Influence of Implementing an Opioid Stewardship Team in the Primary Care Setting.

The Updated 2022 Centers for Disease Control (CDC) Clinical Practice Guideline for Prescribing Opioids for Pain highlights the importance of shared decision making and provider-patient relationships. Interprofessional teams may be helpful in supporting providers and patients. A large, multi-site primary care department created an interprofessional primary care opioid stewardship team to target high-risk opioid prescribing and improve practice alignment with CDC recommendations through dashboard reporting and education.

Revision of a pharmacy teaching and learning curriculum to address resident, programmatic, and accreditation demands.

Problem Description: Without externally validated tools to assess teaching and learning curriculum (TLC) programs, our program has undertaken continuous quality improvement (CQI) methods to make revisions in response to resident, programmatic, and accreditation demands.

Quality Improvement Methods: Key stakeholders, including the college of pharmacy, the residents, and the executive committee, were engaged in discussion and feedback was solicited.

Results Of Cqi Inquiry: The demands identified prompted revision of the TLC teaching component, programming, and timeline.

Improving 30-day readmissions: Student pharmacists' role in transitions of care.

Background: Pharmacists have reduced 30-day hospital readmissions when involved with transitions of care (TOC). The impact of student pharmacists on readmissions is more limited.

Objective: The goal of this study was to describe student pharmacists' role in a new TOC service and determine their impact on 30-day hospital readmissions.

Assessing the Validity and Reliability of the Pharmacist Interprofessional Competencies Tool.

To determine the validity and reliability of the Pharmacist Interprofessional Competencies Tool (PICT). Faculty members at Ferris State University, College of Pharmacy developed the PICT, which has five interprofessional criterion (collaboration, ownership, respect, engagement, and application) and four competency levels (unacceptable, novice, competent, and proficient) to assess the interprofessional competencies of pharmacy students. Fourteen pharmacy faculty members were trained in how to use the PICT and then used it to assess students' behaviors in four to six video-recorded interprofessional education (IPE) learning activities.

Assessment of student pharmacist learning within an interprofessional simulation: A comparison of small group vs. large group debriefing.

Background: Simulation debriefing is a critical component of interprofessional education (IPE). The purpose of this IPE report was to determine if there is a difference in a student pharmacist's ability to articulate areas for improvement and continued growth in interprofessional practice between those who participated in a large group debrief compared to a small group debrief after an interprofessional simulation.

Interprofessional Education Activity: One hundred pharmacy students participated in an interprofessional standardized patient simulation.

Preliminary findings from a student pharmacist operated transitions of care pilot service.

Background And Purpose: Student pharmacists are well equipped to complete transitions of care (TOC) activities. This communication describes the implementation of a student-operated TOC pilot service at a community hospital and explores the clinical and educational findings of such a service.

Educational Activity And Setting: Patients admitted to the hospital were included in the service if they had a primary care provider from an affiliated ambulatory care office.

Replicable Interprofessional Competency Outcomes from High-Volume, Inter-Institutional, Interprofessional Simulation.

There are significant limitations among the few prior studies that have examined the development and implementation of interprofessional education (IPE) experiences to accommodate a high volume of students from several disciplines and from different institutions. The present study addressed these gaps by seeking to determine the extent to which a single, large, inter-institutional, and IPE simulation event improves student perceptions of the importance and relevance of IPE and simulation as a learning modality, whether there is a difference in students' perceptions among disciplines, and whether the results are reproducible. A total of 290 medical, nursing, pharmacy, and physical therapy students participated in one of two large, inter-institutional, IPE simulation events.

A virtual patient educational activity to improve interprofessional competencies: A randomized trial.

The purpose of the present study was to determine whether an interprofessional virtual patient educational activity improved interprofessional competencies in pharmacy, physician assistant, and physical therapy graduate students. Seventy-two fifth semester pharmacy (n = 33), fourth semester physician assistant (n = 27) and fourth semester physical therapy (n = 12) graduate students participated in the study. Participants were stratified by discipline and randomized into control (n = 38) and experimental groups (n = 34).