Third-year Pharmacy Students Research Articles

Ability of pharmacy students to assess their learning

Objective: The aim of the study was to evaluate the ability of pharmacy students to assess their learning. Methods: Without pre-class preparation or access to learning resources, third-year pharmacy students were asked to list in preset templates the important points of topics that were covered two weeks earlier including Alzheimer’s, Huntington’s chorea and Parkinson’s diseases, structure short essay questions guided by these lists and answer them. In the first section, students worked individually while in the second and third sections they worked in groups of four. At the end of each session, students were asked to fill in a pre-piloted ethically approved questionnaire on their perception of the present exercise and learning strategies and examinations. Results: The majority of participants (n: 51; 85%) were females and with GPAs ranging from 2.5-4. The important points listed by students focused on the aetiology and treatment of the disorders. However, the questions framed by grouped students and their answers were more thorough and well organised. Half of the participants reported the aim of tests was to improve their learning and the majority (93%, 85% and 85%) of students preferred pre-scheduled tests, paper examinations and lectures using PowerPoint presentations respectively. In their reflection on the exercise, most students enjoyed it and found it effective in enhancing their learning. Conclusion: The present pedagogy enhances learning, writing skills, group collaboration and team spirit. Its application in other classes and topics would strengthen its value in enhancing learning.

A Peer-Teaching Model to Reinforce Pharmacy Students’ Clinical Knowledge of Commonly Prescribed Medications

Objective. To implement and assess the effectiveness of a peer teaching series to increase third year Doctor of Pharmacy (PharmD) students' knowledge of and confidence regarding commonly prescribed medications.Methods. All third-year pharmacy students (n=98) at a college of pharmacy were encouraged to participate in the RxReady peer teaching series prior to beginning their advanced pharmacy practice experiences. Each student in the class was assigned a drug to learn in-depth. Twenty-four of the students were randomly selected to provide peer teaching regarding a single medication. These students were required to meet with a faculty member to prepare for their presentation. Assessment methods included completion of pre- and post-intervention quizzes and anonymous surveys regarding the peer-teaching modality. Students also provided qualitative feedback on the series as part of a course survey.Results. Among the 96 students who completed the pre- and post-intervention quizzes, there was a mean increase of 15% (SD=11%) on the post-intervention quiz score compared to the pre-intervention quiz score. Ninety-two (96%) students achieved a higher score on the post-intervention quiz. There was no difference in mean percent change in scores between the pre-and post-intervention quiz for students who presented in class compared with students who did not present (17% [SD=10%] vs 15% [SD=11%], respectively). Student-reported confidence significantly improved across all drug knowledge categories. In each category, the median confidence score increased from 2 (somewhat confident) to 3 (moderately confident). The students' qualitative feedback was generally positive, and they provided suggestions to improve the content and design of the RxReady peer teaching series.Conclusion. A peer teaching approach to reviewing drug information can assist in targeting gaps in PharmD students' drug knowledge and help to build their confidence in their readiness to begin APPEs.

Determination of predictors impacting performance on the third-year pharmacy curriculum outcomes assessment at a historically Black college of pharmacy

IntroductionThe Pharmacy Curriculum Outcomes Assessment (PCOA) is a standardized exam developed by the National Association of Boards of Pharmacy (NABP) in 2008 to measure the curriculum in relation to student progress. The purpose of the study was to determine the impact of pre-admissions and pharmacy school variables on third-year student PCOA performance at a Historically Black College or University (HBCU) College of Pharmacy. MethodsA retrospective analysis was conducted using data from three cohorts of students who took the PCOA in their third professional year from 2015 to 2017. An independent samples t-test, correlation analysis, and multivariate linear regression were conducted to determine the relationship between student characteristics and the PCOA score. ResultsThe mean PCOA scaled score for the third-year pharmacy students was 349.6 ± 46.20 while the mean Pharmacy College Admission Test (PCAT) percentile was 62.7 ± 14.5. Most students (67%) self-identified as Black and the majority (54.9%) were female. The PCOA scores were correlated with the PCAT percentile (P < .001) and the cumulative grade point average (GPA) through the fall semester of the third professional year (P < .001). After adjusting for other factors, the cumulative GPA through the fall semester of the third professional year (P < .001) and PCAT percentiles (P < .001) remained predictive of students PCOA scores. ConclusionsThe cumulative GPA through the third-year fall semester and PCAT percentiles are important factors in helping to predict PCOA scores among third year pharmacy students at a HBCU.

