A teamwork OSCE station - Encompassing shared decision making between a doctor, pharmacist and patient.

BACKGROUND AND PURPOSE: Teamwork with a focus on incorporating interprofessional education (IPE) is a core skill taught in pharmacy curriculum. Including the patient in shared decision making has become a more empathetic and holistic approach to care. Teamwork skills and approaches are usually assessed by peers via group work. EDUCATIONAL ACTIVITY AND SETTING: A teamwork Objective Structured Clinical Examination (OSCE) station was implemented in 2022 in two countries, conducted in final year pharmacy students where students had to solve a clinical scenario with a doctor and patient in the room and manage any resistances to therapy recommendations. Students were marked on their collaborative skills and how they articulated clinical evidence to justify their therapy recommendations to reach an optimal goal to suit the team. Perception data from students simulated patients and doctors were also collected. FINDINGS: Across both countries (n = 414), the overall mean score was 79.1% (24.0%SD) across six different OSCE cases. Students generally struggled with the concept of engaging in a two-way conversation, and often presented their full recommendations without any breaks to confirm understanding or agreement. Simulated patients appreciated the OSCE showing a patient role in decision making. Simulated doctors valued the OSCE for its assessment of clinical justification in times of disagreement. Overall, 86.2% of students (n = 354) agreed or strongly agreed the station assessed their teamwork skills adequately. SUMMARY: A teamwork OSCE station is a valuable assessment for assessing shared decision making skills and more work around prepare students to engage in two-way conversations is needed.

Comparing the experiences of community and hospital pharmacy learners completing a pre-registrant research training program.

BACKGROUND AND PURPOSE: Research training programs in the community pharmacy sector have not been well established. This study showcases a year-long guided research training program undertaken in hospital and community workplaces by pre-registrant pharmacists, and compares the perceived impact on learners in both sectors. EDUCATIONAL ACTIVITY AND SETTING: A two-year cohort study (2021-2022) of pre-registrant pharmacists enrolled in a research training program requiring them to undertake an individual project at their workplace over one year at either a community or hospital workplace. Outcome measures were pre-registrant perceptions of training impact and type of projects completed. FINDINGS: The results of this study demonstrate that the year-long guided research training program delivered to 403 pre-registrant pharmacists was perceived to be impactful to both community and hospital pre-registrant pharmacists and gave them the confidence to pursue further research and see research skills as an important attribute for the profession. Barriers to research included lack of time for both sectors but workplace support and lack of project ideas were especially noted in the community sector. Research project designs were mainly cross-sectional surveys or retrospective audits. SUMMARY: Programs seeking to adopt a similar model may wish to pay particular attention to supporting community pharmacy learners in providing a pre-selection of project ideas, offering training to workplace supervisors, ensuring enough academic support is given and having more check-in points/deliverables to ensure more feedback opportunities.

Using Kane's Validity Framework to Compare an Integrated and Single-Skill Objective Structured Clinical Examination.

OBJECTIVE: The aim of this study was to compare the validity of an integrated objective structured clinical examination (OSCE) station assessing both oral and written components with that of an OSCE station assessing 1 single skill (oral only), both targeted at assessing taking a best possible medication history. METHODS: A convergent mixed-methods design that used the 4 inferences of Kane's validity framework (scoring, generalization, extrapolation, and implications) as a scaffold to integrate qualitative data (post-OSCE reflections) and quantitative data (assessment grades and categories of medication errors) was applied. RESULTS: In 2022, 216 students completed the OSCE station with the oral component alone, while in 2023, 254 students completed the integrated (oral and written) OSCE station. Students in 2023 performed significantly better, with a median score of 88% vs 80% in 2022. There was a greater proportion of commission errors in the integrated assessment (20.4% vs 15.3%), but fewer omission errors (29.9% vs 31.8%) and patient profile errors (5.1% vs 69.4%). Student reflections revealed that conversations were rushed in the integrated assessment, with a greater focus on written formatting, but an appreciation for the authenticity and structured format of the integrated OSCE compared with the single-skill OSCE alone. CONCLUSION: Students completing the integrated OSCE (with oral and written components) had fewer patient profile and medication omission errors than students who completed the oral-only OSCE. Considering Kane's validity framework, there was a stronger argument for the more authentic integrated OSCE in terms of the inferences of extrapolation and implications.

A Review of Entrustable Professional Activities in Pharmacy Education.

Objective. To review the published literature describing how entrustable professional activities (EPAs) are currently used in health professions education with a focus on pharmacy education.Findings. English-language searches in the databases CINAHL Plus and MEDLINE were conducted for January 2011 through March 2021, which identified 21 publications for inclusion in this review. The following themes were identified: frameworks for the development of EPAs, the implementation and evaluation of EPAs for workplace learning, and gaps in knowledge and future directions for EPAs.Summary. Currently, no standardized approach exists for developing EPA frameworks for health disciplines. Also, the ways that EPAs are implemented and evaluated as an educational tool in practice settings are inconsistent. An opportunity exists to further establish the development, implementation, and evaluation of EPAs in all clinical practice settings. Much can be learned from other health professions to ensure successful translation of EPAs into pharmacy education.

Development and Validation of Entrustable Professional Activities for Provisionally Registered (Intern) Pharmacists in Australia.

