An interprofessional activity involving pharmacy and physician assistant students aimed at reinforcing the patient care process

Maerten-Rivera, Jaime; Zhao, Yichen; Latchford, Sarah; Barwell, Jennifer; Fusco, Nicholas M.

doi:10.1016/j.cptl.2021.09.018

Cited by 3 publications

(3 citation statements)

References 18 publications

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“…Several studies have elucidated the effectiveness of faculty-led pharmacy capstone courses in enhancing students' confidence in applying the PPCP [19][20][21][22]. Phillips et al describe a P3 capstone course designed to prepare students for fourth-year rotations.…”

Section: Discussionmentioning

confidence: 99%

“…Results indicated a statistically significant increase in self-efficacy for all components. At the University of Buffalo, Maerten-Rivera et al engaged P2 pharmacy and physician assistant students in an interprofessional activity over a semester, observing a significant increase in confidence in applying the PPCP [21]. Meanwhile, Rivkin described an introductory pharmacy capstone course to expose P1 students to the PPCP through faculty-led simulation interviews [22].…”

Section: Discussionmentioning

confidence: 99%

“…The MAPSC MOSCE serves as an illustrative example of how pharmacy students can organize and execute events to improve confidence in applying their clinical and patient communication skills. Regardless of the format, the benefits of simulated patient interviews are well-demonstrated in the literature [1,[11][12][13][19][20][21][22][23].…”

Section: Discussionmentioning

confidence: 99%

See 2 more Smart Citations

Impact of a Mock OSCE on Student Confidence in Applying the Pharmacists’ Patient Care Process

Cristobal,

Perkins,

Kang

et al. 2024

Pharmacy

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The Medical and Pharmacy Student Collaboration (MAPSC) student organization at the University of Southern California, Alfred E. Mann School of Pharmacy and Pharmaceutical Sciences, created an extracurricular, peer-led, virtual group mock objective structured clinical examination (MOSCE) to expose first-year pharmacy students (P1s) to the Pharmacists’ Patient Care Process (PPCP). The purpose of this study is to evaluate the impact of a MAPSC MOSCE on P1s self-reported confidence in applying the PPCP and on patient communication, medication knowledge, and clinical skills. An anonymous, optional, self-reported survey was administered to P1s before and after the event, where they rated their confidence on a scale of 0–100 (0 = not confident, 100 = certainly confident). The statistical analysis was a paired two-tailed t-test with a significance level of p < 0.05. A total of 152 P1s and 30 facilitators attended the MOSCE. One hundred thirty-nine students met the inclusion criteria and were included in the data analysis. There was a statistically significant difference in the change in self-reported confidence for all PPCP components and learning outcomes. The results of our study strongly indicate that introducing P1 students to the PPCP through a MAPSC MOSCE format is a valuable experience.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

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Impact of a Mock OSCE on Student Confidence in Applying the Pharmacists’ Patient Care Process

Cristobal,

Perkins,

Kang

et al. 2024

Pharmacy

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A Deeper Reflection on the Integration of the Pharmacists’ Patient Care Process

O’Sullivan,

Chen,

DiVall

et al. 2024

American Journal of Pharmaceutical Education

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Comparison of Student Pharmacists’ Knowledge Retention Utilizing Electronic Health Records Versus Simultaneously Completing Simulated Experiences

Bowers

Perkins

Trotta

et al. 2022

American Journal of Pharmaceutical Education

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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.

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An interprofessional activity involving pharmacy and physician assistant students aimed at reinforcing the patient care process

Cited by 3 publications

References 18 publications

Impact of a Mock OSCE on Student Confidence in Applying the Pharmacists’ Patient Care Process

Impact of a Mock OSCE on Student Confidence in Applying the Pharmacists’ Patient Care Process

A Deeper Reflection on the Integration of the Pharmacists’ Patient Care Process

Comparison of Student Pharmacists’ Knowledge Retention Utilizing Electronic Health Records Versus Simultaneously Completing Simulated Experiences

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