Joseph A. Zorek

Development and validation of the student perceptions of physician-pharmacist interprofessional clinical education (SPICE) instrument.

Objectives. To describe the development and validation of an instrument designed to assess student perceptions of physician-pharmacist interprofessional clinical education (SPICE). Methods. Faculty members from pharmacy and medical schools developed items for the instrument, and 179 medical and pharmacy students completed the scale. Psychometric properties, including reliability and construct validity, were assessed using confirmatory factor analysis. Results. The final instrument consisted of 10 items with 3 subscales measuring student perceptions of interprofessional teamwork and team-based practice, roles/responsibilities for collaborative practice, and patient outcomes from collaborative practice. Validity and reliability of the instrument were demonstrated. Conclusion. The SPICE instrument demonstrated promise as a valid and reliable measure of pharmacy and medical student perceptions of interprofessional clinical education. SPICE may serve as a useful instrument for educational researchers in assessing the impact of interprofessional educational experiences.

A comparison of the validity of two instruments assessing health professional student perceptions of interprofessional education and practice

Abstract Health professional education programs increasingly incorporate interprofessional education (IPE) activities into curricula in response to evolving health policy and accreditation requirements in an effort to highlight the benefits of, and prepare students for, interprofessional collaborative practice (IPCP). As such, there is a need for statistically valid instruments designed to assess baseline student perceptions regarding IPE and IPCP. Using confirmatory factor analysis, this study compared the reliability and construct validity of a revised 21-item Attitudes Toward Health Care Teams (ATHCT-R) instrument and a 10-item Student Perceptions of Interprofessional Clinical Education-Revised (SPICE-R) instrument. The instruments were concurrently administered online and completed by a total of 221 first year nursing, optometry, pharmacy, physical therapy, and health administration students. In this study, the SPICE-R exhibited better performance in terms of goodness of fit, construct validity, and reliability compared with the ATHCT-R. The SPICE-R instrument demonstrates promise as a parsimonious, valid, and reliable tool for measuring health professional students’ perceptions of IPE and IPCP.

Measuring changes in perception using the Student Perceptions of Physician-Pharmacist Interprofessional Clinical Education (SPICE) instrument

BackgroundThe Student Perceptions of Physician-Pharmacist Interprofessional Clinical Education (SPICE) instrument contains 10 items, 3 factors (interprofessional teamwork and team-based practice, roles/responsibilities for collaborative practice, and patient outcomes from collaborative practice), and utilizes a five-point response scale (1 = strongly disagree, 5 = strongly agree). Given the SPICE instrument’s demonstrated validity and reliability, the objective of this study was to evaluate whether it was capable of measuring changes in medical (MS) and pharmacy students’ (PS) perceptions following an interprofessional education (IPE) experience.MethodsIn this prospective cohort study, MS and PS completed the SPICE instrument before and after participation in a predefined IPE experience. Descriptive statistics were used to characterize students and pre-post responses. Independent samples t tests and Fisher’s Exact tests were used to assess group difference in demographic variables. Mann Whitney U tests were used to assess between-group differences in item scores. Wilcoxon Signed-Rank tests were used to evaluate post-participation changes in item scores. Spearman correlations were calculated to assess associations between ordinal demographic variables and item scores, and whether the number of clinic visits completed was associated with post-test responses. Paired samples t tests were used to calculate mean score changes for each of the factors.ResultsThirty-four MS and 15 PS were enroled. Baseline differences included age (25.3. ± 1.3 MS vs. 28.7 ± 4.4 PS; p = 0.013), years full-time employment (0.71 ± 0.97 MS vs. 4.60 ± 4.55 PS; p < 0.001), and number of prior IPE rotations (1.41 ± 1.74 MS vs. 3.13 ± 2.1 PS; p < 0.001). Two items generated baseline differences; 1 persisted post-participation: whether MS/PS should be involved in teamwork (3.91 MS vs. 4.60 PS; p < 0.001). For all students, significant mean score increases were observed for role clarity (“my role” [3.72 vs. 4.11; p = 0.001] and “others’ roles” [3.87 vs. 4.17; p = 0.001]), impact of teamwork on patient satisfaction (3.72 vs. 4.34; p < 0.001), and ideal curricular location for IPE (4.06 vs. 4.34; p = 0.002). Significant increases were observed for all three factors (teamwork, p = 0.003; roles/responsibilities and patient outcomes, p < 0.001).ConclusionsThis study demonstrated the SPICE instrument’s ability to measure changes in perception for medical and pharmacy students exposed to an IPE experience, both at the individual item level and at the factor level.

