Archives

CT Law Review Handouts

Are you new to Connecticut?

Do you need to take the Connecticut Law Exam for licensure?

Study Guide/Handouts from the 2025 program are now available for $50.

To Order the 2025 Handouts-$50 

NAPLEX Calculation Review LIVE Event-2025

Are you studying for the NAPLEX EXAM?

NAPLEX Pharmacy Calculations Review 2025

Live Event-THIS WILL BE A LIVE IN-PERSON Event (no streaming)

Date:  Friday, May 16, 2025
Where:  Pharmacy Biology Building (PBB) Room 131
Time:  8:30 am – 4:30 pm
Cost:  $0

You MUST Register (even though there is no fee)

There is a fee for parking in the North Garage

Typical Schedule:

Friday

8:30-9:00     Check in and Presentation of Program and Review
9:00- 10:00  Diagnostic Test Administration
10:00-10:45  Review Answers t0 Diagnostic Test
10:45-11:00   Break
11:00-12:00   Students work on problem sets
12:00-1:00     Lunch
1:00-4:30       NAPLEX Calculations workshop

Lunch will be provided, please contact Alicia Scolaro at alicia.scolaro@uconn.edu with any dietary restrictions

 

Replacement Immunization Certificates

Replacement Immunization Certificates

Have you lost or misplaced your Immunization Certificate?  If you attended the University of Connecticut School of Pharmacy’s “Immunization Training for Pharmacists” or you completed your Immunization Training as a UConn School of Pharmacy student, and need a replacement certificate, you can order your replacement copy online. The cost is $15  for the certificate. Just add to your cart!

ACPE logoCONTINUING EDUCATION CREDIT:
The University of Connecticut, School of Pharmacy is accredited by the Accreditation Council for Pharmacy Education as a provider of continuing pharmacy education.

Disclaimer:
The material presented here does not necessarily reflect the views of The University of Connecticut School of Pharmacy or its co-sponsor affiliates. These materials may discuss uses and dosages for therapeutic products, processes, procedures and inferred diagnoses that have not been approved by the United States Food and Drug Administration. A qualified health care professional should be consulted before using any therapeutic product discussed. All readers and continuing education participants should verify all information and data before treating patients or employing any therapies described in this continuing education activity.

Teaching and Learning Certificate Program 2024-2027

In this comprehensive 28.5 CPE credit activity (with an additional 3.5 hours of optional CE credit), pharmacists, preceptors and residents will learn the concepts of teaching and learning as it relates to classroom, discussion group and experiential learning. Participants may participate at any level they choose, however, a Practice-based Certificate of Achievement will be awarded to those who have completed all phases of the education.

I learned so much and the materials learned have greatly help to improve the APPE and PGY-1 Rotations that I managed. Thank you for providing a well-informed, self-paced program that can accommodate working professionals!”  

-Lauren C.

University of Connecticut Faculty and Adjunct Faculty

  • For registration without CE credit:  Contact Joanne Nault (joanne.nault@uconn.edu) and provide your NetID for access to the learning management system.  For those without a NetID, please contact Judy Vigneau at  860-486-9576 and  complete the Adjunct Faculty Appointment Form and email to  Judith.vigneau@uconn.edu 
  • .You must be actively (within the last 3 years and willing to take new students) taking UConn students to register for FREE.
  • For registration with CE credit:  Visit our registration site.  After you register successfully, UCONN will send a confirmation e-mail with details concerning how to proceed.  You must be actively (within the last 3 years and willing to take new students) taking UConn students to register for half price CE.

Target Audience

Pharmacists, pharmacy preceptors and pharmacy residents who are interested in enhancing their skills in the area of teaching and learning.

