Comparison of the properties of the English and Spanish versions of the Patient Satisfaction with Pharmacist Services Questionnaire 2.0.

BACKGROUND: Pharmacists provide direct patient care services such as chronic disease management and medication therapy management services. Patient satisfaction measures are valuable tools to assess outcomes. Therefore, measuring patient satisfaction with pharmacist services, using tools such as the Patient Satisfaction with Pharmacist Services Questionnaire 2.0 (PSPSQ 2.0), is important to ensure service quality. OBJECTIVE: The objective of the study was to evaluate the descriptive properties and reliability of the original English and newly translated Spanish versions of the PSPSQ 2.0 in a larger sample. METHODS: This project evaluated the functioning of the Spanish translation of the PSPSQ 2.0 compared to the English version. Demographic characteristics were analyzed to determine whether the instrument functioned differently for English- and Spanish-speaking groups. Psychometric properties were analyzed. RESULTS: Completed data for both PSPSQ 2.0 versions were available for 337 patients (English, n = 187; Spanish, n = 150) enrolled. In the English data set, no items had a ceiling or a floor effect, while in the Spanish data set, all items had a ceiling effect, but no items had a floor effect. In both the English and Spanish versions, nearly all the items had a strong, positive correlation with one another (greater than 0.30), indicating the measure was unidimensional. The pattern of the estimated loading indicated the items were assigned as expected. The items functioned differently in the English and Spanish instruments, and there was a statistically significant difference in Wald values between the 2 versions (P > 0.05). CONCLUSION: The PSPSQ 2.0 demonstrated reliability for this setting and population. However, regarding demonstration of validity, the response categories in the instrument seem not to capture the views of the Spanish-speaking respondents. Further work may focus on uncovering the preferences for use of Likert scale response categories by Spanish speakers to ensure greater cultural fidelity in the translation.

Factors associated with pharmacotherapy course learning achievements in Thai pharmacy students.

INTRODUCTION: The doctor of pharmacy (PharmD) program is designed for direct patient care experiences. To prepare pharmacy students to have adequate clinical knowledge and skills, pharmacotherapy is a vital course. Due to the difficulties of courses, several students had unsuccessful learning achievements and insufficient clinical skills. The objective was to explore factors associated with pharmacotherapy course learning achievements in pharmacy students. METHODS: A cross sectional survey was designed and undertaken in 2020. Pharmacy students who enrolled at least one pharmacotherapy course were included. A 39-item questionnaire was developed and distributed electronically. Content validity and reliability tests (Cronbach's α = 0.928) were performed. Descriptive statistics and univariate and logistic regression were used in this study. RESULTS: The results indicated that four factors were found to be associated with higher grade point average: participation in a study group (adjusted odds ratio [OR] 0.47, 95% CI 0.23-0.97) for Pharmacotherapy I; self-assessed success for Pharmacotherapy II and Advanced Pharmacotherapy (adjusted OR 2.67, 95% CI 1.19-6.01 and adjusted OR 3.45, 95% CI 1.03-11.59, respectively); using social media in the classroom (adjusted OR 12.16, 95% CI 2.03-72.72); and motivation by advisors (adjusted OR 640.74, 95% CI 2.03-201,675.55) for Pharmacotherapy III. Moreover, reviewing material after class (adjusted OR 0.27, 95% CI 0.10-0.71) and using social media in the classroom (adjusted OR 2.03, 95% CI 1.01-4.07) revealed the association with cumulative grade point average. CONCLUSIONS: There were various factors associated with pharmacotherapy learning achievements. These included factors from learners, instructors, and environment.

Pharmacy students' preparation to provide pharmaceutical care for patients with non-communicable diseases in six ASEAN countries: A qualitative study.

INTRODUCTION: Pharmacy education programs prepare graduates to promote health for patients with noncommunicable disease (NCDs), but there is limited information concerning Association of South East Asia Nations (ASEAN) countries. The study aim was to synthesize academic staff's, alumni's, and alumni supervisors' perspectives on preparation for students to provide pharmaceutical care in NCDs. METHODS: A qualitative research design was used. In-depth interviews with structured questions following the Context, Input, Process, and Product/Outcomes model framework were conducted with four academic staff, three alumni, and three alumni supervisors from six study sites in six countries. Interview questions were constructed in Thai and translated to English by using forward and backward translation. Verbatim transcriptions were used to perform thematic analysis with investigator triangulation. RESULTS: Sixty participants were included. The context showed three main themes related to Burden of NCDs, Pharmacist Roles in NCDs, and Goals. The input showed three main themes of Teaching Methods, Development Plans for Academic Staff, and Budgets and Infrastructure. The process showed one main theme of Struggles in Teaching Methods. The outcomes/outputs showed three main themes of Individual, Organizational, and Professional Levels. Schools need curricula that focus on NCDs, pharmacist competency and skills, and academic preparation of students for practice. Gaps limiting achievement of goals included lack of well-trained academic staff, limited learning facilities, self-learning opportunities, acceptance from other health professionals, and career ladders. CONCLUSIONS: The preparation of pharmacy students varied in six ASEAN countries. Pharmacy education programs must address existing gaps that limit achievement of goals related to NCDs.

Pilot study of focus groups exploring student pharmacists' perceptions of a medication management center internship.

INTRODUCTION: Student pharmacists are expected to participate in real-life, patient-centered experiences to help develop clinical knowledge and professional skills. This study explored student pharmacist intern perceptions of work experience at a medication management center (MMC). We also examined how working at the MMC helped fulfill curricular requirements, helped develop leadership skills, and provided professional development opportunities. METHODS: Two focus groups were conducted with first-, second-, and third-year student pharmacist interns at the MMC in April 2019. The focus groups were audio recorded for verification purposes, transcribed, and analyzed thematically by two independent reviewers. RESULTS: A total of five student pharmacist interns participated. Four main themes were identified: (1) knowledge; (2) communication; (3) time management; and (4) leadership, mentorship, and networking. Participants had opportunities to acquire new knowledge and skills outside the classroom, providing them an academic advantage while recognizing areas of deficiency. Students practiced communication skills that helped improve language skills and manage difficult patients, although telephonic consultations were challenging. Students learned to prioritize time with patients but reported difficulty managing their work schedules. Leadership, mentorship, and networking opportunities facilitated learning and improved their self-confidence. CONCLUSIONS: This qualitative analysis identified four key themes, highlighting the many benefits available for student pharmacist interns working at an academic-based MMC. Further research is needed to address challenges reported in this study and should include a larger sample of student pharmacists for more generalizable results.