Allocation of faculty and curricular time to the teaching of transitions of care concepts by colleges of pharmacy

Currents in Pharmacy Teaching & Learning
Sara M EltakiWilliam R Wolowich

Abstract

To determine the allocation of faculty and curricular time to the teaching of transitions of care (ToC) concepts by colleges of pharmacy (COPs) to equip students with the necessary skills for the provision of these services. A novel 15-question anonymous electronic survey was sent to 136 pharmacy practice chairpersons. Response rate was 26.5% (n = 36). Of these, 47% employed ToC faculty while 44% are not actively recruiting for that position in the foreseeable future. Median total curriculum hours dedicated to teaching ToC was four (interquartile range two to 10 hours). Medication reconciliation skills were taught didactically and via interactive lab sessions by 53% of respondents. Only 11% offered an interdisciplinary ToC program. A significant association between not having ToC faculty and lack of implementation of ToC concepts within a pharmacy curriculum (p = 0.02, Fisher's Exact) and practice site (p = 0.045, Pearson's) was observed. Barriers to adopting ToC within the curriculum (e.g., uncertainty of placement within curriculum, resistance by faculty and administrators) and at a practice site (e.g., inadequate infrastructure to accommodate ToC delivery, ToC faculty unavailability and resistance by other health care provid...Continue Reading

Citations

Nov 7, 2019·Currents in Pharmacy Teaching & Learning·Heather TaylorPaul O Gubbins
Aug 1, 2021·Currents in Pharmacy Teaching & Learning·Eva Y WongElvin A Hernandez

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