Development and evaluation of an elective course that incorporates a standard medication therapy management certificate program

doi:10.1016/j.cptl.2018.05.008

Currents in Pharmacy Teaching and Learning

Volume 10, Issue 8, August 2018, Pages 1104-1112

https://doi.org/10.1016/j.cptl.2018.05.008 Get rights and content

Abstract

Background and purpose

To describe the development and evaluation of a medication therapy management (MTM) elective that incorporates a nationally recognized certificate training program (CTP) by assessing changes in perceived abilities and values among student pharmacists, knowledge of course material, and performance conducting MTM services. Student satisfaction with course content and delivery model was also evaluated.

Educational activity and setting

University faculty developed a didactic elective course to provide third-professional year student pharmacists with the opportunity to meet the learning objectives of the American Pharmacists Association (APhA) “Delivering Medication Therapy Management Services” CTP. Additional learning activities developed by course faculty included supplemental didactic content, reinforcement exercises, simulated patient interactions, self-reflections, and detailed faculty assessment and feedback. Pre- and post-course surveys collected information about student perceptions and values. Course grades for quizzes, midterm, follow-up, and final comprehensive medication review (CMR) assessments were retrospectively analyzed to assess student performance. Student satisfaction with course content and delivery methods was assessed via a survey.

Findings and discussion

Student-reported perceived abilities improved across all survey items and there was high baseline agreement with MTM value statements. Quiz results suggested student achievement of course objectives. Student performance improved in most grading domains from the midterm to final assessment. A majority of students were satisfied with the course content and delivery methods.

Summary

Evaluation of student perceived abilities and values, performance, and satisfaction support the successful incorporation of the MTM CTP along with faculty-developed supplemental content and activities into a longitudinal elective course in the pharmacy curriculum.

Section snippets

Background and purpose

The Medicare Prescription Drug, Improvement, and Modernization Act, also known as the Medicare Modernization Act (MMA), initially defined medication therapy management (MTM) as a set of services that may be delivered by a pharmacist and that is designed to ensure the appropriate use of prescription drugs to optimize therapeutic outcomes through improved medication use and reduce the risk of adverse events.¹ In 2005, the American Pharmacists Association (APhA) and the National Association of

Course placement and logistics

“Advanced MTM Certificate Course” is a two-credit elective course offered in the spring semester of the P3 year at a private, urban college of pharmacy. Class sessions were scheduled two hours once weekly for 14 weeks. The placement of the course at this specific time point within the pharmacy curriculum was deliberate, as these students had already completed three of four semesters of therapeutics coursework. This equipped them with the clinical foundation necessary to evaluate complex patient

Findings

Twenty-four P3 student pharmacists were enrolled in the “Advanced MTM Certificate Course” elective during the spring 2017 semester. Demographic information, including work experience, post-graduation plans, and prior experience with providing MTM services, can be found in Table 3. More than half of the students had some experience working in a community pharmacy and many indicated their preference to pursue employment in a community pharmacy upon graduation. Additionally, more than half of

Discussion

This study describes the successful delivery of an elective course that incorporates a nationally recognized MTM CTP along with faculty-designed supplemental content, reinforcement exercises, and meaningful feedback. This is demonstrated by student-reported growth in perceived abilities, maintenance of a high level of value placed on the provision of MTM services, increased knowledge of course material, improved performance in documenting MTM services, and overall student satisfaction with

Summary

Evaluation of student perceived abilities and values, performance, and satisfaction support the successful incorporation of the APhA “Delivering Medication Therapy Management Services” CTP along with faculty-developed supplemental content and activities into a longitudinal elective course in the pharmacy curriculum. Findings from this research may lead to future curricular opportunities including increased use of SPs in this course as well as other areas of the curriculum and offering the

Conflicts of interest

None.

Financial disclosures

None.

