Evolution of Self-Care Education

Abstract

During the past 15 years, the curriculum content for nonprescription medication and self-care therapeutics has expanded significantly. Self-care courses ranging from stand-alone, required courses to therapeutic content and skills laboratories, have evolved in colleges and schools of pharmacy to accommodate rapid changes related to nonprescription medications and to meet the needs of students. The design of and content delivery methods used in self-care courses vary among institutions. Teaching innovations such as team-based learning, role playing/vignettes, videos, and social media, as well as interdisciplinary learning have enhanced delivery of this content. Given that faculty members train future pharmacists, they should be familiar with the new paradigms of Nonprescription Safe Use Regulatory Expansion (NSURE) Initiative, nonprescription medications for chronic diseases, and the growing trends of health and wellness in advancing patient-care initiatives. This paper reviews the significant changes that may be impacting self-care curriculums in the United States.

Assessment of a hybrid team-based learning (TBL) format in a required self-care course

“…16 An estimated 60 million people utilize OTC medications for symptomatic relief and up to 81% of Americans use OTC medications for a first response to an ailment. 17 In order to provide an appropriate foundation in this area, selfcare courses must provide student pharmacists with a strong background in assessment, therapeutics, and communication skills.…”

Comparison of Flipped Model to Traditional Classroom Learning in a Professional Pharmacy Course

“…The professional pharmacy degree takes four years to obtain and the degree requires students to complete didactic and experiential coursework. One competency in the coursework is ability to triage, treat, and provide patient education in the realm of self-care and nonprescription medications [11]. A variety of course andragogy are employed at pharmacy schools to ensure that students are sufficiently knowledgeable in self-care and nonprescription medications.…”

“…A variety of course andragogy are employed at pharmacy schools to ensure that students are sufficiently knowledgeable in self-care and nonprescription medications. Methods cited in the literature include integration of self-care topics into therapeutic courses or experiential experiences and required or elective semester-long courses designated to self-care [11]. While a thorough review of literature demonstrates an inconsistency between teaching methods used for self-care topics, inclusion of these self-care and nonprescription medications is required for pharmacy school accreditation in the United States.…”

Comparison of a Self-Care Therapeutics Course Taught in the P1 vs the P2 Year

“…4 Some colleges require a standalone self-care course and others integrate content into other courses, labs, or experiential education. 4 A number of colleges that do not require a standalone course instead offer electives in this topic area. 4 Data about timing of self-care courses within the pharmacy curriculum are limited.…”

“…4 A number of colleges that do not require a standalone course instead offer electives in this topic area. 4 Data about timing of self-care courses within the pharmacy curriculum are limited. Recommendations from the Nonprescription Medicines Academy highlight arguments for teaching this content earlier vs later in the curriculum.…”