A multimethod evaluation of an interprofessional IPPE in an underserved clinic.

Autor: Gilliam EH; University of Colorado Skaggs School of Pharmacy and Pharmaceutical Sciences, 12850 E Montview Blvd, Aurora, CO, United States; University of Colorado Center for Interprofessional Practice and Education, Aurora, CO, United States. Electronic address: Eric.Gilliam@CUAnschutz.edu., Nuffer W; University of Colorado Skaggs School of Pharmacy and Pharmaceutical Sciences, 12850 E Montview Blvd, Aurora, CO, United States. Electronic address: Wesley.Nuffer@CUAnschutz.edu., Brunner JM; University of Colorado Skaggs School of Pharmacy and Pharmaceutical Sciences, 12850 E Montview Blvd, Aurora, CO, United States; University of Colorado Center for Interprofessional Practice and Education, Aurora, CO, United States. Electronic address: Jason.Brunner@CUAnschutz.edu., Kosirog E; University of Colorado Skaggs School of Pharmacy and Pharmaceutical Sciences, 12850 E Montview Blvd, Aurora, CO, United States; Salud Family Health Centers, Ft. Lupton, CO, United States. Electronic address: Emily.kosirog@CUAnschutz.edu., Metcalf MS; Salud Family Health Centers, Ft. Lupton, CO, United States. Electronic address: mmetcalf@saludclinic.org., Thompson ME; University of Colorado Skaggs School of Pharmacy and Pharmaceutical Sciences, 12850 E Montview Blvd, Aurora, CO, United States. Electronic address: Megan.Thompson@CUAnschutz.edu., Chavez B; University of Colorado Skaggs School of Pharmacy and Pharmaceutical Sciences, 12850 E Montview Blvd, Aurora, CO, United States; Salud Family Health Centers, Ft. Lupton, CO, United States. Electronic address: Benjamin.chavez@CUAnschutz.edu.
Jazyk: angličtina
Zdroj: Currents in pharmacy teaching & learning [Curr Pharm Teach Learn] 2020 Jun; Vol. 12 (6), pp. 663-670. Date of Electronic Publication: 2020 Feb 19.
DOI: 10.1016/j.cptl.2020.01.036
Abstrakt: Introduction: To evaluate the design of an interprofessional introductory pharmacy practice experience (IP-IPPE) designed to integrate third-year pharmacy students in patient care workflow under the direct supervision of non-pharmacist practitioners in a federally qualified health center.
Methods: Data was gathered to evaluate the success of the IP-IPPE from the students', providers', and clinic's perspectives. Preceptors completed a mixed-methods survey to determine satisfaction and value of the IP-IPPE. Students completed the Interprofessional Collaborative Competencies Attainment Survey (ICCAS) post-IP-IPPE to assess change in interprofessional outcomes. Student performance and competency demonstration was assessed using a modified interprofessional professional assessment scoring tool. Finally, a retrospective patient chart review was conducted to determine student value to the clinic.
Results: During a 12-week period at the studied clinic, 32 students were supervised by eight primary care providers (PCPs) and cared for 516 patients. Six providers (75%) endorsed students' ability to provide value-added interventions during clinical care. A chart review of 200 patient records indicated students provided medication education to 12% of patients engaged with, in addition to other contributions. Students' ICCAS self-assessments indicated significant improvement across all outcomes following the IP-IPPE. Qualitative provider responses indicated meaningful investment into the IP-IPPE and appreciation for pharmacy student's collaboration during patient care.
Conclusion: All 32 students in this study were able to earn the trust of their assigned PCP preceptors. The IP-IPPE design created value for learners, patients, and providers.
Competing Interests: Declaration of competing interest None.
(Copyright © 2020 Elsevier Inc. All rights reserved.)
Databáze: MEDLINE
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