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Level of activity: Intermediate

Setting: Classroom

Mapping

ACPE Standards 2016: 1.1, 3.1, 3.2, 3.6, 4.4

EPAs: Patient Care Provider (Collect, Analyze, Care Planning), Information Master (Educate others)

PPCP: Collect, Assess, Plan, Implement

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

Contributor

Brittney Meyer, PharmD, is Associate Professor of Pharmacy Practice at South Dakota State University (SDSU) College of Pharmacy and Allied Health Professions. Dr. Meyer received her Doctor of Pharmacy degree from SDSU and went on to complete a post-graduate ambulatory care focused residency at the Siouxland Medical Education Foundation in Sioux City, Iowa. She joined the College in 2011 where she interacts with students as prepharmacy students and across all 4 years of the doctorate program. Her primary responsibilities include teaching within the first four pharmacy practice courses and coordinating the first four semesters of the pharmacy skills labs, as well as part of the P1 and P2 integrated pharmacy labs. She also serves as the Interprofessional Education Coordinator for the College. She precepts P4 students on an elective academic teaching advanced pharmacy practice experience and has served as a teaching preceptor for the College’s pharmacy practice residency program since 2012.

Brief Overview and Setting

The purpose of this activity is to allow students to practice their patient counseling skills and interaction with difficult patients. The goal is to discover and practice ways to overcome psychological and behavioral communication barriers, specifically for patients displaying the emotions or behaviors of anger, impatience, embarrassment, and distraction. This activity currently takes place in the pharmacy skills laboratory curriculum at South Dakota State University at the start of the second semester of the second professional year of a 4-year pharmacy curriculum. Approximately 80 students, divided into three laboratory sections, participate in the activity. In their P1 year, students learn the basic skills related to patient counseling, as well as specifics on counseling certain patient populations, including culturally diverse patients. The interactive Indian Health Service (IHS) counseling technique is utilized and students are expected to cover all aspects of the comprehensive counseling session including, but not limited to, asking about allergies and OTC use, using the three prime questions, showing the medication to the patient, and providing storage, refill, and missed dose information.1 In the P2 year, students continue practicing counseling skills while determining the most appropriate patient-specific and medication-specific information to include. All components of the IHS counseling technique are encouraged, but every component is no longer required due to the time constraints seen in practice. For example, storage is only included if the medication is required to be stored in the fridge. More emphasis is placed on picking out the most important counseling information based on the patient-specific factors (interacting medications or other disease states) as well as encountering different patients and ...

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