This activity is not accredited for technicians

Learning Objectives

Module 1-Teaching Basics

Topic Faculty strong>Learning Objectives:
Blooms taxonomy-1.5 hour Wick 1. Differentiate between higher and lower order thinking
2. Compare and contrast old and new Bloom’s taxonomy
3. Describe the different levels of the taxonomy
4. Apply the taxonomy for planning lecture/activities
Learning objectives: Beginning with the end in mind-1 hour Wick 1. Compare and contrast learning objectives and learning goals
2. List the 3 parts of a learning objective
3. Write learning objectives that contain a measurable verb
4. Develop learning objectives that demonstrate higher order learning
Understanding learning styles-1 hour Wick 1. Discuss the concept of learning style
2. Evaluate the effectiveness of learning styles tool(s)
3. Formulate a view on the role of learning styles
Teaching philosophy and portfolios-1.5 hours-OPTIONAL Rickles-OPTIONAL 1. Explain the purpose of a teaching philosophy
2. Describe the components of a philosophy
3. Discuss the fundamental element of a teaching portfolio
4. Describe the material from oneself and from others that are contained in a teaching portfolio
5. Create a draft teaching portfolio
Syllabus Creation-1 hour Salvo 1. Describe the purpose of a comprehensive syllabus
2. List and explain the components of a syllabus
3.  Compare and contrast the elements included in various syllabi
4. Create or modify a course/rotation syllabus
Writing Exam Questions-1 hour Ehret 1. Compare and contrast the difference between true/false and one-best answer type questions
2. Construct effective stems and options for multiple choice exam questions
3. Detect problems with poorly written test questions
Assessments Beyond Examinations- 1.5 hour Wick 1. Explain the difference between criterion and norm-based grading
2. Weigh pros and cons of various assessment techniques
3. Discuss best practices for developing a rubric
4. Develop a rubric for evaluating an active learning activity
Designing inter-professional Education Activities-1 hour Dang 1.  List general principles, goals,and competencies of inter-professional education (IPE)
2.  Describe opportunities and challenges in developing and implementing IPE activities
3.  List strategies for incorporating IPE activities in the didactic or experiential environment
Explicit Instruction-1 hour Kleven 1.  Identify the main elements of explicit instruction
2.  Analyze a lesson plan outline using explicit instruction functions
3.  Explore strategies for processing content

 

Module 2-Taking Teaching into the Pharmacy

Topic Faculty Learning Objectives
Empowering Preceptors to Teach: Defining Roles & Responsibilities-1 hour Seo 1. Explain the importance of precepting and mentoring in professional development
2. Define each of the 4 preceptor roles in teaching clinical problem solving (instructing, modeling, coaching, and facilitating)
3. Determine which preceptor role would be appropriate to use to help a resident progress, given specific case examples
Assessing your Student Pharmacists or Residents Performance Through Feedback- 1.5 hour Hritcko/Wick 1. Explain the role of the preceptor’s assessment in the overall evaluation of a student pharmacist by the school of pharmacy
2.  Develop strategies to collect student performance data throughout the rotational experience
3.  Identify methods to ensure that the evaluation of student pharmacists are fair, objective, and accurate
4.  List strategies to provide constructive feedback to students who are not achieving rotational goals and objectives
5.  Explain the for providing positive feedback to students
6.  Demonstrate effective feedback to students
Professional Identity-2 hour Wick/Luciano/Yazdanpanah 1.  Describe the professional identity formation process
2.  Apply the steps to help student and pharmacists at points in their careers develop a professional identity
3.  Identify activities that contribute to Professional Identity develop appropriately
Conflict Management & Communication in Pharmacy Practice Experiences- 1.5 hour White 1.  Differentiate between the various types of conflict that pharmacists and/or residents confront at their practice sites
2.  Identify common emotional and physical reactions to conflict and possible strategies to defuse the situation
3.  Explain how to use communication skills to resolve conflicts between preceptors and students while on their pharmacy practice experiences

 

Module 3: Stepping Up Your Game

Topic Faculty Learning Objectives
Active learning, tools of the trade-1 hour Kleven
  1. Define active learning.
  2. List and describe various active learning strategies
  3. Determine the best active learning strategy for a given situation.
  4. Visualize concerns about active learning.
Effective Online Teaching & Learning- 1.25 hours Wick/Nolan 1. Recognize best practices in developing online courses
2. Describe 5 basic elements of course development
3. Differentiate between topics that are amenable to online teaching and those that are not
4. List some tricks and tips for making online learning more engaging
Integrating Pharmacy students into practice-0.75 hours Hritcko/Wick 1. Describe benefits and potential barriers to successful integration of students into pharmacy practice
2. Recognize opportunities to integrate students that will be valuable to students, preceptors, and practice institutions
3. Identify strategies and resources available to support pharmacy preceptors
Patient Cases:  Discussion, Construction and Assessment-1 hour  Wheeler 1.  Discuss theory behind case-based teaching
2.  Identify a strategy for discussing patient cases with students
3.  List some tools that could assist students with preparation for case discussion
4.  Explain the relationship between patient case design/discussions to Bloom’s taxonomy of learning
5.  Identify strategies for assessing student performance

 

Module 4: Playing with the Big Dogs (Go Huskies!)