Linezolid-induced black hairy tongue: a case report

IntroductionLinezolid-induced black hairy tongue has been rarely reported. The purpose of this paper is to report a case of linezolid-induced black hairy tongue and review the literature.Case presentationA 56-year-old Caucasian man was admitted with community-acquired pneumonia that failed to respond to levofloxacin 750mg daily. He was started on linezolid and meropenem and was subsequently discharged home on oral linezolid 600mg every 12 hours and intravenous ertapenem 1g daily. On a follow-up clinic visit, day 14 of linezolid therapy, he complained of dysgeusia and his tongue examination was consistent with black hairy tongue. After he finished his antibiotic course, his complaints resolved with regular tongue brushing.ConclusionBlack hairy tongue is characterized by abnormal hypertrophy and elongation of filiform papillae. Five reported cases of linezolid-induced black hairy tongue were identified in a MEDLINE search (from January 2000 to June 2012). The Naranjo Probability Scale revealed a probable adverse drug reaction of linezolid-induced black hairy tongue. Potential contributing factors included other antibiotics, drug–drug interaction and poor oral hygiene. Health care professionals should be aware of the possibility of linezolid-induced black hairy tongue. Thorough history for other possible contributing factors should be obtained. Patients on linezolid should be counseled to perform good oral hygiene.

Results of the Pre-Conference Survey: ACPE Invitational Conference on Advancing Quality in Pharmacy Education

Survey results indicated that overall schools and colleges of pharmacy are graduating students who are competent in most critical areas of practice. In addition, a majority of respondents felt that ACPE standards are effective in assuring the quality of pharmacy education. However, as outlined above, respondents offered several suggestions on how academic pharmacy and ACPE could foster further innovation in the development, delivery, and assessment of Doctor of Pharmacy programs. A recurrent theme embedded within these results is the need for all groups (academia, practice, and ACPE) to continue to work together – that they cannot work in isolation - as they develop future enhancements to the profession and to PharmD programs. More specifically, all groups need to advance continuous professional development initiatives to enhance pharmacists’ impact on patient care; and to foster interprofessional health care delivery whenever possible.

The 4-year evolution of a social and behavioral pharmacy course

Objective. To evaluate the impact of 3 sequential course revisions on student performance in and perceived value of a social science-based course. Design. The initial revision emphasized study of the primary literature and traditional assessments of student learning. Subsequent course revisions emphasized active learning and reflective assessment methodologies. Assessment. The syllabi, grade distributions, and course evaluations were collected at baseline and after each revision and compared. Student performance in and their perceived value of the course declined after the initial course revision, but significantly improved after subsequent revisions with performance measures returning to baseline. Conclusion. Positioning social science-based courses as a bridge to practice while using active-learning techniques to deliver content had a positive impact on students’ perceived value of this Social and Behavioral Pharmacy course without compromising performance measures.

Outcomes of Introducing Early Learners to Interprofessional Competencies in a Classroom Setting

