Whole Person Health: Using Experiential Learning and the ICF Model as a Tool for Introductory Interprofessional Collaborative Practice.

BACKGROUND: The International Classification of Func¬tioning (ICF) model is recommended for interprofessional use to define, measure, and create health and disability policy. Our goal was to expand a uniprofessional student learning experience into an interprofessional experiential clinical learning experience focused on the ICF model. METHODS: An experiential interprofessional education program was developed for Physical Therapy (PT), Physician Assistant (PA), and Pharmacy students. Student teams interviewed a community mentor from a senior living community outside of class to explore their mentor's health journey, assess quality of life, and perform an environmental safety assessment. In this pilot study, students completed an anonymous, unique-identifier electronic survey with open response items pre- and post-experience. Data were coded using inductive thematic analysis. RESULTS: Four themes emerged: learning about other professions (scope of practice), mentor's experiences with health care, treating the whole person, and improving team effectiveness. All four Interprofessional Education Collaborative (IPEC) competencies mapped to the data broadly indicating this learning experience meets interprofessional educational requirements. CONCLUSIONS: Student teams deepened their understanding of their community mentor's health and valued the interprofessional knowledge gained. Using the common lens of the ICF, students' understanding and appreciation of other disciplines emerged and students began to see their mentors from a more holistic perspective.

[Pharmacists in transition. Academy and Pharmacy in Mexico from 1833 to 1865]. / Farmacéuticos en transición. Academia y Farmacia en México de 1833 a 1865.

From the second half of the 19th century, health disciplines went through an institutional and professional restructuring, which progressively altered the guild order that had characterized them to that point. In the case of Pharmacy, this process implied the generation of officially recognized spaces, as the chairs of Pharmacy and Medical Substance, founded during the Establecimiento de Ciencias Médicas (Establishment of Medical Sciences) (1833). In those spaces it was sought to institutionalize knowledge and modern practices related to Pharmacy. In this work we look over the first academic experience of the pharmaceutical community in that new space of instruction, based on the records belonging to the students enrolled in the Establecimiento de Ciencias Médicas from 1833 to 1865, year of the enrollment of the last generation. The information contained in those 163 records displays the way the pharmaceutical field was transformed, after the aforementioned restructuring. The reader will notice the diverse normativity, which regulated the joining of pharmacists to academic life (of which, until then, they were excluded). He will also realize how, among the first students enrolled in the Establecimiento de Ciencias Médicas, said normativity was broke in order to adapt it to the known ways of students and professors. Progressively, the guild instruction would be ousted by the institutional instruction (for example, the years of practice in the drugstores were rejected), so that the guild ways of teaching were changing to turn the pharmacist into an individual of institutional instruction.

Desde la segunda mitad del siglo XIX, las disciplinas de la salud atravesaron por una reestructuración institucional y profesional que progresivamente alteró el orden gremial que las agrupaba. Para el caso de la Farmacia, el proceso implicó la generación de espacios oficialmente reconocidos, como las propias cátedras de Farmacia y de Materia Médica, fundadas en el Establecimiento de Ciencias Médicas (1833). En esos espacios se buscó institucionalizar los saberes y las prácticas modernas relacionadas con la disciplina. En este trabajo se revisa la primera experiencia académica de la comunidad farmacéutica en su nuevo espacio de instrucción, a partir de los expedientes de los estudiantes inscritos en el Establecimiento de Ciencias Médicas de 1833, año de su fundación, a 1865, cuando se inscribió la última generación. La información de los 163 expedientes ilustra las transformaciones ocurridas en el ámbito farmacéutico luego de la reestructuración de su entorno profesional. El lector notará la diversa normatividad que pretendió regular el ingreso de los farmacéuticos a la vida académica de la que hasta entonces estaban excluidos y verá cómo entre los primeros inscritos al Establecimiento de Ciencias Médicas dicha normatividad fue transgredida para adaptarse a las formas ya conocidas por estudiantes y profesores. Progresivamente, la instrucción de tipo gremial sería desplazada por la institucional, al desdeñarse los años de práctica en las boticas, de manera que las formas gremiales de enseñanza se fueron transformando para hacer del farmacéutico un personaje de instrucción institucional.

