Pharmacy student engagement in the evaluation of medication documentation within an ambulatory care electronic medical record.

BACKGROUND AND PURPOSE: An abundance of literature supports the benefits of electronic medical records (EMR) for improving overall healthcare quality. Identifying preventative care opportunities, reducing medical and medication related errors and incorporating clinical practice guidelines are just a few attributes of EMR implementation. The goals of this study were to engage experiential pharmacy students in the assessment of medication related documentation discrepancies in a newly implemented EMR system and to provide exposure to various aspects of conducting research. EDUCATIONAL ACTIVITY AND SETTING: Pharmacy students screened patient charts over a three-month period to identify documentation discrepancies, including omissions of medications and medical problems and duplication of medications. Students conducted medication reconciliation for a total of one-hundred thirty-four patients. FINDINGS: Medication omissions were identified for 46% of patients, medical problem omissions were identified for 38% of patients, and thirty-two duplicate medications were identified. SUMMARY: Engaging pharmacy students in the quality improvement project afforded an interactive learning experience, highlighting firsthand the challenges associated with electronic documentation and the associated potential negative implications to patient care. Additionally, students gained exposure to various components of research including data collection, assessment, entry, analysis and future implications.

Assessment of clinical and educational interventions that Advanced Pharmacy Practice Experience (APPE) students contributed to a family medicine residency program.

BACKGROUND AND PURPOSE: The literature firmly establishes that clinical interventions made by pharmacy students on Advanced Pharmacy Practice Experience (APPE) rotations contribute significantly to cost-savings realized by the hosting practice sites. The Accreditation Council for Pharmacy Education (ACPE) specifies the experiential curricula include opportunities for students to learn about, from, and with other members of the healthcare team through interprofessional education activities. EDUCATIONAL ACTIVITY: This study assesses clinical and educational interventions contributed by APPE students at a family medicine residency program to determine the extent students were engaged in the interprofessional team and physicians' receptiveness to the recommendations. FINDINGS: Student interventions made from January 2009 to September 2012 were recorded in a Microsoft Excel Spreadsheet. Data was evaluated to determine 1) the most common types of clinical and educational interventions, 2) potential associated cost-savings/avoidance, and 3) provider receptiveness to recommendations based upon acceptance rates. A standardized scheme was utilized to assign a cost savings value according to Midwest America Division of Hospital Corporation of America (HCA) clinical savings standards. Pharmacy students contributed 2868 interventions in 3.5 years. A total of 59.2% of interventions were clinical and accounted for an estimated cost savings of $55,892. The remaining 40.8% of interventions were pharmacy care activities, none were associated with a cost savings and three-fourths were considered educational. Intervention acceptance rate was over 80%, showing providers were very receptive to pharmacy students. SUMMARY: This study lends support that APPE students provide substantial clinical and educational contributions to healthcare providers and patients affiliated with family medicine residency programs. Additionally, healthcare providers and patients are very receptive to pharmacy students as members of the interprofessional team.

Variety and quantity of professional electives.

OBJECTIVES: To compare the elective courses offered by US colleges and schools of pharmacy to establish a benchmark for individual colleges and schools to use in assessing whether they offer a sufficient amount and variety of electives. METHODS: Internet Web sites of US doctor of pharmacy (PharmD) programs were reviewed to identify the number of elective lecture-based courses and elective advanced pharmacy practice experiences (APPE) offered and required. Elective courses were grouped into categories to determine the variety of offerings. RESULTS: Pharmacy students were required to complete a mean of 7 hours of classroom-based elective courses. Thirty-two lecture-based elective courses were offered per college or school, and the mean number of categories of courses offered was 24. An average of 3 required APPEs was offered within 24 categories. CONCLUSIONS: Pharmacy programs varied in the number of and requirements for elective courses. Most elective courses expanded on what was taught in the required curriculum vs informing on unique concepts or skills.