Yoga therapy knowledge in third-year pharmacy students: An education intervention

Background and purposeThe omission of yoga education in health professions curricula limits health professionals from understanding how to support patient well-being in an integrated manner. The objective of this study was to examine the effectiveness of a yoga therapy-based educational intervention in increasing yoga knowledge of third-year pharmacy students. Educational activity and settingStudents in the Pharmacognosy and Complementary and Alternative Medicine course received a three-hour educational intervention over two class meetings on yoga therapy during fall 2019. The pedagogical method of peer instruction was used, and pre- and post-questionnaires were administered online prior to and after the intervention. The instrument contained eight demographic, six yoga knowledge and participation, 10 yoga therapy, and 15 referral behavior questions. FindingsA statistically significant increase in yoga knowledge scores from 1.43 ± 0.9 before the education intervention to 5.69 ± 1.65 after the intervention occurred (P < .01) was found. A majority believed that yoga therapy should be included in the curriculum. SummaryIncreases in post-questionnaire knowledge scores suggested that the educational intervention increased pharmacy students' knowledge of yoga therapy in our sample. Studies specific to yoga education in health professional students, especially in the United States, are scarce. Additionally, the impact of an educational intervention on yoga knowledge in pharmacy students has not been studied. Including yoga therapy in pharmacy curricula should be explored as greater integration of yoga in healthcare is likely to occur due to its effectiveness as an adjunct and widespread use.

Assessing pharmacy students' knowledge and perceptions of urine drug testing following a pharmacy skills laboratory

IntroductionUrine drug tests (UDTs) are commonly used in the healthcare setting to monitor adherence, abuse, and diversion of controlled substances. The goal of our study was to assess the knowledge and perceptions of third-year pharmacy students on UDTs following an educational experience. MethodsThird-year pharmacy students completed pre- and post-questionnaires following a skills laboratory focused on the use of UDTs in clinical settings. The 34-item questionnaires consisted of three domains: demographics, knowledge regarding UDTs, and personal perceptions of UDTs. A pre-lab teaching podcast was assigned prior to the laboratory session, and two clinical cases were discussed during the live UDT segment. Descriptive statistics were used to assess demographics, and changes in knowledge and perceptions of UDTs were evaluated using chi-square and Mann-Whitney U, respectively, with an a priori alpha of 0.05. ResultsOne hundred twenty students were included in the analysis. Students in the laboratory were predominately female (n = 72, 60%), Caucasian (n = 84, 70%), and had no prior training with UDTs (n = 104, 86.7%). Student knowledge of UDT interpretation significantly increased from 57% to 71% (four and five correct answers out of seven, respectively). Confidence interpreting UDTs and answering questions related to UDTs also increased significantly. Students felt the laboratory experience was valuable, with 84.2% agreeing or strongly agreeing. ConclusionsEducational programming focused on UDTs improves student confidence interpreting results and knowledge related to the use of UDTs.

