Pharmacy students screening for pre-diabetes/diabetes with a validated questionnaire in community pharmacies during their experiential rotation in Alberta, Canada.

Purpose: Type 2 diabetes is a major condition impacting morbidity, mortality, and health care costs in Canada. Pharmacists are very accessible and are in an ideal position to promote public health education. The primary goal of this study was to incorporate public health promotion and education into a community pharmacy experiential education rotation for fourth year pharmacy students to screen for the risk of pre-diabetes/diabetes in adults.

Medication Adherence With Diabetes Medication: A Systematic Review of the Literature.

Purpose: The primary purpose of this systematic review is to synthesize the evidence regarding risk factors associated with nonadherence to prescribed glucose-lowering agents, the impact of nonadherence on glycemic control and the economics of diabetes care, and the interventions designed to improve adherence.

Methods: Medline, EMBASE, the Cochrane Collaborative, BIOSIS, and the Health and Psychosocial Instruments databases were searched for studies of medication adherence for the period from May 2007 to December 2014. Inclusion criteria were study design and primary outcome measuring or characterizing adherence.

A Progressive, Collaborative Process to Improve a Curriculum and Define an Assessment Program.

Objective: To revise the University of Oklahoma College of Pharmacy's professional program outcomes and create an assessment map using results from previous peer review and mapping of all professional courses and curricular streams of knowledge, skills, and attitudes (KSAs).

Design: After consolidating 15 original program outcomes into 11 more precise outcome statements, defining KSAs for each, and getting faculty approval of them, the committee detailed measurable program expectations upon graduation for each outcome and created an assessment map identifying where KSAs were taught, how they were to be assessed, and the expected ability level (novice, competent, proficient) for each across the curriculum.

Assessment: The committee's work identified deficits, inconsistencies, and disproportionalities in professional program assessment.

Incremental development of an integrated assessment method for the professional curriculum.

Objective: To incrementally create and embed biannual integrated knowledge and skills examinations into final examinations of the pharmacy practice courses offered in the first 3 years of the pharmacy curriculum that would account for 10% of each course's final course grade.

Design: An ad hoc integrated examination committee was formed and tasked with addressing 4 key questions. Integrated examination committees for the first, second, and third years of the curriculum were established and tasked with identifying the most pertinent skills and knowledge-based content from each required course in the curriculum, developing measurable objectives addressing the pertinent content, and creating or revising multiple-choice and performance-based questions derived from integrated examination objectives.

Assessing the need for diabetes self-management education in the Oklahoma city vietnamese community.

Introduction: To assess the diabetes self-management educational (DSME) needs of the Vietnamese diabetic population in the Oklahoma City metropolitan area.

Methods: Participants in this explorative study included 50 Vietnamese adults with type 1 or type 2 diabetes recruited from the offices of four primary care physicians in the Oklahoma City metropolitan area. Participants completed a culturally sensitive survey focused on their diabetes history, knowledge and need of DSME, and health beliefs.

Assessment of streams of knowledge, skill, and attitude development across the doctor of pharmacy curriculum.

Objective: To continue efforts of quality assurance following a 5-year curricular mapping and course peer review process, 18 topics ("streams") of knowledge, skills, and attitudes were assessed across the doctor of pharmacy (PharmD) curriculum.

Design: The curriculum committee merged the 18 topics into 9 streams. Nine ad hoc committees ("stream teams") of faculty members and preceptors evaluated the content, integration, and assessment for their assigned streams across the 4 professional years.

A review of pharmacist contributions to diabetes care in the United States.

This paper summarizes the outcomes associated with pharmacist involvement in diabetes care in all pharmacy practice settings. Published literature was identified through a search of MEDLINE (1960 to September, week 1, 2008) and International Pharmaceutical Abstracts using the search terms "pharmacist," "pharmaceutical care," and "diabetes mellitus." Only articles reporting clinical or behavior change outcomes were selected for review; papers written outside the United States and citations only in abstract form were not reviewed.

Know your diabetes risk project: Student pharmacists educating adults about diabetes risk in a community pharmacy setting.

Objectives: To determine the feasibility of educating adults about their risk of prediabetes/diabetes in a community pharmacy, to determine the common risk factors for prediabetes/diabetes in adults visiting a community pharmacy, and to assess any association between risk factors and age.

Design: Cross sectional.

Setting: Oklahoma community pharmacies between April 1 and December 31, 2008.

Using team-based learning in an endocrine module taught across two campuses.

Objectives: To implement a team-based learning (TBL) format in an endocrine module to promote students' active learning in a course delivered to 2 campuses.

Methods: Course lectures were transformed into 13 TBL sessions consisting of content pre-assignments (self-directed learning), in-class readiness assurance tests (accountability), and team problem solving of patient cases and faculty-led class discussion (knowledge application). Student performance was evaluated through multiple assessments during the TBL sessions and on unit examinations.

A curriculum review and mapping process supported by an electronic database system.

Curriculum mapping and review is now an expected continuous quality improvement initiative of pharmacy professional programs. Effectively implementing and sustaining this expectation can be a challenge to institutions of higher education and requires dedicated faculty members, a systematic approach, creativity, and--perhaps most importantly--demonstrated leadership at all levels of the institution. To address its specific situation and needs, the University of Oklahoma College of Pharmacy implemented a peer review process of ongoing curriculum mapping and evaluation.

Insights and trends in diabetes education: results of the 2008 AADE National Diabetes Education Practice Survey.

Purpose: The purpose of this study is to describe current diabetes education practice and specific interventions and responsibilities of diabetes educators in the United States.

Methods: The 2008 National Practice Survey (NPS) instrument consisted of 53 items addressing diabetes education program structure, processes and interventions, outcomes and quality improvement activities, and the chronic care model. The survey was hosted online for American Association of Diabetes Educators (AADE) members.