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Level of activity: Advanced

Setting: Classroom

Mapping

ACPE Standards 2016: 2.2, 3.1, 3.6, 4.2, 4.4

EPAs: Practice Manager (Oversee operations), Population Health Promoter (Minimize ADEs and errors), Patient Care Provider (Implement)

PPCP: Collect, Assess, Plan, Implement, Communicate, Collaborate

Instructors can request access to the Instructor's Guide on AccessPharmacy. Email Customer Success (customersuccess@mheducation.com) for more information.

Contributors

David Matthews (he/him), PharmD, BCACP, is Assistant Professor–Practice at The Ohio State University College of Pharmacy. Dr. Matthews received his Doctor of Pharmacy degree from The Ohio State University in 2013. He completed a PGY1 residency in the ambulatory care setting at The Ohio State University General Internal Medicine and became a Board Certified Ambulatory Care Pharmacist in 2017. Dr. Matthews is a faculty instructor in the Integrated Patient Care Laboratory (IPCaL) course sequence. He also practices at a primary care office within Ohio State General Internal Medicine, where he provides chronic disease state management, transitional care management, and medication therapy management services to patients.

Sean Nebergall (he/him), PharmD, is Assistant Professor–Practice at The Ohio State University College of Pharmacy. Dr. Nebergall received his Doctor of Pharmacy degree from The Ohio State University in 2013. His previous experience is at Kroger as manager of a high-volume community pharmacy. At The Ohio State University, Dr. Nebergall is co-coordinator and faculty instructor for the first-year IPCaL courses. Additionally, he has worked to integrate cultural competency instruction with lab activities across all 3 years of the lab sequence. He also assists Ohio University in educating second-year medical students about LGBTQ+ issues in health care. His research is focused on preparing students to improve care for patients in marginalized communities.

Brief Overview and Setting

The purpose of this activity is for students to practice verbal communication with a patient following the occurrence of a dispensing error at their community pharmacy. Students practice this skill as part of a live, interactive encounter with a trained, simulated patient portrayed by a community pharmacist or pharmacy resident. Additionally, the standardized patient displays a characteristic that challenges the student pharmacist to appropriately address and resolve conflict.

This activity currently takes place in the Integrated Patient Care Laboratory (IPCaL) course at The Ohio State University College of Pharmacy in the third professional year of a 4-year pharmacy curriculum. Approximately 130 students, divided into four laboratory sections, participate in the activity. Prior to this activity, students in this curriculum have practiced patient communication extensively through counseling on a new medication, collecting medication histories, and interviewing a patient regarding disease state management and/or medication therapy management (MTM). This activity builds on students’ skills by challenging them to communicate in a scenario that is difficult and unfamiliar to them while providing them with valuable practice for a situation they may encounter in their future position.

Learning ...

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