Notes

Nourish protection partnerships: Experiences, improvement and also difficulties.
f potential error identification during medication history collection by pharmacy technicians. This information can be easily retrieved and aid in discussions regarding medication reconciliation at the leadership level and impact patient treatment outcomes by developing virtual processes that may result in fewer medication related events.
While many public pharmacy schools have an adjoining health-system to accommodate their students, some pharmacy programs form partnerships with non-affiliated health-systems to precept students. These health-systems often afford students the opportunity to complete multiple rotations within a single organization, offering decreased onboarding time and more longitudinal experiences.

Two autonomous partnerships were developed with independent healthcare systems for concentrated learning experiences during the advanced pharmacy practice experiences year. Each program differs in student requirements and is overseen by the practice site, with participation by area faculty.

A survey assessed professional skill set development, achievement of program goals during the experiential year, and student satisfaction of a concentrated learning experience. A comparison between programs was completed to assess for consistency in student experiences. Nineteen students (83%) responded to the survey. Students from both health-systems reported similarities in professional skill growth. Likewise, all students reported achievement of program goals and overall satisfaction with their experiential training.

Independently managed concentrated learning experiences provided evidence of consistent growth in student professional development and achievement of programmatic goals. Partnerships with non-affiliated healthcare systems can provide a rich training ground for student learners.
Independently managed concentrated learning experiences provided evidence of consistent growth in student professional development and achievement of programmatic goals. Partnerships with non-affiliated healthcare systems can provide a rich training ground for student learners.
The success of flipped classrooms is dependent upon students' preparation prior to class, the lack of which is the most common challenge associated with this teaching methodology. To mitigate this limitation, it is important to develop and assess methods of engaging learners during pre-class activities.

To determine if quiz delivery method (embedded throughout versus after pre-class videos) affects students' knowledge retention, grades, and video viewing behavior.

Participating students were randomized to take quizzes, either during pre-class videos via Panopto
(EQV) or after pre-class videos in the traditional manner via Moodle
(TMM). Outcomes assessed included students' knowledge retention, scores on pre- and post-class quizzes, and pre-class video viewing behavior (total views and minutes viewed per student) during a three-week period. Having experienced both quizzing modalities during the semester, the perceptions from students in the EQV group were surveyed.

Baseline assessment results of botpre-class videos and their preparation for flipped classes.
Students' knowledge retention and performance were similar in both EQV and TMM groups, though students in the EQV group were more engaged with videos and most of them preferred this quiz delivery. Using embedded quizzes for formative rather than summative assessment might be an appropriate mechanism to encourage students' viewing of pre-class videos and their preparation for flipped classes.
The purpose of this project was to evaluate the experience of organizations who participated in a medication management learning collaborative and their perceptions of the different implementation strategies that were employed.

Using a utilization-focused evaluation approach, qualitative interviews were conducted with former participants (clinicians, managers, or other key stakeholders) of medication management learning collaboratives organized and delivered by Alliance for Integrated Medication Management (AIMM). The purpose of the learning collaboratives was to provide structure and facilitation to accelerate the implementation of medication management services. One-on-one semi-structured interviews were carried out with a lead member of 11 different organizations that participated in an AIMM collaborative about their experience in the collaborative and the different implementation strategies that were used.

Three themes emerged (1) perspectives on the implementation strategies, (2) external facilitat may help accelerate the adoption and expansion of medication management services within and across organizations. The results of this evaluation shed light on the experiences of different organizations using select implementation strategies in their medication management implementation efforts. The perspectives of participants in this study may help other organizations in selecting and developing similar implementation strategies.Medicaid formulary committees and other gatekeepers face a difficult task. On the one hand they can utilize technical expertise in evaluating the real world evidence for clinical, quality of life and resource utilization claims for competing products while on the other hand they may be asked to assess claims built by simulation models for pricing and product access. A common option has been to take modeled claims from third parties such as the Institute for Clinical and Economic Review (ICER) at face value without challenging the model structure, its assumptions and its incremental cost-per-QALY claims set against competing products or the existing standard of care. Unfortunately, from the available evidence, it seems clear that many formulary assessment groups, last but not least those for whom the ICER modeling claims are targeted, have little if any appreciation of the limitations of ICER modeling. There are two substantive issues (i) a failure to appreciate the limitations imposed by the standards of norm-QALY for targeted patient groups with the parties failing to recognize that the focus on simulated cost-per-I-QALY value assessments is a mathematical folly; I-QALY claims are a chimera. The I-QALY, at long last, should be abandoned together with modelled lifetime simulations. Medicaid formulary decision makes should rethink the required evidence base for formulary decisions and negotiations. Care should be taken to revisit previous negotiations where ICER recommendations have been utilized to support pricing and access.
This study aimed to evaluate beliefs about use of medications for a sample of Iraqi psoriasis patients, and to examine the association between these beliefs and selected patient's related factors.