Instagram as a tool to enhance pharmacy student learning of ambulatory care pharmacy

IntroductionThis project utilized the social media platform Instagram, which focuses upon posting images with accompanied captions, as a supplemental learning tool. The objective was to assess the impact of using a clinical pharmacy-focused Instagram account on students' knowledge of ambulatory care pharmacy. MethodsA pre- and posttest quasi-experimental design was conducted in a third-year introductory pharmacy practice experience course during fall 2018. Pharmacy students were notified of the availability of an Instagram account managed by the principal investigator that posted ambulatory care clinical pearls as an optional supplemental educational tool. The primary outcome evaluated change in scores from pre- to posttest for the cohort of students in this course who followed the Instagram account (intervention group) compared to the cohort of students who did not follow the account (control group). ResultsA total of 69 third-year pharmacy students completed the course, with 37 students choosing not to follow the Instagram account (control group) and 32 students opting to engage with the Instagram account (intervention group). Pretest mean scores were nonsignificant between groups. The intervention group resulted in a higher increase in mean scores from pre- to the posttest (15% vs. 3.1%). ConclusionsUse of an educational Instagram account had a positive impact on students' knowledge relating to ambulatory care pharmacy as demonstrated by this comparison study.

Complex patient cases solved by near-peer integrated teams provides leadership, professionalism, and peer-teaching opportunities

Background and purposeNear-peer teaching is commonly used in experiential learning, residency training, and teaching certificate programs, but data on near-peer teaching in didactic course work are lacking. An innovative, near-peer learning opportunity that encouraged leadership and professionalism is described. Educational activity and settingThirty-six teams comprised of first-, second-, and third-year pharmacy students presented a 15-min oncology patient case to faculty reviewers. Presentations were focused on calculations, medicinal chemistry, pharmacology, and therapeutic application. Students were evaluated on communication skills, presentation skills, and presentation content. Additionally, students provided feedback about their perceptions of the laboratory experience. A chi-square test was used to determine significance or parity in student responses. FindingsThe majority of the students (82%) felt the teams worked well together and 85% indicated that they played an important role on their team, with second- and third-year students rating this item significantly higher than first year students. Additionally, 85% of participating students expressed that this experience provided an opportunity to demonstrate professionalism. SummaryIntegration of first-, second-, and third-year pharmacy students into teams was an innovative and effective method to provide opportunity for leadership, professionalism, and near-peer teaching through evaluation and presentation of an oncology patient case.

Integration of cannabidiol oil education into a pharmacy therapeutics curriculum

IntroductionTo identify the impact of implementing a lecture regarding cannabidiol (CBD) oil delivered within a special populations therapeutics course on third-year (P3) pharmacy students' knowledge and confidence of CBD therapeutics. MethodsA two-hour lecture which contained the pharmacological properties, therapeutic uses, and legal considerations of CBD products was added to a two-credit course in the final didactic semester of a doctor of pharmacy (PharmD) curriculum. Prior to the session, learners completed a 10-question knowledge-based questionnaire, ranking confidence in each answer with a 5-point Likert scale. Fourth-year (P4) learners, who did not attend the lecture, also responded to the questionnaire. ResultsThere were a total of 93 P3 and 21 P4 student responses. Lecture attendance resulted in a statistically significant increase in average knowledge and confidence scores. Baseline and post-lecture mean knowledge was 73.7% and 82.3% (P < .01) for P3 students, respectively. The average baseline knowledge for the P4 learners was 71.4%, compared to the P3 post-lecture mean knowledge score of 82.3% (P < .01).Conclusions: Students who attended a lecture on CBD performed better and reported greater confidence than students who did not attend. Incorporating formal lecture on CBD into a PharmD curriculum increases students' knowledge and enhances confidence in counseling patients using CBD oil.

The Design and Impact of an Interprofessional Education Event Among Pharmacy and Nursing Students in Palliative Care-RnRx.

