UHSP Collections (University of Health Sciences and Pharmacy)
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ACCP Clinical Pharmacist Competencies
No full textThe purpose of the American College of Clinical Pharmacy (ACCP) is to advance human health by extending the frontiers of clinical pharmacy. Consistent with this mission and its core values, ACCP is committed to ensuring that clinical pharmacists possess the knowledge, skills, attitudes, and behaviors necessary to deliver comprehensive medication management (CMM) in team-based, direct patient care environments. These components form the basis for the core competencies of a clinical pharmacist and reflect the competencies of other direct patient care providers. This paper is an update to a previous ACCP document and includes the expectation that clinical pharmacists be competent in six essential domains: direct patient care, pharmacotherapy knowledge, systems-based care and population health, communication, professionalism, and continuing professional development. Although these domains align with the competencies of physician providers, they are specifically designed to better reflect the clinical pharmacy expertise required to provide CMM in patient-centered, team-based settings. Clinical pharmacists must be prepared to complete the education and training needed to achieve these competencies and must commit to ongoing efforts to maintain competence through ongoing professional development. Collaboration among stakeholders will be needed to ensure that these competencies guide clinical pharmacists’ professional development and evaluation by educational institutions, postgraduate training programs, professional societies, and employers
Design and validation of patient-centered communication tools (PaCT) to measure students’ communication skills
No full textObjective. To develop a comprehensive instrument specific to student pharmacist-patient communication skills, and to determine face, content, construct, concurrent, and predictive validity and reliability of the instrument. Methods. A multi-step approach was used to create and validate an instrument, including the use of external experts for face and content validity, students for construct validity, comparisons to other rubrics for concurrent validity, comparisons to other coursework for predictive validity, and extensive reliability and inter-rater reliability testing with trained faculty assessors. Results. Patient-centered Communication Tools (PaCT) achieved face and content validity and performed well with multiple correlation tests with significant findings for reliability testing and when compared to an alternate rubric. Conclusion. PaCT is a useful instrument for assessing student pharmacist communication skills with patients
Emerging approaches in literature-based discovery: Techniques and performance review
No full textLiterature-based discovery systems aim at discovering valuable latent connections between previously disparate research areas. This is achieved by analyzing the contents of their respective literatures with the help of various intelligent computational techniques. In this paper, we review the progress of literature-based discovery research, focusing on understanding their technical features and evaluating their performance. The present literature-based discovery techniques can be divided into two general approaches: the traditional approach and the emerging approach. The traditional approach, which dominate the current research landscape, comprises mainly of techniques that rely on utilizing lexical statistics, knowledge-based and visualization methods in order to address literature-based discovery problems. On the other hand, we have also observed the births of new trends and unprecedented paradigm shifts among the recently emerging literature-based discovery approach. These trends are likely to shape the future trajectory of the next generation literature-based discovery systems
Pharmacological inhibition of REV-ERB stimulates differentiation, inhibits turnover and reduces fibrosis in dystrophic muscle
No full textDuchenne muscular dystrophy (DMD) is a debilitating X-linked disorder that is fatal. DMD patients lack the expression of the structural protein dystrophin caused by mutations within the DMD gene. The absence of functional dystrophin protein results in excessive damage from normal muscle use due to the compromised structural integrity of the dystrophin associated glycoprotein complex. As a result, DMD patients exhibit ongoing cycles of muscle destruction and regeneration that promote inflammation, fibrosis, mitochondrial dysfunction, satellite cell (SC) exhaustion and loss of skeletal and cardiac muscle function. The nuclear receptor REV-ERB suppresses myoblast differentiation and recently we have demonstrated that the REV-ERB antagonist, SR8278, stimulates muscle regeneration after acute injury. Therefore, we decided to explore whether the REV-ERB antagonist SR8278 could slow the progression of muscular dystrophy. In mdx mice SR8278 increased lean mass and muscle function, and decreased muscle fibrosis and muscle protein degradation. Interestingly, we also found that SR8278 increased the SC pool through stimulation of Notch and Wnt signaling. These results suggest that REV-ERB is a potent target for the treatment of DMD
Faculty perception of team-based learning over multiple semesters
No full textIntroduction Perspectives from faculty regarding team-based learning (TBL) are not well understood. Previous studies describe faculty preference for TBL due to increased student interaction despite requiring increased time for design. The perception of changes in faculty workload over multiple semesters has not been measured. This research evaluates faculty workload and perceived student engagement after implementing TBL in a required non-prescription medication course over multiple semesters. Methods TBL was implemented in the non-prescription medication course and continued for three consecutive semesters. Faculty members’ perception of TBL was captured using an anonymous survey. The survey was an 11 item questionnaire with five Likert-type response options to identify changes in workload, training, and student interaction using TBL. Results Twenty-eight total responses were collected from 10 faculty members who taught in at least one of the four semesters. Results were aggregated based on the number of semesters faculty continually taught in the course. More respondents agreed than disagreed that participation from and interactions with students increased with the TBL course compared to traditional lectures. However, more respondents believed the TBL course approach was more difficult and reported increased workload in the initial semester taught. Enjoyment of teaching increased for a majority of respondents. Discussion and conclusions This is the first study to explore the impact of TBL implementation over multiple semesters. These data can be used to help implement TBL in pharmacy school curricula
