PROGRAMME DESCRIPTION: Implementation of a transitions of care elective course at a pharmacy school with branch sites

Authors

  • Heather Taylor University of Missouri - Kansas City School of Pharmacy, United States
  • Elizabeth F. Englin University of Missouri - Kansas City School of Pharmacy, United States

DOI:

https://doi.org/10.46542/pe.2022.221.257264

Keywords:

Pharmacy education, Student learning, Transitions of care, Teaching

Abstract

Background: The Center for Advancement of Pharmacy Education educational outcomes include an objective regarding managing patient's healthcare needs during transitions of care (TOC). Pharmacy school curriculums should be designed to teach student pharmacists to provide TOC services.   

Methods: A TOC focused elective was implemented across three sites of a pharmacy school. The course involved lectures, interactive activities, flip-the-classroom activities, and group projects.   

Results: A total of 51 students completed course evaluation surveys over two course offerings. Most students, 92.2% (n = 47), agreed or strongly agreed that the course objectives were met. Similarly, 96.1% (n = 49) agreed or strongly agreed that the course was well organised.   

Conclusion: An assessment of course evaluations demonstrated positive student perceptions of the course and successful course implementation. Schools of pharmacy should consider implementing a TOC focused elective to provide students with foundational knowledge for caring for patients throughout the continuum of care.

Author Biographies

Heather Taylor, University of Missouri - Kansas City School of Pharmacy, United States

  

Elizabeth F. Englin, University of Missouri - Kansas City School of Pharmacy, United States

  

References

Accreditation Council for Pharmacy Education. (2016). Accreditation standards and key elements for the professional program in pharmacy leading to the doctor of pharmacy degree (online). Available at https://www.acpe-accredit.org/pdf/Standards2016FINAL.pdf

Eltaki, S.M., Singh-Franco, D., Leon, D.J., Nguyen, M., & Wolowich, W.R. (2018). Allocation of faculty and curricular time to the teaching of transitions of care concepts by colleges of pharmacy. Currents in Pharmacy Teaching and Learning, 10(6), 701-711. https://doi.org/10.1016/j.cptl.2018.03.014

Haines, S.T., Pittenger, A.L., Stolte, S.K., Plaza, C.M., Gleason, B.L., Kantorovich, A., et al. (2017). AACP special report: Core Entrustable Professional Activities for new pharmacy graduates. American Journal of Pharmaceutical Education, 81(1), Article S2. https://doi.org/10.5688/ajpe811S2

Joint Commission of Pharmacy Practitioners. (2014, May 29). Pharmacists’ Patient Care Process (online). Available at PatientCareProcess-with-supporting-organizations.pdf (jcpp.net)

Medina, M.S., Plaza, C.M., Stowe, C.D., Robinson, E.T., DeLander, G., Beck, D.E., et al. (2013). Center for the Advancement of Pharmacy Education 2013 Educational Outcomes. American Journal of Pharmaceutical Education, 77(8), Article 162. https://dx.doi.org/10.5688%2Fajpe778162

Phillips, A.C., Lewis, L.K., McEvoy, M.P., Galipeau, J., Moher, D., Tilson, J.K., et al. (2016). Development and validation of the guideline for reporting evidence-based practice educational interventions and teaching (GREET). BMC Medical Education, 16, Article 237. https://doi.org/10.1016/j.cptl.2016.02.019

Sen, S., Hadley, D., Patterson, B.J., & Patel, R.V. (2016). Development and implementation of a transitions of care elective course. Currents in Pharmacy Teaching and Learning, 8(3), 380-390. https://doi.org/10.1016/j.cptl.2016.02.019

Stranges, P.M., Jackevicius, C.A., Anderson, S.L, Bondi, D.S., Danelich, I, Emmons, R.P., et al. (2020). Role of clinical pharmacists and pharmacy support personnel in transitions of care. JACCP: Journal of the American College of Clinical Pharmacy, 3(2),532-545. https://doi.org/10.1002/jac5.1215

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Published

2022-04-08

How to Cite

Taylor, H. ., & Englin, E. F. (2022). PROGRAMME DESCRIPTION: Implementation of a transitions of care elective course at a pharmacy school with branch sites. Pharmacy Education, 22(1), p. 257–264. https://doi.org/10.46542/pe.2022.221.257264

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Programme Description