A Spanish language and culture initiative for a doctor of pharmacy curriculum

Objective

To implement a Spanish language and culture initiative in a doctor of pharmacy (PharmD) curriculum that would improve students'' Spanish language skills and cultural competence so that graduates could provide competent pharmaceutical care to Spanish-speaking patients.

Design

Five elective courses were created and introduced to the curriculum including 2 medical Spanish courses; a medical Spanish service-learning course; a 2-week Spanish language and cultural immersion trip to Mexico; and an advanced practice pharmacy experience (APPE) at a medical care clinic serving a high percentage of Spanish-speaking patients. Advisors placed increased emphasis on encouraging pharmacy students to complete a major or minor in Spanish.

Assessment

Enrollment in the Spanish language courses and the cultural immersion trip has been strong. Twenty-three students have completed the APPE at a Spanish-speaking clinic. Eleven percent of 2010 Butler University pharmacy graduates completed a major or minor in Spanish compared to approximately 1% in 2004 when the initiative began.

Conclusion

A Spanish language and culture initiative started in 2004 has resulted in increased Spanish language and cultural competence among pharmacy students and recent graduates.     

Pharmacists' communication with Spanish-speaking patients: A review of the literature to establish an agenda for future research

BackgroundSpanish-speaking people represent more than 12% of the total population in the United States and are poised to become the largest minority group in the United States by 2015. Although researchers have studied pharmacist-patient communication for approximately 30 years, little emphasis has been placed on the interactions between pharmacists and Spanish-speaking patients.ObjectivesThe objectives of this review are (1) to describe empirical studies on Spanish-speaking patient/pharmacist communication examined relative to patient factors, pharmacist factors, and environmental factors that may influence Spanish-speaking patient/pharmacist communication and (2) to integrate medical and nursing literature to generate a research agenda for future study in this area.MethodsWe compiled articles from a systematic review of (1) CINAHL, International Pharmacy Abstracts, PubMed, and Web of Knowledge databases using “Hispanic limited English proficiency,” “Latino limited English proficiency,” “language-assistance services,” “Spanish-speaking patients,” “Latino patients,” “Spanish-speaking health literacy,” “pharmacy health literacy,” “patient-provider communication,” “pharmacy language barriers,” and (2) bibliographies of selected articles.ResultsThis search generated 1174 articles, 7 of which met the inclusion criteria. We categorized the results into 4 topic areas: “Spanish-speaking patient literacy,” “pharmacists knowledge of/proficiency in the Spanish language,” “pharmacy resources to overcome language barriers,” and “pharmacists' attitudes toward communicating with Spanish-speaking patients.”ConclusionsThese studies provide a macroscopic look at the linguistic services offered in pharmacies, gaps in services, and their subsequent impact on pharmacists and patients. Future research should investigate Spanish-speaking patients' literacy issues, pharmacy staff language skills, factors that influence pharmacists' counseling, and language-assistance programs for pharmacists and patients. Furthermore, these studies need to be conducted in large Hispanic/Latino populated areas where positive service models are likely to be present. Addressing these issues will provide pharmacists and pharmacies with information to overcome language barriers and provide Spanish-speaking patients with quality care.     

浅谈药学专业英语教学改革与提高△

药学专业英语是为高等院校药学相关专业学生开设的一门专业英语课程。药学专业英语课程是培养高素质药学类研究型和实用型人才过程中的重要环节。本文结合笔者从事药学专业英语教学与研究的实践经验,针对目前我院药学专业英语教学的现状、问题及解决方法,提出一些自己的拙见。     

Effectiveness of Providing Video Podcasts to Pharmacy Students in a Self-Study Pharmaceutical Calculations Module

Objective. To evaluate the effect of providing educational video podcasts to first-year pharmacy students enrolled in a self-taught pharmaceutical calculations module.Methods. Six video podcasts were designed and posted online for pharmacy students to review prior to taking pharmaceutical calculations quizzes over the course of one year. The video podcasts demonstrated how to solve the most difficult problems on each of the six quizzes. Quiz performance was compared for the 2017-2018 year (no videos available) and the 2018-2019 year (videos available). Students provided feedback about the videos in a year-end survey.Results. Overall quiz scores and passing rates improved during the 2018-2019 academic year. Enhanced student performance on three of the six quizzes was demonstrated. A majority of students strongly agreed that the videos were helpful.Conclusion. Watching video podcasts was effective in improving pharmacy students’ performance on calculations quizzes. The students indicated that the podcasts were helpful in improving their math skills and facilitated their learning of the material.     