Nearly all reports of interprofessional education (IPE) in palliative care have excluded pharmacy students. This article describes an IPE event between pharmacy and nursing students and assesses its impact on IPE competencies. Second-year nursing students and third-year pharmacy students participated in an evening-long event, focused on a married couple who each require palliative care-one for end-of-life planning and one for chronic disease progression. The impact of the event was assessed using the Interprofessional Collaborative Competency Attainment Scale (ICCAS) and qualitative feedback. Two hundred nine (96.7%) completed the ICCAS, and 16 of the 20 statements of the ICCAS showed large positive effect sizes (Cohen d ≥ 0.8), with the remaining 4 showing moderate positive effect sizes (Cohen d ≥ 0.5). The greatest effect sizes were related to improved awareness of complementary skillsets and knowledge between the professions. Addressing team conflict and including the patient/family in decision-making showed the least improvement. While ongoing interactions are ideal for the development of skills related to conflict and team development, this article demonstrates that even a 1-time activity can have an impact on students' interprofessional care competence.

Polypharmacy: Non-Adherence to Medication among Adult

The polypharmacy prevalence among adults, whose age group depicts potential self-neglect as they are more focused on their careers, has been alarming as the increase in the number of drugs taken may result in the rise of medication non- adherence occurrences as well. By determining how polypharmacy contributes to medication non-adherence among adults, the study aims to show its prevalence and relationship that may help address the threat it imposes on public health. A non-experimental, descriptive, correlation design was utilized to obtain data from seventy-seven (77) Liceo de Cagayan University’s third-year pharmacy students’ biological parents through a survey employing a Google form with twenty-eight (28) questions derived from ARMS and PATD questionnaire. Frequency count, percentage, mean, standard deviation of variables, and inferential statistics were applied as statistical tools for analysis and interpretation. Respondents’ profile generally comprised female, middle adults with a monthly income of more than 20,000 Pesos and lived with two or more people. Less than half of the respondents’ population (32.5% in total) were experiencing polypharmacy. They were highly adherent to their medications and had a moderate perspective on their medication regimen. Only polypharmacy showed a significant relationship with medication non-adherence, unlike age, gender, monthly income, and living status. K e ywords: polypharmacy, medicines, intentional non-adherence, unintentional non-adherence, biological parents, pharmacy students

An Objective Structured Clinical Examination to Assess Competency Acquired During an Introductory Pharmacy Practice Experience

Objective. To evaluate the use of an objective structured clinical examinations (OSCE) to assess clinical competency acquired during an off-campus introductory pharmacy practice experience (IPPE). Methods. Third-year pharmacy students completed an IPPE in transitions of care and completed 24 experiential contact hours at one of 17 practice sites. Students were assessed using two OSCEs, the first occurring prior to beginning an off-site IPPE (pre-experience OSCE) and the second occurring after completion of the off-site IPPE (post-experience OSCE). Each OSCE consisted of 10 stations and covered five graded competency domains. The primary outcome was the degree of change in student performance from the pre-experience OSCE to the post-experience OSCE. Secondary outcomes included changes in each graded domain, OSCE pass rate, and failure conversion rate. Results. Of 111 students, 109 completed both the pre- and post-experience OSCE. Significant improvements were observed in overall score and cohort pass rate. Overall scores improved from 80 for the pre-experience OSCE to 87 for the post-experience OSCE. The OSCE pass rate also improved from 47% to 84%. Conclusion. Although preceptor evaluations have traditionally served as the primary summative assessment for IPPE and APPE, this study indicates that OSCEs may be a reliable alternative to assess clinical competency acquired from off-site practice experiences.

Students’ Perceptions about Social Constructivist Learning Environment in E-learning

