Tinh Duong Pharm.D., Jeff Jolliff Pharm.D., MBA, Alan Duvall Pharm.D., Raquel Aguirre Pharm.D., David Benjamin Lash Pharm.D., MPH
Introduction
In 2019, California Governor Gavin Newsom introduced executive order N-01-19, which transitioned California's Medicaid (Medi-Cal) health plan pharmacy benefits from multiple managed care plans to a single-payer system. This transition occurred on January 1, 2022, and Medi-Cal stopped enforcing formulary restrictions for beneficiaries.
Objectives
This study compared glycemic control of hemoglobin A1c in a pharmacist-led diabetes clinic during an open versus restrictive formulary.
Methods
This is a retrospective cohort study of Medi-Cal patients seen in a pharmacist-led diabetes clinic at Kern Medical in Bakersfield, California between January 2021 and September 2022. All new patients with type 2 diabetes and an A1c greater than 6.9% seen at the clinic between January and September 2021 were classified as the Restrictive Formulary group and those seen between January and September 2022 were the Open Formulary group. The primary end point was mean change in A1c at first follow-up. Secondary end points included attainment of an A1c <7%, change in weight, blood pressure, cholesterol, and statin use, and change in estimated monthly drug expenditure for glucose-lowering medications per patient. Safety end points included diabetes-related visits to Kern Medical's emergency room and hospitalizations.
Results
While both the Restrictive and Open Formulary groups had significant reductions in mean A1c from a baseline of −0.74 ± 2.1 (p = 0.02) and − 2.7 ± 2.4 (p < 0.001), respectively, the magnitude of A1c reduction was greater in the Open group (p < 0.001). For secondary outcomes, the Open group saw a higher utilization of agents with known cardiovascular and renal benefits. The Open group had a modest weight reduction (−2.5 kg ± 4.4 kg, p = 0.027). There was no significant difference in the cost of diabetes therapy between the two groups (p = 0.12).
Conclusions
An open formulary resulted in better glycemic control without significantly increasing the average monthly cost of diabetes medications.
{"title":"Impact of a Restrictive Formulary on glycemic control compared with an Open Formulary","authors":"Tinh Duong Pharm.D., Jeff Jolliff Pharm.D., MBA, Alan Duvall Pharm.D., Raquel Aguirre Pharm.D., David Benjamin Lash Pharm.D., MPH","doi":"10.1002/jac5.2048","DOIUrl":"https://doi.org/10.1002/jac5.2048","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Introduction</h3>\u0000 \u0000 <p>In 2019, California Governor Gavin Newsom introduced executive order N-01-19, which transitioned California's Medicaid (Medi-Cal) health plan pharmacy benefits from multiple managed care plans to a single-payer system. This transition occurred on January 1, 2022, and Medi-Cal stopped enforcing formulary restrictions for beneficiaries.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Objectives</h3>\u0000 \u0000 <p>This study compared glycemic control of hemoglobin A1c in a pharmacist-led diabetes clinic during an open versus restrictive formulary.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>This is a retrospective cohort study of Medi-Cal patients seen in a pharmacist-led diabetes clinic at Kern Medical in Bakersfield, California between January 2021 and September 2022. All new patients with type 2 diabetes and an A1c greater than 6.9% seen at the clinic between January and September 2021 were classified as the Restrictive Formulary group and those seen between January and September 2022 were the Open Formulary group. The primary end point was mean change in A1c at first follow-up. Secondary end points included attainment of an A1c <7%, change in weight, blood pressure, cholesterol, and statin use, and change in estimated monthly drug expenditure for glucose-lowering medications per patient. Safety end points included diabetes-related visits to Kern Medical's emergency room and hospitalizations.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>While both the Restrictive and Open Formulary groups had significant reductions in mean A1c from a baseline of −0.74 ± 2.1 (<i>p</i> = 0.02) and − 2.7 ± 2.4 (<i>p</i> < 0.001), respectively, the magnitude of A1c reduction was greater in the Open group (<i>p</i> < 0.001). For secondary outcomes, the Open group saw a higher utilization of agents with known cardiovascular and renal benefits. The Open group had a modest weight reduction (−2.5 kg ± 4.4 kg, <i>p</i> = 0.027). There was no significant difference in the cost of diabetes therapy between the two groups (<i>p =</i> 0.12).</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>An open formulary resulted in better glycemic control without significantly increasing the average monthly cost of diabetes medications.</p>\u0000 </section>\u0000 </div>","PeriodicalId":73966,"journal":{"name":"Journal of the American College of Clinical Pharmacy : JACCP","volume":"7 12","pages":"1154-1162"},"PeriodicalIF":1.3,"publicationDate":"2024-11-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142851532","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Natalia Shcherbakova Ph.D., Kimberly Pesaturo Pharm.D., John M. Pezzuto Ph.D., D.Sc.
