Clinical and economic impact of a diabetes clinical pharmacy service program in a university and primary care–based collaboration model

Monte, Scott V.; Slazak, Erin M.; Albanese, Nicole Paolini; Adelman, Martin H.; Rao, Gauri G.; Paladino, Joseph A.

doi:10.1331/japha.2009.08160

Cited by 34 publications

(47 citation statements)

References 26 publications

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“…Additionally, the lack of physician experience with clinical pharmacy services and formal collaborative practice legislation were also considered factors that negatively impacted the pharmacist-primary care provider relationship in collaborative care. 43 In Quebec, Canada, for instance, physicians and pharmacists often do not work in close proximity in primary care settings, and in a majority of the time, telephone conversations and fax transmissions are the only means by which they interact for the exchange of professional opinions and judgments. 13 In addition, studies in both Canada and in the US suggested that some physicians were not well acquainted with pharmacists' competence in pharmacotherapeutics and ease of access to patients.…”

Section: Challenges and Barriers In Cppmentioning

confidence: 99%

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Collaborative pharmacy practice: an update

Law¹,

Gupta²,

Hata³

et al. 2013

IPRP

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Collaborative practice among health professionals is slowly coming of age, given the global focus on efficiency and effectiveness of care to achieve positive patient outcomes and to reduce the economic burden of fragmented care. Collaborative pharmacy practice (CPP) is accordingly evolving within different models including: disease management, medication therapy management, patient centered medical home, and accountable care organizations. Pharmacist roles in these models relate to drug therapy management and include therapy introduction, adjustment, or discontinuation, patient counseling and education, and identification, resolution, and prevention of problems leading to drug interactions and adverse reactions. Most forms of CPP occur with physicians in various settings. Collaborative practice agreements exist in many states in the US and are mentioned in the International Pharmaceutical Federation policy statement. Impetus for CPP comes from health system and economic concerns, as well as from a regulatory push. There are positive examples in community, ambulatory care, and inpatient settings that have well documented protocols, indicators of care, and measurement and reporting of clinical, economic, and patient reported outcomes; however, implementation of the practice is still not widespread. Conceptual and implementation challenges include health professional training, attitudes, confidence and comfort levels, power and communication issues, logistic barriers of time, workload, proximity, resistance to establish and adopt regulations, and importantly, payment models. Some of the attitudinal and perceptual challenges can be mitigated by incorporation of interprofessional concepts and practice in health profession education. Other challenges need to be addressed across health systems, given the inefficiencies and problems that arise from lack of communication and coordination of patient care including medication nonadherence, errors and patient safety, complexity of compounded health problems, and potential liability. The existing evidence needs to be examined to address some challenges and improve infrastructure for CPP.

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Section: Challenges and Barriers In Cppmentioning

confidence: 99%

“…43 To further develop CPP internationally, we need to focus our efforts on education, legislative and regulatory changes, and reimbursement mechanisms.…”

Section: 62mentioning

confidence: 99%

Collaborative pharmacy practice: an update

Law¹,

Gupta²,

Hata³

et al. 2013

IPRP

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“…Despite the increasing number of studies showing that pharmacist intervention programs provide a clinical benefit and sensitivity in terms of patients outcomes, there are few studies that have examined the concept of multidisciplinary health care and collaborative practice in the context of community care settings and with pharmacist intervention. [10][11][12] Diabetes management programs have been implemented in pharmacy practice using a range of different intervention such as educational interventions, counseling, 13 risk screening, 14,15 medication reviews, 16 and usually accredited by national professional institutions. The American Association of Diabetes Educators (AADE) published the scope and standards for professional performance for diabetes educators specifically to address the provision of this care by pharmacists in their practices.…”

Section: Introductionmentioning

confidence: 99%

Identification of Risk Factors for Diabetes Type 2 and Components of Pharmacists’ Interventions in Community Pharmacy Setting: A Serbian Pilot Study.

Tasić¹,

Pešić²

2016

IJPER

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Prevention of Type 2 diabetes (T2D) is clinical service useful to implement on community pharmacy settings (CP). The objectives of study were: to determine the risk factors for T2D in adults visiting a community pharmacy; to determine and describe component of pharmacists' interventions (PI) focusing on feasibility of complex intervention (CI). A cross-sectional study design and conducted (January 2010 to June 2011) on 20 CP in Serbia. Adult population was enrolled (304 patients).The pharmacist trained for implementation of complex PI (screening and counseling session). The national Questionnaire for T2D risk estimation was used for screening and Intervention check list was design and used for process of counseling. The DEPICT (Descriptive Elements of Pharmacist Intervention Characterization Tool) was used to describe the component of CI. High and very high risk score was estimated in age group 45-54 (10.80%) forward in age group 55-64 (9.60%); into the cohort below 45 year the 59 adults has low T2D risk score. The average value of PI/per patients was 4.02. From the eight domain/component (operational descriptor in DEPICT) the main component are 'education and counseling' with four type (items) of intervention performed in counseling session. As a conclusion, the pharmacists in CP detected and scoring risk of T2D in Serbian adults' population. The number and type of PI in counseling session adequate to participants clinical profile. Feasibility of the CI within the CP in Serbia was proved. For the outcomes measurements and impact of PI, a proper endpoint and follow-up study design should be conduct.

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“…19 Although collaborative care improves both clinical and economic outcomes, communication problems often occur between pharmacists and other members of the health care team and pharmacists' recommendations often are not accepted by other providers. 20 Most pharmacy curricula include references to service provision and provide pharmacy graduates with the clinical skills and competence to participate with other health care professionals as providers of high-quality patient services. However, pharmacy student training to work collaboratively with other health professionals is minimal in most colleges and schools.…”

Section: Introductionmentioning

confidence: 99%

An Interprofessional Learning Module on Asthma Health Promotion

Saini

Shah

Kearey

et al. 2011

American Journal of Pharmaceutical Education

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Objective. To develop, implement, and evaluate a new interprofessional learning module that focused on asthma health promotion called Taking Action Together for Asthma. Design. Faculty members in medicine, nursing, and pharmacy courses recruited 10 students each to participate in a 3-day interprofessional learning module. Students received extensive materials including a workbook to document their expectations and experience; completed a 1-day interprofessional workshop; received training in the Triple A (Adolescent Asthma Action) program; and went into high schools and taught the Triple A program to students in interprofessional teams. Assessment. Before and after participating in the module, students completed a questionnaire consisting of 3 previously validated instruments: the Asthma Knowledge for Health Professionals Scale, Attitudes Toward Health Care Teams Scale, and Readiness for Interprofessional Learning Scale (RIPLS). Seventeen students completed both the pre-and post-module scales and significant changes were seen only in means scores for the Attitude Toward Healthcare Teams (81.0 6 4.7 to 85.2 6 5.9) and the Teamwork and Collaboration subscale of the RIPLS (41.4 6 2.7 to 43.2 6 2.7). Conclusion. Health promotion activities offer a viable mechanism for fostering interprofessional learning among health professions students.

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Clinical and economic impact of a diabetes clinical pharmacy service program in a university and primary care–based collaboration model

Cited by 34 publications

References 26 publications

Collaborative pharmacy practice: an update

Collaborative pharmacy practice: an update

Identification of Risk Factors for Diabetes Type 2 and Components of Pharmacists’ Interventions in Community Pharmacy Setting: A Serbian Pilot Study.

An Interprofessional Learning Module on Asthma Health Promotion

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