Pharmacy and Pharmaceutical Sciences
Background: Active learning approaches may optimize classroom instruction by allowing students to think about, reflect on, and inquire about, the content relevant to their own experiences and learning.
Methods: We reviewed the current literature in: motivational interviewing; active learning techniques; and, medication adherence methods/questionnaires. Our School of Pharmacy (SOP) and School of Professional Psychology (SPP) decided on the core disease state content to be presented within the patient education module (PEM).
Results: Power-point slides were developed discussing: adherence; activities self-identifying adherence barriers; designing patient-specific adherence plans; medication safety; adverse drug effects; interactions; and, pharmacotherapy for bipolar, depression, anxiety and psychosis.
Discussion: Participants will be referred to the pharmacist-taught PEM during the up-coming year and have the opportunity to follow-up with clinical psychologists, clinical pharmacists, nurse practitioners, and physician assistants for various services.
Implications: Our PEM may help patients with limited resources within our community receive psychotropic medication adherence education. Such collaborative approaches may also spark proliferation of inter-professional practice models and research within our institution.
Conclusion: Other schools and institutions with similar resources may mimic or adapt our PEM to implement within their own communities.
Rahimi, Layla; Phillips, Megan; Fuentes, David; Thomas, Jay C.; and Christiansen, Lisa R., "Describing an Active-Learning Patient Education Module to Promote Psychotropic Medication Adherence" (2010). Faculty Scholarship (PHRM). 32.