Staging a reflective capstone course to transition PharmD graduates to professional life.

OBJECTIVE: To develop and implement a capstone course that would allow students to reflect on their development as a professional, assess and share their achievement of the college's outcomes, complete a professional portfolio, establish a continuing professional development plan, and prepare to enter the pharmacy profession. DESIGN: Students were required to complete a hybrid course built around 4 online and inclass projects during the final semester of the curriculum. ASSESSMENT: Faculty used direct measures of learning, such as reading student portfolios and program outcome reflections, evaluating professional development plans, and directly observing each student in a video presentation. All projects were evaluated using standardized rubrics. Since 2012, all graduating students met the course's minimum performance requirements. CONCLUSION: The course provided an opportunity for student-based summative evaluation, direct observation of student skills, and documentation of outcome completion as a means of evaluating readiness to enter the profession.

Meeting the challenge of public health information delivery in the digital age.

OBJECTIVE: To discuss the current status of public health messaging and how pharmacists can become more active participants. SUMMARY: Public health needs can be addressed by using Internet videos as a model to disseminate medical information. Introducing student pharmacists to new ways of developing and delivering targeted public health messages can increase their awareness that public health intervention is part of the emerging scope of practice. CONCLUSION: For pharmacy to affect change in public health at the local and national level, pharmacists should consider providing public health advocacy messages through virtual platforms.

Using focus groups to inform pharmacy research.

BACKGROUND: Focus groups are a powerful research tool for collecting qualitative information across many contexts. The focus group offers pharmacy researchers benefits that support many of the important lines of investigation at the forefront of contemporary pharmacy-based research, particularly within the areas of patient compliance/concordance, customer behavior, patient-provider collaboration, health literacy research, and disease management. This article introduces the focus group as a research method that offers powerful investigative potential to researchers who are attempting to understand human-based phenomena. OBJECTIVES: To provide sufficient background, examples, and how to information to enable a pharmacy researcher to include focus group methodologies in their initial design decisions, and provide guidance to additional resources necessary for successful implementation of this powerful qualitative approach. METHODS: The article is organized into sections describing what a focus group is and what it can be used for; the unique benefits and drawbacks of using focus group methodology; organization and planning considerations including participant and recruitment considerations; and sampling strategies, session and question development, practical details of session management, and follow-up activities, including data analysis. RESULTS/CONCLUSION: Although often considered quick and easy focus groups require thoughtful consideration of need and purpose, considerable planning, and effort to succeed. Because of the unique insight that can be gained, their flexibility, and their ability to mesh with other methods, focus group is gaining currency as an important research tool within health care.

Pharmacist-facilitated enrollment in medication assistance programs in a private ambulatory care clinic.

PURPOSE: Efforts to reduce patients' out-of-pocket expenses for prescription drugs by incorporating pharmaceutical manufacturer assistance programs (PMAPs) into a private ambulatory care facility's pharmaceutical services are described. SUMMARY: From March 2001 through March 2002, the clinic's pharmacist prospectively evaluated patients for PMAP enrollment. The pharmacist completed the pharmaceutical manufacturer's application forms for patients identified as candidates for PMAP assistance and helped them obtain documentation. Some companies sent medications directly to patients, and others sent them to the clinic, where they were stored until the patients picked them up. The patients informed the pharmacist when refills were needed, which allowed the pharmacist to review patient records, verify compliance, and ensure proper follow-up. Forty-four patients were enrolled in 22 PMAPs during the year. The mean +/- S.D. annual household income for all patients was 15,631 dollars +/- 7,845 dollars. A total of 115 medication orders were processed for the patients. The mean +/- S.D. number of medications per patient obtained through PMAPs was 2.5 +/- 1.8, and the mean +/- S.D. number of refills was 1.8 +/- 1.0. The total cost of the medications was 48,143 dollars. The pharmacist needed an average of 15-20 minutes to perform the initial patient interview, 10-15 minutes to complete each initial application, and 5-15 minutes to complete a renewal application. Total pharmacist time needed to process each medication order was estimated at about one hour per year. CONCLUSION: A pharmacist in a private ambulatory care facility helped patients enroll in PMAPs and reduced the patients' expenses for prescription drugs.

