A distance-learning programme in pharmacovigilance linked to educational credits is associated with improved reporting of suspected adverse drug reactions via the UK yellow card scheme. (17/836)

AIMS: The effect of a distance-learning package linked to educational credits on the rate and quality of spontaneous adverse drug reaction (ADR) reporting by general practitioners (GPs) and pharmacists in Wales was investigated. METHODS: In April 2000, 477 GPs and 261 pharmacists enrolled in the 12 month programme. RESULTS: The number and quality of yellow card reports improved compared with those of a control region in England (Northern Region). CONCLUSIONS: We conclude that an educational initiative in drug safety linked to incentives may be associated with a significant but perhaps short-lived improvement in the rate and quality of ADR reporting.  (+info)

Pharmacists and prescribing rights: review of international developments. (18/836)

PURPOSE: Continuity of care, equitable access, and quality and safety are major foci in health services management. The introduction of limited prescribing rights to pharmacists has the potential to reduce fragmentation within the health system, optimise medication management, improve continuity of patient care and improve patient access to medication. RESULTS: Eight models for pharmacists' prescribing have been implemented internationally, varying in their dependency on protocols, formularies and collaboration with physicians. These have also been described using terms such as Supplementary Prescribing and Patient Group Directions. CONCLUSION: Issues relating to practical implementation of pharmacists' prescribing include negotiation of national health policy, pharmacists' training and accreditation, liability, reimbursement and documentation.  (+info)

eDrug: a dynamic interactive electronic drug formulary for medical students. (19/836)

AIMS: Prescribing drugs is a key responsibility of a doctor and requires a solid grounding in the relevant scientific disciplines of pharmacology and therapeutics (PT). The move away from basic science disciplines towards a more system-based and integrated undergraduate curriculum has created difficulties in the delivery of PT teaching in some medical schools. We aimed to develop a web-based strategy to overcome these problems and improve the PT learning experience. METHODS: We designed and introduced 'eDrug', a dynamic interactive web-based student formulary, as an aid to teaching and learning of PT throughout a 5-year integrated medical curriculum in a UK medical school of 1300 students. This was followed by a prospective observational study of student-reported views about its impact on their PT learning experience. RESULTS: eDrug was rated highly by students and staff, with the main benefits being increased visibility of PT in the curriculum, clear identification of core drugs, regular sourcing of drug information via direct links to accredited sources including the British National Formulary, prioritization of learning, immediate access and responsiveness. It has also served as a focus of discussion concerning core PT learning objectives amongst staff and students. CONCLUSIONS: Web-based delivery of PT learning objectives actively supports learning within an integrated curriculum.  (+info)

Development of a competency-based assessment process for advanced pharmacy practice experiences. (20/836)

OBJECTIVES: To develop and implement a competency-based assessment process for the experiential component of a pharmacy education curriculum. DESIGN: A consultative process was used in the development of new assessment forms and policies, and a survey regarding student and faculty satisfaction was conducted. Information received from the survey and from consultations with faculty preceptors resulted in revision of the forms in subsequent years. ASSESSMENT: Faculty and student perceptions of the assessment process were generally positive. We were moderately successful in reducing grade inflation. The new process also provides the school with data that can be used to evaluate the effectiveness of our curriculum in preparing students for practice. CONCLUSIONS: Development and implementation of a competency-based assessment process require a considerable amount of work from dedicated faculty members. With health professions schools under pressure to provide evidence of their graduates' clinical competence, this is a worthwhile investment.  (+info)

Service scripts: a tool for teaching pharmacy students how to handle common practice situations. (21/836)

