A5043306004- Pharmaceutical Practices and Patient Outcomes
- Innovations in Medical Education
- Health Sciences Research and Education
- Interprofessional Education and Collaboration
- Primary Care and Health Outcomes
- Clinical Reasoning and Diagnostic Skills
- Education and Critical Thinking Development
- Medication Adherence and Compliance
- Online and Blended Learning
- Innovative Teaching and Learning Methods
- Nursing Roles and Practices
- Antibiotic Use and Resistance
- Food Security and Health in Diverse Populations
- Pharmaceutical studies and practices
- Problem and Project Based Learning
- Reproductive Health and Contraception
- Neurological Complications and Syndromes
- Health and Medical Research Impacts
- Lipoproteins and Cardiovascular Health
- Healthcare professionals’ stress and burnout
- Healthcare Systems and Technology
- Service-Learning and Community Engagement
- Therapeutic Uses of Natural Elements
- Economic and Financial Impacts of Cancer
- Cultural Competency in Health Care
University of Minnesota
2013-2024
University of Minnesota Medical Center
2016-2024
University of Minnesota System
2019
Eglin Air Force Base
2017
Shadyside Hospital
2017
North Memorial Medical Center
2010-2017
University of Pittsburgh Medical Center
2017
Philadelphia University
2017
Community Care
2009
University of Maryland, Baltimore
2008
Social determinants of health (SDoH) education has gained popularity in undergraduate medical education; however, emphasis varies, and the curricula or assessment methods are not uniform. This study sought to examine current SDoH teaching within family medicine clerkships identify characteristics associated with curriculum multicomponent (two more) strategies higher Kirkpatrick levels (Level 3-behavior change Level 4-results).
Objective. To determine if the number of patient encounters during advanced pharmacy practice experiences (APPEs) relates to student self-assessment care skills using entrustable professional activities (EPAs).Methods. During 12-week acute care/institutional (AC/INST) APPEs, 15-week combined community and ambulatory (CPAC) three 5-week AC/INST or CPAC elective fourth-year students completed tracking surveys. Students documented encounters, type provided, primary secondary diagnoses, special...
The World Health Organization recommends that health care educators create a collaborative and practice-ready workforce. Focused interprofessional education (IPE) promotes practice, yet few examples of how to develop sustained IPE clinical partnerships exist. Mental professionals competent in their specialty prepared for collaboration are needed treat complex mental needs patients.Doctor Nursing Practice Psychiatric Nurse Practitioner (PMHNP) faculty partnered with College Pharmacy didactic,...
EXECUTIVE SUMMARY The 2020-21 Professional Affairs Committee was charged to (1) Read all six reports from the 2019-20 AACP standing committees identify elements of these that are relevant committee's work this year; (2) Identify opportunities and models integration pharmacist care services in physician other health provider practices beyond primary care; (3) Differentiate make case for mid-level providers; (4) From on aforementioned charges, salient activities Center To Accelerate Pharmacy...
A case of bupropion-induced constipation is reported.A 38-year-old man went to a clinic with chief complaint depression. He was prescribed extended-release bupropion 150 mg orally daily. Three weeks later, the patient returned for follow-up visit regarding his reported that depression symptoms improved, but he complained and inflamed hemorrhoids from straining defecation. used docusate sodium, fiber supplements, Preparation H(Wyeth) products some relief. The continued Recommendations were...
Abstract Introduction A primary challenge of effectively teaching evidence‐based medicine (EBM) is a lack learner motivation for the topic. The objective was to evaluate an online, EBM course created using motivational design principles. Methods An online continuing education designed and delivered pharmacy residents. validated Instructional Materials Motivation Survey (IMMS) open‐ended survey based on Keller's Attention, Relevance, Confidence, Satisfaction (ARCS) components were used...
(1) Objective: To determine the change in prevalence of clinical pharmacists as clinician educators within family medicine residency programs (FMRPs) North America and to describe their clinical, educational administrative scope over time. (2) Methods: A systematic review literature was performed starting with an electronic search PubMed Embase for articles published between January 1980 December 2019. Studies were included if they surveyed regarding educational, or other roles FMRPs United...
Purpose: To describe the landscape of medication management within patient-centered medical homes (PCMH) in state Minnesota.
 Methods: An electronic survey care coordinators PCMHs certified with Department Health Minnesota was conducted. The and follow up were distributed by Health. At time distributed, there 161 state.
 Results: final analysis included 21 respondents. Size, setting, as a PCMH varied between practices. reported higher percentage patients enrolled at lower...
Pharmacists should not be classified as "mid-level" providers. This classification implies that there are different levels or a hierarchy of providers when in fact each health care provider brings unique and essential knowledge contributions to the team patients. no exception. Timely issues germane pharmacists, including dependent independent practice, status, professional identity, contribute rationale just like all other providers, by their identity. While use term mid-level identify...
<b>Objective.</b> To design, implement, and assess the use of “educational prescriptions” or Education Rx assignments in advanced pharmacy practice experiences (APPEs) ambulatory care, to impact on Doctor Pharmacy (PharmD) students’ self-efficacy evidence-based medicine (EBM). <b>Methods.</b> Students enrolled select care APPEs completed up four assignments. The required students report context question, source information, results, appraisal validity, relevance evidence, answer clinical...
Abstract Introduction Postgraduate year one (PGY1) pharmacy residency is a common training path for graduates. As the American Association of Colleges Pharmacy (AACP) have published Core Entrustable Professional Activities (EPAs) as standard new graduates, mapping these competencies to Society Health‐System Pharmacists (ASHP) PGY1 standards may allow progression tracking. Methods Using group consensus, guidance documents from ASHP and AACP EPAs graduates were compared mapped. Results The...