terms of health resource use than the "typical" UMD beneficiary and were experiencing 7.22 drug therapy problems per patient. CONCLUSION: The UMD MTM clinic was successful in providing UMD beneficiaries access to MTM services. The MTM benefit was subsequently offered throughout the entire University of Minnesota system (Crookston, Duluth, Minneapolis-St. Paul, and Morris).

Patient care services in rural Minnesota community pharmacies.

OBJECTIVE: To compare the availability of medication therapy management (MTM) services, point-of-care (POC) testing, and disease management resources between rural and urban Minnesota community pharmacies. DESIGN: Cross-sectional study. SETTING: Minnesota in 2006. PARTICIPANTS: Owners and operational managers of 564 Minnesota community pharmacies. INTERVENTION: Mail survey containing structured, quantitative questions. Resulting data were separated to evaluate urban and rural area community pharmacies. MAIN OUTCOME MEASURES: Staffing trends, MTM services, and patient care services of urban compared with rural community pharmacies in Minnesota. RESULTS: Urban and rural pharmacies reported allocating nearly the same percent of a typical day to filling and dispensing prescriptions (approximately 70%). A higher percent of rural community pharmacies offered patient care services in 5 of 15 categories, including drug information services (55.7% vs. 45.6%), provision of durable medical equipment (43.4% vs. 32.6%), dyslipidemia management (7.8% vs. 3.8%), hypertension management (14.6%% vs. 7.3%), and MTM (29.4% vs. 18.7%). CONCLUSION: Although the time allocated to dispensing medication was approximately 70% for both urban and rural pharmacies, a significantly higher proportion of rural pharmacies reported providing MTM and other direct patient care services. This may be a result of geographic isolation and greater use of pharmacists as providers of first-contact care in these areas.

Implementing after-hours pharmacy coverage for critical access hospitals in northeast Minnesota.

PURPOSE: A project that used health information technology (IT) to provide after-hours pharmacy coverage to critical access hospitals in northeast Minnesota is described. SUMMARY: SISU Medical Systems was established to address the health care IT needs of the Wilderness Health Care Coalition hospitals. Administrators and nursing and pharmacy leaders at several Wilderness Coalition hospitals were interested in obtaining after-hours pharmacy services to optimize patient safety. Eight of the Wilderness Coalition critical access hospitals obtained the technology necessary to allow pharmacy staff at St. Luke's Hospital (the hub hospital) in Duluth, Minnesota, to electronically enter orders into the rural hospitals' patient electronic medical records. The system placed the orders into the patients' medication profiles on automated dispensing machines located at seven of the eight rural hospitals. The pharmacy computer system allowed for medication order processing, drug interaction checking, medication dispensing via automated dispensing cabinets at the rural hospital sites, and formulary and inventory management. Medications that were not available in a rural hospital's automated dispensing cabinet were obtained from the locked pharmacy by the nurse supervisor. Round-the-clock pharmacy coverage was almost achieved. Participating rural hospitals received 24-hour coverage from the hub hospital during weekends and holidays, but no after-hours (4 a.m.-7 a.m.) coverage was provided on weekdays. The staff at the rural hospitals determined from their experiences that new orders were less likely to be written during these hours. CONCLUSION: Using Internet-based health IT, pharmacists from a metropolitan (hub) hospital with round-the-clock pharmacist coverage participated in the care of patients at a number of small, rural hospitals and helped ensure that those patients received safe and effective medication therapy. The coverage provided by pharmacists at the hub hospital improved nursing satisfaction with the overall quality of pharmacy services provided by both the hub hospital and the local onsite pharmacists.

Pharmacists' and patients' roles in the pharmacist-patient relationship: are pharmacists and patients reading from the same relationship script?

BACKGROUND: Pharmacists' professional roles have maturated to include provision of information, education, and pharmaceutical care services. These changes have resulted in a focus on collaborative pharmacist-patient professional relationships, in which pharmacists and patients both have roles and responsibilities. OBJECTIVE: The study purpose was to investigate pharmacists' and patients' views of selected pharmacist and patient roles in the pharmacist-patient professional relationship, using principles of role theory. Pharmacist and patient role dimensions studied included (1) "information sharing,"(2) "responsible behavior," and (3) "interpersonal communication." "Creating a patient-centered relationship" and "active communication related to health care" were additional pharmacist and patient role dimensions studied, respectively. METHODS: Data were collected via mailed questionnaires from national random samples of 500 patients aged 18 years and older and 500 pharmacists. Internal consistency reliability was estimated for pharmacist and patient role dimensions using Cronbach's coefficient alpha and bivariate correlation analysis. Student's t test was used to compare pharmacists' and patients' views of role dimensions (alpha level of significance=.05). Descriptive statistics were used to characterize the pharmacist and patient samples. RESULTS: The adjusted response rates for the pharmacist and patient groups were 34.9% (173/496) and 40.8% (196/480), respectively. Pharmacist and patient role dimensions exhibited adequate reliability coefficients. Results showed that pharmacists and patients have similar views regarding pharmacists' "information sharing" roles in the relationship, but for the most part, patients agree less about pharmacists' "responsible behavior," "creating a patient-centered relationship," and "interpersonal communication" roles. Regarding patient roles in the relationship, pharmacists and patients have different views about patients' "information sharing," "responsible behavior," "interpersonal communication," and "active communication related to health care" roles. Results suggest that pharmacists more strongly agree that these are patient roles in the relationship than patients do. CONCLUSIONS: If pharmacists and patients agree on relationship roles, the functionality and outcomes of this relationship will be optimized. Future research is needed to monitor trends in pharmacists' and patients' views of their relationship roles and to develop strategies as needed to ensure that pharmacists and patients are following the same relationship script.