Topic Faculty Learning Objectives
A Review of Introductory Statistical Concepts(OPTIONAL)-2 hours Sobieraj 1. Define a framework for the application of evidence-based medicine to clinical practice
2. List the criteria that contribute to the quality of a trial
3. Distinguish between categorical and continuous variables and how this impacts outcome assessment in a trial
4. Interpret descriptive statistics in a given trial
5. Define, interpret, and calculate a relative risk, odds ratio, relative and absolute risk, and number need to treat
6. Use a 95% confidence interval to determine clinical and statistical significance
7. Define type I and type II error and their impact on trial results
Incorporating Scholarship into your Day- 1 hour Sobieraj 1. Identify research tips for various steps involved including formulation of a research question, biostatistics for researchers, working with the IRB, obtaining grant funding, and writing a manuscript
2. Provide examples of scholarship of teaching from the classroom setting
3. Provide examples of scholarship from the preceptor’s perspective
Ethical issues in Authorship and Scholarship-1 hour Wick 1. Identify the ICMJE criteria for authorship
2.  Discuss issues related to authorship criteria, student-faculty publications, and duplicate publications
3. Develop personal approaches for handling authorship criteria, author order, student-faculty publications, and duplicate publication cases
Clinical Teaching Venues:
Applying Pedagogy in a Big Wide World- 1.5 hours
White 1. Compare and contrast the roles and responsibilities of full time tenure track and non-tenure track faculty
2. Describe the advantages of being an adjunctive instructor of students and residents
3. Describe how to apply teaching skills to various settings
4. Describe how to gauge feedback aside from student evaluations of teaching
Continuing Professional Development-1 hour Nault 1. Explain the concept of Continuing Professional Development (CPD)
2. Outline the steps involved in the CPD process
3. Prepare an individualized CPD plan
ACPE Continuing Education Standards:  How to plan and deliver an exceptional activity- 1 hour Fitzgerald 1. Describe the ACPE standards for continuing pharmacy education
2. Explain the components of a needs assessment
3. Identify ways to measure outcomes from continuing education
 Teaching Example-1 hour  CE Participant 1. Prepare a presentation using teaching and learning concepts
2. Deliver a presentation using teaching and learning concepts

 

Activity Faculty

Devra Dang, PharmD, BCPS, CDE
Associate Clinical Professor, University of Connecticut, School of Pharmacy, Storrs, CT

Megan Ehret , PharmD, MS, BCPP
Associate Professor, University of Maryland, School of Pharmacy
Baltimore, MD

Jill Fitzgerald, PharmD
Director, Experiential Learning and Continuing Professional Development and Associate Clinical Professor
University of Connecticut, School of Pharmacy, Storrs, CT

Philip Hritcko, PharmD, CACP
Dean, School of Pharmacy
University of Connecticut School of Pharmacy, Storrs, CT

Nathaniel Rickles, PharmD, PhD, BCPP
Associate Professor of Pharmacy Practice
University of Connecticut School of Pharmacy, Storrs, CT

Marissa Salvo, PharmD, BCACP
Associate Clinical Professor Pharmacy Practice,
University of Connecticut School of Pharmacy, Storrs, CT

Teresa Seo, PharmD, BCPS, FASHP
Department of Pharmacy Services
UConn Health – John Dempsey Hospital
Farmington, CT

Diana Sobieraj, PharmD
Assistant Professor, Senior Research Scientist and Program Manager
University of Connecticut School of Pharmacy/Hartford Hospital Evidence-based Practice Center, Hartford, CT

Kathryn Wheeler, PharmD, BCPS
Associate Dean of Academic Affairs
Associate Clinical Professor of Pharmacy Practice
University of Connecticut School of Pharmacy, Storrs, CT   

C. Michael White, PharmD, FCCP, FCP
Department Head and Professor
University of Connecticut School of Pharmacy, Storrs, CT

Jeannette Y. Wick, RPh, MBA
Assistant Director, Office of Pharmacy Professional Development and Visiting Instructor,
University of Connecticut School of Pharmacy, Storrs, CT

Heather Kleven

Joanne Nault

Laura Nolan

 

Faculty Disclosure

In accordance with the Accreditation Council for Pharmacy Education (ACPE) Criteria for Quality and Interpretive Guidelines, The University of Connecticut School of Pharmacy requires that faculty disclose any relationship that the faculty may have with commercial entities whose products or services may be mentioned in the activity.

None of the above listed faculty have actual or potential conflicts of interest associated with this presentation.

Acitivity Fees

General Registration–  $359.00

University of Connecticut Faculty and Adjunct Faculty – Free of charge without continuing education credit; or for $179.50 (50% group discount) continuing education credit.

  • For registration without CE credit:  Contact Joanne Nault  (joanne.nault@uconn.edu) and provide your net ID for access to the learning management system.  For those without a NetID, please contact Judith Vigneau (judith.vigneau@uconn.edu) complete the Adjunct Faculty Appointment Form.pdf and email to Judith Vigneau (judith.vigneau@uconn.edu)
  • For registration with CE credit:  Register using Registration Button above. Once registered a confirmation email with further details will be sent.

