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Abstract
Discussion Forum (0)
Poster Category: Research and Education
AACP Section: Pharmacy Practice
Objectives: To assess changes in learners’ knowledge, attitudes, and perceptions in managing medical care of patients with health disparities after completing assigned readings and health disparities cases, and providing care for vulnerable, indigent patient populations while on introductory pharmacy practice experience (IPPE) rotations.
Methods: This is a retrospective review of survey data completed by second year students on primary care IPPE rotations with four full-time pharmacy practice faculty. During these rotations, students provide direct care to patients in clinics across Alabama, many of which are underserved, indigent and at risk for experiencing health disparities. Students completed readings and case-based activities as part of the 40-hour rotation. Pre and post surveys were administered to learners on this rotation regarding their knowledge, attitudes, and perceptions of health disparities. Survey participation was voluntary but strongly encouraged. Data was collected from May 2019 through August 2021. With IRB approval, quantitative analysis was conducted.
Results: Thirty-eight learners completed both the pre and post surveys. Survey responses indicate learners were significantly more interested and more willing to work with patients at risk for health disparities after the learning experience. Learners were also significantly more confident in their abilities to both identify and help patients experiencing health disparities. Student knowledge of risk factors for health disparities and resources available to assist these patients increased. Students’ firm beliefs about the importance of addressing health disparities remained strong.
Conclusion: Implementation of readings, cases, and discussions related to health disparities alongside provision of direct patient care on a 40-hour IPPE rotation improved learners’ confidence, knowledge, and interest in providing care for patients at risk for health disparities. These activities were not time intensive for the preceptors or students.
AACP Section: Pharmacy Practice
Objectives: To assess changes in learners’ knowledge, attitudes, and perceptions in managing medical care of patients with health disparities after completing assigned readings and health disparities cases, and providing care for vulnerable, indigent patient populations while on introductory pharmacy practice experience (IPPE) rotations.
Methods: This is a retrospective review of survey data completed by second year students on primary care IPPE rotations with four full-time pharmacy practice faculty. During these rotations, students provide direct care to patients in clinics across Alabama, many of which are underserved, indigent and at risk for experiencing health disparities. Students completed readings and case-based activities as part of the 40-hour rotation. Pre and post surveys were administered to learners on this rotation regarding their knowledge, attitudes, and perceptions of health disparities. Survey participation was voluntary but strongly encouraged. Data was collected from May 2019 through August 2021. With IRB approval, quantitative analysis was conducted.
Results: Thirty-eight learners completed both the pre and post surveys. Survey responses indicate learners were significantly more interested and more willing to work with patients at risk for health disparities after the learning experience. Learners were also significantly more confident in their abilities to both identify and help patients experiencing health disparities. Student knowledge of risk factors for health disparities and resources available to assist these patients increased. Students’ firm beliefs about the importance of addressing health disparities remained strong.
Conclusion: Implementation of readings, cases, and discussions related to health disparities alongside provision of direct patient care on a 40-hour IPPE rotation improved learners’ confidence, knowledge, and interest in providing care for patients at risk for health disparities. These activities were not time intensive for the preceptors or students.
Poster Category: Research and Education
AACP Section: Pharmacy Practice
Objectives: To assess changes in learners’ knowledge, attitudes, and perceptions in managing medical care of patients with health disparities after completing assigned readings and health disparities cases, and providing care for vulnerable, indigent patient populations while on introductory pharmacy practice experience (IPPE) rotations.
Methods: This is a retrospective review of survey data completed by second year students on primary care IPPE rotations with four full-time pharmacy practice faculty. During these rotations, students provide direct care to patients in clinics across Alabama, many of which are underserved, indigent and at risk for experiencing health disparities. Students completed readings and case-based activities as part of the 40-hour rotation. Pre and post surveys were administered to learners on this rotation regarding their knowledge, attitudes, and perceptions of health disparities. Survey participation was voluntary but strongly encouraged. Data was collected from May 2019 through August 2021. With IRB approval, quantitative analysis was conducted.
