The production and distribution of counterfeit medications has become a significant global public health issue and though not as rampant in the United States as in other parts of the world, the Food and Drug Administration (FDA) has seen a 10-fold increase in the number of cases investigated. The purpose of this study was to examine California pharmacist knowledge of counterfeit medications, impact of technology and barriers to pharmacist involvement, and potential roles pharmacists can undertake. Our results showed that 59.3% of respondents believe counterfeit drugs pose a problem to the profession, but most had little to no experience with counterfeit medications. For potential sources, 44.5% believe patient use of Internet pharmacies, 39.4% indicated professional counterfeiters, and 16.1% indicated importation. Pharmacist agreed lack of knowledge (46.8%) and resources (82.5%) were barriers to detecting the presence of counterfeits. Half of respondents were award of the CA board of pharmacy's (BOP) future use of Radio Frequency Identification (RFID) technology, but 43% did not believe RFID would be effective. Most pharmacists indicated lack of knowledge regarding new technologies but seemed willing to learn.

Purpose To describe the innovative teaching practices, tools, and resources for remote learning developed by a school of pharmacy with a decentralized experiential program to empower and support preceptors in response to the coronavirus disease 2019 (COVID-19) pandemic. Summary As the pandemic has continued, there have been significant shifts in pharmacy workflow, staffing, and patient care delivery. Pharmacy students are slowly being reintegrated into these learning environments. Although preceptors are willing and eager to teach, many lack the resources, tools, and support to create remote learning experiences at their facilities. The University of the Pacific Thomas J. Long School of Pharmacy has a decentralized experiential education model in which faculty regional coordinators with clinical practices and diverse expertise are disseminated throughout California. This model allowed us to collaborate and understand preceptor needs from a local level. We created a preceptor COVID-19 guidance document, introduced innovative virtual playbooks to pivot up to 100% remote rotations, and promoted the layered learning model to integrate pharmacy residents into the remote teaching space. Communication and flexibility are key to ensure student and preceptor safety while maintaining high-quality advanced pharmacy practice experiences and preserving patient-student relationships in telehealth. Conclusion Overall, we successfully created innovative solutions and leveraged our decentralized experiential model to meet the teaching and learning demands during an unanticipated crisis. We continue to adapt and plan to assess the effectiveness of the tools by administering surveys of preceptors and pharmacy students.

Introduction: Developing remote team-based care and telehealth introductory pharmacy practice experiences (IPPEs) in primary care is desirable. The Department of Veterans Affairs (VA) endorses interdisciplinary teams to provide primary care services for Veterans and utilizes clinical dashboards to support population management. Pharmacy students, during IPPEs, can perform several patient care activities typically done by VA team members.Objective: The primary objective was to describe the economic impact of a collaboration between a VA health care system and a school of pharmacy to provide remote IPPEs. Methods: During Fall 2019, activities of second-year pharmacy students in a required VA population health IPPE were tracked. Select population management activities typically conducted by nurses, clinical pharmacy specialists (CPS), or primary care providers were assigned to pharmacy students. Students were granted remote access privileges to VA's electronic health record (EHR) and precepted by VA CPS at the university. Students performed prescription drug monitoring program (PDMP) activities, reviewed outside medical records for laboratory results, ordered laboratory tests, conducted telephone pain assessments, and documented progress notes. The average time to complete each function and the average salary for the team member who typically completed the function was used to perform a cost-benefit analysis. Results: During the semester, 58 students spent 2 hours per week in the IPPE. Students wrote 2118 PDMP progress notes, ordered 1723 laboratory tests for provider signature and sent patients laboratory reminder letters, entered 171 outside laboratory results into VA's EHR, and conducted 183 pain assessments.

The coronavirus disease 2019 pandemic created a major shift in learning modalities in the Advanced Pharmacy Practice Experience program. This descriptive study aimed to evaluate preceptor and student perceptions of remote learning experiences and student practice readiness upon completion of remote rotations. Preceptors and students who participated in partial to full remote experiential rotations between 17 August 2020 and 26 March 2021 were invited to complete an on-line survey. A cross-sectional survey consisted of closed-ended questions using a 5-point Likert scale assessing perception on adaptability, effectiveness of remote learning in advancing practice knowledge and skills, and confidence in students’ practice readiness. A total of 29 preceptors and 43 students completed the survey (response rates of 67% and 57%, respectively). Approximately 70% of the remote rotations were practice-based, with ambulatory care representing the most frequently reported rotation by preceptors (38%) and students (28%). A high level of confidence in preceptor perception of their ability to adapt and provide effective remote experiences (average 4.28) matched with the students’ high level of confidence with their preceptors’ abilities (86% agree or strongly agree). Upon the completion of remote rotations, both preceptors and students felt confident in student practice readiness based on student ability to design and initiate individualized patient care plans or complete projects using evidence-based resources (79% and 86%, respectively). Most preceptors (69%) reported that students achieved the rotation objectives at the same level as students engaged in-person experiences. The limitations of remote learning included the absence of direct interactions. Overall, both preceptors and students reported achieving practice readiness with remote experiential learning experiences and felt the remote activities should be continued post-pandemic.