Clinical Pharmacy Education Research Articles

Global Standards for Pharmaceutical Education

The environment surrounding clinical pharmacy practices has changed greatly in the past thirty-some years, basically since the end of the 1980s. During this period, the separation ratio between pharmacists' dispensing and prescribing functions has increased, from 12% to 74%. The three big events in this timeline include the beginning of pharmaceutical care for inpatients by hospital pharmacists in 1988; the transition of pharmacy schools to a six-year educational program in 2006; and the revision of Pharmaceutical Affairs Law, as well as its name change, in 2014. In concert with these events, the central role of the pharmacist has changed from being dispensing-centric to an active participation in patient treatment via medication as a member of the medical care team. As a key participant in these changes, the author helped to improve the operations of hospital pharmacists, strengthened their role with advanced information and communication technology (ICT) support, and established a baseline for clinical pharmacy research and education. Accordingly, in this paper, the history of this development will be reviewed, and the future of a global standard for pharmaceutical education will be discussed.

Evidence for simulation in pharmacy education

AbstractInnovations in clinical pharmacy education have advanced patient‐centered care knowledge in skills of pharmacy graduates through the use of simulation, virtual reality, and gaming. Pharmacy schools and colleges, as well as health care institutions, have adopted simulation education in various clinical education formats for all levels of learners and practitioners. Over the past 15 years, the University of Pittsburgh School of Pharmacy has embraced innovative approaches to learning and documented advancement of clinical pharmacy education. This brief report will discuss advances in national and international pharmacy education, as well as the PittPharmacy experience with simulation education. A particular emphasis is on human patient simulation, computer‐based simulation, virtual patient, and gaming in the settings of direct patient care‐related education and assessment. The available literature and the experience at PittPharmacy shows improvement in learner satisfaction, knowledge enhancement, critical thinking skills, and problem solving in patient care topics. The evidence included provides support for the use of simulation to advance clinical pharmacy education and can serve to encourage further scholarship in this area.

An approach to preparatory clinical pharmacy education in disaster medicine conducted by university faculty and disaster life support pharmacists

An approach to preparatory clinical pharmacy education in disaster medicine conducted by university faculty and disaster life support pharmacists

Clinical Pharmacy Education in India- An Emerging Trend

Clinical Pharmacy Education in India- An Emerging Trend

Physician perceptions of integrating pharmacists into health care in Bangladesh

AbstractBackgroundPharmacy schools in Bangladesh are introducing clinical pharmacy education so that future graduates can provide patient care services in collaboration with physicians.AimsThe objective of this study is to assess physicians’ attitude towards future patient‐centered roles of pharmacists in Bangladesh.MethodsAn electronic survey was distributed to randomly selected physicians (n = 160) practising at various settings in Dhaka, Bangladesh.ResultsThe survey response rate was 64%. Physicians felt comfortable with the future roles of pharmacists in dispensing medications (81%), educating patients on the safe use of medications (85%), detecting/preventing prescription errors (56%), designing drug therapy regimens (78%), monitoring safety (80%) and therapeutic outcomes (62%).ConclusionPhysicians were in favor of expanded roles of the profession towards patient‐centered care. These findings may positively impact interprofessional dialogue as pharmacy education is undergoing restructuring to introduce clinical pharmacy practice in Bangladesh.

Clinical Pharmacy Education in Japan: Using Simulated Patients in Laboratory-Based Communication-Skills Training before Clinical Practice.

The Japanese pharmaceutical curriculum was extended from four to six years in 2006. Students now receive practical communication-skills training in their fourth year, before progressing to train in hospital and community pharmacies in their fifth year. Kitasato University School of Pharmacy, Tokyo, had established a program to meet these aims before the 2006 guidance. In the present study, we discuss and evaluate the features of this communication-skills training program. This study enrolled 242 fourth-year pharmacy students at Kitasato University. Students filled out a questionnaire survey after completing the laboratory element of their undergraduate education. As part of training, students were asked to obtain patient data from a model medical chart, before performing simulated patient interviews covering hospital admission and patient counseling. These simulations were repeated in a small group, and feedback was provided to students by both the simulated patient and the faculty after each presentation. It was found that students were able to develop their communication skills through this approach. Thus, an effective system of gradual and continuous training has been developed, which allows students to acquire clinical and practical communication skills.