Grant Funding

There is no grant funding for this activity.

Requirements for Successful Completion

For those wishing to receive CE Credit and ACPE Teaching Certificate of Achievement:

  •  Complete all of the required online modules and participate in the activities, including an evaluation of each activity within the huskyct system.
  • Prepare and deliver a “teaching experience”
  • Complete and send in the Verification of Participation form found on the HuskyCT site, and submit to Joanne Nault
  • Once all of the activities have been completed, Visit our online CE Center at https://pharmacyce.uconn.edu/login.php and complete the course evaluation to have your CE credits uploaded to the CPE Monitor system

For those wishing to receive UConn School of Pharmacy Teaching Certificate of Completion (no CE Credit):

  • Complete all of the required online modules and participate in the activities
  • Complete the evaluation forms found under each activity on the HuskyCT site
  • Prepare and deliver a “teaching experience”
  • Complete and send in to Joanne Nault the Verification of Participation form found on the HuskyCT site

ACPE logo

The University of Connecticut, School of Pharmacy, is accredited by the Accreditation Council for Pharmacy Education as a provider of continuing pharmacy education. Twenty-eight and one half contact hours (2.85 CEU’s) will be awarded to pharmacists who view the presentations, participate in the activities and complete the evaluations, and deliver their teaching example. Statements of credit for 0009-0000-24-030-H04-P, will be sent to CPE Monitor and can be printed from your CPE Monitor Profile. A Certificate of Achievement will be sent to those who complete all activities, evaluations and submit a complete Verification of Participation Form. Upon successful completion of the optional activities  ACPE UAN 0009-0000-21-035-H04-P,  and ACPE UAN 0009-0000-21-036-H04-P we will award 1.5 contact hours (0.15 CEU’s) and 2.0 contact hours (0.20 CEU’s), respectively.

Initial release date:  July 15, 2024
Planned expiration date:  July 15, 2027

Disclaimer:
The material presented here does not necessarily reflect the views of The University of Connecticut School of Pharmacy or its co-sponsor affiliates. These materials may discuss uses and dosages for therapeutic products, processes, procedures and inferred diagnoses that have not been approved by the United States Food and Drug Administration. A qualified health care professional should be consulted before using any therapeutic product discussed. All readers and continuing education participants should verify all information and data before treating patients or employing any therapies described in this continuing education activity.

UConn Medical Writing Certificate

Emblem saying one of the best writing classes in Reedsy's 2023 class

 

In this comprehensive 30.5 hour CPE credit activity, pharmacists, and pharmacy technicians (and any other interested healthcare providers) will learn the concepts and mechanics of medical writing from continuing education activities to policy writing to medical marketing.  A Practice-based Certificate of Achievement will be awarded to those who have completed the pre-requisites and all phases of this practice-based certificate program 0009-0000-20-076-B04-P and 0009-0000-20-076-B04-T.

Learning Objectives for Pharmacists and Technicians:
At the completion of this activity, the participant will be able to:

• Demonstrate the ability to apply the principles of good writing to common documents used in pharmacy, medicine, regulatory writing

• List specific approaches needed for various types of medical writing

• Write a variety of documents pertaining to medicine and pharmacy, including continuing education activities, slide kits, and scholarly works

• Assemble a portfolio of writing pieces that demonstrate the learner’s areas of expertise

See below to see all of the activities and their  learning objectives

To Register Click on Orange Registration Button above

Activity Learning Objectives Number of Credit Hours
 Introduction to Medical Writing 0
1. Fundamentals of Writing -List the principles of good writing
-Recognize common errors in one’s own and others’ writing
-Apply Plain Language Guidelines
-Analyze writing samples for error, readability, and flow
3
2. References and Libraries -Compare and contrast reference types
-Select appropriate references
-Identify copyright infringement pitfalls and how to avoid them
-Compose AMA citations for common reference types
2
3.  Working with Clients -Describe clients’ typical expectations from medical writers
-List the necessary components in an LOA or contract
-Contrast clients expectations with one’s own strengths and limitations
-Complete an analysis of one’s readiness to pursue medical writing
0.75
4.  Developing Visuals

-Discuss when it may be appropriate to add visual aids into your writing
-List the basic components needed for constructing tables and figures
-Given information, construct a suitable table or figure
1
5. Scholarly Works -Outline the various types of scholarly publications
-Recall the key sections of scholarly manuscripts
-Identify and consult journal specific “Authors’ Guide” throughout the writing process
-Demonstrate ability to effectively peer review a manuscript
 