{"title":"Comment on “Falling pass rates on the North American Pharmacist Licensure Examination signal an emerging crisis for a growing number of pharmacy schools”","authors":"Natalia Shcherbakova Ph.D., Kimberly Pesaturo Pharm.D., John M. Pezzuto Ph.D., D.Sc.","doi":"10.1002/jac5.2036","DOIUrl":"https://doi.org/10.1002/jac5.2036","url":null,"abstract":"","PeriodicalId":73966,"journal":{"name":"Journal of the American College of Clinical Pharmacy : JACCP","volume":"7 11","pages":"1133"},"PeriodicalIF":1.3,"publicationDate":"2024-11-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142665990","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Response to Comment on “Falling pass rates on the North American Pharmacist Licensure Examination signal an emerging crisis for a growing number of pharmacy schools”","authors":"Daniel L. Brown Pharm.D.","doi":"10.1002/jac5.2037","DOIUrl":"https://doi.org/10.1002/jac5.2037","url":null,"abstract":"","PeriodicalId":73966,"journal":{"name":"Journal of the American College of Clinical Pharmacy : JACCP","volume":"7 11","pages":"1134"},"PeriodicalIF":1.3,"publicationDate":"2024-11-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142665735","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Pharmacists should be held to high standards, not hindered by bright-line rules","authors":"Stuart T. Haines Pharm.D., FCCP","doi":"10.1002/jac5.2038","DOIUrl":"https://doi.org/10.1002/jac5.2038","url":null,"abstract":"","PeriodicalId":73966,"journal":{"name":"Journal of the American College of Clinical Pharmacy : JACCP","volume":"7 11","pages":"1074-1076"},"PeriodicalIF":1.3,"publicationDate":"2024-11-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142665988","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Wesley D. Kufel Pharm.D., Meghan N. Jeffres Pharm.D., Christopher M. Bland Pharm.D., FCCP, Bruce M. Jones Pharm.D., Mary L. Staicu Pharm.D., Julie Ann Justo Pharm.D., M.S., P. Brandon Bookstaver Pharm.D., FCCP, Lisa M. Avery Pharm.D., FCCP
Background
Pharmacy students should be prepared to evaluate, manage, and de-label penicillin allergies. It is unknown if, and to what extent, education about allergy management is included within the curriculum of United States Colleges and Schools of Pharmacy (USCSP). This study sought to evaluate if and how penicillin allergy education is delivered and assess faculty perceptions of student readiness.
Methods
A cross-sectional, multicenter, observational survey was developed by infectious diseases (ID) pharmacy faculty and sent to ID faculty or department chairs at 138 USCSP. The 39-item questionnaire was divided into demographics, incorporation of targeted or aligned penicillin allergy education in the program, penicillin allergy topics delivered, and respondents' perceptions of penicillin allergy education.