Abstract: Aim/Background: Pharmacy educators often incorporate electronic learning or e-learning to facilitate learning among pharmacy students. E-learning can be designed based on the Social Constructivism Theory (SCT). The learning outcomes of e-learning that is developed based on the SCT should be assessed continuously and they should include the evaluation of students’ perceptions on the Social Constructivist Learning Environment (SCLE) of their e-learning. The present study aims to investigate pharmacy students' expectations for their e-learning and evaluate the extent to which e-learning fulfils their expectations. Methods: A cross-sectional survey was carried out among the second- and third-year undergraduate pharmacy students in a Malaysian public university to assess the students’ perceptions on the SCLE of two e-learning components offered in two core courses: Principle of Pathology (PP) and Pharmaceutical Care (PC) using the Constructivist Online Learning Environment Survey (COLLES). Results: All students who were invited to participate in the study responded to the survey (response rate = 100%, n = 336). In general, students had positive but moderate expectations and satisfaction towards e-learning. Students mostly expected e-learning to be relevant to their professional practice. The second-year PP students were satisfied with their e-learning, but the third year PC students rated their experience to be lower than their expectations. Conclusion: As a conclusion, although e-learning that was developed based on the SCT can resulted in SCLE, the expectations of the third-year pharmacy students were harder to fulfil compared to their younger counterparts. This warrants innovation in e-learning content and processes for the third-year students. Key words: Constructivist Online Learning Environment Survey, E-learning, Pathology, Pharmaceutical Care, Social Constructivist Learning Environment.

Teaching motivational interviewing in a blended learning environment

Background and purposeTo describe the implementation of blended learning in teaching motivational interviewing (MI) to third-year pharmacy students and evaluate changes in MI knowledge by assessing students' abilities to recognize and formulate responses using MI skills after the training and, for a subset of students, one year later. Educational activity and settingThe comMIt e-learning program was integrated into a third-year pharmacy communication course. Skills learned in the program were applied and assessed using e-learning quizzes, three in-class practice sessions and a 5-minute final assessment video. In addition, students completed a 22-item pre- and post-survey addressing their abilities to recognize and formulate statements using MI skills. This survey was voluntarily completed again one year later. FindingsSixty students completed the training and showed a statistically significant improvement between the pre- and post-surveys. Twenty-seven students voluntarily responded to the survey one year later. While overall performance dropped between the post-survey and the one-year follow-up, students sustained their ability to formulate appropriate MI responses to the open-response questions. SummaryThis study demonstrates that students can successfully learn and retain MI skills using blended learning via the comMIt e-learning program and in-class practice activities.

A multimethod evaluation of an interprofessional IPPE in an underserved clinic

IntroductionTo evaluate the design of an interprofessional introductory pharmacy practice experience (IP-IPPE) designed to integrate third-year pharmacy students in patient care workflow under the direct supervision of non-pharmacist practitioners in a federally qualified health center. MethodsData was gathered to evaluate the success of the IP-IPPE from the students', providers', and clinic's perspectives. Preceptors completed a mixed-methods survey to determine satisfaction and value of the IP-IPPE. Students completed the Interprofessional Collaborative Competencies Attainment Survey (ICCAS) post-IP-IPPE to assess change in interprofessional outcomes. Student performance and competency demonstration was assessed using a modified interprofessional professional assessment scoring tool. Finally, a retrospective patient chart review was conducted to determine student value to the clinic. ResultsDuring a 12-week period at the studied clinic, 32 students were supervised by eight primary care providers (PCPs) and cared for 516 patients. Six providers (75%) endorsed students' ability to provide value-added interventions during clinical care. A chart review of 200 patient records indicated students provided medication education to 12% of patients engaged with, in addition to other contributions. Students' ICCAS self-assessments indicated significant improvement across all outcomes following the IP-IPPE. Qualitative provider responses indicated meaningful investment into the IP-IPPE and appreciation for pharmacy student's collaboration during patient care. ConclusionAll 32 students in this study were able to earn the trust of their assigned PCP preceptors. The IP-IPPE design created value for learners, patients, and providers.