OBJECTIVES: This paper describes the use of service scripts to teach pharmacy students how to manage specific practice situations by learning and following scripted behaviors. DESIGN: Based upon role theory, service scripts require specific behaviors for a broad range of practice problems and communicate consistent messages about the responsibilities of all people involved. Service scripts are developed by (1) identifying scenarios for the script, (2) eliciting the script's structure and content, and (3) documenting the reasoning behind the steps in the script. ASSESSMENT: Students in a nontraditional doctor of pharmacy program developed scripts for their practice settings. They concluded that scripts were useful for quickly learning new, routine tasks, but expressed concern that scripts could be misused by pharmacists and managers. The process of script development itself was useful in gaining feedback about common practice problems. CONCLUSION: By mastering managerial, clinical, and communication scripts, students can develop capabilities to provide professional services.  (+info)

A renal transplantation advanced pharmacy practice experience. (22/836)

OBJECTIVES: To establish and evaluate an ambulatory care renal transplantation clinic advanced pharmacy practice experience (APPE). DESIGN: Students spend 5 weeks performing pharmaceutical care activities for renal transplant patients, presenting health-related topics, and conducting research. A paired t test was used to determine differences between students' pre- and post-APPE test scores. Standardized evaluations completed by the preceptor and the students were used to evaluate learning and the APPE. ASSESSMENT: Posttest scores were significantly higher than pretest scores (n = 17; 88.2 +/- 7.3 vs 55.9 +/- 22.4; p < 0.001). Overall, students found this APPE enjoyable and believed that it increased their knowledge concerning transplant medicine and patient care. CONCLUSION: With the recommendation that all transplant programs have clinical pharmacy services, it is imperative to train students to care for transplant patients. Information in this manuscript can be used as a guide for utilizing the combined resources from schools of pharmacy and transplantation centers to implement a renal transplant ambulatory care APPE.  (+info)

The use of wireless laptop computers for computer-assisted learning in pharmacokinetics. (23/836)

OBJECTIVE: To implement computer-assisted learning workshops into pharmacokinetics courses in a doctor of pharmacy (PharmD) program. DESIGN: Workshops were designed for students to utilize computer software programs on laptop computers to build pharmacokinetic models to predict drug concentrations resulting from various dosage regimens. In addition, students were able to visualize through graphing programs how altering different parameters changed drug concentration-time curves. Surveys were conducted to measure students' attitudes toward computer technology before and after implementation. Finally, traditional examinations were used to evaluate student learning. ASSESSMENT: Doctor of pharmacy students responded favorably to the use of wireless laptop computers in problem-based pharmacokinetic workshops. Eighty-eight percent (n = 61/69) and 82% (n = 55/67) of PharmD students completed surveys before and after computer implementation, respectively. Prior to implementation, 95% of students agreed that computers would enhance learning in pharmacokinetics. After implementation, 98% of students strongly agreed (p < 0.05) that computers enhanced learning. Examination results were significantly higher after computer implementation (89% with computers vs. 84% without computers; p = 0.01). CONCLUSION: Implementation of wireless laptop computers in a pharmacokinetic course enabled students to construct their own pharmacokinetic models that could respond to changing parameters. Students had greater comprehension and were better able to interpret results and provide appropriate recommendations. Computer-assisted pharmacokinetic techniques can be powerful tools when making decisions about drug therapy.  (+info)

Emotional intelligence instruction in a pharmacy communications course. (24/836)

OBJECTIVES: To determine the benefits of incorporating emotional intelligence instruction into a required pharmacy communications course. DESIGN: Specific learning objectives were developed based upon the emotional intelligence framework and how it can be applied to pharmacy practice. Qualitative data on student perceptions were collected and analyzed using theme analysis. ASSESSMENT: Students found instruction on emotional intelligence to be a positive experience. Students reported learning the taxonomy of emotional intelligence--a concept that previously was difficult for them to articulate or describe, and could use this knowledge in future pharmacy management situations. Students also recognized that their new knowledge of emotional intelligence would lead to better patient outcomes. CONCLUSION: Students had positive perceptions of the importance of emotional intelligence. They valued its inclusion in the pharmacy curriculum and saw practical applications of emotional intelligence to the practice of pharmacy.  (+info)