Results
The survey response rate was 53% (73/138). The USCSP demographics included established for >20 years (65.8%), curriculum length of 4 years (83.6%), semester format (74.0%), and class size of 51–100 students (42.5%). Respondents described the incorporation of targeted or aligned penicillin allergy delivery (47.9%). Targeted delivery occurred in either the required (57.5%) or elective curriculum (31.4%). Topics included definitions/epidemiology (92.8%), cross-reactivity (92.8%), pathophysiology (88.1%), patient assessment (73.8%), skin testing (71.4%), and desensitization (71.4%). Delivery methods were lecture-based (92.8%) and case-based (66.7%). The median perception (scale of 1–10) of student preparedness for evaluating and managing penicillin allergies after completion of the required and elective curriculum was 5.0 (interquartile range [IQR] 3.7–7.0) and 5.0 (3.0–7.3), respectively. Most (52.1%) perceived that penicillin allergy education deserves more time. Faculty from 45% of responding USCSP perceived students to be prepared to evaluate and manage penicillin allergies. Prepared students were more likely to have received case-based education (54.5% vs. 25.0%, p < 0.01).
Conclusion
Penicillin allergy education in USCSP varies considerably. Most ID pharmacist faculty perceived that many students were unprepared to evaluate and manage penicillin allergies, and that more time should be allocated to penicillin allergy education.
{"title":"A comprehensive survey of penicillin allergy education among United States Colleges and Schools of Pharmacy","authors":"Wesley D. Kufel Pharm.D., Meghan N. Jeffres Pharm.D., Christopher M. Bland Pharm.D., FCCP, Bruce M. Jones Pharm.D., Mary L. Staicu Pharm.D., Julie Ann Justo Pharm.D., M.S., P. Brandon Bookstaver Pharm.D., FCCP, Lisa M. Avery Pharm.D., FCCP","doi":"10.1002/jac5.2044","DOIUrl":"https://doi.org/10.1002/jac5.2044","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Pharmacy students should be prepared to evaluate, manage, and de-label penicillin allergies. It is unknown if, and to what extent, education about allergy management is included within the curriculum of United States Colleges and Schools of Pharmacy (USCSP). This study sought to evaluate if and how penicillin allergy education is delivered and assess faculty perceptions of student readiness.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>A cross-sectional, multicenter, observational survey was developed by infectious diseases (ID) pharmacy faculty and sent to ID faculty or department chairs at 138 USCSP. The 39-item questionnaire was divided into demographics, incorporation of targeted or aligned penicillin allergy education in the program, penicillin allergy topics delivered, and respondents' perceptions of penicillin allergy education.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>The survey response rate was 53% (73/138). The USCSP demographics included established for >20 years (65.8%), curriculum length of 4 years (83.6%), semester format (74.0%), and class size of 51–100 students (42.5%). Respondents described the incorporation of targeted or aligned penicillin allergy delivery (47.9%). Targeted delivery occurred in either the required (57.5%) or elective curriculum (31.4%). Topics included definitions/epidemiology (92.8%), cross-reactivity (92.8%), pathophysiology (88.1%), patient assessment (73.8%), skin testing (71.4%), and desensitization (71.4%). Delivery methods were lecture-based (92.8%) and case-based (66.7%). The median perception (scale of 1–10) of student preparedness for evaluating and managing penicillin allergies after completion of the required and elective curriculum was 5.0 (interquartile range [IQR] 3.7–7.0) and 5.0 (3.0–7.3), respectively. Most (52.1%) perceived that penicillin allergy education deserves more time. Faculty from 45% of responding USCSP perceived students to be prepared to evaluate and manage penicillin allergies. Prepared students were more likely to have received case-based education (54.5% vs. 25.0%, <i>p</i> < 0.01).</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusion</h3>\u0000 \u0000 <p>Penicillin allergy education in USCSP varies considerably. Most ID pharmacist faculty perceived that many students were unprepared to evaluate and manage penicillin allergies, and that more time should be allocated to penicillin allergy education.</p>\u0000 </section>\u0000 </div>","PeriodicalId":73966,"journal":{"name":"Journal of the American College of Clinical Pharmacy : JACCP","volume":"7 12","pages":"1163-1171"},"PeriodicalIF":1.3,"publicationDate":"2024-11-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/jac5.2044","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142860857","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Celeste Noelle Bustria B.S., Finan Yohannes, Jennifer Cocohoba Pharm.D., MAS, Lee Nguyen Pharm.D., Nimish Patel Pharm.D., Ph.D., Parya Saberi Pharm.D., MAS
Introduction
Human immunodeficiency virus (HIV) pre-exposure prophylaxis (PrEP) significantly reduces the risk of acquiring HIV. To increase PrEP prescribing, it is crucial to evaluate the preparedness of future pharmacists who will play a pivotal role in providing PrEP education, counseling, and prescribing.
