Incorporation of a mock drug information telephone call exercise in a health-systems pharmacy laboratory

Wisniewski, Jennifer N.; Wisniewski, Christopher S.; Jones, Evan; Cuyk, Matthew P. Van

doi:10.1016/j.cptl.2019.12.030

Cited by 5 publications

(12 citation statements)

References 7 publications

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“…Future studies may help better inform the out-of-class time required and may help identify any correlations on student perceptions and outcomes. Previous studies that utilized an EMR within a laboratory course, had done so over at least one 3-hour laboratory class session [9,12]. The use of an EMR in the current setting is relatively comparable for the participants that had used the EMR for an hour or more.…”

Section: Discussionmentioning

confidence: 94%

“…In another study, by Wisniewski et al, an EHR was used within an order verification exercise in conjunction with a drug information question telephone call exercise in a laboratory course. This study had focused the use of EHR for the order verification activity and had found that students performed well on both the order verification and drug information call exercise [12].…”

Section: Introductionmentioning

confidence: 99%

“…In another study conducted in 2015, it was found that only 36% of schools of pharmacy curricula include a stand-alone pharmacy informatics course [14]. These and additional previous studies had identified that while health informatics is commonly integrated within pharmacy courses, incorporation of an EHR or EMR as part of an asynchronous drug information (DI) assignment outside of a laboratory course has yet to be evaluated [12][13][14][15][16].…”

Section: Introductionmentioning

confidence: 99%

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Implementation of a Teaching Electronic Medical Record within Didactic Instruction Using a Drug Information Question Assignment

Wasynczuk

Sheehan

2021

Pharmacy

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Background: Pharmacy graduates are expected to be practice-ready to deliver quality patient care, which includes having comprehensive knowledge of health informatics and electronic medical records (EMRs). The purpose of this study was to (1) incorporate an EMR within a pharmacy student assignment, and (2) assess student perceptions of use of the EMR. Methods: Student pharmacists received a patient-specific drug-related question and were required to use an EMR to provide an accurate response. Following completion of the assignment, students were invited to complete a retrospective, pre-post survey instrument to collect their perceptions. Results: Only 28.8% of respondents reported prior experience using an EMR. Student perceptions about use of an EMR within the didactic setting significantly improved from before to after the assignment. Differences were found in respondents who agreed that didactic use of an EMR increased their confidence in obtaining information from an EMR (20.5% to 82.8%) and improved their knowledge of EMR systems (61.4% to 89.3%). Conclusions: Implementation of an EMR within didactic instruction may serve as the first exposure to health informatics for students and positively impacts student perceptions of these tools prior to entry into pharmacy practice.

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Section: Discussionmentioning

confidence: 94%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Implementation of a Teaching Electronic Medical Record within Didactic Instruction Using a Drug Information Question Assignment

Wasynczuk

Sheehan

2021

Pharmacy

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“…16 Another study used a telephone simulation to assess pharmacy students’ ability to answer a drug information question and to improve communication and professionalism skills. 19 This study differs from previous research as it focuses specifically on improving telephone communication skills within pharmacy practice, focusing on interprofessional scenarios.…”

Section: Introductionmentioning

confidence: 97%

“…[15][16][17][18] Among these instructional methods, role-play is a popular approach. [18][19][20] Learning activities that enhance general communication skills using a telephone have been studied in the recent past. 16,17,19 One study described a telephone simulation consisting of pharmacy student learners and their ability to communicate pharmacotherapy recommendations using the SBAR (situation, background, assessment, recommendation) technique.…”

Section: Introductionmentioning

confidence: 99%

Hello Operator? A Pharmacy Practice Simulation to Increase Student Confidence in Telephone Communication Skills

Rude

Kelsch

Fingarson

et al. 2022

Journal of Pharmacy Technology

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Background: Communicating interprofessionally using the telephone is an essential skill within pharmacy practice. Student pharmacists’ ability to perform this task effectively and efficiently may be hindered by generational changes, social anxiety, and very few opportunities to practice these skills. Objective: The purpose of this study was to develop and implement a simulation allowing students to practice interprofessional communication and assess the simulation’s impact on students’ confidence in providing pharmacy-related interventions to another health care professional via telephone. Methods: Faculty developed a simulation focused on interprofessional telephone communication. Baseline student information was collected to quantify pharmacy work experience in terms of practice setting, duration of employment, and skills. Presimulation and postsimulation surveys evaluated self-assessed telephone-related skills, attitudes, and confidence. Quantitative data were analyzed with descriptive statistics. Qualitative data were evaluated through a thematic analysis of students’ reflective responses to 2 open-ended questions. Results: Of the 53 pharmacy students that participated in the simulation, 44 (83%) and 43 (81%) completed the anonymous presimulation and postsimulation surveys. Students significantly improved as reflected in the following response: “I have confidence in my ability to provide pharmacy-related interventions to another health care professional in a logical and concise manner via telephone call.” Significant improvement also occurred in the ability to work independently, communicate an order change to another health care professional, justify recommendations, answer a drug information question, and discuss recommendations in a logical and concise manner. Conclusion: The simulation discussed in this article provided students an opportunity to practice interprofessional telephone communication in a low-risk environment and resulted in significant growth in confidence and skills.

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From education to practice—2024 update: An opinion paper of the Drug Information Practice and Research Network of the American College of Clinical Pharmacy

Johnson,

Goldwire,

Abdalla

et al. 2024

J Am Coll Clin Pharm

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Drug information specialists (DIS) bring unique, specialized expertise and provide services in diverse settings including health systems, academia, pharmaceutical industry, compendia, medical writing, and other areas. With widespread access to drug information (DI) resources through user‐friendly, online platforms, the role of DIS has shifted. Core skill sets once confined to DIS are now distributed across various non‐DIS clinical specialties. DIS have transformed the application of their specialized skill set and adapted it to a variety of traditional and nontraditional areas, providing and applying advanced expertise to solve a variety of contemporary challenges. The training of students and residents has evolved to include evidence‐based practical contemporary methods that promote critical thinking and reasoning. Effective DI evaluation and communication necessitates customizing content for stakeholders to ensure understanding and contribute to optimal patient care, all while addressing misinformation and disinformation. The future of DI as a specialty is bright, with ever‐increasing recognition of the importance of DI skills in non‐DIS practitioners. DIS will likely continue to guide best practices in the education/training of new practitioners and continue to provide advanced services and formulary analytics. This update to our 2009 DI PRN Opinion paper will focus on: (1) DI education and training needed for all students, residents, and pharmacists; (2) career opportunities, roles, and responsibilities specifically tailored for DIS in health systems, managed care organizations, academia, pharmaceutical/biotechnology industry, and medical writing services; and (3) the future direction of DI, including the potential impact of artificial intelligence.

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Incorporation of a mock drug information telephone call exercise in a health-systems pharmacy laboratory

Cited by 5 publications

References 7 publications

Implementation of a Teaching Electronic Medical Record within Didactic Instruction Using a Drug Information Question Assignment

Implementation of a Teaching Electronic Medical Record within Didactic Instruction Using a Drug Information Question Assignment

Hello Operator? A Pharmacy Practice Simulation to Increase Student Confidence in Telephone Communication Skills

From education to practice—2024 update: An opinion paper of the Drug Information Practice and Research Network of the American College of Clinical Pharmacy

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