Allocation of faculty and curricular time to the teaching of transitions of care concepts by colleges of pharmacy

Eltaki, Sara M; Singh-Franco, Devada; León, David J.; Nguyen, My-Oanh; Wolowich, William R.

doi:10.1016/j.cptl.2018.03.014

Cited by 8 publications

(3 citation statements)

References 25 publications

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“…Evaluation of pharmacy students' knowledge and perceptions of transitions of care services Pharmacy Education 22(1) 10 -15 13 majority of the students agreed that they would benefit from further training in this area. Interestingly, when Eltaki and the authors investigated allocation of faculty and curricular time to the teaching of TOC concepts by 36 colleges of pharmacy, 47% of these schools employed TOC faculty but the median total curriculum hours dedicated to teaching TOC was only four hours (Eltaki et al, 2018). Crucial pharmacy skills such as medication reconciliation are only taught didactically or through lab activities in 53% of these schools.…”

Section: Yang and Woostermentioning

confidence: 99%

Evaluation of pharmacy students’ knowledge and perceptions of transitions of care services

Yang¹,

Wooster²

2022

Pharm Educ

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Introduction: Studies support incorporation of pharmacists and pharmacy students to improve health and financial outcomes during transition of care (TOC). Standardisation of TOC educational training is currently lacking in pharmacy curricula. Methods: This study employed a cross-sectional, descriptive study with a convenience sample at one college of pharmacy. Students participated in an anonymous Qualtrics survey including items on TOC service understanding and educational training. Results are reported as means and standard deviation for continuous data; frequencies and percentages for categorical data. Results: Of 116 survey responses, 112 provided informed consent. Seventy-eight percent of respondents stated they have learned about TOC and 66% felt they understood what TOC entails. When asked to identify disease states commonly targeted for TOC, 77% responded incorrectly to this item. When asked to select TOC clinical activities, 66% incorrectly selected medication dispensing. Ninety-six percent of respondents replied that additional educational training on TOC would be beneficial. Conclusion: There is a discrepancy in students’ perception of TOC services with their actual knowledge of TOC services based on survey responses.

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Section: Yang and Woostermentioning

confidence: 99%

Evaluation of pharmacy students’ knowledge and perceptions of transitions of care services

Yang¹,

Wooster²

2022

Pharm Educ

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“…However, pharmacy student exposure to TOC processes within the didactic curriculum appears to be lacking. In a recent survey of 36 pharmacy practice department chairs, the median number of curriculum hours devoted to TOC education was four (Eltaki et al, 2018). Medication history and communication skills were largely taught in laboratory sessions, and a small percentage of pharmacy programmes offered interprofessional activities.…”

Section: Introductionmentioning

confidence: 99%

“…Medication history and communication skills were largely taught in laboratory sessions, and a small percentage of pharmacy programmes offered interprofessional activities. The authors identified the following barriers to didactic implementation of TOC concepts: uncertainty of placement in the pharmacy curriculum, resistance by faculty and administration, and inadequate faculty training (Eltaki et al, 2018). Given these barriers, there exists an opportunity to create TOC-focused educational materials that can be easily implemented in the didactic setting.…”

Section: Introductionmentioning

confidence: 99%

An escape room activity to teach transitions-of-care: Student perceptions and lessons learned

et al. 2022

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Introduction: Outside of experiential pharmacy education, there is a lack of curricular innovations focused on teaching transitions-of-care (TOC) to pharmacy students. Description of Innovation: A TOC escape room activity was implemented for pharmacy students after learning about diabetes management in the didactic curriculum. A perceptions survey and pre-and post-activity knowledge assessment were administered to assess student knowledge attainment and allow for continual improvement of the activity. Evaluation: The majority of students perceived that the escape room activity improved their readiness to treat patients with diabetes during care transitions. The escape room significantly improved knowledge, as demonstrated by an increase in mean scores between pre-and post-activity knowledge assessments. Future Implementation: Though the escape room activity was perceived by pharmacy students as an enjoyable opportunity to apply material from a didactic setting, many challenges related to content development, assessment administration, logistics, and material complexity were experienced.

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Development, implementation and perceived benefits of student pharmacist learning experiences in transitions of care

Taylor

Englin

Gubbins

2019

Currents in Pharmacy Teaching and Learning

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Allocation of faculty and curricular time to the teaching of transitions of care concepts by colleges of pharmacy

Cited by 8 publications

References 25 publications

Evaluation of pharmacy students’ knowledge and perceptions of transitions of care services

Evaluation of pharmacy students’ knowledge and perceptions of transitions of care services

An escape room activity to teach transitions-of-care: Student perceptions and lessons learned

Development, implementation and perceived benefits of student pharmacist learning experiences in transitions of care

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