Results: Thirty-eight learners completed both the pre and post surveys. Survey responses indicate learners were significantly more interested and more willing to work with patients at risk for health disparities after the learning experience. Learners were also significantly more confident in their abilities to both identify and help patients experiencing health disparities. Student knowledge of risk factors for health disparities and resources available to assist these patients increased. Students’ firm beliefs about the importance of addressing health disparities remained strong.
Conclusion: Implementation of readings, cases, and discussions related to health disparities alongside provision of direct patient care on a 40-hour IPPE rotation improved learners’ confidence, knowledge, and interest in providing care for patients at risk for health disparities. These activities were not time intensive for the preceptors or students.
AACP Section: Pharmacy Practice
Objectives: To assess changes in learners’ knowledge, attitudes, and perceptions in managing medical care of patients with health disparities after completing assigned readings and health disparities cases, and providing care for vulnerable, indigent patient populations while on introductory pharmacy practice experience (IPPE) rotations.
Methods: This is a retrospective review of survey data completed by second year students on primary care IPPE rotations with four full-time pharmacy practice faculty. During these rotations, students provide direct care to patients in clinics across Alabama, many of which are underserved, indigent and at risk for experiencing health disparities. Students completed readings and case-based activities as part of the 40-hour rotation. Pre and post surveys were administered to learners on this rotation regarding their knowledge, attitudes, and perceptions of health disparities. Survey participation was voluntary but strongly encouraged. Data was collected from May 2019 through August 2021. With IRB approval, quantitative analysis was conducted.
Results: Thirty-eight learners completed both the pre and post surveys. Survey responses indicate learners were significantly more interested and more willing to work with patients at risk for health disparities after the learning experience. Learners were also significantly more confident in their abilities to both identify and help patients experiencing health disparities. Student knowledge of risk factors for health disparities and resources available to assist these patients increased. Students’ firm beliefs about the importance of addressing health disparities remained strong.
Conclusion: Implementation of readings, cases, and discussions related to health disparities alongside provision of direct patient care on a 40-hour IPPE rotation improved learners’ confidence, knowledge, and interest in providing care for patients at risk for health disparities. These activities were not time intensive for the preceptors or students.
Impact of Discussion and Practical Experience with Health Disparities in Clinical Introductory Pharmacy Practice Experiences
Kristi Kelley
Affiliations:
Auburn University
Auburn University
Abstract
Discussion Forum (0)
Poster Category: Research and Education
AACP Section: Pharmacy Practice
Objectives: To assess changes in learners’ knowledge, attitudes, and perceptions in managing medical care of patients with health disparities after completing assigned readings and health disparities cases, and providing care for vulnerable, indigent patient populations while on introductory pharmacy practice experience (IPPE) rotations.
Methods: This is a retrospective review of survey data completed by second year students on primary care IPPE rotations with four full-time pharmacy practice faculty. During these rotations, students provide direct care to patients in clinics across Alabama, many of which are underserved, indigent and at risk for experiencing health disparities. Students completed readings and case-based activities as part of the 40-hour rotation. Pre and post surveys were administered to learners on this rotation regarding their knowledge, attitudes, and perceptions of health disparities. Survey participation was voluntary but strongly encouraged. Data was collected from May 2019 through August 2021. With IRB approval, quantitative analysis was conducted.
Results: Thirty-eight learners completed both the pre and post surveys. Survey responses indicate learners were significantly more interested and more willing to work with patients at risk for health disparities after the learning experience. Learners were also significantly more confident in their abilities to both identify and help patients experiencing health disparities. Student knowledge of risk factors for health disparities and resources available to assist these patients increased. Students’ firm beliefs about the importance of addressing health disparities remained strong.
Conclusion: Implementation of readings, cases, and discussions related to health disparities alongside provision of direct patient care on a 40-hour IPPE rotation improved learners’ confidence, knowledge, and interest in providing care for patients at risk for health disparities. These activities were not time intensive for the preceptors or students.
AACP Section: Pharmacy Practice
Objectives: To assess changes in learners’ knowledge, attitudes, and perceptions in managing medical care of patients with health disparities after completing assigned readings and health disparities cases, and providing care for vulnerable, indigent patient populations while on introductory pharmacy practice experience (IPPE) rotations.
