After implementation of ASPs at two study sites, the utilization of all classes of antibiotics decreased and antimicrobial costs per 1000 patient-days decreased. While HSMR values for sepsis (including C. difficile-associated cases) and respiratory infections improved, the rate of C. difficile infections stayed the same.

No abstract

Objectives: With one of the highest prevalence rates for marijuana use in the United States, Colorado provides a great opportunity for insight on common encounters with consumers in the community pharmacy setting. Currently, there is limited data on community pharmacists and their experiences with patients and marijuana. This study aims to identify the most common questions community pharmacists receive about marijuana, how comfortable they are in answering those questions, and to identify knowledge gaps regarding marijuana and pharmaceutical care. Methods: A cross-sectional study design was chosen to survey community pharmacists. A convenience sample of community pharmacists from the greater Denver metro area counties were surveyed about recreational and medical marijuana questions they receive from patients and consumers. Statistical methods included descriptive statistics, Chi-square, Kruskal–Wallis, and Mann–Whitney. Results: Of the 51 pharmacists who completed the survey, 20% received questions about medical marijuana daily or weekly, 57% monthly, and 22% never, while 16% received questions about recreational marijuana weekly, 41% monthly, and 43% never. In addition, 53% were comfortable answering questions about medical marijuana, while 41% were comfortable answering questions about recreational marijuana. The most common questions received were related to indications, uses, and efficacy (33%), followed by drug interactions (30%). Conclusion: The increased acceptance of marijuana by patients warrants pharmacists and other healthcare providers to be confident and familiar with its use. Our findings suggest that the majority of pharmacists are not asking about marijuana use/consumption, and this may be a gap in care. Studies support that other healthcare providers also exhibit hesitancy in initiating these conversations. Consumers are using marijuana products now, so increasing marijuana education for all healthcare professionals during both didactic education and continuing education will be key to ensuring patients have access to evidence-based care regarding the use of marijuana, rather than care based on belief, alone.

The Problem: Interprofessional educational experiences are a requirement in pharmacy and counseling curricula. However, scheduling conflicts between professional programs and lack of administrative support create barriers for students who want to take a course in another healthcare program. Innovation: This pilot enabled a pharmacy student to participate in a counseling course for 8 weeks. The course “Integrated Healthcare” is a 3-credit required core-course in the Master of Arts in marriage and family therapy (MFT) program. It explores the connection between emotional, psychological and physical health, covering information on behavior change, psychopharmacology, and common ways in which mood and anxiety manifest in the body. Class activities were matched to pharmacy interprofessional standards, in addition to Interprofessional Collaborative Practice competencies (IPEC). Critical Analysis: All IPEC core competencies were achieved during this course. One pharmacy student and 18 counseling students helped one another understand the importance of their different roles in patient care. The course also established relationships between pharmacy and counseling faculty, paving the way for more interprofessional class experiences. Conclusion: This pilot integrating pharmacy and counseling students in a course demonstrates that administrative barriers can be overcome and collaborative learning benefit is achieved for everyone involved.   Article Type: Note

Je pensais t'avoir planté avec cet article pour la revue Le Portique que je t'avais promis et que je ne t'avais jamais rendu, et me voilà bien attrapée. Dans mon dernier mail, j'avais l'intention de me défiler en mode : « Je suis à la bourre, désolée, en plus je dois repartir en reportage, quel hasard, d'ailleurs, tu sais, on m'envoie justement au Japon », étant persuadée que j'avais dépassé les délais de bouclage. Et, zut, voilà que tu me dis que c'est formidable. Que tu t'enflammes : « Écris un carnet de bord ! ». Je t'écris ces quelques lignes dans l'avion Paris-Tokyo. Les lumières sont éteintes dans la cabine. J'ai envie de comater devant tous les films que me propose Air Franceexcitation devant le choix comme devant un buffet all you can eat, mais ta voix dans ma tête me donne mauvaise conscience. « Écris ton carnet de bord ! ». Pff. C'est bon, gros. Je vais éteindre mon écran. J'aurais bien regardé Les Indestructibles ou même Ant-Man, un blockbuster hollywoodien avec un super-héros homme-fourmi. C'est bizarre non de faire d'une fourmi un héros ? On associe toujours les fourmis au groupe. Et d'ailleurs, les pires clichés concernant les Japonais, et, plus globalement, nous autres asiatiques, c'est justement de nous voir comme de laborieuses fourmis, visages interchangeables, noyées dans une foule grouillante de clones (tu te souviens ce qu'avait dit Édith Cresson, quand elle était Premier ministre). C'est un cliché ridicule, qui m'exaspère (on me l'a souvent brandie devant moi, cette étiquette de « vous, vous êtes des travailleurs », comme si on me faisait un compliment), mais néanmoins, il y aurait beaucoup à dire sur la notion du « je », en Asie et en Occident, et sur la figure des héros dans les films de Hollywood, versus les films japonais. Mais oublions Ant-Man. Je vais profiter d'être déconnectée de Twitter/Facebook/ Instagram à 10 000 kilomètres au-dessus du sol pour t'écrire. Dieu que tu es fourbe ! Tu sais que m'inciter à écrire, c'est me forcer à voler du temps au temps, à me poser et ralentir dans l'effervescence de l'immédiat qui étourdit et divertit, pour passer au tamis le liquide des jours. Et tenter d'en garder le substrat. Tu le sais, je le sais. Pourtant, je n'arrive jamais à écrire.