Confidence in skills applied to patient care among PharmD students in telehealth medication management programs versus other settings.

INTRODUCTION: Exposure to medication therapy management (MTM) courses has demonstrated to increase student pharmacist's confidence in the application of patient care skills. The purpose of this study was to evaluate the effects of student pharmacists' work experience in a telehealth MTM program, versus hospital or community settings, on their confidence in skills applied in patient care. METHODS: This was a cross-sectional multicenter survey. Confidence in patient care among student pharmacists was assessed between those who worked in a telehealth MTM program versus other settings. The data was evaluated using Chi-Square, Fisher exact, unpaired-t, Kruskal-Wallis, and Mann-Whitney U tests. RESULTS: 282 surveys were completed. First-year student pharmacists who worked in the telehealth MTM programs, versus other settings, were more confident in the provision of a comprehensive medication review (CMR) (p < .001), interviewing patients (p < .001), identifying medication errors (p < .001), and making therapeutic recommendations to patients (p = .04) and prescribers (p = .04). Second and third-year student pharmacists who worked in telehealth MTM programs, versus other settings, were more confident in the provision of a CMR (p ≤ .005). Fourth-year student pharmacists who worked in the telehealth MTM programs, versus other settings, were more confident in the provision of a CMR (p = .003), interviewing patients (p = .02), and identifying medication errors (p = .04). CONCLUSION: Student pharmacists' participation in a telehealth MTM program may markedly increase their confidence in skills applied in patient care. MTM work experience should be offered to student pharmacists during their PharmD programs to enhance their confidence in the provision of patient care.

Measuring preadvanced practice experience outcomes as part of a PharmD capstone experience.

OBJECTIVE: To describe a capstone experience to: 1) assess student preparedness for Advanced Pharmacy Practice Experiences (APPE) and 2) provide program-level assessment data. DESIGN: A capstone course was added immediately prior to APPEs. All capstone activities emphasized application and integration and were mapped to ACPE Appendix D, which details performance abilities expected of students prior to APPEs. Eleven learning activities comprising 20 assessments were created. Each assessment was pass/fail; students had to pass 15 of 20 assessments to pass the capstone course. Evaluation rubrics emphasized formative feedback for students. ASSESSMENT: The capstone experience was delivered 4 times over 4 consecutive years. One student did not pass; 55-68% of the students passed all activities. Program-level assessment data provided details on individual student preparedness prior to APPE, important information for accreditation, and basis for curriculum revisions. CONCLUSION: A capstone experience can be a valuable addition to a PharmD curriculum. Capstone activities incorporating authentic assessments provide important program-level assessment data for colleges/schools of pharmacy.