Impact of an Elective Diabetes Course on Student Pharmacists' Skills and Attitudes

Westberg, Sarah M.; Bumgardner, Melissa A.; Brown, Michael C.; Frueh, Janice

doi:10.5688/aj740349

Cited by 38 publications

(30 citation statements)

References 13 publications

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“…Only 1 other study has published findings specific to a living with diabetes simulation/role-playing experience; however, this was using a type 1 diabetes regimen. 14 The majority of previous studies involved elective courses that included limited numbers of students, involved multiple exercises, and did not address specifically the ''living with diabetes'' exercise. In contrast to these previous studies reported in the literature, this study involved the assessment of the Living With Diabetes Week simulation alone rather than as part of a larger program.…”

Section: Discussionmentioning

confidence: 99%

A Week-Long Diabetes Simulation for Pharmacy Students

Delea

Shrader²,

Phillips

2010

American Journal of Pharmaceutical Education

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Objective. To assess students' attitudes and confidence about type 2 diabetes mellitus and diabetes self-management education before and after participation in Living With Diabetes Week simulation. Design. Third-year pharmacy students took part in diabetes lectures, interactive laboratory sessions, and a week-long simulation of life as a patient with diabetes in the Clinical Assessment course. Pre-/ postintervention survey instruments and experimental and control group comparisons were completed assessing attitudes and confidence relating to knowledge about diabetes. Assessment. The understanding that diabetes has a psychosocial impact, patient autonomy is necessary, and the seriousness of the disease increased. Students' confidence in their diabetes self-management education skills also increased. Conclusion. The Living With Diabetes Week simulation changed pharmacy students' attitudes toward patients with diabetes and increased confidence in diabetes education skills.

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Section: Discussionmentioning

confidence: 99%

A Week-Long Diabetes Simulation for Pharmacy Students

Delea

Shrader²,

Phillips

2010

American Journal of Pharmaceutical Education

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“…7,8 The incorporation of the DSME classes into the service-learning elective had a significant impact on student confidence in their DSME knowledge and skills. In addition, student performance in organizing and teaching the DSME classes was above average.…”

Section: Discussionmentioning

confidence: 99%

“…[4][5][6][7][8] However, there are no published reports of group DSME classes facilitated by pharmacy students. A review of the literature revealed a single study that involved nursing student-facilitated DSME group classes using diabetes conversation maps.…”

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confidence: 99%

A Diabetes Self-Management Education Class Taught by Pharmacy Students

Shrader

Kavanagh

Thompson

2012

American Journal of Pharmaceutical Education

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Objective. To assess the impact of pharmacy students teaching a diabetes self-management education (DSME) class on their competence and confidence in providing diabetes education. Design. Pharmacy students enrolled in a service-learning elective first observed pharmacy faculty members teaching a DSME class and then 4 weeks later organized and taught a DSME class to a different group of patients at a student-run free medical clinic. Assessment. Student performance as assessed by faculty members using a rubric was above average, with a mean score of 3.3 on a 4.0 scale. Overall, student confidence after teaching the group DSME class was significantly higher than before teaching the class. Conclusion. Organizing and teaching a DSME class improved third-year pharmacy students' confidence and diabetes knowledge and skills, as well as provided a valuable service to patients at a free medical clinic.Keywords: diabetes education, diabetes, pharmacy students, service-learning INTRODUCTIONDiabetes self-management education (DSME) is an ongoing process of teaching patients the knowledge, skills, and abilities necessary for diabetes self-care. 1The clinical practice recommendations of the American Diabetes Association state that all clinical practitioners should recommend DSME to their patients with diabetes.2 Currently, there is no required format for providing DSME. However, approaches to diabetes education that are interactive and patient-centered have been associated with positive patient outcomes. Many educational tools and curricula exist such as the US Diabetes Conversation Map Program.3 Conversation maps are interactive educational tools used to guide provider-patient conversations. One or more of the instructors who facilitate DSME should be a registered nurse, dietician, or pharmacist. 1Pharmacists can have an integral role in diabetes education, and exposing pharmacy students to opportunities to educate diabetes patients and use educational tools within the pharmacy curriculum may prepare students to provide DSME to patients.A variety of active-learning educational techniques such as use of diabetes simulations, as well as elective courses and certificate programs, have been used to improve pharmacy students' knowledge, attitudes, and skills related to diabetes. [4][5][6][7][8] However, there are no published reports of group DSME classes facilitated by pharmacy students. A review of the literature revealed a single study that involved nursing student-facilitated DSME group classes using diabetes conversation maps. However, the study did not incorporate actual patients; rather some students role-played patients with diabetes while other students taught the DSME class. Participation in this exercise increased nursing student knowledge about diabetes and patient education techniques. 9The Accreditation Council for Pharmacy Education (ACPE) encourages the use of actual patients in activelearning exercises according to Standard 11. 10 In addition, the Center for the Advancement of Pharmaceutical Education (CAPE) out...

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“…In another simulation, pharmacy students engaged in a 6-week patient/provider interaction simulation. While results of diabetes simulations are positive with regards to improving empathy [6,7], self-efficacy [6], confidence in teaching diabetes self-management skills [4,5], and diabetes attitudes [5], none incorporated advanced critical thinking skills related to day-to-day challenges (unexpected hypo-or hyperglycemia, changes in glucose related to illness, stress, or exercise, etc.). Utilizing the expertise of real patients may benefit healthcare providers with regards to attaining complex skills and knowledge [8], improving communication [9], and supporting patient-centered learning [10].…”

Section: Introductionmentioning

confidence: 99%

“…There have been a variety of approaches to simulation to provide education on diabetes management; however, few simulated experiences allow the learner to fully understand the day-to-day challenges of living with diabetes. Pharmacy students have participated in a 1-week simulation experience as if they had diabetes, checking glucose levels, taking saline injections, and logging diet and exercise [4,5]. In another simulation, pharmacy students engaged in a 6-week patient/provider interaction simulation.…”

Section: Introductionmentioning

confidence: 99%

The Fakebetes Challenge: A Pilot Study of the Patient as Educator

Litchman

Fnp-Bc²

2016

PLAID

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Objective: Healthcare providers do not typically fully understand what it is like to live with a chronic condition. One strategy to help healthcare providers better understand the day-to-day challenges of living with diabetes is to practice being a patient. The purpose of this study was to understand the experiences of healthcare providers and patient educators who participated in the Fakebetes Challenge, a high-fidelity simulation of living with diabetes that utilized patients who were living with diabetes as teachers. Research Design and Methods:In this descriptive qualitative pilot study, blogs written by participants following their participation in the Fakebetes Challenge were examined using content analysis.Results: The Fakebetes Challenge was beneficial to both healthcare provider learners and patient experts who served as educators. Three themes were identified: 1) enjoyment from the teaching-learning process of having Fakebetes; 2) healthcare providers' ability to relate, understand, and empathize; and 3) Fakebetes Challenge concerns and frustrations expressed by Fakebetes Teaching Associates. Conclusion:The Fakebetes Challenge as a pedagogical approach is promising in educating healthcare providers about the day-to-day challenges of living with diabetes and should be replicated with a larger sample. Patients with personal experience and expertise in diabetes can supplement healthcare provider education and support patient-centered care.

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Impact of an Elective Diabetes Course on Student Pharmacists' Skills and Attitudes

Cited by 38 publications

References 13 publications

A Week-Long Diabetes Simulation for Pharmacy Students

A Week-Long Diabetes Simulation for Pharmacy Students

A Diabetes Self-Management Education Class Taught by Pharmacy Students

The Fakebetes Challenge: A Pilot Study of the Patient as Educator

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