2

6. Continuing Pharmacy & Medical Education -Discuss the purpose of quality continuing education
-Describe the elements of a good needs assessment proposal to obtain funding for continuing education
-Recognize the medical writer’s role in continuing education development
-Produce a 1200 word document with two learning objectives and three post-test questions that incorporates the principles taught here
 

2

7.  Short Pieces & Educational Materials

-Recall available  educational media platforms
-Select a media platform tailored towards a specific audience
-Describe the essential components of patient education brochures and professional posters
-Evaluate the effectiveness of circulating patient education brochures and professional posters
2
8. Powerful Presentations -Identify the techniques necessary to create engaging presentations
-Demonstrate the ability to construct slide decks and graph inserts properly
-Differentiate high quality presentations from low quality presentations
 

2

9. Communication -Describe informative, succinct, and professional correspondence with attention to protected health information
-Format professional documents of all types
-Recall the elements of a concise invoice
-Dissect customer complaints
 

0.75

10. Research Documents -Identify  the purpose  of the various research documents
-List the different  types of writing styles
-Demonstrate the ability  to reference relevant resources
 

2

11. Regulatory Writing -Describe  the purpose  of regulatory writing and its importance
-Identify regulatory documents  required for target products  at various development stages
-Use regulatory guidance to format and create proper documents
-Define the internal review process
1
12. Medical Marketing of Healthcare Products -List the ways in which writing for medical marketing projects differs from other types of writing
-Recall regulations that govern medical marketing
-Identify requirements that most pharmaceutical companies insist upon
 

1

13. Finding Employment -List three ways to begin a search for medical writing jobs
-Identify companies (or types of companies) that hire medical writers
-Match your interests and abilities to suitable medical writing jobs
 

0.5

14. Policy Writing

-Define Standard Operating Procedure
-Describe the components of the SCP document
-Discuss the format and writing style
0.5
Submission of Writing Example (Final Project) To complete the UConn Medical Writing Certificate Program, participants must produce a final project of approximately 5500 to 6000 word. Each participant will select a final project in collaboration with a UConn Medical Writing Certificate Program faculty member. The participant and the faculty members will select the type of assignment (e.g., needs assessment, continuing education activity homestudy, manuscript for submission to a journal), agree on a formal outline, and establish deadlines for draft and revision submissions. 10

 

Activity Faculty

Kelsey Giara, PharmD
Medical Writer
Pelham, NH

Kelsey Fontneau Maytas, PharmD
CVS Pharmacy Manager
Shelton, CT

Sara Miller, PharmD
CVS Pharmacist
Franklin, MA

Bisni Narayanan, PharmD
Specialty Clinical Pharmacist
Yale New Haven Health
Hamden, CT

Stefanie Nigro, PharmD, BCACP, BC-ADM
Associate Clinical Professor
UConn School of Pharmacy
Storrs, CT

Paul Staffieri, PharmD
Clinical Manager
The Mount Sinai Hospital
New York, NY

Angela Su
PharmD Candidate 2024
University of Connecticut School of Pharmacy
Storrs, CT

Conner Walker, PharmD
Medical Writer
WriteAngle, Inc.
Torrington, CT

Jeannette Y. Wick, RPh, MBA
Director, Office of Pharmacy Professional Development and Visiting Instructor,
University of Connecticut School of Pharmacy, Storrs, CT

 

Faculty Disclosure

In accordance with the Accreditation Council for Pharmacy Education (ACPE) Criteria for Quality and Interpretive Guidelines, The University of Connecticut School of Pharmacy requires that faculty disclose any relationship that the faculty may have with commercial entities whose products or services may be mentioned in the activity.

None of the above listed faculty have a relationship with ineligible companies.

 

Acitivity Fees

General Registration– $1999.00

  • Register above using the Orange Registration Button.  Once registered a confirmation email with further details will be sent

Grant Funding

There is no grant funding for this activity.

Requirements for Successful Completion

For those wishing to receive CE Credit and ACPE Certificate of Achievement:

  • Complete all of the required online modules and participate in the activities, including an evaluation of each activity within the HuskyCT system.
  • Prepare and submit a “writing example”
  • Complete and send in the Verification of Participation form found on the HuskyCT site, and submit to Joanne Nault
  • Once all of the activities are complete, visit our online CE Center at https://pharmacyce.uconn.edu/login.php and complete the course evaluation to have your CE credits uploaded to the CPE Monitor system

    ACPE logoThe University of Connecticut, School of Pharmacy, is accredited by the Accreditation Council for Pharmacy Education as a provider of continuing pharmacy education. Thirty and one half contact hours (3.05 CEU’s) will be awarded to pharmacists and pharmacy technicians who view the presentations, participate in the activities and complete the assignments and evaluations, and deliver their final submission. Statements of credit for ACPE UAN 0009-0000-23-057-B04-P/T will be automatically sent to CPE Monitor and can be printed from your CPE Monitor Profile. A Certificate of Achievement will be sent to those who complete all activities, evaluations and submit a complete Verification of Participation Form.

