Erini S Serag-Bolos1, Aimon C Miranda2, Shyam R Gelot3, Sheetal P Dharia4, Kristy M Shaeer5. 1. University of South Florida, College of Pharmacy, Department of Pharmacotherapeutics and Clinical Research, 12901 Bruce B. Downs Blvd, MDC 30, Tampa, FL 3361233612, United States. Electronic address: eserag@health.usf.edu. 2. University of South Florida, College of Pharmacy, Department of Pharmacotherapeutics and Clinical Research, 12901 Bruce B. Downs Blvd, MDC 30, Tampa, FL 3361233612, United States. Electronic address: amirand2@health.usf.edu. 3. Lee Memorial Health System, Department of Pharmacy, 636 Del Prado Blvd S, Cape Coral, FL 33991, United States. Electronic address: srgelot@yahoo.com. 4. Abbvie/Clinical Pharmacokinetics and Pharmacodynamics, 1 North Waukegan Rd, R4PK AP31-3, North Chicago, IL 60064, United States. Electronic address: sheetal.dharia@abbvie.com. 5. University of South Florida, College of Pharmacy, Department of Pharmacotherapeutics and Clinical Research, 12901 Bruce B. Downs Blvd, MDC 30, Tampa, FL 3361233612, United States. Electronic address: kshaeer@health.usf.edu.
Abstract
BACKGROUND AND PURPOSE: To evaluate the impact of a pharmacist-focused transitions of care (TOC) simulation on students' perceptions and knowledge of pharmacist roles in the healthcare continuum. Educational Activity and Setting: Two simulations, highlighting pharmacist roles in various practice settings, were conducted within the Pharmaceutical Skills courses in the third-year doctor of pharmacy curriculum. Patient cases were built utilizing electronic medical records (EMR). Students' knowledge was assessed before and after the simulations regarding pharmacist involvement in medication reconciliation, reduction in patient readmissions, reduction of inappropriate medication use, roles and communication on an interprofessional team, and involvement with health information technology (HIT) during care transitions. FINDINGS: Fifty-one third-year pharmacy students were anonymously evaluated prior to and following the simulation to assess changes in knowledge and perceptions during the fall semester. Thirty-two (62.7%) students completed the pre-simulation and 21 (41.2%) students completed the post-simulation assessments, respectively. In the spring semester, 40 (80%) students completed the pre-simulation and 23 (46%) students finished the post-simulation assessments. Students predominately had community pharmacy work experience (n=28, 55%). Overall, students enjoyed the variety of pharmacist-led encounters throughout the simulation and assessments demonstrated an increase in knowledge after the simulations. SUMMARY: TOC simulations enhance students' understanding of the significant impact that pharmacists have in ensuring continuity of care as members of an interdisciplinary team. Published by Elsevier Inc.
BACKGROUND AND PURPOSE: To evaluate the impact of a pharmacist-focused transitions of care (TOC) simulation on students' perceptions and knowledge of pharmacist roles in the healthcare continuum. Educational Activity and Setting: Two simulations, highlighting pharmacist roles in various practice settings, were conducted within the Pharmaceutical Skills courses in the third-year doctor of pharmacy curriculum. Patient cases were built utilizing electronic medical records (EMR). Students' knowledge was assessed before and after the simulations regarding pharmacist involvement in medication reconciliation, reduction in patient readmissions, reduction of inappropriate medication use, roles and communication on an interprofessional team, and involvement with health information technology (HIT) during care transitions. FINDINGS: Fifty-one third-year pharmacy students were anonymously evaluated prior to and following the simulation to assess changes in knowledge and perceptions during the fall semester. Thirty-two (62.7%) students completed the pre-simulation and 21 (41.2%) students completed the post-simulation assessments, respectively. In the spring semester, 40 (80%) students completed the pre-simulation and 23 (46%) students finished the post-simulation assessments. Students predominately had community pharmacy work experience (n=28, 55%). Overall, students enjoyed the variety of pharmacist-led encounters throughout the simulation and assessments demonstrated an increase in knowledge after the simulations. SUMMARY: TOC simulations enhance students' understanding of the significant impact that pharmacists have in ensuring continuity of care as members of an interdisciplinary team. Published by Elsevier Inc.
Entities:
Keywords:
Care transitions; Electronic medical record; Health information technology; Pharmacy; Pharmacy education; Simulation
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