An interprofessional education approach to fall prevention: preparing members of the interprofessional healthcare team to implement STEADI into practice.

An aging population benefits from healthcare providers trained in the care of older adults. Interprofessional education (IPE) and service-learning activities focused on geriatric conditions like falls may address this need. A fall prevention IPE activity using the Centers for Disease Control and Prevention (Stopping Elderly Accidents, Deaths & Injuries (STEADI) initiative was implemented to prepare health sciences students to manage older adult falls. Students (N = 31) and faculty (N = 10) from five health sciences programs and local older adults (N = 27) participated. Students were trained in STEADI and conducted a fall risk screening, assessment, and intervention activity with older adults using STEADI tools. We observed a statistically significant improvement in student knowledge of fall prevention and STEADI as assessed by pre and postactivity measures. Student surveys indicated improved understanding of the roles and responsibilities of participating disciplines, related to management of falls in older adults. The CDC's STEADI initiative may provide an effective framework and resources for fall prevention IPE activities and geriatric health sciences education.

Preceptors' perceptions of an entrustable professional activities-based community introductory pharmacy practice experience curriculum.

INTRODUCTION: In 2021, the Southeastern Pharmacy Experiential Education Consortium implemented Entrustable Professional Activities (EPAs) into the community introductory pharmacy practice experience (IPPE) curriculum at five colleges/schools of pharmacy. The objective of this study was to evaluate community IPPE preceptors' perceptions regarding the newly implemented EPA-based community IPPE curriculum and corresponding preceptor training. METHODS: Community IPPE preceptors who precepted first-year student pharmacists in the EPA-based curriculum during the 2021 and 2022 community IPPE cycles were invited to complete a voluntary electronic survey. The survey collected preceptor feedback regarding the required EPA tasks, assessment tool, and preceptor development module. RESULTS: Eighty-eight preceptors began the survey, and approximately half completed the entire survey. Greater than 92% of preceptors surveyed agreed or strongly agreed EPA domain tasks were developed at an appropriate level for a student to complete by the end of the community IPPE, and ≥ 94% agreed or strongly agreed tasks prepared a community IPPE student for the community advanced pharmacy practice experience (APPE). Overall, most preceptors agreed or strongly agreed that the assessment tool was easy to navigate and effective at evaluating students' performance. All preceptors who viewed the recorded preceptor development module found it helpful to their understanding of the new assessment tool. CONCLUSIONS: Preceptors' feedback supports the use of an EPA-based community IPPE curriculum to assess student performance and prepare students for community APPEs. Preceptor involvement is valuable in the evaluation of a revised experiential curricula to assure IPPE expectations are appropriate and align with contemporary pharmacy practice.

A consortium's approach to developing an EPA-based community IPPE curriculum.

INTRODUCTION: Currently, there are limited data on the use of entrustable professional activities (EPAs) within introductory pharmacy practice experiences (IPPEs). The objective of this study was to identify supporting EPA tasks community IPPE students should perform at the "Competent with Support" level to prepare them for advanced pharmacy practice experiences (APPEs). METHODS: The Southeastern Pharmacy Experiential Education Consortium utilized a modified Delphi process to incorporate EPAs into community IPPE curricula to mirror the consortium's community APPE curricula. Community IPPE and APPE preceptors (N = 140) were invited to participate in focus groups and two surveys to identify and build consensus on EPA-based activities community IPPE students should perform to prepare them for APPEs. The primary outcome was development of an EPA-based community IPPE curriculum. RESULTS: Nine preceptors (6.43%) participated in a focus group, 34 preceptors completed survey one (24.29%), and 20 preceptors completed survey two (14.29%). The initial list of 62 tasks for 14 EPAs was tailored to reflect an IPPE student skill set. Survey consensus led to a community IPPE curricula with 12 required EPAs and 54 tasks (40 required and 14 suggested). CONCLUSIONS: The modified Delphi process provided a mechanism for preceptor collaboration with experiential programs to build consensus on community IPPE curricula redesigned around EPAs and supporting tasks. A unified IPPE curriculum adds value to colleges and schools of pharmacy with shared preceptors by improving continuity of experience, expectations, and evaluation of student learners and allows for targeted regional preceptor development.