    Initial release date:  December 1, 2023
    Planned expiration date:  November 30, 2026

    Disclaimer:
    The material presented here does not necessarily reflect the views of The University of Connecticut School of Pharmacy or its co-sponsor affiliates. These materials may discuss uses and dosages for therapeutic products, processes, procedures and inferred diagnoses that have not been approved by the United States Food and Drug Administration. A qualified health care professional should be consulted before using any therapeutic product discussed. All readers and continuing education participants should verify all information and data before treating patients or employing any therapies described in this continuing education activity.

    Teaching Philosophy and Portfolios (Optional)

    Learning Objectives:

    1. Explain the purpose of a teaching philosophy
    2. Describe the components of a philosophy
    3. Discuss the fundamental element of a teaching portfolio
    4. Describe the material from oneself and from others that are contained in a teaching portfolio
      Create a draft teaching portfolio

    Activity Faculty

    Nathaniel Rickles, PharmD, PhD, BCPP
    Associate Professor of Pharmacy Practice
    University of Connecticut School of Pharmacy, Storrs, CT

    Faculty Disclosure

    In accordance with the Accreditation Council for Pharmacy Education (ACPE) Criteria for Quality and Interpretive Guidelines, The University of Connecticut School of Pharmacy requires that faculty disclose any relationship that the faculty may have with commercial entities whose products or services may be mentioned in the activity.

    Dr. Rickles does not have any relationship with an ineligible company.

    Activity Fees

    This activity costs $15

    Grant Funding

    There is no grant funding for this activity.

    Requirements for Successful Completion

    ACPE LogoThe University of Connecticut, School of Pharmacy, is accredited by the Accreditation Council for Pharmacy Education as a provider of continuing pharmacy education. One and one half contact hours (0.15 CEU’s) will be awarded to pharmacists who view the presentation, and pass a post test with a 70% or better.  Statements of credit for 0009-0000-21-035-H04-P, will be sent to CPE Monitor and can be printed from your CPE Monitor Profile.

    Initial release date:  July 15, 2021
    Planned expiration date:  July 15, 2024

    Disclaimer:
    The material presented here does not necessarily reflect the views of The University of Connecticut School of Pharmacy or its co-sponsor affiliates. These materials may discuss uses and dosages for therapeutic products, processes, procedures and inferred diagnoses that have not been approved by the United States Food and Drug Administration. A qualified health care professional should be consulted before using any therapeutic product discussed. All readers and continuing education participants should verify all information and data before treating patients or employing any therapies described in this continuing education activity.

    A Review of Introductory Statistical Concepts (Optional)

    Learning Objectives:

    1. Define a framework for the application of evidence-based medicine to clinical practice List the criteria that contribute to the quality of a trial
    2. Distinguish between categorical and continuous variables and how this impacts outcome assessment in a trial
    3. Interpret descriptive statistics in a given trial
    4. Define, interpret, and calculate a relative risk, odds ratio, relative and absolute risk, and number need to treat
    5. Use a 95% confidence interval to determine clinical and statistical significance
    6. Define type I and type II error and their impact on trial results

    Activity Faculty

    Diana Sobieraj, PharmD
    Assistant Professor, Senior Research Scientist and Program Manager
    University of Connecticut School of Pharmacy/Hartford Hospital Evidence-based Practice Center, Hartford, CT

    Faculty Disclosure

    In accordance with the Accreditation Council for Pharmacy Education (ACPE) Criteria for Quality and Interpretive Guidelines, The University of Connecticut School of Pharmacy requires that faculty disclose any relationship that the faculty may have with commercial entities whose products or services may be mentioned in the activity.

    Dr. Sobieraj has no relationship with an ineligible company.

    Activity Fees

    The fee for this activity is $20

    Grant Funding

    There is no grant funding for this activity.

    Requirements for Successful Completion

    ACPE LogoThe University of Connecticut, School of Pharmacy, is accredited by the Accreditation Council for Pharmacy Education as a provider of continuing pharmacy education. Two contact hours (0.2 CEU’s) will be awarded to pharmacists who view the presentation, pass the post test with a 70% or higher, and complete the evaluation. Statement of credit for 0009-0000-21-036-H04-P will be sent to CPE Monitor and can be printed from your CPE Monitor Profile.