Objective
We assessed PrEP-prescribing knowledge, attitudes, and HIV-related stigma of pharmacy students.
Methods
We conducted a cross-sectional web-based survey of student pharmacists in their final two years of education and training at the three University of California pharmacy schools. Survey questions assessed students' awareness of PrEP, familiarity with prescribing guidelines and Senate Bill 159 (SB159), PrEP knowledge, HIV-related stigma, and attitudes about PrEP. The sample was characterized using descriptive statistics, and non-parametric tests were used to examine associations between dependent variables and independent variables. A p-value <0.05 was deemed statistically significant.
Results
A total of 110 students participated in the survey. The greatest familiarity with guidelines was observed in male (77.4%) (p = 0.047) and gay-identifying (100%) (p = 0.039) students compared with other genders and sexual identities, respectively. Non-advanced pharmacy practice experience (APPE) students (70.3%) displayed significantly more familiarity with SB159 than APPE students (65.2%) (p = 0.006). Non-APPE students displayed higher HIV-related stigma compared with APPE students (13.8 vs. 9.4, p = 0.0015). Significant differences in PrEP knowledge (p = 0.0105), HIV-related stigma (p = 0.0003), and PrEP attitudes (p = 0.0098) were observed between the schools. African American students had a significantly higher mean PrEP attitudes score (mean = 51.0, standard deviation [SD] = 3.6) compared with other racial categories (p = 0.0329).
Conclusion
Elevated HIV-related stigma, in the presence of high levels of PrEP knowledge, highlights the need to focus on destigmatizing HIV prevention services and increasing anti-stigma training, which is imperative in preparing student pharmacists to prescribe PrEP.
{"title":"Assessing pharmacy students' HIV pre-exposure prophylaxis (PrEP) prescribing knowledge, PrEP attitudes, and HIV-related stigma","authors":"Celeste Noelle Bustria B.S., Finan Yohannes, Jennifer Cocohoba Pharm.D., MAS, Lee Nguyen Pharm.D., Nimish Patel Pharm.D., Ph.D., Parya Saberi Pharm.D., MAS","doi":"10.1002/jac5.2043","DOIUrl":"https://doi.org/10.1002/jac5.2043","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Introduction</h3>\u0000 \u0000 <p>Human immunodeficiency virus (HIV) pre-exposure prophylaxis (PrEP) significantly reduces the risk of acquiring HIV. To increase PrEP prescribing, it is crucial to evaluate the preparedness of future pharmacists who will play a pivotal role in providing PrEP education, counseling, and prescribing.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Objective</h3>\u0000 \u0000 <p>We assessed PrEP-prescribing knowledge, attitudes, and HIV-related stigma of pharmacy students.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>We conducted a cross-sectional web-based survey of student pharmacists in their final two years of education and training at the three University of California pharmacy schools. Survey questions assessed students' awareness of PrEP, familiarity with prescribing guidelines and Senate Bill 159 (SB159), PrEP knowledge, HIV-related stigma, and attitudes about PrEP. The sample was characterized using descriptive statistics, and non-parametric tests were used to examine associations between dependent variables and independent variables. A p-value <0.05 was deemed statistically significant.