ABSTRACT Problem: Although interprofessional practice is important for improving healthcare delivery, there is little evidence describing interprofessional education (IPE) outcomes beyond changes in attitudes and knowledge of prelicensure learners. More rigorous evaluation of early IPE is needed to determine its impact on teaching interprofessional collaborative practice and providing a solid foundation for applying collaborative skills in the clinical environment. Intervention: First-year students (N = 679) in 7 health professions programs participated in a 4-session series focusing on professional roles and responsibilities, teams and teamwork, and the healthcare system. Interprofessional teams of 5–6 students, from at least 3 professions, were assembled for the duration of the series and created a team charter during their first session to guide their work. Each subsequent session included a brief lecture and interactive exercises. Faculty facilitators from the participating programs provided support to students during the sessions. As a culminating project, each team created a short video depicting a barrier to interprofessional collaboration. Students evaluated the performance of their team members using a web-based peer assessment survey. A course evaluation with an embedded validated attitudinal scale was used to assess changes in student perceptions about IPE. A sample of videos were also scored by 2 faculty using a rubric linked to course expectations. Context: This educational offering took place on the health sciences campus of a large, mid-Atlantic research university with more than 3,200 clinical learners in schools of allied health professions, dentistry, medicine, nursing, and pharmacy. It was the first interprofessional activity for most of the learners. Outcome: There were 555 students who participated in some or all of the sessions. Comments indicated that students enjoyed interacting with their peers and prefer activities allowing them to apply content to their profession over lectures. The assessment measures revealed a disconnect between student ratings targeting interprofessional socialization and faculty ratings targeting the products of their teamwork. Although students provided positive feedback to their teammates through peer assessment, and the attitudinal scale showed a small but significant increase in positive attitudes toward IPE, the videos they created did not demonstrate a deep understanding of barriers to interprofessional practice. Lessons Learned: This large-scale IPE activity for early learners supported progress toward interprofessional socialization, but student learning was inconsistently demonstrated in teamwork products. Course planners should augment self- and peer-reported interprofessional socialization measures with faculty-generated behavioral outcome assessments. Such triangulation produces a more robust data set to inform decisions about curricular revisions and development.

Incidence and cost of medications dispensed despite electronic medical record discontinuation

OBJECTIVE To determine the incidence and cost of medications dispensed despite discontinuation (MDDD) of the medications in the electronic medical record within an integrated health care organization. SETTING Dean Health System, with medical clinics and pharmacies linked by an electronic medical record, and a shared health plan and pharmacy benefits management company. PRACTICE DESCRIPTION Pharmacist-led quality improvement project using retrospective chart review. PRACTICE INNOVATION Electronic medical records, pharmacy records, and prescription claims data from patients 18 years of age or older who had a prescription filled for a chronic condition from June 2012 to August 2013 and submitted a claim through the Dean Health Plan were aggregated and cross-referenced to identify MDDD. MAIN OUTCOME MEASURES Descriptive statistics were used to characterize demographics and MDDD incidence. Fishers exact test and independent samples t tests were used to compare MDDD and non-MDDD groups. Wholesale acquisition cost was applied to each MDDD event. RESULTS 7,406 patients met inclusion criteria. For 223 (3%) patients with MDDD, 253 independent events were identified. In terms of frequency per category, antihypertensive agents topped the list, followed, in descending order, by anticonvulsants, antilipemics, antidiabetics, and anticoagulants. Nine medications accounted for 59% (150 of 253) of all MDDD events; these included (again in descending order): gabapentin, atorvastatin, simvastatin, hydrochlorothiazide, lisinopril, warfarin, furosemide, metformin, and metoprolol. Mail-service pharmacies accounted for the highest incidence (5.3%) of MDDD, followed by mass merchandisers (4.6%) and small chains (3.9%). The total cost attributable to MDDD was

Intentional Interprofessional Experiential Education

9,397.74. CONCLUSION Development of a technology-based intervention to decrease the incidence of MDDD may be warranted to improve patient safety and decrease health care costs.

Evaluation of a pharmacist-led pilot service based on the anticholinergic risk scale.

The experiential component of a doctor of pharmacy curricula is an ideal, yet underutilized vehicle to advance interprofessional education (IPE) initiatives. To date, most experiential-based IPE initiatives occur in a naturally occurring, non-deliberate fashion. The American Association of Colleges of Pharmacy (AACP) Experiential Education Section formed the Task Force on Intentional Interprofessional Education in Experiential Education in academic year 2015-2016 to explore the issue. This commentary describes the work of the task force, including the following elements: defining intentional interprofessional experiential education as “the explicit effort by preceptors and practice sites to create/foster educational opportunities or activities designed specifically to achieve interprofessional educational competencies;” conducting a systematic literature review to identify examples of intentional interprofessional experiential education in the published literature; surveying faculty with oversight of experiential education programs and preceptors within those programs; and generating recommendations to stakeholders including AACP, pharmacy schools, and experiential education administrators.