Implementation of an Opioid Overdose and Naloxone Distribution Training in a Pharmacist Laboratory Course

Objective. To describe the instructional design, implementation, and evaluation of an opioid overdose response program (ORP) and opioid overdose education and naloxone distribution (OEND) training program to third-year pharmacy (P3) students. Methods. Using the 5-E learning cycle during a three-hour laboratory session, the authors developed an OEND training program. The training began with an engagement exercise encompassing validated pre-Opioid Overdose Knowledge Scale (OOKS) and pre-Opioid Overdose Attitudes Scale (OOAS) assessments. Directly after, students moved to the exploration phase of the program, which consisted of two stations with placebo naloxone products. There, instructors explained key content related to OEND. Students applied what was learned during the elaboration by completing two cases: using group-based point-by-point counseling as well as a scenario with a simulation patient manikin. The class ended with an evaluation exercise that involved completing post-OOKS and post-OOAS. Results. Fifty-six students participated in the ORP certification and OEND training. Significant increases in total scores were seen on the pre- and post-assessment. Additionally, significant increases in student confidence in providing overdose response counseling and dispensing naloxone were observed. Students rated all the learning activities as very effective. Conclusion. Use of the 5-E learning cycle as an educational design method to structure active-learning activities was effective in increasing students' knowledge and improving their attitudes toward and confidence in providing overdose response.

Impact of Pharmacy Student Observation Versus Active Participation in an Interprofessional Simulation

Objective. To compare the change in pharmacy students' self-reported competence toward interprofessional collaboration between those that were active participants in or observers of an interprofessional simulation. Methods. Second- and third-year (P2 and P3) pharmacy students and senior nursing students participated in an interprofessional simulation. Third-year pharmacy students and senior nursing students were divided into teams of four (two from each profession) and were active participants. Second-year pharmacy students were observers. All pharmacy students were asked to complete a brief demographic survey and the Interprofessional Collaborative Competency Attainment Survey (ICCAS) after the simulation. Mean retrospective pretest and posttest ICCAS scores for each group of learners were compared using paired sample t tests. To examine the difference in the change in mean total ICCAS score between observers and active participants, repeated measures analysis of variance was completed. Results. One hundred thirty (95%) P2 pharmacy students and 121 (92%) P3 pharmacy students participated in the interprofessional simulation experience as observers and active participants, respectively, and completed the ICCAS for an overall response rate of 94%. The active participants' mean ICCAS scores were significantly higher than those of the observers on both the retrospective pretest (M=4.9, SD=1.0 vs M=5.2, SD=1.0) and the posttest (M=5.9, SD=0.7 vs M=6.2, SD=0.7). The mean change in scores from retrospective pretest to posttest was not significantly different between observer and active participant pharmacy students. Conclusion. Both observation and active participation in an interprofessional simulation experience may increase pharmacy students' self-reported competence in interprofessional collaboration.

Ambulatory care elective: Introduction to core practice concepts

Background and purposeIntroduction to various pharmacy practice environments is effectively accomplished through concentrated elective courses. The ambulatory care elective utilized innovative active learning strategies to enhance chronic disease management, foster empathy, and introduce strategic planning in an ambulatory care center. Educational activity and settingA new two-credit hour ambulatory elective course was offered to third-year pharmacy students in a four-year doctor of pharmacy program. This 30-hour, 2-week long course, ran simultaneously between three campuses, and included six modules. The course employed lectures, active learning activities, shadowing, role playing, and a simulation. FindingsCourse evaluations and student reflections indicate high satisfaction with the course and reveal value in the simulation. SummaryActive learning sessions in this third-year pharmacy elective allowed application of lecture materials to explore the focused practice of ambulatory care. Discussion topics were varied, allowing students to gauge the breadth of opportunities offered in ambulatory pharmacy, while also appreciating the scope of skills required for successful and sustainable practice. Students valued the chronic disease state simulation, which provided a unique approach to foster personal attributes.

