Krista L. Donohoe

An Active-Learning Laboratory on Immunizations

Objective. To implement and evaluate an active-learning laboratory activity to teach pharmacy students about influenza, pneumococcal, and shingles vaccines. Design. The laboratory session was divided into 6 immunization stations: 3 stations on influenza including a pediatrics station, and 1 station each for pneumococcal, shingles, and anaphylaxis. Assessment. Although 118 of 123 (95.9%) students had completed an immunization training certificate prior to attending the laboratory, the average score on a pre-assessment to measure immunization knowledge and confidence was 56%. The post-assessment score was 87.4%. Students’ confidence improved by 18.7% to 51.2% in each of the 5 areas assessed. Most respondents rated the activity overall as good or excellent on a post-activity evaluation. Conclusion. An active-learning approach to teaching immunizations allowed students to gain knowledge in simulated real-world experiences and reinforced key concepts on influenza, pneumococcal, and shingles vaccines.

Dangers in the Medicine Cabinet Appropriate Management of Expired and Unused Prescription Drugs

Accidental poisonings and abuse of prescription drugs have been classified as an epidemic by the Centers for Disease Control (CDC) and the Office of National Drug Control Policy (ONDCP). Health care providers, especially those who practice in the home environment, should be aware of the scope of this problem as well as the recommendations for management and disposal of unused prescription drugs that are present in the home. This article reviews the problem of accidental poisonings and prescription drug abuse, and summarizes recommendations provided by various government agencies for appropriate management and disposal of prescription drugs.

Decision-Making and Problem-Solving Approaches in Pharmacy Education

Domain 3 of the Center for the Advancement of Pharmacy Education (CAPE) 2013 Educational Outcomes recommends that pharmacy school curricula prepare students to be better problem solvers, but are silent on the type of problems they should be prepared to solve. We identified five basic approaches to problem solving in the curriculum at a pharmacy school: clinical, ethical, managerial, economic, and legal. These approaches were compared to determine a generic process that could be applied to all pharmacy decisions. Although there were similarities in the approaches, generic problem solving processes may not work for all problems. Successful problem solving requires identification of the problems faced and application of the right approach to the situation. We also advocate that the CAPE Outcomes make explicit the importance of different approaches to problem solving. Future pharmacists will need multiple approaches to problem solving to adapt to the complexity of health care.

Implementation of an active-learning laboratory on pharmacogenetics

Objective. To evaluate students’ knowledge, confidence, and skills after implementation of an active-learning laboratory session in clinical pharmacogenetics. Methods. Third-year pharmacy students (n=130) participated in an active-learning laboratory session on pharmacogenetics. In the laboratory activity, students evaluated patients’ pharmacogenetic profiles and documented recommendations to providers based on their findings. Students also counseled a simulated patient on the interpretation of their pharmacogenetic profile. Students’ knowledge and confidence were assessed before a lecture on clinical pharmacogenetics, after the lecture, and then after the laboratory activity. The assessment included 10 knowledge-based questions and five confidence questions regarding clinical pharmacogenetics. An evaluation of the laboratory activity was completed after the session. Results. On average, students correctly answered 70.3% of the knowledge-based questions before the lecture, 82.8% after the lecture, and 88.7% after the laboratory session. Additionally, students’ confidence improved in each of the five areas assessed. Based on evaluations (response rate: 98.5%), students found that the laboratory activity contributed to their professional development, was taught at an appropriate level for their understanding, and was relevant to pharmacy practice. Conclusion. An active-learning laboratory session to teach pharmacy students about clinical pharmacogenetics improved students’ knowledge, confidence, and skills.

Medical apps used during advanced pharmacy practice experiences

BACKGROUND AND PURPOSE The purpose of this study was to determine what type of medical applications (apps) are being used by fourth-year students during advanced pharmacy practice experiences (APPEs). EDUCATIONAL ACTIVITY AND SETTING Recent doctor of pharmacy school graduates were surveyed pertaining to their use of medical apps on APPEs, frequency of use for select apps, willingness to buy apps and at what cost, and their perceived importance on using medical apps in their pharmacy practice. The survey concluded by inquiring if medical apps should be taught in the pharmacy curriculum. FINDINGS Ninety of 132 recent graduates responded to the survey and over 97% of the students used medical apps on their APPEs. Lexicomp®, UpToDate® and the Atherosclerotic Cardiovascular Disease (ASCVD) Risk calculator were the most frequently used applications during APPEs. Of those surveyed, 83% believe that medical apps should be taught in pharmacy school. DISCUSSION AND SUMMARY Medical apps are frequently used on APPEs. It may be prudent to teach students how to use and evaluate medical apps before going on experiences so that students and patients can get the most benefit from these tools.

Miscellaneous Drug-related Adverse Effects

Gingival hyperplasia, hirsutism, hypertrichosis, sebaceous gland hyperplasia, acneiform eruptions, and folliculitis have all been associated with medications used in renal transplant recipients. The physiology, pathogenesis, clinical features, differential diagnosis, workup, and treatment for each of these drug-related dermatologic conditions are covered in this chapter.