    Initial release date:  July 15, 2021
    Planned expiration date:  July 15, 2024

    Disclaimer:
    The material presented here does not necessarily reflect the views of The University of Connecticut School of Pharmacy or its co-sponsor affiliates. These materials may discuss uses and dosages for therapeutic products, processes, procedures and inferred diagnoses that have not been approved by the United States Food and Drug Administration. A qualified health care professional should be consulted before using any therapeutic product discussed. All readers and continuing education participants should verify all information and data before treating patients or employing any therapies described in this continuing education activity.

    Anticoagulation Traineeship – Certificate Program

    The University of Connecticut School of Pharmacy and The UConn Health Center Outpatient Anticoagulation Clinic have developed 2-day practice-based ACPE certificate continuing education activity for registered pharmacists and nurses who are interested in the clinical management of patients on anticoagulant therapy and/or who are looking to expand their practice to involve patient management of outpatient anticoagulation therapy. This traineeship will provide you with both the clinical and administrative aspects of a pharmacist-managed outpatient anticoagulation clinic. The activity features ample time to individualize your learning experience. A “Certificate of Completion” will be awarded upon successful completion of the traineeship.

    I had a very successful and wonderful learning experience that I will treasure and WILL apply to my practice ASAP” – LKD

    ….this is a great program and I do not have enough good things to say about Dr. Durman and Dr. Bui.  They have amalgamated the art of customer service and patient care and have integrated my traineeship into their routine without any issues. ” – LP

    “.….very comprehensive 2 days. I was able to see a lot!” – MS

    Target Audience

    This certificate program is for registered pharmacists and nurses who are interested in the clinical management of patients on anticoagulant therapy and/or who are looking to expand their practice to involve patient management of outpatient anticoagulation therapy.

    Traineeship Learning Objectives

    At the conclusion of the 2 day traineeship, pharmacists will be able to:

    1. Conduct patients interviews
    2. Evaluate current medications as it relates to anticoagulation therapy
    3. Describe the proper technique for obtaining point-of- care INR testing
    4. Adjust anticoagulant therapy for a patient based on desired outcome
    5. Prepare a patient-specific monitoring plan
    6. Formulate a note for the patient’s chart outlining your assessment and plan
    7. Describe how to bill for services

    Pre-Requisites

    1. All participants must successfully complete the 12-hour online training at pharmacy.uconn.edu/academics/ce/anticoagulation or an equivalent training as approved by the Director of CE and the faculty of the traineeship.
    2. All participants must have a valid pharmacist, MD or nursing license
    3. All participants must provide documentation of current professional liability insurance
    4. All participants must complete the application (below)
    5. A telephone interview will be conducted prior to day 1 to discuss goals and expectations of the A copy of clinic’s policy and procedures will also be forwarded to the participant prior to the visit. Participants are expected to be familiar with the clinic’s policy and point-of-care testing manual.

    Location

    UConn Health Outpatient Services Anticoagulation Clinic
    11 SOUTH ROAD
    FARMINGTON, CT 06030
    Suite 230 MC 6237

    Email your completed application and proof of liability insurance to joanne.nault@uconn.edu. Once received, UConn will contact you with the date of attendance.

    Spring 2025 dates!
    Tuesday and Wednesday – March 25-26, 2025
    Tuesday and Wednesday – April 15-16, 2025
    Monday and Tuesday – April 28-29, 2025
    Wednesday and Thursday – May 14-15, 2025
    Tuesday and Wednesday – June 3-4

     

    Agenda for Traineeship

    Day 1
    8:30-9:00 am Orientation to the clinic and staff, HR forms, review clinic workflow
    9:00 am-12:30 pm Observation of patient interview process, point-of-care testing, dose decision making, and documentation procedures.
    12:30 pm-1:00 pm Lunch
    1:00 pm-3:00 pm Observed patient interviews and documentation
    3:00 pm-3:30 pm Observed telephone patient interviews, and documentation
    3:30 pm-4:30 pm Day 1 review and evaluation
    Day2
    8:30 am-9:00 am Q/A in preparation for day’s work
    9:00 am-12:30 pm Solo telephone patient interviews, and documentation.
    12:30 pm -1:00 pm Lunch
    1:00 pm-1:30 pm Review of morning’s work
    1:30 pm-2:30 pm Solo patient interviews, and documentation.
    2:30 pm-4:30 pm Wrap up Q/A, address individual needs and final evaluation.

    Activity Faculty

    Anuja Rizal, RPh, PharmD, CACP, John Dempsey Hospital Anticoagulation Clinic Coordinator, Farmington, CT

    Elizabeth Biron, PharmD, John Dempsey Hospital Anticoagulation Clinic Pharmacist, Farmington, CT

    Damian Green, Pharmacy Technician, John Dempsey Hospital Anticoagulation Clinic, Farmington, CT

    Faculty Disclosure

    In accordance with the Accreditation Council for Pharmacy Education (ACPE) Criteria for Quality and Interpretive Guidelines, The University of Connecticut School of Pharmacy requires that faculty disclose any relationship that the faculty may have with commercial entities whose products or services may be mentioned in the activity.