Developing pharmacy student communication skills through role-playing and active learning.

OBJECTIVE: To evaluate the impact on pharmacy students of a communication course, which used role-playing to develop active-learning skills. DESIGN: Students role-playing pharmacists in patient care scenarios were critiqued by students and pharmacist faculty members. Grading was performed using the rubric inspired by Bruce Berger's Communication Skills for Pharmacists. Written skills were evaluated using student written critique questionnaires. Students completed precourse and postcourse self-assessment surveys. Preceptor evaluations were analyzed for course impact. ASSESSMENT: Students demonstrated improvement in oral skills based on role-play scores (45.87/50) after practice sessions. The average score based on the student questionnaire was 9.31/10. Gain was demonstrated in all defined course objectives. Impact on introductory pharmacy practice experience (IPPE) communication objectives was insignificant. Student evaluations for course and teaching strategy reflected a high average. CONCLUSION: Study results demonstrated improvement in oral and written communication skills that may help improve interprofessional teamwork between pharmacists and other health care providers.

Evaluating an interprofessional disease state and medication management review model.

There is lack of literature data reporting an incorporation of medication management reviews in students' interprofessional education (IPE) and practice programs in aged care settings. This pilot study reports how an interprofessional disease state and medication management review program (DSMMR) was established in a residential aged care facility in Perth, Western Australia. Students from the professions of nursing, pharmacy and physiotherapy focused on a wellness check in the areas of cognition, falls and continence while integrating a medication management review. Students' attitudes were explored using a pre- and post-placement questionnaire. Students indicated positive experience with the IPE DSMMR program which also resulted in their positive attitudinal shift towards IPE and practice. These findings indicated that aged care can be a suitable setting for student interprofessional programs focusing on DSMMR.

Perceived benefits and challenges of interprofessional education based on a multidisciplinary faculty member survey.

OBJECTIVE: To identify differences among faculty members in various health professional training programs in perceived benefits and challenges of implementing interprofessional education (IPE). METHODS: A 19-item survey using a 5-point Likert scale was administered to faculty members across different health disciplines at a west coast, multicollege university with osteopathic medicine, pharmacy, and physician assistant programs. RESULTS: Sixty-two of 103 surveys (60.2%) were included in the study. Faculty members generally agreed that there were benefits of IPE on patient outcomes and that implementing IPE was feasible. However, group differences existed in belief that IPE improves care efficiency (p=0.001) and promotes team-based learning (p=0.001). Program divergence was also seen in frequency of stressing importance of IPE (p=0.009), preference for more IPE opportunities (p=0.041), and support (p=0.002) within respective college for IPE. CONCLUSIONS: Despite consensus among faculty members from 3 disciplines that IPE is invaluable to their curricula and training of health care students, important program level differences existed that would likely need to be addressed in advance IPE initiatives.

Role-reversal exercise with Deaf Strong Hospital to teach communication competency and cultural awareness.

OBJECTIVE: To implement a role-reversal exercise to increase first-year pharmacy students' awareness of communication barriers in the health care setting, especially for deaf and hard-of-hearing patients. DESIGN: Volunteers from the local deaf community conducted Deaf Strong Hospital, a role-reversal exercise in which students were the "patients." Students navigated through a reception area, encounter with a physician, and having a prescription filled at a pharmacy without receiving or using any spoken language. ASSESSMENT: A debriefing session was held in which small groups of students had the opportunity to ask questions of a panel of deaf and hard-of-hearing volunteers. On a survey administered to assess students' learning, 97% agreed or strongly agreed that the experience would likely impact their attitudes and behavior in future interactions with patients who did not speak English. CONCLUSIONS: The role-reversal exercise was an effective method of teaching students that the delivery of health care is dependent on adequate communication between health care providers and the patient.