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>A total of 110 students participated in the survey. The greatest familiarity with guidelines was observed in male (77.4%) (<i>p</i> = 0.047) and gay-identifying (100%) (<i>p</i> = 0.039) students compared with other genders and sexual identities, respectively. Non-advanced pharmacy practice experience (APPE) students (70.3%) displayed significantly more familiarity with SB159 than APPE students (65.2%) (<i>p</i> = 0.006). Non-APPE students displayed higher HIV-related stigma compared with APPE students (13.8 vs. 9.4, <i>p</i> = 0.0015). Significant differences in PrEP knowledge (<i>p</i> = 0.0105), HIV-related stigma (<i>p</i> = 0.0003), and PrEP attitudes (<i>p</i> = 0.0098) were observed between the schools. African American students had a significantly higher mean PrEP attitudes score (mean = 51.0, standard deviation [SD] = 3.6) compared with other racial categories (<i>p</i> = 0.0329).</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusion</h3>\u0000 \u0000 <p>Elevated HIV-related stigma, in the presence of high levels of PrEP knowledge, highlights the need to focus on destigmatizing HIV prevention services and increasing anti-stigma training, which is imperative in preparing student pharmacists to prescribe PrEP.</p>\u0000 </section>\u0000 </div>","PeriodicalId":73966,"journal":{"name":"Journal of the American College of Clinical Pharmacy : JACCP","volume":"7 11","pages":"1107-1113"},"PeriodicalIF":1.3,"publicationDate":"2024-11-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/jac5.2043","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142665789","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Amy L. Ives Pharm.D., Marina L. Maes Pharm.D., Kathryn Sawyer Pharm.D., MBA, Jessica M. Bergbaken Pharm.D., Jared Van Hooser Pharm.D., Michelle Fravel Pharm.D., FCCP, Kristen Cook Pharm.D.
Introduction
Competent navigation of an electronic health record (EHR) has become a critical skill for health professionals, and pharmacists need to be adept in EHR utilization given the extent of EHR involvement in routine medication management. Limited data exists related to current approaches to teaching EHR skills in pre-Advanced Pharmacy Practice Experiences (pre-APPE) pharmacy curricula.
Objectives
The purpose of this study was to describe activities, utilization, and barriers to implementation of teaching EHRs (tEHRs) into pharmacy curricula in skills-based courses.
Methods
Faculty members of the Big Ten Academic Alliance Skills-Based Education and Assessment Collaborative (BTAA-SBEAC) were surveyed. The questionnaire included open-ended questions related to tEHR type, curriculum placement, and current use of tEHRs, as well as barriers to incorporation of tEHRs in the curriculum. Inductive content analysis was used to evaluate qualitative responses.
Results
A representative from all 10 colleges within the BTAA responded. Most programs focused on EHR teaching in the second and third years of the curriculum. All respondents reported having access to a tEHR for internal case building. The tEHR was used by all institutions to allow students to practice in gathering patient information as the first step in the Pharmacists' Patient Care Process. Other activities commonly performed using the tEHR included patient care documentation, medication order verification, prescription processing, and medication reconciliation. Faculty time and cost were barriers identified for successful tEHR implementation.
Conclusion
Multiple skills are taught through the utilization of a tEHR among the colleges within the BTAA. These activities vary between institutions, and barriers exist that limit expansion and consistent integration across a skills-based curriculum. Recognition of EHR utilization as an essential pharmacy skill can allow for development of formalized learning outcomes, leading to better support and integration throughout skills-based courses.