Impact of an Interprofessional Communication Course on Nursing,Medical, and Pharmacy Students’ Communication Skill Self-Efficacy Beliefs

Objective. To describe an interprofessional communication course in an academic health sciences center and to evaluate and compare interpersonal and interprofessional communication self-efficacy beliefs of medical, nursing, and pharmacy students before and after course participation, using Bandura’s self-efficacy theory as a guiding framework.Design. First-year nursing (n=36), first-year medical (n=73), and second-year pharmacy students (n=83) enrolled in an interprofessional communication skills development course voluntarily completed a 33-item survey instrument based on Interprofessional Education Collaborative (IPEC) core competencies prior to and upon completion of the course during the fall semester of 2012.Assessment. Nursing students entered the course with higher interpersonal and interprofessional communication self-efficacy beliefs compared to medical and pharmacy students. Pharmacy students, in particular, noted significant improvements in communication self-efficacy beliefs across multiple domains postcourse.Conclusion. Completion of an interprofessional communications course was associated with a positive impact on health professions students’ interpersonal and interprofessional communication self-efficacy beliefs.     

Disparities in pharmacists’ patient education for Hispanics using antidepressants

ObjectivesTo assess pharmacists’ provision of antidepressant information and to examine the effect of patient ethnicity and language skills on pharmacists’ provision of information and patient education.DesignCross-sectional, randomized, between-subjects study.SettingWisconsin, from September to November 2008.Participants540 community pharmacists.InterventionParticipants were exposed to one of three vignettes describing a patient coming into the pharmacy for an initial dispensation of an antidepressant. Vignettes varied according to patient ethnicity (white or Hispanic) and language spoken (English or Spanish).Main outcome measuresRespondents’ information and education messages given to patients about antidepressants and whether Hispanic patient ethnicity and English language ability reduced pharmacists’ communication about antidepressants.ResultsA majority of participants would provide information regarding the medication's name (93.3%) and dosage schedule (92.8%). Many pharmacists also reported that they would tell the patient to take the medication on a daily basis (92.6%) and that it takes 2 to 4 weeks for the medication to have a noticeable effect (87.8%). Multivariate models showed that pharmacists would provide significantly less information (β = ?0.24 [95% CI ?0.31 to ?0.17]) and education messages (–0.17 [–0.24 to ?0.09]) to Spanish-speaking patients.ConclusionThese findings suggest that Spanish-speaking patients may face disparities in the level of care received from community pharmacists. Interventions should be available to enhance pharmacists’ communication with Spanish-speaking patients in an effort to facilitate safe and effective medication use.     

Does the clinical clerkship course improve students' attitudes towards pharmaceutical care?

Objective The clinical clerkship course undertaken by final year pharmacy students to improve their pharmacotherapeutic knowledge and professional competence was tested in this study to see its effect on students' attitudes towards pharmaceutical care. Methods A 13‐item Pharmaceutical Care Attitude Survey (PCAS) questionnaire was administered to final year pharmacy students at the University of Nigeria, before and after the 8‐week‐long clincal clerkship course. Statistical analyses were conducted on retrieved data. Results One hundred and five students (95% of the sample) completed the pre‐clerkship phase and 97 students (92% of pre‐clerkship students) completed the post‐clerkship phase. Of the 13 items, three increased significantly (P < 0.05) – that is, improved – and there were indications that a further six improved, with two having no change and two items getting worse after the clerkship course. Conclusion This study showed that the clerkship course improved students' attitudes towards areas concerning professional duty but not those relating to benefit and responsibility. The importance of professional benefit needs to be emphasized by preceptors.     

A Transgender Health Care Panel Discussion in a Required Diversity Course

Objectives. To examine the impact of a panel discussion on transgender health care on first-year (P1) pharmacy students’ knowledge and understanding of transgender experiences in an Introduction to Diversity course.Design. The panel consisted of both transgender males and females. After panelists shared their healthcare experiences, students asked them questions in a moderated setting. Students completed evaluations on the presentation and learning outcomes. They also wrote a self-reflection paper on the experience.Assessment. Ninety-one percent of students agreed that they could describe methods for showing respect to a transgender patient and 91.0% evaluated the usefulness of the presentation to be very good or excellent. Qualitative analysis (phenomenological study) was conducted on the self-reflection papers and revealed 7 major themes.Conclusion. First-year students reported that they found the panel discussion to be eye opening and relevant to their pharmacy career. Our panel may serve as model for other pharmacy schools to implement.     