Closing the Classroom Theory to Practice Gap by Simulating a Psychiatric Pharmacy Practice Experience

Objective. To examine the feasibility and effectiveness of combining whole-task and guided reflection educational design principles with cloud-based learning technologies to simulate the clinical psychiatric advanced pharmacy practice experience (APPE) in the classroom to begin to close the theory to practice gap. Methods. Components of the typical student experience while completing an APPE were integrated into the course experience, ie, patient case work-ups, facilitated sessions with a preceptor, personal statement of goals and progress with feedback, and intentional interaction with peer-learners. Multiple sources of quantitative and qualitative data were collected and analyzed. Results. Twelve third-year pharmacy students from two campuses participated in and successfully completed this one-credit elective advanced psychiatric pharmacotherapy course. Eleven board-certified psychiatric pharmacists (BCPP) served as visiting experts, some participating for multiple weeks, and provided preceptor-like feedback to the case presentations in spring 2017. All BCPP pharmacists plus an additional geriatric pharmacist specialist participated in the course in spring 2018. Results of the quantitative and qualitative analyses demonstrated that students progressed in their readiness for APPEs and gained additional psychiatric pharmacy knowledge and evidence-based medicine decision making skills. Conclusion. Pharmacy programs are challenged to find additional ways to improve student readiness for APPEs and expand psychiatric learning opportunities to meet the increasing mental health needs across clinical settings. This example provides a feasible and effective strategy to do both without the requirement to create extensive new learning materials or add significant faculty workload.

Pharmacy Students’ Standardized Self-Assessment of Interprofessional Skills During an Objective Structured Clinical Examination

Objective. To examine pharmacy students' self-assessment and evaluator assessment of the global performance of skills required for effective interprofessional collaborative practice during an objective structured clinical examination (OSCE). Methods. Third-year pharmacy students completed three cases designed to evaluate the skills they would need to engage in effective interprofessional collaborative practice as part of a capstone objective structured clinical examination (OSCE). Students then also completed a brief survey regarding the quality of the cases and the Interprofessional Collaborative Competency Attainment Survey (ICCAS). Student performance on each of the three cases was assessed using the Global Rating Scale (GRS). Paired sample t tests were conducted to compare differences in mean change in ICCAS scores. Correlations between the GRS ratings and ICCAS pre- and post-assessment scores and changes in scores were examined. Results. One hundred twenty-four students participated in the study. The majority of students reported that the OSCE cases were realistic and of high quality. The average total ICCAS score (out of 7) was 5.1 (SD=0.8) at pre-assessment and 5.9 (SD=0.6) at post-assessment; the difference in scores was significant. The mean GRS scores (out of 5 points) for the three cases were 4.2 (SD=0.5), 4.5 (SD=0.6), and 4.6 (SD=0.5); and the mean score for the three cases combined was 4.4 (SD=0.3). A weak relationship was found between the total GRS and ICCAS post-assessment scores. Conclusion. Presenting pharmacy students with OSCE cases that focused on skills important to effective interprofessional collaborative practice was an effective means of assessing their skills and improving their self-assessment of interprofessional collaborative behaviors.

Evaluating Pharmacy Student Consultations with Standardized Patients on Opioid Medication Use and Opioid-Specific Risks

Objective. To assess third-year pharmacy students' entry-level verbal and nonverbal communication skills when addressing sensitive topics during opioid consultations with standardized patients. Methods. Seventy-one students were video-taped while consulting with standardized patients who were receiving a one-month supply of oxycodone for lower back pain. Consults were coded quantitatively for the topics students discussed with the patient, terms used, eye contact, and filler words. Results. The majority of pharmacy students discussed common and severe opioid side effects, such as respiratory depression. However, only 30% explained that the medication being dispensed was an opioid or narcotic, and only 23% of students initiated a conversation regarding dependence, addiction, or overdose risk. Students used more filler words when discussing dependence, addiction, or overdose risk as compared to the rest of the consult. Afterwards, students expressed discomfort and the need for additional training and resources for communicating with patients about opioids. Conclusion. Many students lacked confidence with regards to educating patients about opioid-specific risks. This necessitates expanding education regarding discussing sensitive information about opioids at this school of pharmacy. Other schools of pharmacy would benefit from an evaluation of their curriculum to assess the necessity for additional education and training.