{"title":"Charting a course: Use of Electronic Health Records in skills-based pharmacy education","authors":"Amy L. Ives Pharm.D., Marina L. Maes Pharm.D., Kathryn Sawyer Pharm.D., MBA, Jessica M. Bergbaken Pharm.D., Jared Van Hooser Pharm.D., Michelle Fravel Pharm.D., FCCP, Kristen Cook Pharm.D.","doi":"10.1002/jac5.2042","DOIUrl":"https://doi.org/10.1002/jac5.2042","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Introduction</h3>\u0000 \u0000 <p>Competent navigation of an electronic health record (EHR) has become a critical skill for health professionals, and pharmacists need to be adept in EHR utilization given the extent of EHR involvement in routine medication management. Limited data exists related to current approaches to teaching EHR skills in pre-Advanced Pharmacy Practice Experiences (pre-APPE) pharmacy curricula.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Objectives</h3>\u0000 \u0000 <p>The purpose of this study was to describe activities, utilization, and barriers to implementation of teaching EHRs (tEHRs) into pharmacy curricula in skills-based courses.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>Faculty members of the Big Ten Academic Alliance Skills-Based Education and Assessment Collaborative (BTAA-SBEAC) were surveyed. The questionnaire included open-ended questions related to tEHR type, curriculum placement, and current use of tEHRs, as well as barriers to incorporation of tEHRs in the curriculum. Inductive content analysis was used to evaluate qualitative responses.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>A representative from all 10 colleges within the BTAA responded. Most programs focused on EHR teaching in the second and third years of the curriculum. All respondents reported having access to a tEHR for internal case building. The tEHR was used by all institutions to allow students to practice in gathering patient information as the first step in the Pharmacists' Patient Care Process. Other activities commonly performed using the tEHR included patient care documentation, medication order verification, prescription processing, and medication reconciliation. Faculty time and cost were barriers identified for successful tEHR implementation.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusion</h3>\u0000 \u0000 <p>Multiple skills are taught through the utilization of a tEHR among the colleges within the BTAA. These activities vary between institutions, and barriers exist that limit expansion and consistent integration across a skills-based curriculum. Recognition of EHR utilization as an essential pharmacy skill can allow for development of formalized learning outcomes, leading to better support and integration throughout skills-based courses.</p>\u0000 </section>\u0000 </div>","PeriodicalId":73966,"journal":{"name":"Journal of the American College of Clinical Pharmacy : JACCP","volume":"7 11","pages":"1099-1106"},"PeriodicalIF":1.3,"publicationDate":"2024-11-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/jac5.2042","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142665925","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Christy Forehand Pharm.D., Russel Roberts Pharm.D., Nicole M. Acquisto Pharm.D., FCCP, Mitchell Buckley Pharm.D., FCCP, Christine M. Groth Pharm.D., Devin Holden Pharm.D., Andrea Sikora Pharm.D., Thomas (Tomi) Ardiles M.D., Melissa Thompson Bastin Pharm.D., Ph.D., Sivasubramanium V. Bhavani M.D., Ashley DePriest M.S., Ifeoma Mary Eche Pharm.D., Brigid Flynn M.D., William J. Healy M.D., Brett Hogan MSN, Brenton LaRiccia M.S., MBA, Kirby Mayer DPT, Ph.D., David Murphy M.D., Ph.D., Lucy Stun Pharm.D., Shan Wang Pharm.D., Nicola Zetola M.D., Robert MacLaren Pharm.D., MPH, FCCP
Background
Critical care pharmacists are well-established, valuable members of the intensive care unit interprofessional team with unique skills to perform comprehensive medication management in complex critically ill patients. However, standardized and consequential productivity metrics for critical care pharmacists have not been established.
Objective
To characterize the utilization and perception of contemporary critical care pharmacy productivity metrics utilized among individual institutions.
Design, Setting, and Participants
An electronic survey was distributed to critical care pharmacist members of the Society of Critical Care Medicine Clinical Pharmacy and Pharmacology Section and the American College of Clinical Pharmacy Critical Care Practice and Research Network.
Main Outcomes and Measures
The survey included 23 questions to assess institution demographics, individual respondent demographics, institution practices, and individual respondent perceptions about the value of critical care pharmacist productivity metrics.
Results
A total of 204 critical care pharmacists, largely from the United States, responded to the survey between July and November 2022. Institutional metrics captured by more than 50% of the respondents' institutions included order verification rate/number of orders verified (60%), number of clinical interventions (57%), and intravenous to enteral product interchanges (52%). Of these metrics, critical care pharmacists only agreed with the value of the number of clinical interventions, were indifferent to the value of intravenous to oral product interchanges, and disagreed with the value of order verification rate/number of orders verified.