An Active-Learning Assignment Involving Peer-to-Peer Presentations to Improve Pharmacy Students' Attitudes and Knowledge of Dietary Supplements

Objective. To design and implement a small-group self-guided active-learning format for a complementary and alternative medicine (CAM) curriculum, and assess changes in first-year doctor of pharmacy (PharmD) students' attitudes and knowledge of CAM.Design. Students received an overview CAM lecture from a faculty member, and brief presentations with defined parameters on natural products from their peers. Assessment. Based on pre- and post-intervention survey responses, the percentage of students who strongly agreed about the importance of CAM in pharmacy practice increased from 28% to 55% and the percentage of students who agreed or strongly agreed about the harmful effects of dietary supplements increased from 60% to 96%. Overall, students' attitude toward and self-assessed knowledge of dietary supplements improved significantly from pre- to post-intervention survey.Conclusion. Small-group self-guided learning of CAM, followed by peer presentations on dietary supplements, was successful in significantly improving pharmacy students' attitude toward and knowledge of CAM.     

An introductory pharmacy practice experience on improving medication adherence

Objective. To evaluate the impact of a medication adherence activity on introductory pharmacy practice experience students’ perceptions of patient adherence as well as student development of empathy and confidence in patient counseling.Design. Students participated in a personal medication simulation using an automated medication dispenser. Students then identified a patient with nonadherence and provided counseling on use of the dispenser. After 4 to 6 weeks, students interviewed the patient about their experience with the dispenser and assessed changes in adherence.Assessment. One hundred fifty-three students completed the assignment and 3 surveys instruments. Following the experience, the majority of students agreed or strongly agreed that they developed more empathy for patients with multiple medications and felt confident counseling a patient in the use of a dispenser (92.0% and 88.2%, respectively). Most students (91.4%) reported feeling that their patient education session was successful.Conclusion. An introductory pharmacy practice experience involving an automated medication dispenser and patient counseling to improve medication adherence resulted in the development of empathy and improved student confidence.     

Nepalese Pharmacy Students' Perceptions Regarding Mental Disorders and Pharmacy Education

Objective

To determine Nepalese pharmacy students'' perceptions of whether mental disorders impact performance in pharmacy school.

Method

All first- and third-year undergraduate pharmacy students (n=226) in Nepal were invited to complete a modified version of the Mental Illness Performance Scale.

Results

Among the 200 respondents (response rate 88.5%), 14% reported that they had a mental disorder. The majority (92%) of third-year students agreed or strongly agreed that depression would interfere with a student''s academic performance. Almost half of first-year students agreed or strongly agreed that alcohol or drug abuse would be grounds for both rejecting an applicant from pharmacy school (49%) and dismissal of a student from pharmacy school (46%).

Conclusions

Students perceived a high level of academic impairment associated with mental disorders, but the majority did not perceive that mental disorders were grounds for dismissal from or rejection of entry to pharmacy school. Students'' attitudes may discourage them from seeking help or providing mental health support to others.     

Test-Enhanced Learning in an Immunology and Infectious Disease Medicinal Chemistry/Pharmacology Course

Objective. To develop a series of active-learning modules that would improve pharmacy students’ performance on summative assessments.Design. A series of optional online active-learning modules containing questions with multiple formats for topics in a first-year (P1) course was created using a test-enhanced learning approach. A subset of module questions was modified and included on summative assessments.Assessment. Student performance on module questions improved with repeated attempts and was predictive of student performance on summative assessments. Performance on examination questions was higher for students with access to modules than for those without access to modules. Module use appeared to have the most impact on low performing students.Conclusion. Test-enhanced learning modules with immediate feedback provide pharmacy students with a learning tool that improves student performance on summative assessments and also may improve metacognitive and test-taking skills.     

Development and validation of the satisfaction with pharmacist scale

To assess patients' satisfaction with pharmacists, seven questions were developed with semistructured input from 5 pharmacy practice faculty members and 11 patients with cancer. The study identified 1617 English- and Spanish-speaking patients with cancer or human immunodeficiency virus infection or acquired immunodeficiency syndrome who participated in a multisite validation of the Functional Assessment of Cancer Therapy Scale. Of these, 1124 had seen a pharmacist in the past 7 days and therefore were eligible; 608 spoke English and 516 Spanish. The seven items on the Satisfaction with Pharmacist (SWiP) scale were rated on a five-point Likert scale (0 = not at all to 4 = very much). The reliability of the English and Spanish versions was evaluated by Cronbach's alpha coefficients. The unidimensionality and construct validity were analyzed with the Rasch rating scale model. The alpha coefficients for the English and Spanish versions were 0.90 and 0.92, respectively. Rasch analyses of item responses showed that none of the items in either language was a misfit, which supported their ability to measure a unidimensional construct. Item difficulty plots revealed that no item exhibited differential functioning, indicating that the items performed the same in both languages. The SWiP scale has reliable and valid psychometric properties in English and Spanish and can be used to document the value of the pharmacist-patient relationship. It is easy to administer and is ready for further use and evaluation to determine and document outcomes of pharmaceutical care.     