HPV Vaccine Communication Competency Scale for Medical Trainees: Interdisciplinary Development Study.

BACKGROUND: Human papillomavirus (HPV) infection is the most common sexually transmitted infection in the United States. High-risk HPV strains are associated with cancer of the cervix, oropharynx, anus, rectum, penis, vagina, and vulva. To combat increasing HPV-related cancers, the 9-valent HPV vaccine Gardasil was developed. Recommendation of the HPV vaccine by a health care provider has been cited as the number one factor affecting vaccine uptake among adolescents and young adults. Physician assistants, nurse practitioners, and pharmacists have been enlisted to bridge the gap. OBJECTIVE: The specific aim of this research study was to develop a reliable and valid HPV vaccine communication scale that can be used to measure the competency of primary care providers when recommending the need for vaccination to parents and patients. METHODS: Using a descriptive study, we collected data via a literature review, focus groups, and an expert panel to inform the scale domains and blueprint design. Pretesting (cognitive interviews) was used to inform item revision decisions. An item analysis was also conducted for the responses provided in the cognitive interviews. Item statistics (means and SDs), interitem correlations, and reliability were examined. Data were analyzed using SPSS (IBM Corp) software. RESULTS: A valid and reliable 42-item HPV vaccine communication competency scale was developed. The scale included 6 domains of interest. Scale items were moderately to strongly correlated with one another, and Cronbach α indicated good internal consistency with each scale. Scale items included were related to provider introduction or rapport (α=.796), patient respect or empathy (α=.737), provider interview or intake (α=.9), patient counseling or education (α=.935), provider communication closure (α=.896), and provider knowledge (α=.824). CONCLUSIONS: Pharmacists, nurse practitioners, and physician assistants should be trained to be competent in HPV vaccine communication and recommendation due to their expanded roles. Interdisciplinary collaboration is important to account for the trainee's individual differences and ensure the best health care outcomes for patients. A standardized HPV communication scale can be used to ensure effective and consistent recommendation by health care providers, thus affecting immunization rates.

Simulated medication adherence: First and second-year pharmacy students' perceptions of adhering to a multi-drug medication regimen.

BACKGROUND AND PURPOSE: Through a realistic medication adherence activity, the objective was to improve students' ability to identify non-adherent patients, build empathy toward patients, and prepare them to provide patient-centered care. EDUCATIONAL ACTIVITY AND SETTING: First- and second-year student pharmacists completed a two-month activity, which required adherence to a pre-specified medication regimen. Prior to starting, a survey was administered to assess students' perceived difficulty and success of the medication adherence activity. Upon completion, students were asked their perceived success and difficulty with the activity, challenges to maintaining adherence, and lessons learned from the project. Changes in perceived difficulty and success were analyzed using Wilcoxon signed rank tests. Challenges and lessons learned were coded for similar themes and frequencies. FINDINGS: 298 student pharmacists completed the pre- and post-survey (response rate 99%). Students' perceived difficulty of adherence was higher on the post-survey (median on post = 7.0 (out of 10) versus median on pre = 6.0, p = 0.023). Students' perceived success was higher on the presurvey (median on pre = 8.0 versus median on post = 6.0, p < 0.001). The most frequent challenges were remembering to take the medications (n = 133) and medication regimen timing (n = 98). The most frequent lesson learned was that "adherence is a difficult concept" (n = 143). SUMMARY: Students participated in a "hands-on" medication adherence activity. Students found that medication adherence is more difficult than perceived. Future research should examine the long-term impact of students maintaining empathy toward patients and provision of medication adherence services.