OBJECTIVE: The purpose of this study was to describe the development and validation of entrustable professional activities (EPAs) for a pharmacy intern training program in Australia. METHODS: Performance outcomes with EPAs suggested as an assessment in the intern year were identified and EPAs were developed. The EQual rubric, designed for EPAs in graduate medical education settings, was used to validate the EPAs. Eight subject matter experts were recruited to validate 14 EPAs using prespecified cutoffs in the EQual rubric to determine the degree of alignment with established key domains of the EPA construct. Descriptive statistics for the EQual rubric scores were calculated for each of the 14 EPAs overall and for each of the 3 domains. Any EPA falling below the prespecified cut score required revisions and a second round of validation. RESULTS: Eight responses were recorded for the first round of validation. Seven EPAs were below the discrete units of work cutoff (4.17); 2 of these EPAs were also below the EPA curricular role cutoff (4.00). All scores described in the EPAs as entrustable, essential, and important tasks of the profession were above the cutoff (4.00). Seven subject matter experts responded to the second round of validation. All 7 revised EPAs scored above the EQual rubric's overall cutoff of 4.07. CONCLUSION: Fourteen EPAs were validated for use with provisionally registered (intern) pharmacists. To our knowledge, this is the first time that the EQual rubric has been used in the evaluation and validation of pharmacy EPAs.

Self-Assessment of Therapeutic Decision-Making Skills in Pharmacy Students.

Objective. The ability of pharmacy students to self-regulate and reflect on knowledge and skills is important as proficient self-assessment skills guide learning strategies and prompt students to bridge their knowledge gaps. The objectives for this study were to determine how well third-year pharmacy students self-assess, explore the rationales behind their self-assessments and determine whether there is a correlation between self-assessment accuracy and academic performance.Methods. A quasi-experimental one-group pre-/post-test design was conducted with third-year pharmacy students. Examiner grades, student self-assessment grades, comparative reports, and end-of-semester grades were collected. Students were categorized into tertiles based on academic performance for data analysis. Paired t tests, Pearson r and percentage agreements were conducted to investigate self-assessment accuracy. Correlational statistical tests were implemented to examine the relationships between self-assessment accuracy and academic performance.Results. One hundred sixty-two third-year pharmacy students were included. On average, students demonstrated poor self-evaluation skills and underestimated themselves by 4.9%. Lower performing students were generally overconfident in evaluating their performance. There was no significant correlation between students' self-assessment accuracy and academic performance on the subsequent end-of-semester examination questions.Conclusion. Overall, students tended to underestimate their academic performance. Further research on self-assessment is needed to better understand how students think about their performance, which may help to improve education methods, such as inclusion of reflective practices after case-based activities.

Engaging older people as university-based instructors: A model to improve the empathy and attitudes of pharmacists in training.

BACKGROUND AND PURPOSE: Clinical guidelines increasingly emphasise the importance of comprehensive and holistic care for older people. The objective of this education brief is to describe a workshop designed to improve first year pharmacy students' empathy and attitudes towards older people. EDUCATIONAL ACTIVITY AND SETTING: A two-hour, interactive, university-based workshop was developed and evaluated. Small groups of first year pharmacy students (approximately five per group) worked with an older person to complete a number of scaffolded activities focused on the older person's life experiences with pharmacy and medication usage. The effectiveness of this intervention was measured using an eight-item, pre- and post-workshop survey adapted from published scales. FINDINGS: Engaging older people as university-based instructors for first year pharmacy students was associated with significant improvements in three of the eight attitudinal items. Following the workshop, students were more likely to report that older people are: pleasant to be with (p < 0.001), more likely to understand what it feels like to have problems with aging (p < 0.005) and less likely to believe older people become less organised and more confused as they age (p < 0.001). SUMMARY: Engaging older people as university-based instructors for first year pharmacy students may be a useful strategy to develop empathy and positive attitudes towards older people. Further research is needed to determine if the attitudinal improvements are sustained over time.

Spontaneously reported adverse drug events related to tapentadol and oxycodone/naloxone in Australia.

BACKGROUND: The rapid increase in prescribing and use of opioids for noncancer pain has coincided with an increase in opioid-related adverse drug events (ADEs). The objective of our study was to describe ADEs related to tapentadol and oxycodone/naloxone spontaneously reported to the Australian Therapeutic Goods Administration (TGA). METHODS: Public case detail reports for tapentadol (September 2013-March 2017) and oxycodone/naloxone (April 2011-March 2017) were sourced from the TGA. The total number of public case detail reports for tapentadol were 104 and 249 for oxycodone/naloxone. Demographic characteristics of patients, concomitant medications, causality assessment and outcome were described for each opioid according to the Medical Dictionary for Regulatory Activities (MedDRA) system organ class. RESULTS: The most prevalent ADEs for tapentadol were nervous system disorders (n = 52, 50%), psychiatric (n = 34, 32.7%), gastrointestinal (n = 18, 17.3%), and general disorders and administration site conditions (n = 21, 20.2%). Sixteen (23.2%) of 69 nervous system disorders reaction terms were consistent with serotonin syndrome of which 14 (87.5%) involved documented coadministration with another serotonergic medication. The most prevalent ADEs for oxycodone/naloxone were psychiatric disorders (n = 78, 31.3%), gastrointestinal (n = 73, 29.3%), general disorders and administration site conditions (n = 87, 35%), and nervous system disorders (n = 62, 24.9%). There were 40 (16%) public case detail reports for oxycodone/naloxone with the MedDRA reaction terms 'drug withdrawal syndrome' and 'withdrawal syndrome'. CONCLUSION: The profiles of spontaneous ADE reports for tapentadol and oxycodone/naloxone are largely consistent with their premarketing randomized controlled studies and profiles of opioids in general. Further research into the risk of serotonin syndrome with tapentadol use is warranted. The ADEs suggest clinicians should be cautious when switching patients to oxycodone/naloxone from other opioids.