Methods: This is a retrospective review of survey data completed by second year students on primary care IPPE rotations with four full-time pharmacy practice faculty. During these rotations, students provide direct care to patients in clinics across Alabama, many of which are underserved, indigent and at risk for experiencing health disparities. Students completed readings and case-based activities as part of the 40-hour rotation. Pre and post surveys were administered to learners on this rotation regarding their knowledge, attitudes, and perceptions of health disparities. Survey participation was voluntary but strongly encouraged. Data was collected from May 2019 through August 2021. With IRB approval, quantitative analysis was conducted.
Results: Thirty-eight learners completed both the pre and post surveys. Survey responses indicate learners were significantly more interested and more willing to work with patients at risk for health disparities after the learning experience. Learners were also significantly more confident in their abilities to both identify and help patients experiencing health disparities. Student knowledge of risk factors for health disparities and resources available to assist these patients increased. Students’ firm beliefs about the importance of addressing health disparities remained strong.
Conclusion: Implementation of readings, cases, and discussions related to health disparities alongside provision of direct patient care on a 40-hour IPPE rotation improved learners’ confidence, knowledge, and interest in providing care for patients at risk for health disparities. These activities were not time intensive for the preceptors or students.
Poster Category: Research and Education
AACP Section: Pharmacy Practice
Objectives: To assess changes in learners’ knowledge, attitudes, and perceptions in managing medical care of patients with health disparities after completing assigned readings and health disparities cases, and providing care for vulnerable, indigent patient populations while on introductory pharmacy practice experience (IPPE) rotations.
Methods: This is a retrospective review of survey data completed by second year students on primary care IPPE rotations with four full-time pharmacy practice faculty. During these rotations, students provide direct care to patients in clinics across Alabama, many of which are underserved, indigent and at risk for experiencing health disparities. Students completed readings and case-based activities as part of the 40-hour rotation. Pre and post surveys were administered to learners on this rotation regarding their knowledge, attitudes, and perceptions of health disparities. Survey participation was voluntary but strongly encouraged. Data was collected from May 2019 through August 2021. With IRB approval, quantitative analysis was conducted.
Results: Thirty-eight learners completed both the pre and post surveys. Survey responses indicate learners were significantly more interested and more willing to work with patients at risk for health disparities after the learning experience. Learners were also significantly more confident in their abilities to both identify and help patients experiencing health disparities. Student knowledge of risk factors for health disparities and resources available to assist these patients increased. Students’ firm beliefs about the importance of addressing health disparities remained strong.
Conclusion: Implementation of readings, cases, and discussions related to health disparities alongside provision of direct patient care on a 40-hour IPPE rotation improved learners’ confidence, knowledge, and interest in providing care for patients at risk for health disparities. These activities were not time intensive for the preceptors or students.
AACP Section: Pharmacy Practice
Objectives: To assess changes in learners’ knowledge, attitudes, and perceptions in managing medical care of patients with health disparities after completing assigned readings and health disparities cases, and providing care for vulnerable, indigent patient populations while on introductory pharmacy practice experience (IPPE) rotations.
Methods: This is a retrospective review of survey data completed by second year students on primary care IPPE rotations with four full-time pharmacy practice faculty. During these rotations, students provide direct care to patients in clinics across Alabama, many of which are underserved, indigent and at risk for experiencing health disparities. Students completed readings and case-based activities as part of the 40-hour rotation. Pre and post surveys were administered to learners on this rotation regarding their knowledge, attitudes, and perceptions of health disparities. Survey participation was voluntary but strongly encouraged. Data was collected from May 2019 through August 2021. With IRB approval, quantitative analysis was conducted.
Results: Thirty-eight learners completed both the pre and post surveys. Survey responses indicate learners were significantly more interested and more willing to work with patients at risk for health disparities after the learning experience. Learners were also significantly more confident in their abilities to both identify and help patients experiencing health disparities. Student knowledge of risk factors for health disparities and resources available to assist these patients increased. Students’ firm beliefs about the importance of addressing health disparities remained strong.
Conclusion: Implementation of readings, cases, and discussions related to health disparities alongside provision of direct patient care on a 40-hour IPPE rotation improved learners’ confidence, knowledge, and interest in providing care for patients at risk for health disparities. These activities were not time intensive for the preceptors or students.
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