All reviewed treatment options are safe for management of NAFLD in patients with T2DM but long-term histological improvements are minimal. TZDs are efficacious for resolution of NASH and improvements in fibrosis but long-term use is required to maintain these results.

Objective. To compare pre-and post-intervention test scores assessing insulin injection technique and counseling skills among P1 students with (intervention) or without (control) simulated patients, and to compare counseling checklist and knowledge retention test scores between groups. Methods. This study utilized cluster randomization. In addition to traditional instruction, the intervention group counseled a simulated patient on the use of insulin using the teach-back method. Test score changes from baseline were analyzed via two-sample t-test.Results. The intervention group exhibited a significantly greater increase in knowledge test scores from baseline compared to the control group. Similar changes were seen in post-instruction counseling checklist scores and knowledge retention test scores from baseline. Conclusion. Simulated patient interactions, when added to traditional coursework within a P1 skills lab, improve student counseling aptitude and knowledge retention scores.

Objective. To determine and describe the nature and extent of medication adherence education in US colleges and schools of pharmacy. Methods. A mixed-methods research study was conducted that included a national survey of pharmacy faculty members, a national survey of pharmacy students, and phone interviews of 3 faculty members and 6 preceptors. Results. The majority of faculty members and students agreed that background concepts in medication adherence are well covered in pharmacy curricula. Approximately 40% to 65% of the students sampled were not familiar with several adherence interventions. The 6 preceptors who were interviewed felt they were not well-informed on adherence interventions, unclear on what students knew about adherence, and challenged to provide adherence-related activities for students during practice experiences because of practice time constraints. Conclusions. Intermediate and advanced concepts in medication adherence, such as conducting interventions, are not adequately covered in pharmacy curriculums; therefore stakeholders in pharmacy education must develop national standards and tools to ensure consistent and adequate medication adherence education.Keywords: medication adherence, curriculum, medication INTRODUCTIONThe effectiveness of medications depends largely on patients' adherence to a prescribed medication regimen. 1 Although patients' medication-taking behaviors vary, most only adhere to their regimens approximately 50% of the time, and half stop taking medication for a chronic illness after 1 year. 2-5 When patients do not adhere to their regimens, they are at increased risk for hospitalizations, emergency department visits, worsening disease, and poorer quality of life. 6-10 Medication non-adherence costs the United States $290 billion per year in unwarranted health care spending and results in an increased incidence of preventable illness and death. 1,11 Medication non-adherence is a significant public health concern and has received attention from various stakeholders including the National Council on Patient Information and Education (NCPIE), Agency for Healthcare Research and Quality, The New England Healthcare Institute, the Pharmacy Quality Alliance (PQA), and the National Consumers League. Multi-stakeholder involvement in this issue brought about a national campaign in 2011, "Script Your Future," to improve consumer awareness of the importance and value of medication adherence and to encourage and increase practitioner efforts to discuss adherence with their patients. 12 Additionally, US health care reform policies such as coordinated care (eg, accountable care organizations) and new payment models will rely on the appropriate use of medications. Pharmacists will be Over the last 50 years, we have learned much about medication adherence, including epidemiologic factors, predictors of medication non-adherence, and barriers and interventions to improve medication adherence. 1 The extent to which academic medicine and pharmacy and educators in the allied health professions ...

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Interprofessional team-based care has become the standard for practicing clinical pharmacists. However, it is difficult to simulate every aspect of this environment in the didactic curriculum. The purpose of this study was to determine if the addition of standardized patients (SP) or interprofessional student teams with SPs, to the use of a simulated electronic health record (EHR) improved student knowledge retention and perceptions. Methods. This was a prospective cohort study assessing three cohorts of first-year student pharmacists in pharmacy skills laboratory activities that occurred in 2018, 2019, and 2021. The primary objective of the study was to compare knowledge retention at 1-month related to the case material between groups. Each year an element of simulated experience was added onto the previous year's case. In 2018, students completed the case using the EHR web application only. In 2019, an objective structured clinical examination (OSCE) with SPs was combined with the previous year's experience. In 2021, student physician assistants were added to the 2019 experience. Case scores and student perceptions were also compared between groups.Results. Of the 260 potential participants, 238 students were included in the primary analysis. Significant improvement was demonstrated in one-month knowledge retention assessments with the addition of interprofessional team-based care and SPs. Mean knowledge retention assessment scores were 63.8%, 71.7%, and 76.1% respectively. There was also significant improvement in student perceptions. Conclusion. The addition of SPs and interprofessional team-based care to a pharmacy skills laboratory that utilizes a simulated EHR significantly improved student knowledge retention and perceptions.