The objective of this study was to describe the pedagogies used in the University of Minnesota pharmacy curriculum to improve students' abilities to provide culturally competent care to patients. A cultural competency curriculum was introduced in fall 2003 that included a variety of pedagogies: a small group activity, case discussions, BaFa' BaFa' cultural simulation game, and the reading and discussion of cultural narratives. Most activities were associated with a reflective writing assignment. In addition, preintervention survey instruments were administered to 52 entering first-professional year PharmD students in fall 2003, with 48 postintervention survey instruments administered in spring 2004, followed by evaluation of the survey findings. Based on survey results and analysis of reflective papers, students gained an appreciation for the importance of acknowledging cultural differences and understanding how to overcome the barriers that these differences present. Using a variety of effective pedagogies, pharmacy students were able to demonstrate increased understanding of and ability to provide culturally competent care.

Objectives. To describe the development and implementation of an interprofessional activity using standardized patients. Methods. In the interprofessional standardized patient experience (ISPE), pharmacy students are teamed with medical and nursing students. This team completes an assessment of a standardized patient. During this assessment, each student has time to interview the patient according to his/her own skills and patient care perspective. After the assessment is completed, the team collaborates to develop a patient care plan. Pre-experience and post-experience surveys were conducted. Results. Pharmacy students' appreciation for each profession's role in patient care increased. Conclusions. Despite multiple challenges, an interprofessional activity involving multiple health professionals from multiple institutions can be successfully implemented. Feedback from pharmacy students indicated that this activity increased students' awareness and ability to work as members of the health professional team.

Objective: This retrospective study describes the role of behavioral health in an addiction medicine program integrated in a primary care clinic, and evaluates retention, substance use, and mental health symptoms for patients in a rural underserved community. Method: Data were abstracted from records of patients referred for buprenorphine treatment of opioid use disorder (N ϭ 101; 45% female, 23% Native Hawaiian or Pacific Islander, M age ϭ 42.5, SD ϭ 12.75). Among patients prescribed buprenorphine (n ϭ 61), most had comorbid substance-related diagnoses (72% with tobacco use, 75% with at least one other substance use disorder) and non-substance-related mental health diagnoses (77%), most commonly depression and anxiety. Integrated sessions with a behavioral health provider and a buprenorphinewaivered prescriber occurred weekly to monthly. Participants completed depression and anxiety questionnaires (Patient Health Questionnaire-9 and Generalized Anxiety Disorder Scale-7) and provided urine samples at each visit. Results: Most patients (72%) were retained for at least 3 months, with early dropout associated with higher initial depression and anxiety scores. Inconsistent urine drug tests (i.e., those positive for illicit/nonprescribed substances) were significantly more common at treatment initiation (74%) than during the most recent visit (43%, p Ͻ .001), and were associated with baseline substance and other mental health factors, as well as shorter treatment duration. Generalized estimating equations models suggested time-based improvements in depression and anxiety symptoms, especially for patients retained for at least 3 months. Conclusions: Integrating wraparound addiction treatment within a rural primary care setting is feasible and associated with improved mental health and retention outcomes. What is the public health significance of this article?Addiction medicine services integrated in primary care health care centers can help make treatment for opioid use disorders and comorbid substance use and other mental health conditions accessible for rural underserved populations. The greater improvements associated with remaining in treatment suggest opportunities for multidisciplinary teams to identify and reduce psychological, physical, and psychosocial barriers to remaining in treatment.

Objective. To assess the impact of an elective diabetes course on student pharmacists' skills and attitudes about diabetes management. Design. A 1-credit elective course on diabetes was developed that included a 1-week simulation experience during which students completed daily insulin injections, glucose checks, carbohydrate counts, and kept a daily log. Assessment. A preintervention and postintervention survey was administered to assess students' attitudes toward and confidence in performing and teaching patients various diabetes self-management skills. Students' confidence in performing and teaching diabetes self-management skills significantly improved. Students' reflective writing assignment, diabetes logbook, weekly quizzes, and group presentation were also evaluated. Conclusion. A diabetes elective, which included a 1-week simulation of living as a diabetic patient, was an effective teaching method to increase students' confidence in performing and teaching diabetes self-management skills.

Objectives. To design, implement, and evaluate an online elective course on common prescription medications for undergraduate (pre-and non-health professional) students.Design. An 8-module online course on common prescription medications was designed following the ADDIE (Analysis, Design, Development, Implementation, and Evaluation) instructional design model and offered to students for 8 consecutive semesters. Assessment. Following each offering, performance data were analyzed and a course review conducted, including evaluation of entrance survey data and course evaluations. Direct analysis of data over 2 offerings and grade distribution comparisons over all 8 offerings, demonstrated consistent knowledge gains. Feedback from course evaluations and a continual increase in enrollment over the 8 semesters indicated student satisfaction with the course. Conclusion. Systematic design and quality assurance/improvement strategies resulted in the successful establishment of an online pharmacotherapy course for undergraduate, nonpharmacy students.