Conclusions
Significant discrepancies exist between institutional productivity metric practices and their perceived value and utility among critical care pharmacists.
{"title":"EXaminaTion of cRitical cAre PHArmacist pRoductivity MetricS (EXTRA-PHARMS): The clinical pharmacist's perspective","authors":"Christy Forehand Pharm.D., Russel Roberts Pharm.D., Nicole M. Acquisto Pharm.D., FCCP, Mitchell Buckley Pharm.D., FCCP, Christine M. Groth Pharm.D., Devin Holden Pharm.D., Andrea Sikora Pharm.D., Thomas (Tomi) Ardiles M.D., Melissa Thompson Bastin Pharm.D., Ph.D., Sivasubramanium V. Bhavani M.D., Ashley DePriest M.S., Ifeoma Mary Eche Pharm.D., Brigid Flynn M.D., William J. Healy M.D., Brett Hogan MSN, Brenton LaRiccia M.S., MBA, Kirby Mayer DPT, Ph.D., David Murphy M.D., Ph.D., Lucy Stun Pharm.D., Shan Wang Pharm.D., Nicola Zetola M.D., Robert MacLaren Pharm.D., MPH, FCCP","doi":"10.1002/jac5.2040","DOIUrl":"https://doi.org/10.1002/jac5.2040","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Critical care pharmacists are well-established, valuable members of the intensive care unit interprofessional team with unique skills to perform comprehensive medication management in complex critically ill patients. However, standardized and consequential productivity metrics for critical care pharmacists have not been established.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Objective</h3>\u0000 \u0000 <p>To characterize the utilization and perception of contemporary critical care pharmacy productivity metrics utilized among individual institutions.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Design, Setting, and Participants</h3>\u0000 \u0000 <p>An electronic survey was distributed to critical care pharmacist members of the Society of Critical Care Medicine Clinical Pharmacy and Pharmacology Section and the American College of Clinical Pharmacy Critical Care Practice and Research Network.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Main Outcomes and Measures</h3>\u0000 \u0000 <p>The survey included 23 questions to assess institution demographics, individual respondent demographics, institution practices, and individual respondent perceptions about the value of critical care pharmacist productivity metrics.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>A total of 204 critical care pharmacists, largely from the United States, responded to the survey between July and November 2022. Institutional metrics captured by more than 50% of the respondents' institutions included order verification rate/number of orders verified (60%), number of clinical interventions (57%), and intravenous to enteral product interchanges (52%). Of these metrics, critical care pharmacists only agreed with the value of the number of clinical interventions, were indifferent to the value of intravenous to oral product interchanges, and disagreed with the value of order verification rate/number of orders verified.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>Significant discrepancies exist between institutional productivity metric practices and their perceived value and utility among critical care pharmacists.</p>\u0000 </section>\u0000 </div>","PeriodicalId":73966,"journal":{"name":"Journal of the American College of Clinical Pharmacy : JACCP","volume":"7 11","pages":"1084-1093"},"PeriodicalIF":1.3,"publicationDate":"2024-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142666161","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Susan E. Smith Pharm.D., Christopher M. Bland Pharm.D., FCCP, Trisha N. Branan Pharm.D., Andrea Sikora Pharm.D., MSCR, FCCP, William Anthony Hawkins Pharm.D.