Two Scales to Evaluate Cocaine Craving

The cocaine craving questionnaire-brief (CCQ-Brief English) asks cocaine users to report their level of craving now. We constructed two brief scales of cocaine craving in a sample of 107 Spanish-speaking natives in treatment for cocaine abuse or dependence: the CCQ-Brief(Spanish) and the pictographic assessment of desire (PAD), which relies less on language. Principal component analyses yielded a one-component solution for the CCQ-Brief, explaining between 62% and 68% of the sample variability. Cronbach's alpha ranged from .92 to .94. The CCQ-Brief and the PAD were strongly correlated; effect sizes ranged from .42 to .68 in separate trials. Laboratory cue-exposure results showed that in both scales craving was higher upon presentation of cocaine-related rather than neutral pictorial stimuli. The CCQ-Brief and PAD are potentially valuable scales for evaluating cocaine craving.     

A Regional Poison Prevention Education Service-Learning Project

Objective

To create a service-learning project to provide poison prevention education to preschool through fifth-grade students.

Design

The School of Pharmacy collaborated with the Illinois Poison Center and campus departments to train pharmacy students as poison prevention educators. Seventy-eight first-year pharmacy students developed and gave age-appropriate, interactive presentations to more than 8,000 students at preschools and elementary schools.

Assessment

Preintervention and postintervention evaluations and reflections were collected from the pharmacy students. Ninety-nine percent agreed that they enjoyed the experience and 88% stated that they would continue to provide poison prevention presentations. Based on written assessment of the presentations, most of the preschool and elementary teachers agreed or strongly agreed that the presentations were organized, clear, appropriate for the students, and relevant, and that the pharmacy students appeared knowledgeable and professional.

Conclusion

Poison prevention education was an appropriate service-learning project for pharmacy students and provided a beneficial service to the community.     

The Test of Logical Thinking as a Predictor of First-Year Pharmacy Students’ Performance in Required First-Year Courses

Objectives. To investigate the correlation of scores on the Test of Logical Thinking (TOLT) with first-year pharmacy students’ performance in selected courses.Methods. The TOLT was administered to 130 first-year pharmacy students. The examination was administered during the first quarter in a single session.Results. The TOLT scores correlated with grades earned in Pharmaceutical Calculations, Physical Pharmacy, and Basic Pharmacokinetics courses.Conclusion. Performance on the TOLT has been correlated to performance in courses that required the ability to use quantitative reasoning to complete required tasks. In the future, it may be possible to recommend remediation, retention, and/or admission based in part on the results from the TOLT.     

Training Malaysian Pharmacy Undergraduates with Knowledge and Skills on Smoking Cessation

Objective. To evaluate the feasibility of an online training module, Certified Smoking Cessation Service Provider (CSCSP), developed for practicing pharmacists to equip pharmacy students with knowledge necessary for smoking cessation counseling and to assess the changes in student knowledge and skills regarding smoking cessation following training.Design. Sixty third-year and 80 fourth-year pharmacy undergraduates (N=140) were given access to an online module, the main intervention in the study. Two linkable questionnaires were administered to assess students’ preintervention and postintervention knowledge. For the third-year students, an additional role-play training component was incorporated, and student skills were assessed during week 14 with an Objective Structured Clinical Examination (OSCE).Assessment. Preintervention and postintervention knowledge assessments were completed by 130 (92.8%) students. Sixty-six students scored above 50% for the knowledge component postintervention, compared to 13 at preintervention, demonstrating significant improvement (x2(1, N=130)=32, p=0.003). All third-year students completed the intervention, and 66.7% were able to counsel excellently for smoking cessation, scoring more than 80%.Conclusion. The CSCSP online module developed for practicing professionals was found suitable for equipping pharmacy undergraduates with knowledge on smoking cessation topics. The module, along with role-play training, also equipped students with knowledge and skills to provide smoking cessation counseling.