Pharmacists’ attitude, perceptions and knowledge towards the use of herbal products in Abu Dhabi, United Arab Emirates / Actitud, conocimiento y percepciones de los farmacéuticos hacia el uso de plantas medicinales en Abu Dhabi, Emiratos Árabes Unidos

Objective: The purpose of the study was to assess pharmacists' current practice, perception and knowledge towards the use of herbal products in Abu Dhabi, United Arab Emirates (UAE). The study assessed the need for incorporating herbal medicine as a separate topic in under- graduate pharmacy student curricula. Methods: The study was done on 600 pharmacists employed in Abu Dhabi, who were contacted electronically, out of which 271 had completed the survey. The data was collected using a structured questionnaire. Results: Pharmacists' use of herbal products is high in the UAE, as they have a high belief on the effectiveness of herbal products, and only age was found to be the most predominant variable that was influencing pharmacists' personal use of herbal products (p-value=0.0171). Pharmacists were more knowledgeable on the uses/indications of herbal products (47%) rather than on other areas. Knowledge of the dispensing mode (prescription only or over the counter medicines) mandated by the Ministry of Health was quite good, however, it is to be noted that the source of information on the dispensing mode was provided by medical representatives (48%). Knowledge of dispensing mode of herbal products was found to be significantly influenced by the place of work with more knowledge of the dispensing mode by pharmacists working in the private sector (p-value 0.0007). The results from the study also underscores the need for including herbal medicine as a separate topic in pharmacy college curriculum and to provide for more seminars and continuing pharmacy education programs targeting pharmacists in the Emirate of Abu Dhabi. Conclusions: Pharmacists need to be informed on indications, drug interactions, adverse events and precautions of herbal products. Concerned bodies must also provide them with regular continuing education programs apart from putting their efforts to incorporate relevant topics on herbal medicine in the pharmacy students' curriculum (AU)

Objetivo: El propósito del estudio fue evaluar la práctica actual de los farmacéuticos, las percepciones y el conocimiento sobre el uso de plantas medicinales en Abu Dhabi, Emiratos Árabes Unidos (EAU). El estudio evaluó la necesidad de incorporar las plantas medicinales como materia separada en el currículo de los estudiantes de farmacia. Métodos: El estudio se realizó en 600 farmacéuticos empleados en Abu Dhabi, que fueron contactados electrónicamente, de los que 271 completaron la encuesta. Los datos se recogieron utilizando un cuestionario estructurado. Resultados: El uso de plantas medicinales es elevado en EAU, ya que existe una creencia sobre la alta efectividad de estos productos, y sólo la edad fue la variable más predominante que influenció el uso personal de plantas medicinales por los farmacéuticos (p-value=0.0171). Los farmacéuticos tenían más conocimientos de los usos/indicaciones de las plantas medicinales (47%) que de otras áreas. El conocimiento del modo de dispensación (prescripción o over-the-counter) obligado por el Ministerio de Salud era bastante bueno, sin embargo se vio que la fuente de información para la dispensación eran los representantes médicos (48%). El conocimiento del modo de dispensación pareció estar influenciado significativamente por el lugar de trabajo, con mayor conocimiento los que trabajaban en el sector privado (p-value 0.0007). Los resultados del estudio también señalan la necesidad de incluir las plantas medicinales como materia separada en el currículo de la facultad de farmacia y de proporcionar más seminarios y programas de formación continua enfocados hacia los farmacéuticos del Emirato de Abu Dhabi. Conclusiones: Los farmacéuticos necesitan estar informados de indicaciones, interacciones, efectos adversos y precauciones de las plantas medicinales. Las entidades relacionadas también deben proporcionarles programas de formación continua regulares además de incluir los aspectos relevantes de las plantas medicinales en el currículo de los estudiantes de farmacia (AU)