Improving aspirin prophylaxis in a primary care diabetic population.

STUDY OBJECTIVE: To evaluate and improve adherence to American Diabetes Association guidelines for prophylactic aspirin therapy in ambulatory patients with diabetes using a pharmacy-directed intervention. DESIGN: Unblinded, single intervention. SETTING: Rural, primary care clinic. SUBJECTS: Eighty-five patients with a diagnosis of diabetes mellitus. INTERVENTION: Patients with diabetes were identified from database searches and routine clinic visits. Medical records were screened for aspirin use, allergies, adverse events, and contraindications. During routine clinic visits or structured telephone interviews, patients with indications for aspirin therapy were advised to begin enteric-coated aspirin 81 mg/day A follow-up survey assessed adherence. MEASUREMENTS AND MAIN RESULTS: At baseline, 28 (33%) of 85 patients were receiving aspirin therapy An additional 8 patients had contraindications to aspirin, and 2 patients had no indications for aspirin therapy Aspirin was recommended to 27 patients during clinic interventions and to 15 patients during telephone interventions. Two patients declined the recommendation. At the completion of this intervention, 70 (82%) of 85 patients were receiving daily aspirin or had accepted the recommendation to begin therapy. CONCLUSIONS: A pharmacy-directed intervention increased prophylactic aspirin therapy in patients with diabetes from 33% of patients at baseline to 82% at the end of the study The intervention, which has a simple, patient-focused design, serves as a template for improving aspirin prophylaxis among patients with diabetes in other ambulatory settings.

Writing tasks performed by doctor of pharmacy students during clerkship rotations.

The range of writing tasks undertaken by students during doctor of pharmacy clerkship rotations was studied. Data collection involved a review between August and November 1998 of writing samples selected by postbaccalaureate Pharm. D. students at Albany College of Pharmacy for inclusion in their required writing portfolios. The first 200 samples (accounted for by 35 students each submitting two documents for each of three clerkship rotations) were reviewed. Of these, 198 were coded to identify the four rhetorical components of clerkship location, document type, intended audience, and rhetorical purpose. Institutional sites served as the clerkship location for 164 (82.8%) of the 198 documents analyzed. The documents were placed in 28 categories; 5 of these accounted for 126 (63.6%) of the documents: 45 inservice presentations, 32 summaries, 18 patient case write-ups, 16 formulary reviews, and 15 newsletters. Students wrote most frequently to health care providers (34.8%), other pharmacists (32.3%), and teachers (16.7%), with the most frequent rhetorical purposes being informing (73.2%) and demonstrating (14.6%). Analysis of writing samples prepared by pharmacy students during clerkship rotations revealed a variety of clerkship sites, document types, audiences, and rhetorical purposes.

On-the-job writing tasks of clerkship preceptors.

The frequency with which various types of documents were written on-the-job by Pharm. D. clerkship preceptors was studied, along with the value that these documents added to their professional practice. A survey was mailed in April 1999 to 129 practicing pharmacists serving as preceptors for Albany College of Pharmacy Pharm. D. clerkship rotations. The survey asked recipients to indicate the frequency with which they wrote each of 23 types of documents and how valuable it was to their practice. In addition, participants were invited to identify documents they wrote that were not on the list. Sixty-six preceptors returned usable surveys (response rate, 51%). Sixty-four (97%) had either direct or indirect patient care responsibilities. Four types of documents (memorandum or letter, pharmacy care plan, progress notes, and patient consultation notes) were written daily, weekly, or monthly. Sixteen of the 23 document types were rated as highly valuable; of these, most were written at least quarterly and 1 was written daily. The respondents indicated 15 additional types of documents they generated in their practice; 11 of these were rated as being of high or highest value. Clerkship preceptors reported writing numerous types of documents. Document types that were written most often were generally considered valuable to the respondents' practice.