Educator, editor Harvey A. K. Whitney Jr. dies at 87

Harvey Allan Kim Whitney Jr., an early proponent of training for pharmacy technicians, developer of clinical pharmacy education programs, and former member of ASHP’s Board of Directors, died on April 10 in Cincinnati after a lengthy illness. He was 87 years old. “I thought if we’re going to

IPE in clinical pharmacy education and influence at the bed side

IPE in clinical pharmacy education and influence at the bed side

Advances in clinical pharmacy education in Germany: a quasi-experimental single-blinded study to evaluate a patient-centred clinical pharmacy course in psychiatry

BackgroundThe pharmacy profession has shifted towards patient-centred care. To meet the new challenges it is necessary to provide students with clinical competencies. A quasi-experimental single-blinded teaching and learning study was carried out using a parallel-group design to evaluate systematically the benefits of clinical teaching in pharmacy education in Germany.MethodsA clinical pharmacy course on a psychiatric ward was developed and implemented for small student groups. The learning aims included: the improvement of patient and interdisciplinary communication skills and the identification and management of pharmaceutical care issues. The control group participated only in the preparation lecture, while the intervention group took part in the complete course. The effects were assessed by an objective structured clinical examination (OSCE) and a student satisfaction survey.ResultsThe intervention group achieved significantly better overall results on the OSCE assessment (46.20 ± 10.01 vs. 26.58 ± 12.91 of a maximum of 90 points; p < 0.0001).The practical tasks had the greatest effect, as reflected in the outcomes of tasks 1–5 (34.94 ± 9.60 vs. 18.63 ± 10.24 of a maximum of 60 points; p < 0.0001). Students’ performance on the theoretical tasks (tasks 6–10) was improved but unsatisfying in both groups considering the maximum score (11.50 ± 4.75 vs. 7.50 ± 4.00 of a maximum of 30 points; p < 0.0001). Of the students, 93% rated the course as practice-orientated, and 90% felt better prepared for patient contact. Many students suggested a permanent implementation and an extension of the course.ConclusionsThe results suggest that the developed ward-based course provided learning benefits for clinical skills. Students’ perception of the course was positive. Implementation into the regular clinical pharmacy curriculum is therefore advisable.

The description and evaluation of virtual worlds in clinical pharmacy education in Northern Sweden

Background and purposeThe purpose of this article is to describe and evaluate the use of a three-dimensional virtual world (3DVW) in a clinical pharmacy course. Educational activity and settingStudents are provided with training opportunities in simulated ward rounds and patient meetings in a 3DVW. The 3DVW enables students to practice communication with patients and colleagues in a professional manner. To evaluate the course and use of the 3DVW, an online course evaluation was completed by students after they had finished the clinical pharmacy course. FindingsForty-two students completed the online course evaluation (62%). Most students (83%) reported that they could adopt the role of a clinical pharmacist in the 3DVW. Sixty percent reported that the environment felt authentic, although some noted that “it can never be quite the same as sitting next to a real person to talk”. More than half of the students (66%) described the use of the 3DVW as a worthwhile exercise. The majority (93%) rated the overall quality of the course as good or very good, with 76% reporting that the pedagogical design of the course helped them with their studies. Discussion and summaryStudents at Umeå University valued the use of 3DVWs in clinical pharmacy teaching. However, there is a need to make the virtual environment more realistic and easier to use. The invaluable feedback gathered from students will help to improve the future use of virtual worlds in pharmacy education.

