Pharmacist integration into the medical home: Qualitative analysis

Kozminski, Melinda; Busby, Rachelle; McGivney, Melissa Somma; Klatt, Patricia M.; Hackett, Stephanie; Merenstein, Joel H.

doi:10.1331/japha.2011.10188

Cited by 62 publications

(73 citation statements)

References 23 publications

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“…4,18,27,55 Open communication, being approachable and respecting the expertise of others further helps facilitate relationship building. 11,55,56 Simply discussing the results of patient assessments with other team members verbally (rather than relying on written notes) can also be useful for relationship building. Consultations with patients involving more than one team member can be used to establish credibility and develop an appreciation of the work of colleagues.…”

Section: -Pharmacist Reviewermentioning

confidence: 99%

“…For example, many experience a lack of role clarity, and other team members' expectations regarding the pharmacists' responsibilities are frequently unclear. 4,[8][9][10][11] In addition, patients often do not understand the role of the pharmacist in this setting. 9,10,12 Pharmacists are also typically unfamiliar with the roles of other team members, 13 creating difficulties in collaborating successfully.…”

Section: Introductionmentioning

confidence: 99%

“…17 Other frequently reported barriers include physician resistance, lack of pharmacist assertiveness, inadequate pharmacist support, lack of space and inadequate pharmacist training. [9][10][11]13,14,[17][18][19][20][21] Many of these barriers to pharmacist integration can be minimized or avoided if pharmacists are prepared. Unfortunately, recent evidence suggests that pharmacists often continue to make the same mistakes and struggle to integrate into these teams, despite the fact that these barriers are well documented in the literature.…”

Section: Introductionmentioning

confidence: 99%

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Guidelines for pharmacists integrating into primary care teams

et al. 2013

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PRACTICE GUIDELINESPeer-reviewed Guidelines for pharmacists integrating into primary care teams Derek Jorgenson, BSP, PharmD, FCSHP; Dan Dalton, BSc; Barbara Farrell, BScPhm, PharmD, FCSHP; Ross T. Tsuyuki, BSc(Pharm), PharmD, MSc, FCSHP, FACC; Lisa Dolovich, BScPhm, PharmD, MSc IntroductionHealth systems are moving toward a more interprofessional approach to primary care. This team-based paradigm has had a significant impact on the role of pharmacists within primary health care systems. Within the past decade, nondispensing clinical pharmacists have been integrated into many Primary Care Trusts in the United Kingdom, 1,2 primary care teams in North America 3-5 and similar practice settings around the world. 6,7 Pharmacists bring value to these teams by improving medication use through individual patient assessments and population-based interventions, providing education and drug information to other team members and implementing system-level practice enhancements. Pharmacists commonly encounter barriers to integrating into these primary care teams. For example, many experience a lack of role clarity, and other team members' expectations regarding the pharmacists' responsibilities are frequently unclear. 4,[8][9][10][11] In addition, patients often do not understand the role of the pharmacist in this setting. 9,10,12 Pharmacists are also typically unfamiliar with the roles of other team members, 13 creating difficulties in collaborating successfully.14-16 During the early stages, pharmacists often depend on other team members to assist in their integration, creating additional work for nurses and physicians.17 Other frequently reported barriers include physician resistance, lack of pharmacist assertiveness, inadequate pharmacist support, lack of space and inadequate pharmacist training. [9][10][11]13,14,[17][18][19][20][21] Many of these barriers to pharmacist integration can be minimized or avoided if pharmacists are prepared. Unfortunately, recent evidence suggests that pharmacists often continue to make the same mistakes and struggle to integrate into these teams, despite the fact that these barriers are well documented in the literature. 22 The purpose of these guidelines is to provide recommendations that will assist pharmacists to successfully integrate into existing primary care teams. MethodsA literature search was performed in OVID Books, MEDLINE, Embase and International Pharmaceutical Abstracts to identify publications related to the experiences of pharmacists in primary care teams. Additional studies were identified from bibliographical reviews of pertinent articles. Relevant articles from the search were selected for detailed review if they contained qualitative or quantitative data related to pharmacists' experiences integrating into primary care teams. Articles were excluded if they were not available in the English language. Two authors (DJ, DD) independently reviewed the relevant articles from the search and made lists of authors' conclusions about how pharmacists could have integrated bet...

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Section: -Pharmacist Reviewermentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Guidelines for pharmacists integrating into primary care teams

et al. 2013

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“…7,8 The Center for the Advancement of Pharmacy Education (CAPE) Educational Outcome 3.4 states that all entry-level graduates from doctor of pharmacy (PharmD) programs should be prepared to collaborate with other health care professionals and in doing so demonstrate "mutual respect, understanding, and values to meet patient care needs." 9 In order for pharmacy students to develop effective collaborative skills, they must be given ample opportunities to collaborate within the classroom.…”

Section: Introductionmentioning

confidence: 99%

Effect of Collaborative vs Noncollaborative Quizzes on Examination Scores in a Pharmaceutical Calculations Course

Enz

Frosch

2015

American Journal of Pharmaceutical Education

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Objective. To determine if midterm and final examination scores in a pharmaceutical calculations course differ among students who take weekly quizzes collaboratively, noncollaboratively, or halfcollaboratively/half-noncollaboratively ("mixed"). Methods. One hundred twenty-three students enrolled in one of 4 laboratory sections: collaborative, noncollaborative, or mixed sections. Students working noncollaboratively completed a 15-minute quiz at the end of weekly laboratories. Students working collaboratively were randomly allocated into groups of 4 and worked independently for 5 minutes before working collaboratively for 10 minutes. Students in mixed sections worked collaboratively during one half of the semester and noncollaboratively during the other half of the semester in a crossover design to control for order effect. All students took midterm and final examinations independently. Results. Mean scores for a pretest did not significantly differ between the 4 laboratory sections at the study's onset. Multivariate analysis of variance (MANOVA) revealed a significant multivariate effect for the 9 laboratory quizzes in relation to group assignment. Mean scores on the midterm examination did not significantly differ between collaborative and noncollaborative groups. On the final examination, the two mixed groups significantly outperformed the collaborative group, but did not significantly differ from one another or from the noncollaborative group. Conclusion. Peer collaboration improves quiz scores, is favorably perceived by students and enhances their course satisfaction, but does not improve subsequent performance on midterm and final examinations taken noncollaboratively.

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“…As in this rheumatology practice, the clinical administrative staff felt a pharmacist to be a quick and reliable resource to answer patient questions and telephone calls, thus promoting patient trust with the overall care and practice. 26 It has been repeatedly identified that shifts into specialty ambulatory practices compel pharmacist "reskilling, " the reacquisition of knowledge and skills. 10 One member in our discussion posed a follow-up question pertaining to the qualifications of pharmacists graduating now in Canada, while another insisted that only a postbaccalaureate-trained pharmacist (e.g., Doctor of Pharmacy) would be suitable for the practice.…”

Section: Discussionmentioning

confidence: 99%