227 An evaluation of pharmacist-delivered medication education in a frailty at the front door interdisciplinary team

Abstract

Abstract Background Adverse Drg Events (ADEs) are a significant cause of Emergency Department (ED) visits, with a major impact on healthcare resource utilisation. An Inter-disciplinary Team (IDT) in-service day identified pharmacy-delivered education as a priority. Education suited to the diversity of the team is key. This study aimed to evaluate pharmacist-delivered medication education to a Frailty at the Front Door (FFD) interdisciplinary team and assess the degree of importance the FFD team place on medication education. Methods Pharmacist–delivered medication education was conveyed via i) daily board rounds, where issues arising in relation to medication are discussed and ii) the ‘medication minute’, where education topics pertinent to frail older people are presented in a micro learning style applicable for all members. An anonymised, mixed methods questionnaire (open/closed questions) was distributed to the members of the FFD, which consisted of: Consultant Geriatrician, Registrar, Physiotherapists, Occupational therapists, Dietician, Speech and Language Therapist and Clinical Nurse Manager. The questionnaire ranked the effectiveness of the pharmacist mediated medication education using a Likert scale ranging from not at all effective/relevant to extremely effective/relevant. Data were analysed using descriptive statistics. Results Eight (89%) FFD members completed the questionnaire. 37.5% (n = 3) respondents rated board round education as effective or extremely effective. 87% (n = 7) respondents rated the ‘medication minutes’ as extremely effective. 100% (n = 8) respondents said medication education led to improved patient outcomes. 100% (n = 8) of respondents said that understanding patient’s medication was either very or extremely relevant within their role on the interdisciplinary team. Conclusion There is no published evaluation of medication education for IDTs. This IDT agreed that medication education is both relevant and effective for all members, leading to improved patient outcomes. The most effective method was the ‘medication minute’. Work is needed to develop a National model of medication education for IDTs.