Impact of Clinical Pharmacist Consultation Visits at Ministry of Health Hospitals in Saudi Arabia: Clinical Pharmacy Services and Pharmacy Workforce

<p style="text-align: justify;"><strong>Background</strong>: Pharmacy practice residency program (PPRG) is one of a major professional degree in Saudi Arabia. The residency is very high demand in the pharmacy market. The clinical pharmacist required to visit hospitals to improve the services and start the program. <strong>Objective:</strong> The goal of this study to explore the value of clinical pharmacist consultation visit with emphasis on clinical pharmacy services (CPS) and pharmacy education and training (PET) at Ministry of Health hospitals in Riyadh, Saudi Arabia. <strong>Methods:</strong> It is a twelve months cohort study of a regular visit to three major hospitals included public, pediatrics with maternity and emergency specialties at Riyadh region. The assessment used based on Saudi hospital pharmacy standards, MOH pharmacy strategic plan, and the 6-points Likert assessment scale system before the study and by the end of the study. The total number of finished projects were eighteen projects divided between CPS (twelve projects) and PET (six projects). <strong>Results:</strong> The improvements range changes in CPS from 16.7% to 100% with average positive improvement 48%. In the PET the improvements range changes were 32.8% to 100% with average positive changes was 85%. The highest score of the projects of CPS was an assessment of pharmacy services, assessment of emergency pharmacy services, and assessment of critical pharmacy services. The maximum score of the projects of PET was doing an interview with hiring a new pharmacist, train drug Information for staff pharmacist, and apply on the job training for the new pharmacist. <strong>Conclusion:</strong> The pharmacist showed practical significance impact on the clinical pharmacy services and pharmacy education and training in Riyadh city, Saudi Arabia. The increasing number of consultation visit with regular evaluation is necessary to keep continues pharmacy improvement at all hospital pharmacies. <p style="text-align: justify;"><strong>Key words:</strong> Impact, Clinical Pharmacist, Hospital Pharmacy, Ministry of Health, Saudi Arabia.

Reformation and construction of pharmacotherapeutics curriculum

In order to cultivate clinical pharmacy undergraduates to have better quality, Chongqing Medical University collaborated with The University of Chicago and University of Cincinnati in the reform of the course of pharmacotherapeutics. We build pharmacotherapeutics series curriculum with the center of disease, construct department of clinical pharmacy for transnational departments, build course leader and teaching team of pharmacotherapeutics series curriculum, compile teaching program and its material of pharmacotherapeutics series curriculum, build pharmacotherapeutics series curriculum and teaching model in line with the current direction of China’s education system of clinical pharmacy training, reform teaching methods, and strengthen clinical pharmacy practice and community clinical pharmacy education. Key words: Pharmacotherapeutics; Curriculum; Reformation; Construction; Clinical pharmacy

Pharmacy Students' Attitudes and Perceptions of "Virtual Worlds" as an Instructional Tool for Clinical Pharmacy Teaching.

The objectives of this study were to explore pharmacy students’ perceptions and experiences of three-dimensional virtual worlds (3DVWs) as an instructional tool for clinical pharmacy teaching. Semi-structured interviews were carried out with Master of Science in Pharmacy students who had participated in communicative exercises in a 3DVW. Interviews were digitally recorded, transcribed and analyzed using thematic analysis. More than half of the students were positive to using 3DVWs for educational purposes and see the advantages of having a setting where communication can be practiced in an authentic but ‘safe’ environment available online. However, many students also reported technical difficulties in using the 3DVW which impacted negatively on the learning experience. Perceived ease of use and usefulness of 3DVWs appears to play an important role for students. The students’ level of engagement relates to not only their computer skills, but also to the value they place on 3DVWs as an instructional tool.

Studies on Clinical Pharmacy and Clinical Education, Based on Questionnaire Survey Methods

Studies on Clinical Pharmacy and Clinical Education, Based on Questionnaire Survey Methods

Mobile applications in clinical practice: What is needed in the pharmacy scenario?