The pursuit of research and scholarly productivity is critical for clinician scientists, yet achieving impactful outcomes often necessitates collaboration within a well-structured team. This review explores the foundational elements of team building that support sustained research productivity among health care professionals and academicians. Drawing on principles from team science, the importance of establishing a shared vision and mission, fostering authentic relationships, and creating an efficient infrastructure to enhance and sustain collaborative efforts is discussed. The four stages of team development—forming, storming, norming, and performing—are examined to provide insights into the dynamic nature of teamwork. Emphasizing the need for intentional practices, we highlight methods for identifying and integrating team members, managing conflicts, and leveraging diverse skill sets to achieve collective goals. Best practices for sustaining research teams, including the implementation of SMART (Specific, Measurable, Assignable, Realistic, Time-related) goals, regular retreats, and strategic alignment of activities to maximize output are also discussed. Two collaborative teams are used as exemplars to illustrate the successful application of these principles, resulting in significant scholarly output. By understanding and applying the concepts of team building, clinician scientists can enhance their research output, contribute to the advancement of health care, and achieve a fulfilling and sustainable career.
{"title":"Research and scholarly methods: Research collaboration","authors":"Susan E. Smith Pharm.D., Christopher M. Bland Pharm.D., FCCP, Trisha N. Branan Pharm.D., Andrea Sikora Pharm.D., MSCR, FCCP, William Anthony Hawkins Pharm.D.","doi":"10.1002/jac5.2041","DOIUrl":"https://doi.org/10.1002/jac5.2041","url":null,"abstract":"<p>The pursuit of research and scholarly productivity is critical for clinician scientists, yet achieving impactful outcomes often necessitates collaboration within a well-structured team. This review explores the foundational elements of team building that support sustained research productivity among health care professionals and academicians. Drawing on principles from team science, the importance of establishing a shared vision and mission, fostering authentic relationships, and creating an efficient infrastructure to enhance and sustain collaborative efforts is discussed. The four stages of team development—forming, storming, norming, and performing—are examined to provide insights into the dynamic nature of teamwork. Emphasizing the need for intentional practices, we highlight methods for identifying and integrating team members, managing conflicts, and leveraging diverse skill sets to achieve collective goals. Best practices for sustaining research teams, including the implementation of SMART (Specific, Measurable, Assignable, Realistic, Time-related) goals, regular retreats, and strategic alignment of activities to maximize output are also discussed. Two collaborative teams are used as exemplars to illustrate the successful application of these principles, resulting in significant scholarly output. By understanding and applying the concepts of team building, clinician scientists can enhance their research output, contribute to the advancement of health care, and achieve a fulfilling and sustainable career.</p>","PeriodicalId":73966,"journal":{"name":"Journal of the American College of Clinical Pharmacy : JACCP","volume":"7 11","pages":"1122-1132"},"PeriodicalIF":1.3,"publicationDate":"2024-10-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/jac5.2041","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142666158","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Stamm PL, Haines ST, Edwards KL, Fusco NM, Havrda DE, Lee KC, et al. Educational outcomes necessary to enter pharmacy residency training: 2023 update. J Am Coll Clin Pharm. 2024;7(9):952–6. https://doi.org/10.1002/jac5.1994
The American College of Clinical Pharmacy (ACCP) Board of Regents approval date was excluded from the original publication. This Position Statement was approved by the ACCP Board of Regents on November 9, 2023.
{"title":"Correction to “Educational outcomes necessary to enter pharmacy residency training: 2023 update”","authors":"","doi":"10.1002/jac5.2039","DOIUrl":"https://doi.org/10.1002/jac5.2039","url":null,"abstract":"<p>Stamm PL, Haines ST, Edwards KL, Fusco NM, Havrda DE, Lee KC, et al. Educational outcomes necessary to enter pharmacy residency training: 2023 update. J Am Coll Clin Pharm. 2024;7(9):952–6. https://doi.org/10.1002/jac5.1994</p><p>The American College of Clinical Pharmacy (ACCP) Board of Regents approval date was excluded from the original publication. This Position Statement was approved by the ACCP Board of Regents on November 9, 2023.</p><p>We apologize for this error.</p>","PeriodicalId":73966,"journal":{"name":"Journal of the American College of Clinical Pharmacy : JACCP","volume":"7 11","pages":"1139"},"PeriodicalIF":1.3,"publicationDate":"2024-10-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/jac5.2039","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142666141","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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