Barriers to medication counselling for people with mental health disorders: a six country study / Barreras al consejo sobre medicamentos para personas con desordenes mentales: un estudio en seis países

Provision of medication information may improve adherence and prevent medication related problems. People with mental health disorders commonly receive less medication counselling from pharmacists than people with other common long term and persistent disorders. Objective: The objective of this study was to compare and contrast barriers pharmacy students perceive toward providing medication counselling for people with mental health disorders in Australia, Belgium, Estonia, Finland, India and Latvia. Methods: Barriers identified by third-year pharmacy students as part of the International Pharmacy Students' Health Survey were content analysed using a directed approach. Students' responses were categorised as pharmacist related, patient related, health-system related, or social or cultural related. Quantitative data were analysed using SPSS version 14.0. Results: Survey instruments were returned by 649 students. Of the respondents, 480 identified one or more barriers to medication counselling for people with mental health disorders. Patient related factors accounted for between 25.3% and 36.2% of barriers identified by the pharmacy students. Pharmacist related factors accounted for between 17.6% and 45.1% of the barriers identified by the pharmacy students. Students in India were more likely to attribute barriers to pharmacist and social and cultural related factors, and less likely to health-system related factors, than students studying in other countries. Conclusion: The nature of barriers identified by pharmacy students differed according to the country in which they studied. Undergraduate and postgraduate pharmacy education programs may need to be amended to address common misconceptions among pharmacy students (AU)

La provisión de información sobre medicamentos puede mejorar la adherencia y prevenir problemas relacionados con los medicamentos. Las personas con desordenes mentales normalmente reciben menos consejos sobre medicación de los farmacéuticos que la gente con otras enfermedades comunes de larga duración. Objetivo: El objetivo de este estudio fue comparar y contrastar las barreras que los estudiantes de farmacia perciben hacia proporcionar consejos de medicación para personas con desordenes mentales en Australia, Bélgica, Estonia, Finlandia, India y Letonia. Métodos: Se realizó un análisis de contenido de abordaje directo de las barreras identificadas pro estudiantes de tercero de farmacia como parte de la Encuesta de Salud de los Estudiantes de Farmacia. Las respuestas de los estudiantes se categorizaron como relativas al farmacéutico, relativas al paciente, relativas al sistema de salud, o relativas a aspectos sociales o culturales. Los datos cuantitativos se analizaron utilizando un SPSS versión 14.0. Resultados: Las encuestas fueron retornadas por 649 estudiantes. De los respondentes, 480 identificaron una o más barreras al consejo sobre medicación para personas con desordenes mentales. Los factores relativos al paciente representaron entre el 25,3% y el 36,2% de las barreras identificadas por los estudiantes. Los factores relativos al farmacéutico alcanzaron el 17,6% a 45,1% de las barreras identificadas. Los estudiantes de India eran más proclives a atribuir barreras al farmacéutico y a los aspectos sociales y culturales, y menos a los factores del sistema de salud que los estudiantes de otros países. Conclusión: La naturaleza de las barreras identificadas por los estudiantes de farmacia difirió entre los países estudiados. Los programas de formación pre y postgraduados en farmacia podrían tener que corregirse para encarar los malos entendidos comunes entre los estudiantes de farmacia (AU)

Canadian pharmacy students' knowledge of herbal medicine.

OBJECTIVE: To determine fourth-year Canadian pharmacy students' knowledge of herbal medicine and whether that knowledge is associated with mandatory instruction in herbal medicine. METHODS: Standardized multiple-choice tests assessing students' herbal knowledge were distributed to all fourth-year BSc pharmacy students at 5 pharmacy schools in Canada. RESULTS: The Quebec response rate was too low to include in the analysis. Herbal knowledge test scores were positively associated with having previously taken an herbal medicine class and completion of a pharmacy practicum. However, postsecondary education, age, and gender were not associated with herbal knowledge test scores. Students at the University of British Columbia had the highest score, followed by Alberta, Nova Scotia, and Ontario. CONCLUSION: Pharmacy students' knowledge of herbal medicine varies depending on the school attended and higher herbal knowledge test scores appear to be most closely related to mandatory herbal instruction.