Pharmacy informatics is demonstrated to have a positive effect on pharmacy practice. The incorporation of pharmacy informatics in academic programs is a common feature in the pharmacy curriculum. This work aims to provide an overview of the current and potential role of mobile applications (apps) in pharmacy education and practice. Mobile apps are the most common informatics tools used by medical and pharmacy practitioners as well as students. Both students and practitioners have overall positive perceptions toward using mobile apps in their daily clinical training and practice although the fact that the number of pharmacy apps is still small relatively in comparison with other medical-related apps. There are many potential roles for mobile apps in pharmacy practice and education. The future efforts of educational uses of mobile apps in pharmacy should target playing a role in the provision of customized tools for clinical pharmacy education.

Peking University Health Science Center Model of Clinical Pharmacy Education and Clinical Pharmacist Services.

Peking University Health Science Center Model of Clinical Pharmacy Education and Clinical Pharmacist Services.

Impact of Clinical Pharmacy on Asthma in Pregnancy in a Maternal-Fetal Care Clinic

Background: Asthma complicates 4% to 8% of pregnancies. The impact of clinical pharmacists providing asthma management and education to obstetric patients is unknown. Objective: Evaluate the impact of and patient satisfaction with clinical pharmacy services on asthma in pregnancy. Methods: This prospective quasi-experimental study enrolled 30 pregnant patients with asthma and assessed perceived asthma understanding, control, and inhaler technique before and after a clinical pharmacist visit and education. The primary outcome was change in pre- and postsurvey scores. Items were rated on a 5-point Likert-type scale; higher scores represented higher perceived knowledge or satisfaction. Secondary outcomes included inhaler technique scores, asthma control, correlating patient-specific factors with the primary outcome, and level of patient satisfaction with clinical pharmacy services. Results: Perceived knowledge of asthma in pregnancy median score (maximum score 50) significantly increased with clinical pharmacy education (37.5 pre vs 49 post, P = .001). Prior to clinical pharmacy services, patients highly rated their perceived knowledge of asthma in pregnancy with median scores on 7 of 10 items between 4 and 5. Despite this, significant changes were observed on 9 items. The proportion of patients with controlled asthma significantly increased after the pharmacist visit (33.3% vs 90%, P &lt; .001). Satisfaction with clinical pharmacy services was overwhelmingly positive with average scores on all items 4.5 to 5. Inhaler technique scores significantly increased from baseline to follow-up (4 vs 7, P = .001). Conclusions: Pharmacists significantly improved patient perceived knowledge about asthma, asthma control, and inhaler technique. Patients were overwhelmingly satisfied with the care provided by the pharmacist.

Evolution of clinical pharmacy teaching practices in Pakistan

Evolution of clinical pharmacy teaching practices in Pakistan

Clinical pharmacy in Sri Lanka: translating training into practice

Clinical pharmacy in Sri Lanka: translating training into practice

Brazilian pharmacists’ perspectives on continuing education for diabetes management

BackgroundPharmacists in low- to middle-income countries often lack opportunities to develop and apply clinical pharmacy skills in real-world settings. The benefit of a diabetes continuing education program (DM Educate®) has not been assessed in Brazil and may prove convenient and cost-effective for pharmacists to develop diabetes management skills. ObjectiveTo identify if Brazilian pharmacists and student pharmacists would participate in DM Educate®, utilize skills gained in practice, and identify modifications to DM Educate® that better meet the needs of these health care professionals. MethodsThree focus groups of pharmacists and student pharmacists (N = 19) were conducted in Brazil. Participants watched a module of DM Educate® with visuals in English and audio in Brazilian Portuguese. Participants were asked about program value and barriers to its use and implementation in Brazil. ResultsFour main themes emerged: Pharmacists struggle with expanding their clinical role and knowledge base, pharmacists value programs like DM Educate® to acquire knowledge about diabetes care, cultural adaptations are necessary to improve program applicability, and program content should be available through different modalities. ConclusionsThis study suggests that Brazilian pharmacists and student pharmacists want to provide clinical services to patients with diabetes, but they lack access to current drug information and have limited training to execute care. Continuing education programming like DM Educate® enables pharmacists in other countries to engage in clinical training. Partnerships with U.S. institutions that provide educational programming could serve to establish clinical pharmacy education in countries that lack supporting infrastructure as long as program accessibility is convenient and culturally appropriate.