This cross-sectional study included 300 patients with diagnosed psoriasis. Participants were recruited at the center of Dermatology and Venereology, Medical City in Baghdad, the capital city of Iraq. Patients' mean age was 35.15years (±10.54). Beliefs about medicines were measured by the Arabic version of Beliefs about Medicines Questionnaire.

Most the patients (76.7%) had strong beliefs in the need (acceptance beliefs) for their psoriasis medicines (specific-necessity score higher than specific-concern), whereas 15.0% of patients had specific-concern score higher than specific-necessity and 8.3% of patients had specific-necessity score equal to specific-concern. At the same time, 74.4% of the patients believed that the medicines disrupt their lives and (35.6%) of them had concerns about the possibility of becfiable drivers to enhance adherence and clinical outcomes in the control of psoriasis.
Performance-based assessments, including objective structured clinical examinations (OSCEs), are essential learning assessments within pharmacy education. Because important educational decisions can follow from performance-based assessment results, pharmacy colleges/schools should demonstrate acceptable rigor in validation of their learning assessments. Though G-Theory has rarely been reported in pharmacy education, it would behoove pharmacy educators to, using G-Theory, produce evidence demonstrating reliability as a part of their OSCE validation process. This investigation demonstrates the use of G-Theory to describes reliability for an OSCE, as well as to show methods for enhancement of the OSCE's reliability.

To evaluate practice-readiness in the semester before final-year rotations, third-year PharmD students took an OSCE. This OSCE included 14 stations over three weeks. Each week had four or five stations; one or two stations were scored by faculty-raters while three stations required students' writory provided this for our OSCE. Results indicated that the reliability of scores was mediocre and could be improved with more stations. Tanespimycin mouse Revision of problematic stations could help reliability as well. Within this need for more stations, one practical insight was to administer those stations over multiple weeks/occasions (instead of all stations in one occasion).
In test validation, evidence of reliability is vital for the inference of generalization; G-Theory provided this for our OSCE. Results indicated that the reliability of scores was mediocre and could be improved with more stations. Revision of problematic stations could help reliability as well. Within this need for more stations, one practical insight was to administer those stations over multiple weeks/occasions (instead of all stations in one occasion).
To describe a didactic, case-based approach to teach student pharmacists about Medicare enabling them to consider the spectrum of coverage options, as well as both medical and drug needs, when assessing insurance plans.

Education on Medicare often focuses on Part D. However, the growing popularity of Medicare Advantage plans requires students to have a more comprehensive understanding of Medicare. To address this gap, a didactic, case-based approach was developed where students received four 90-minute lectures on Medicare and then applied the information through a patient case. Data was collected on student-reported confidence with Medicare, and attitudes towards the importance of understanding insurance in improving patient care. Surveys were conducted at baseline, after the didactic lectures (interim survey), and upon project completion (final survey).

Confidence with Medicare increased between the baseline and interim survey (all p ≤ 0.001). Additional gains were seen after completing the project in verage may be a strategy to improve patient care and health outcomes.
To summarize available literature describing third-party payer reimbursement models for pharmacist-led preventive health services as part of workplace health initiatives.

A combination of search terms related to pharmacists, preventive health, and third-party reimbursement were searched in MEDLINE, EMBASE, and PubMed. Included studies described community pharmacist-led cardiovascular and diabetes preventive health service to employees older than 18 years of age as part of a workplace health program with corresponding third-party reimbursement models. Programs that were reimbursed by government resources or studies lacking reimbursement model details were excluded. One reviewer performed level 1 screening and three reviewers analyzed included studies.

The search criteria yielded 863 results. Sixteen articles were reviewed after level 1 screening and 13 were ineligible and excluded. Three studies with varying quality of reporting were included. Reimbursement models varied from $40 USD for a 20-minute visit to $391 to $552 USD total per patient with an average of 6 visits per patient.
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