Experiences in Teaching and Learning
Students' perceptions of a new transitions of care elective course in the pharmacy curriculum

https://doi.org/10.1016/j.cptl.2021.06.045Get rights and content

Abstract

Background and purpose

The purpose of the new transitions of care (TOC) elective to the pharmacy curriculum is to train pharmacy students to address TOC medication-related problems, assess students' knowledge and perceptions of the TOC pharmacist's role, and explore the impact on interest in post-graduate career planning.

Educational activity and setting

Third-year pharmacy students were enrolled in the two-credit TOC elective course. The course was designed to include relevant TOC concepts and application of the Pharmacists' Patient Care Process. The pre- and post-assessment surveys were distributed at the beginning and end of the course by a staff administrator to eliminate survey bias. Students were asked to anonymously respond to nine survey questions using a five-point Likert scale (strongly disagree = 1, strongly agree = 5).

Findings

Ninety-two percent (n = 23) of the pharmacy students responded to the pre- and post-assessment surveys, and results were subsequently analyzed. Statistically significant responses existed to eight of nine questions regarding students' perceptions of increased knowledge of the TOC concepts and pharmacists' role, communication skills, confidence in providing comprehensive patient care, and interest in recommending the TOC elective course to their peers. There was interest in pursuing additional training opportunities, such as post-graduate residency or fellowship training, but the survey item was not statistically significant.

Summary

The TOC elective course provides an opportunity for pharmacy students to learn about the TOC pharmacist's role, improve knowledge on the TOC patient care process, develop practical skills, and engage with clinical pharmacists.

Section snippets

Background and purpose

Transitions of care (TOC) is defined as the patient's experiences through different levels of care as their medical conditions change.1 TOC is a trending topic in healthcare and a growing field in clinical practice. As a result, TOC opportunities have expanded for healthcare professionals, including physicians, pharmacists, nurses, social workers, and case managers. Successful care transitions require a team-based approach involving multi-disciplinary collaboration, communication, and

Educational activity and setting

Twenty-five third professional year student pharmacists participated in the TOC elective course offered in the 2019–2020 winter quarter. The university institutional review board approved this study.

Findings

Pharmacy students responded to the pre-course (n = 25; 100%) and post-course survey (n = 23; 92%). The survey response rates were high, especially given that this was a voluntary survey, provided by a non-faculty administrative staff member, and where no participation incentives were given (such as bonus points or raffle prizes). The survey results were subsequently analyzed and indicated statistically significant responses to eight of nine questions (Table 3).

The primary outcome assessed by

Discussion

There were several limitations to note for this educational study. This educational study had a small sample size based on students' voluntary enrollment into the elective course. The location of the study was performed at only one health professional institution and one health discipline. Management of patients during care transitions is complex and requires the successful collaboration of many healthcare professionals. Training of other health professional students would be extremely

Summary

The design and implementation of a TOC elective course provided pharmacy students with the opportunity to develop practical skills to care for patients in the TOC setting and engage with clinical pharmacists. Future studies may include core, didactic course implementation as part of a professional PharmD curriculum, other health professional curricula, and interprofessional education to prepare students for their role on the TOC multi-disciplinary team.

Disclosure(s)

None.

Declaration of Competing Interest

None.

References (23)

  • Transitions of care measures: paper by the NTOCC Measures Work Group, 2008

    (September 2008)
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