Integration of cannabidiol oil education into a pharmacy therapeutics curriculum.

INTRODUCTION: To identify the impact of implementing a lecture regarding cannabidiol (CBD) oil delivered within a special populations therapeutics course on third-year (P3) pharmacy students' knowledge and confidence of CBD therapeutics. METHODS: A two-hour lecture which contained the pharmacological properties, therapeutic uses, and legal considerations of CBD products was added to a two-credit course in the final didactic semester of a doctor of pharmacy (PharmD) curriculum. Prior to the session, learners completed a 10-question knowledge-based questionnaire, ranking confidence in each answer with a 5-point Likert scale. Fourth-year (P4) learners, who did not attend the lecture, also responded to the questionnaire. RESULTS: There were a total of 93 P3 and 21 P4 student responses. Lecture attendance resulted in a statistically significant increase in average knowledge and confidence scores. Baseline and post-lecture mean knowledge was 73.7% and 82.3% (P < .01) for P3 students, respectively. The average baseline knowledge for the P4 learners was 71.4%, compared to the P3 post-lecture mean knowledge score of 82.3% (P < .01). CONCLUSIONS: Students who attended a lecture on CBD performed better and reported greater confidence than students who did not attend. Incorporating formal lecture on CBD into a PharmD curriculum increases students' knowledge and enhances confidence in counseling patients using CBD oil.

Topiramate-Induced Chest Pain: A Case Report.

BACKGROUND: Topiramate, an anticonvulsant used for prophylaxis of migraines and epilepsy, is commonly associated with adverse effects of cognitive dulling and fatigue. Chest pain is a potential adverse effect that to our knowledge has not been reported with the use of topiramate. CASE PRESENTATION: We present the case of a 38-year-old female with a seizure disorder who experienced chest pain after the first dose of topiramate. On day 1, she presented to the emergency department, was admitted, and over the course of 3 days had a chest X-ray, electrocardiogram (ECG), and echocardiogram, and her vitals, basic metabolic panel, complete blood counts, troponin, and d-dimer levels were monitored. The chest pain improved when the topiramate was held. No identifiable causes of chest pain were apparent, other than the topiramate. DISCUSSION: The Naranjo probability scale was utilized to determine the causality of topiramate. The resulting score of 3 indicates that it is possible that the chest pain was due to the topiramate. CONCLUSION: This report demonstrates an example of a patient who experienced chest pain possibly caused by the initiation of topiramate. The objective of this case report is to increase the awareness of chest pain as an adverse effect of topiramate.

Integration of transgender care into a pharmacy therapeutics curriculum.

BACKGROUND AND PURPOSE: To examine the impact of a lecture on transgender health given during a special populations therapeutics course on third-year (P3) pharmacy students' knowledge and confidence of transgender care. EDUCATIONAL ACTIVITY AND SETTING: A two-hour lecture that included both cultural sensitivity and pharmacotherapy aspects of care for transgender individuals was added to a required two-credit therapeutics series offered at the end of the P3 year of a doctor of pharmacy curriculum. Following the lecture, students completed a 17-item knowledge-based survey and ranked their confidence with each answer on a 5-point scale. Students in the fourth-year (P4) class, who had not been given the lecture, also completed the survey. FINDINGS: Students who attended the lecture had a significantly higher mean knowledge score and mean confidence score than students who did not attend. The P3 class had a mean knowledge score of 72.5% while the mean knowledge score for the P4 class was 63.4% (P < 0.01). The P3's mean confidence score was 76.8% and the P4's mean confidence score was 60.6% (P < 0.01). DISCUSSION: To the authors' knowledge, this is the first report on incorporating the topic of transgender care to a required disease and therapeutics series in a college of pharmacy curriculum. SUMMARY: Students who attended a lecture on care of transgender individuals performed significantly better on a knowledge-based assessment and reported having greater confidence in their answers than students who did not attend the lecture.

Student pharmacists provide tobacco use prevention education to elementary school children: A pilot experience.

BACKGROUND AND PURPOSE: The purpose of this article is to describe a service learning experience involving tobacco prevention education and to measure the education's effect on the learners' knowledge of tobacco products. EDUCATIONAL ACTIVITY AND SETTING: Student pharmacists planned and presented a 40-min tobacco prevention education program using the Tar Wars curriculum to fourth and fifth grade students at three suburban elementary schools in Western Massachusetts. Mean scores on a five-question assessment given to school age children before and after the presentation were compared. A total of 206 elementary school students in ten classrooms participated. FINDINGS: The average survey score increased from 1.87 on the pre-survey to 3.72 out of a maximum of five on the post-survey (P<0.01). DISCUSSION AND SUMMARY: Student pharmacists provided tobacco prevention education to three suburban elementary schools. The children demonstrated an increase in short-term knowledge regarding tobacco use. Tobacco prevention is a unique co-curricular opportunity for student pharmacists to get involved in their community.

Can group medical clinics improve lipid management in diabetes?

BACKGROUND: Group medical clinics may improve diabetes and hypertension control, but data about dyslipidemia are limited. We examined the impact of group medical clinics on lipids among patients with uncontrolled diabetes and hypertension. METHODS: Prespecified secondary analysis of 239 veterans randomized to group medical clinics or usual care. Lipids were assessed at study baseline, midpoint, and end. We used linear mixed models to compare lipid levels between arms and generalized estimating equation models to compare low-density lipoprotein cholesterol (LDL-C) goal attainment. An additional post hoc analysis examined intensification of cholesterol-lowering medications in both arms. RESULTS: At baseline, mean total cholesterol was 169.7 mg/dL (SD 47.8), LDL-C 98.2 mg/dL (SD 41.7), and high-density lipoprotein cholesterol (HDL-C) 39.3 mg/dL (SD 13.0). Median baseline triglycerides were 131 mg/dL (interquartile range 122). By study end, mean total cholesterol and LDL-C in group medical clinics were 14.2 mg/dL (P = .01) and 9.2 mg/dL (P = .02) lower than usual care, respectively; 76% of group medical clinic patients met goals for LDL-C, versus 61% of usual care patients (P = .02). Triglycerides and HDL-C remained similar between study arms. Treatment intensification occurred in 52% of group medical clinic patients, versus 37% of usual care patients between study baseline and end (P = .04). The mean statin dose was higher in group medical clinic patients at study midpoint and end. CONCLUSIONS: Group medical clinics appear to enhance lipid management among patients with diabetes and hypertension. This may be a result of greater intensification of cholesterol-lowering medications in group medical clinics relative to usual care.

Description of a medical writing rotation for a postgraduate pharmacy residency program.

PURPOSE: To provide a description of a pharmacy residency rotation dedicated to medical writing developed at a tertiary care academic medical center. SUMMARY: Contribution to the medical literature is an important component of professional pharmacy practice, and there are many benefits seen by practitioners actively involved in scholarly activities. Residency programs have an opportunity to expand beyond the standard roles of postgraduate pharmacist training but rarely is there formal instruction on medical writing skills or are scholarship opportunities provided to residents. In order to address this deficiency, a residency program may consider the implementation of a formal Medical Writing rotation. This rotation is designed to introduce the resident to medical writing through active discussion on medical writing foundational topics, engage the resident in a collaborative review of a manuscript submitted to a peer-reviewed professional journal, and support the resident in the design and composition of manuscript of publishable quality. CONCLUSION: A structured Medical Writing rotation during a pharmacy resident's training can help develop the skills necessary to promote scholarly activities and foster resident interest in future pursuit of professional medical writing.