Introduction. In 2014, the School of Pharmacy at the University of. Otago, Dunedin, commenced Medicines Health and Literacy Clinics. (MHLC) within local ...
Research in Social and Administrative Pharmacy 13 (2017) e28ee37
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Australasian Pharmaceutical Sciences Association Annual Conference, December 2016, Sydney, Australia COMMUNITY MEDICINES CLINIC e A PATIENT-CENTRED EXAMPLE FOR STUDENT ENGAGEMENT WITH HEALTH LITERACY James M. Windle, Aynsley K. Peterson, Rhiannon Braund, Stephen B. Duffull. School of Pharmacy, Univ of Otago, Dunedin, New Zealand Introduction. In 2014, the School of Pharmacy at the University of Otago, Dunedin, commenced Medicines Health and Literacy Clinics (MHLC) within local communities. The MHLC (adapted from ‘Brown Bag’ Medication Reviews) encourages patients to bring all of their medicines and supplements to a community setting, without appointment or cost, for patient-initiated discussion with pharmacists and students. This paper reports on the clinic outcomes over one year focusing on opportunities for student engagement and learning about adult health literacy. Aims. The aim was to both gauge and receive feedback, if providing a community based patient-centred placement opportunity for final year students would better their understanding about adult health literacy. Methods. Final year pharmacy student volunteers were selected to attend MHLC held approximately monthly in suburban community settings between June 2014 and June 2015. Student pre-and post-clinic activities included 1) pre-clinic health literacy related readings, 2) a post-clinic reflection assignment and 3) voluntar consent to completing an exit survey to identify changes in student understanding on health literacy. The survey was approved by the University of Otago Ethics Committee. Results. A total of 65 patients and 36 students attended 11 clinics during this period. Twenty four students consented to complete the study survey. There was an overall small mean positive shift of knowledge on adult health literacy reported (3.41 prior to 2.85 after attending MHLC on a 5 point Likert scale). Seven students reported a negative shift in literacy learning however several had reported overestimating their level of knowledge prior to clinic attendance. Student reflection comments demonstrated valuable clinical and literacy tuition from academic pharmacists during the clinic and that students were supported in their own conversations with patients. Commonly reported concerns prior to attending clinics were 1) insecurity about lack of prior knowledge and 2) that their communication may be misunderstood. Student contribution to patient conversations were reported as being adequate or fully inclusive and all students wished to participate further in future clinics. Discussion. Student survey and reflection feedback showed positive literacy learning experiences when clinics were supported with resources including pre-readings, academic pharmacist support when contributing to patient conversations, debriefing opportunities and post clinic reflections. Additional clinic opportunities are recommended. STUDENTS' AND PHARMACY EDUCATORS' PERCEPTIONS OF INTEGRATING THE REFLECTIVE ABILITY CLINICAL ASSESSMENT (RACA) INTO AN UNDERGRADUATE CURRICULUM Sinthia Bosnic-Anticevich 3, Lorraine Cherie Tsingos-Lucas 1, 2, Smith 1. 1 Faculty of Pharmacy, The University of Sydney, Sydney, NSW, Australia; 2 Graduate School of Health, University of Technology Sydney, NSW, Australia; 3 Woolcock Institute of Medical Research, The University of Sydney, Sydney, NSW, Australia
http://dx.doi.org/10.1016/j.sapharm.2017.04.019
Introduction. Reflective practice has the potential to improve reflective thinking, self and peer reflection, problem solving, counseling skills, and provide skills for better future practice [1]. The Reflective Ability Clinical Assessment (RACA) was developed, tested and evaluated as a novel learning and teaching tool in a pharmacy curriculum to enhance reflective capacity of students [1]. Aims. To evaluate students' and pharmacy educators' perceptions of the utility of the RACA in an undergraduate pharmacy curriculum at an Australian University. Methods. A mixed method study was employed. The administration of a 7item student survey on a 6-point Likert-type scale and a focus group or telephone interview with educators was conducted. Results. Student responses (n¼199) indicated statistically significant positive correlations between self-directed learning, counseling skills, relevance to future practice and performance in an oral examination (p