Predicting Resistance to Piperacillin-Tazobactam, Cefepime and Meropenem in Septic Patients with Bloodstream Infection Due to Gram-Negative Bacteria
No full textBackground. Predicting antimicrobial resistance in gram-negative bacteria (GNB) could balance the need for administering appropriate empiric antibiotics while also minimizing the use of clinically unwarranted broad-spectrum agents. Our objective was to develop a practical prediction rule able to identify patients with GNB infection at low risk for resistance to piperacillin-tazobactam (PT), cefepime (CE), and meropenem (ME). Methods. The study included adult patients with sepsis or septic shock due to bloodstream infections caused by GNB admitted between 2008 and 2015 from Barnes-Jewish Hospital. We used multivariable logistic regression analyses to describe risk factors associated with resistance to the antibiotics of interest (PT, CE, and ME). Clinical decision trees were developed using the recursive partitioning algorithm CHAID (?2 Automatic Interaction Detection). Results. The study included 1618 consecutive patients. Prevalence rates for resistance to PT, CE, and ME were 28.6%, 21.8%, and 8.5%, respectively. Prior antibiotic use, nursing home residence, and transfer from an outside hospital were associated with resistance to all 3 antibiotics. Resistance to ME was specifically linked with infection attributed to Pseudomonas or Acinetobacter spp. Discrimination was similar for the multivariable logistic regression and CHAID tree models, with both being better for ME than for PT and CE. Recursive partitioning algorithms separated out 2 clusters with a low probability of ME resistance and 4 with a high probability of PT, CE, and ME resistance. Conclusions. With simple variables, clinical decision trees can be used to distinguish patients at low, intermediate, or high risk of resistance to PT, CE, and ME
Animal Welfare Guidelines for Use in Research
No full textThis policy is adapted from the U.S. government principles for the utilization and care of vertebrate animals used in testing, research, and training
Safe Use of Pyrophoric Reagents Policy and Procedures
No full textPyrophoric and water-reactive materials can ignite spontaneously on contact with air, moisture in the air, oxygen, or water and therefore atmospheric exposure must be limited appropriately for the risk posed by the material employed. These materials can be found in solid, liquid, or gas form. Table 1 lists common classes of chemicals that fall into this category. Inattention to proper handling procedures outlined by the University and laboratory standard operating procedures (SOPs) can result in fire or explosion, culminating in serious personal injuries, death and/or significant damage to facilities. Any handling of a pyrophoric/water-reactive material is high risk and must be controlled with adequate engineering controls, direct supervision, and documented training
Impact of a training program on pharmacists\u27 with pediatric pharmacy concepts and basic pediatric knowledge
No full textObjective: To determine the impact of a training program on pharmacists\u27 comfort with pediatric pharmacy concepts and basic pediatric knowledge. Methods: All pharmacists at our institution were invited to participate in the study. Consenting participants completed a baseline survey of 15 questions on basic knowledge in 5 pediatric topic areas (pharmacokinetics/pharmacodynamics, weight-based dosing, anticoagulation, renal dosing, and common antibiotics) as well as 8 statements rating self-reported comfort with pediatric pharmacy. Following the pretraining survey, a training program combining self-study of handouts on the 5 topics with optional attendance at live education sessions was completed. Participants then completed a posttraining survey of the 5 topics including repeat comfort assessment. The primary outcome was change in self-assigned scores on the comfort-based assessment before and after training. Results: Fifty-two pharmacists consented to participate. Participants reported significant improvement in 6 of 8 comfort questions after training (p \u3c .001). Those without prior pediatric experience had lower comfort ratings at baseline and showed significant improvement after training for 5 of the 8 questions (p \u3c .001). Significant improvement in the proportion of correct answers on the knowledge assessment occurred after training, regardless of prior experience (61% vs 89%, p \u3c .001). Conclusions: Self-study training with optional live education resulted in significant improvement in most self-reported comfort scores for pharmacists, particularly those without recent pediatric pharmacy experience. Pharmacists, regardless of experience, improved basic pediatric knowledge scores after training
Measurement characteristics of a concept classification exam using multiple case examples: A Rasch analysis
No full textObjective: To determine if an exam using multiple cases to test research design concepts measured only one cognitive skill, concept classification, and to determine if item difficulty varied according to the research design used for the case. Methods: The exam consisted of 50 multiple choice items associated with five example abstracts: a randomized controlled trial, pretest-posttest, crossover, retrospective cohort, and descriptive designs. A Rasch analysis was conducted to determine dimensionality (i.e., measured a single skill). Items were stratified by design to explore the relationship between item difficulty and study design. Overall difficulty was assessed using an item-person map. Results: The exam was administered to 101 students; the mean was 88.4% (mean score = 44.2; SD = 3.5). The Rasch analysis indicated the exam primarily measured one cognitive skill, presumably concept classification. The stratified analysis indicated that overall no single research design was more difficult than other designs; however, the type of research design and item topic interacted so that an easy item for one design could be difficult when associated with a different study design. Conclusions: The exam appeared to function more like a mastery exam documenting that most students performed well rather than as an exam for ranking students by ability. That item topic interacted with study design to affect item difficulty, indicates that items on the same topic are needed to test basic design concepts across study designs