Integrating complementary and alternative medicine education into the pharmacy curriculum.

OBJECTIVES: To evaluate the effectiveness of an integrated approach to the teaching of evidence-based complementary and alternative medicine (CAM) in a pharmacy curriculum. DESIGN: Evidence-based CAM education was integrated throughout the third, fourth, and fifth years of the pharmacy curriculum. Specifically, an introductory module focusing on CAM familiarization was added in the third year and integrated, evidence-based teaching related to CAM was incorporated into clinical topics through lectures and clinical case studies in the fourth and fifth years. ASSESSMENT: Students' self-assessed and actual CAM knowledge increased, as did their use of evidence-based CAM resources. However, only 30% of the fourth-year students felt they had learned enough about CAM. Students preferred having CAM teaching integrated into the curriculum beginning in the first year rather than waiting until later in their education. CONCLUSION: CAM education integrated over several years of study increases students' knowledge and application.

Attitudes and perceptions of Australian pharmacy students towards Complementary and Alternative Medicine - a pilot study.

BACKGROUND: With the increased usage of CAM worldwide comes the demand for its integration into health professional education. However, the incorporation of CAM into health professional curricula is handled quite differently by different institutions and countries. Furthermore, the evaluation of CAM curricula is complicated because students' ability to learn about CAM may be influenced by factors such as student's prior knowledge and motivation, together with the perceptions and attitudes of clinical preceptors. The study aimed to describe the attitudes, perceptions and beliefs of second, third and fourth year pharmacy students towards complementary and alternative medicine (CAM) and to explore factors that might affect attitudes such as learning, preceptors and placements. METHODS: Pharmacy students from a University in South East Queensland, Australia participated in the study. The study consisted of a cross-sectional survey (n = 110) and semi-structured interviews (n = 9). RESULTS: The overall response rate for the survey was 75%, namely 50% (36/72) for second year, 77.3% (34/44) for third year and 97.6% (40/41) for fourth year students. Overall, 95.5% of pharmacy students believe that pharmacists should be able to advise patients about CAM and most (93.7%) have used CAM prior to course enrolment. Students' attitudes to CAM are influenced by the use of CAM by family, friends and self, CAM training, lecturers and to a lesser degree by preceptors. The majority of pharmacy students (89.2%) perceive education about CAM as a core and integral part of their professional degree and favour it over an additional postgraduate degree. However, they see a greater need for education in complementary medicines (such as herbal medicines, vitamins and minerals) than for education in complementary therapies (such as acupuncture, meditation and bio-magnetism). Knowledge and educational input rationalised rather than marginalised students' attitudes towards CAM. CONCLUSION: Pharmacy students perceive education about CAM as a core and integral part of their professional degree. Students' attitudes towards CAM can be influenced by learning, lecturers, preceptors and practice experience. The content and focus of CAM education has to be further investigated and tailored to meet the professional needs of our future health professionals.

Herbal medicine course within pharmacy curriculum.

Due to the growing use of herbs and dietary supplements by consumers, pharmacists now need a basic knowledge of this topic for their professional practices. To meet this need, an elective course on herbs and dietary supplements is being taught at the Massachusetts College of Pharmacy and Health Science. The objective of the course is to teach students basic phytopharmacology, counseling skills on herbal medicine, evidence- based resources, manufacturing practices, and dietary regulations. A review of over 50 herbs touches on clinical use, efficacy, safety, and drug interactions. This paper reviews the course curriculum, resources and exercises used throughout the course.

Desarrollo de los Estudios de Farmacia en Concepcion (Chile) / Edible higher fungi cultivation, a resource of inevitable development in the XXI century

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