Improving Patient Feedback About and Outcomes with Antidepressant Treatment: A Study in Eight Community Pharmacies

Rickles, Nathaniel M.; Svarstad, Bonnie L.; Statz-Paynter, Jamie L.; Taylor, Leslie; Kobak, Kenneth A.

doi:10.1331/154434506775268715

Cited by 28 publications

(24 citation statements)

References 23 publications

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“…In general, our study results are consistent with those of Brook 2005 andRickles 2006. In the intent-to-treat analysis, between-group differences were not found although these studies did observe statistically significant adherence differences between groups in the PP analysis.…”

Section: Discussionsupporting

confidence: 90%

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Evaluation of a pharmacist intervention on patients initiating pharmacological treatment for depression: A randomized controlled superiority trial

Rubio-Valera

March-Pujol

Fernández

et al. 2013

European Neuropsychopharmacology

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Abstract:Major depression is associated with high burden, disability and costs. Non-adherence limits the effectiveness of antidepressants. Community pharmacists (CP) are in a privileged position to help patients cope with antidepressant treatment. The aim of the study was to evaluate the impact of a CP intervention on primary care patients who had initiated antidepressant treatment. Newly diagnosed primary care patients were randomised to usual care (UC) (92) or pharmacist intervention (87). Patients were followed up at 6 months and evaluated three times (Baseline, and at 3 and 6 months). Outcome measurements included clinical severity of depression (PHQ-9), health-related quality of life (HRQOL) (Euroqol-5D) and satisfaction with pharmacy care. Adherence was continuously registered from the computerised pharmacy records. Non-adherence was defined as refilling less than 80% of doses or having a medicationfree gap of more than 1 month. Patients in the intervention group were more likely to remain adherent at 3 and 6 month follow-up but the difference was not statistically significant.Patients in the intervention group showed greater statistically significant improvement in HRQOL compared with UC patients both in the main analysis and PP analyses. No statistically significant differences were observed in clinical symptoms or satisfaction with the pharmacy service. The results of our study indicate that a brief intervention in community pharmacies does not improve depressed patients' adherence or clinical symptoms. This intervention helped patients to improve their HRQOL, which is an overall measure of patient status.

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Section: Discussionsupporting

confidence: 90%

“…Despite having detected statistically significant differences in the degree of adherence to antidepressants, none of the previous studies found differences in clinical improvement (Adler et al 2004;Brook et al 2005;Capoccia et al 2004;Finley et al 2003;Rickles et al 2006). …”

Section: Discussionmentioning

confidence: 91%

Evaluation of a pharmacist intervention on patients initiating pharmacological treatment for depression: A randomized controlled superiority trial

Rubio-Valera

March-Pujol

Fernández

et al. 2013

European Neuropsychopharmacology

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“…[3][4][5][6] Specifically, antidepressant telemonitoring by community pharmacists improves the level of patient feedback to pharmacists and enhances the pharmacist-patient collaboration. 7,8 In Belgium, the impact of pharmacists' involvement in the provision of depression care has not been thoroughly investigated, although between 2002 and 2010, the number of daily doses of antidepressants dispensed in community pharmacy continued to grow from 171 to 272 million. More than half of the antidepressant prescriptions in 2010 were for selective serotonin reuptake inhibitors (59%), while atypical antidepressants accounted for 35%, tricyclic antidepressants for less than 6%, and monoamine oxidase inhibitors for only 0.1%.…”

Section: Introductionmentioning

confidence: 99%

A Depression Training Session With Consumer Educators to Reduce Stigmatizing Views and Improve Pharmacists’ Depression Care Attitudes and Practices

Liekens

Smits

Laekeman

et al. 2013

American Journal of Pharmaceutical Education

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Objective. To measure the impact of a depression training day for pharmacists that included a 75-minute session with a consumer educator. Design. The training day included interactive lectures on depression; the effects and side effects of and indications for the use of antidepressants; adherence issues; non-drug treatment options for depression; and basic skills in communication. Pharmacists also participated in a session with a consumer educator and in counseling exercises that included role playing. Assessment. The study used a randomized, clustered, comparative design to measure pharmacists' stigma, attitudes, and current practice related to the provision of pharmaceutical care to people with depression. Mean scores for depression-care practice after the training session were significantly higher in the intervention group than in the control group. Analysis of the changes between baseline and postintervention measures in both the control and intervention groups confirmed a significant difference in the change in both social distance and practice but no significant difference in the change in attitude between the 2 groups of pharmacists. Conclusion. A continuing-education depression training day for pharmacists that involve consumer educators may improve the care delivered in the community pharmacy to people with depression.

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“…Improving patient education and monitoring, providing support, and enabling patient feedback has a significant impact on a variety of health outcomes. [2][3][4] The American Association of Colleges of Pharmacy's Center for the Advancement of Pharmaceutical Care (CAPE) recognizes the clear and significant role of communication on patient care by setting guidelines that pharmacy graduates demonstrate an ability to communicate and collaborate with other healthcare professionals. 5 These guidelines do not stipulate how and what communication skills should be taught.…”

Section: Introductionmentioning

confidence: 99%

“…5,6 As with the CAPE document, ACPE standards do not require that any of these topics be taught according to a particular didactic method. 7 Pharmacy schools often teach the following communication topics: (1) how to initiate communication, (2) establishing a trusting relationship, (3) using effective nonverbal communication, (4) eliciting information from the patient, (5) initiating educational interventions, (6) promoting adherence to appropriate drug therapy, (7) encouraging patient involvement in communication and problem solving, (8) organizing the encounter, (9) identifying crosscultural communication issues, (10) verifying patient understanding, and (11) ending the encounter. 6,8,9 Current methods in teaching communication also include didactic learning, role playing, and the use of standardized patients.…”

Section: Introductionmentioning

confidence: 99%

The Impact of a Standardized Patient Program on Student Learning of Communication Skills

Rickles¹,

Tieu²,

Myers³

et al. 2009

Am J Pharm Educ

Self Cite

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Objective. Determine the quantitative and qualitative value of a lecture-laboratory course with standardized patients on student communication skills. Methods. A blinded retrospective analysis was conducted on the counseling tapes of 127 students who took a lecture-laboratory course with standardized patients. A Communication Skills Assessment Form (CSAF) was used to evaluate baseline, midpoint and final tapes. Descriptive statistics and repeated measures analysis of variance were used to compare tapes. Students and standardized patients completed written survey instruments evaluating the laboratory at the end of the semester. Results. Students had significant and progressively higher scores on the assessment across baseline, midpoint and final time points (p # 0.001). Students had significantly higher final assessment scores across all subsections than at baseline (p # 0.01). Students and standardized patients were favorable towards the laboratories and made useful recommendations. Conclusions. A lecture-laboratory course with standardized patients had a significant impact on student communication skills across time and was well received by students and standardized patients.

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Improving Patient Feedback About and Outcomes with Antidepressant Treatment: A Study in Eight Community Pharmacies

Cited by 28 publications

References 23 publications

Evaluation of a pharmacist intervention on patients initiating pharmacological treatment for depression: A randomized controlled superiority trial

Evaluation of a pharmacist intervention on patients initiating pharmacological treatment for depression: A randomized controlled superiority trial

A Depression Training Session With Consumer Educators to Reduce Stigmatizing Views and Improve Pharmacists’ Depression Care Attitudes and Practices

The Impact of a Standardized Patient Program on Student Learning of Communication Skills

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