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A systematic review on learning outcomes of pharmacovigilance issues: Undergraduates of pharmacy
2021, International Journal of Educational Research
Citation Excerpt :
Melody et al. (2018) developed and evaluated a medication therapy management (MTM) course designed in line with the learning objectives of the American Pharmacists Association (APhA) and incorporating a nationally recognized certificate training programme. Positive learning outcomes were produced by this course, such as increased undergraduates' values, performance, and satisfaction on the scope of MTM (Melody et al., 2018). According to APhA, "MTM is a distinct service or group of services that optimize therapeutic outcomes for individual patients", which includes the identification, solution and prevention of medication-related issues such as ADRs or interactions (Bluml, 2003).
Educational training on pharmacovigilance is essential in pharmacy curriculum. Aim: to carry out a systematic review about students’ learning outcomes on pharmacovigilance. The Systematic Reviews and Meta-Analyses checklist and flow diagram (PRISMA) was applied. Databases: PubMed , SciELO , DOAJ , and Cochrane Library (02–03–2017 to 02–03–2021). keywords: "pharmacy" and ("student" or "undergraduate") and ("learning" or "teaching" or "training") and ("adverse drug" or "pharmacovigilance" or "interactions"). Overall, 27 out of 274 studies were selected. Educational research on pharmacovigilance training seemed to be scarce and standardization and/or application of guidelines were lacking. Diverse educational practices about pharmacovigilance seems to be emerging in scientific databases (e.g. active learning or gamification). Classic lectures should preferably be supplemented with practical and clinical pharmacovigilance activities.
Unpacking student learning from an early experience with the Pharmacists' Patient Care Process
2020, Currents in Pharmacy Teaching and Learning
Citation Excerpt :
Activities have included using telephone calls13,14 or simulated cases.15 Additionally, authors have described incorporating the American Pharmacists Association's Delivering Mediation Therapy Management Services certificate training program during the second professional year,16 prior to starting APPEs,17 or obtaining the certificate as part of the curriculum.15,18 An experiential learning project in a bachelors of pharmacy curriculum in Brazil supported students that had completed 70% of the curriculum (on average) in providing comprehensive medication management (CMM) services to two to three patients (with two to three encounters per patient) under the supervision of a tutor.19
To illuminate learning, a case study approach was used to examine early, authentic experiences within Pharmacists' Patient Care Process (PPCP)-focused practices.
Six students were matched with five practitioners and spent five half-days in a primary care clinic in a PPCP-committed health system. Students practiced interviewing, determining the patient's medication experience, and formulating the beginnings of the assessment, as well as observing and debriefing on the completion of the process by a practitioner mentor. The Five R Model was used to prompt student learning reflection. In addition, instructors examined students' work for evidence of transformative learning and observations were captured using forms of reflective practice and collaborative debriefing.
Reflection performance ratings varied; however, there was strong evidence of transformative learning for all students. Specifically, most student reflections demonstrated a focus on elaborating on existing frames of reference. The most prevalent indicator of transformative learning was exploration of options for new roles, relationships, and actions. The codes from instructors' observations revealed five categories of learning evidence, with the strongest in the patient centeredness category. The process of reviewing student work products, documenting instructor observations, and collaborative debriefing resulted in insights for curricular improvement and explanations for learning difficulties. Further work is needed in understanding student experiential learning intentions and their influence on learning and reflection. Additionally, further research should explore the value of longitudinal assessment of reflection and the value of assessing student work products using criteria beyond traditional reflection criteria.
Developing Medication Review Competency in Undergraduate Pharmacy Training: A Self-Assessment by Third-Year Students
2023, International Journal of Environmental Research and Public Health
An Integrative Review of Approaches Used to Assess Course Interventions
2023, American Journal of Pharmaceutical Education

¹: Dr. Grover is presently at Temple University School of Pharmacy, 3307 North Broad Street Philadelphia, PA 19140.

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Experiences in Teaching and LearningDevelopment and evaluation of an elective course that incorporates a standard medication therapy management certificate program

Abstract

Background and purpose

Educational activity and setting

Findings and discussion

Summary

Section snippets

Background and purpose

Course placement and logistics

Findings

Discussion

Summary

Conflicts of interest

Financial disclosures

Am J Pharm Educ

Am J Pharm Educ

Am J Pharm Educ

Am J Pharm Educ

Am J Pham Educ

Am J Pharm Educ

Am J Pharm Educ

Am J Pharm Educ

Am J Pharm Educ

J Am Pharm Assoc

Res Soc Adm Pharm

J Am Pharm Assoc

Medication therapy management in community pharmacy practice: core elements of an MTM service (version 1.0)

J Am Pharm Assoc

Experiences in Teaching and Learning
Development and evaluation of an elective course that incorporates a standard medication therapy management certificate program