    Dr. Rizal does not have anything to disclose.

    Dr. Biron does not have anything to disclose.

    Activity Fees

    Prerequisite Online content: can be found at www.pharmacy.uconn.edu/academics/ce/anticoagulation click on each of the listed activities to register.  If you register for the entire bundle, the pricing is discounted to $140 total rather than approximately $17/credit hour.

    Live  content:  Please see above for available traineeship dates.  These dates are filled on a first come/first serve basis.

    The Registration Fee of $500 includes all costs of the traineeship instruction and printed materials, but does not include the home study pre-requisites.

    APPLICATION

    Please call Joanne at 860-486-2084 with credit card information. Scan and email your completed application to the address below.

    joanne.nault@uconn.edu

    There is no reduced fee for UConn faculty, adjunct faculty,  preceptors or volunteers for this program

    Refunds

    The registration fee, less a $75 processing fee, is refundable for those that cancel their registration more than 14 days prior to your scheduled live program. After that time, no refund is available. Participant substitutions may be made at any time.

      Grant Funding

      There is no grant funding for this activity.

        ACPE logo

        The University of Connecticut, School of Pharmacy, is accredited by the Accreditation Council for Pharmacy Education as a provider of continuing pharmacy education. Sixteen contact hours (1.6 CEU’s)  of practice-based certificate continuing education credit for pharmacists who participate in the traineeship and pass the competency evaluation with at least a “3” in all of the assessment categories. Credit will be automatically uploaded to the CPE Monitor system, and a certificate of completion will be mailed within 4 weeks of traineeship completion. UAN#0009-0000-23-003-L01-P

        Initial release date:  March 16, 2023
        Planned expiration date:  March 16, 2026

        Disclaimer:
        The material presented here does not necessarily reflect the views of The University of Connecticut School of Pharmacy or its co-sponsor affiliates. These materials may discuss uses and dosages for therapeutic products, processes, procedures and inferred diagnoses that have not been approved by the United States Food and Drug Administration. A qualified health care professional should be consulted before using any therapeutic product discussed. All readers and continuing education participants should verify all information and data before treating patients or employing any therapies described in this continuing education activity.

        A Practical Approach to Perioperative Oral Anticoagulation Management 2025

        About this Course

        UConn has developed web-based continuing pharmacy education activities to enhance the practice of pharmacists and assist pharmacists in making sound clinical decisions to affect the outcome of anticoagulation therapy for the patients they serve. There are a total of 17.25 hours of CPE credit available. Successful completion of these 17.25 hours (13 activities) or equivalent training will prepare the pharmacist for the Anticoagulation Traineeship, which described below in the Additional Information Box.

        The activities below are available separately for $17/hr or as a bundle price of $199 for all 13 activities (17.25 hours). These are the pre-requisites for the anticoagulation traineeship. Any pharmacist who wishes to increase their knowledge of anticoagulation may take any of the programs below.

        When you are ready to submit quiz answers, go to the Blue "Take Test/Evaluation" Button.

        Target Audience

        Pharmacists who are interested in making sound clinical decisions to affect the outcome of anticoagulation therapy for the patients they serve.

        This activity is NOT accredited for technicians.

        Pharmacist Learning Objectives

        At the end of this application-based continuing education activity, the learner will be able to:

        • Review current anticoagulation guidelines.
        • Identify patient and procedural characteristics that increase risk of perioperative bleeding or thrombosis.
        • Optimize a patient-specific perioperative anticoagulation plan.
        • Customize a plan to communicate an outpatient perioperative anticoagulation plan to ambulatory patients.

        Release Date

        Released:  07/15/2025
        Expires:  07/15/2028

        Course Fee

        $34

        ACPE UAN

        ACPE #0009-0000-25-046-H01-P

        Session Code

        25AC46-MXT39

        Accreditation Hours

        2.0 hour of CE

        Bundle Options

        If desired, “bundle” pricing can be obtained by registering for the activities in groups. It consists of thirteen anticoagulation activities in our online selection.

        You may register for individual topics at $17/CE Credit Hour, or for the Entire Anticoagulation Pre-requisite Series.

        Pharmacist General Registration for 13 Anticoagulation Pre-requisite activities-(17.25 hours of CE)  $199.00

        In order to attend the 2-day Anticoagulation Traineeship, you must complete all of the Pre-requisite Series or the equivalent.

        Additional Information

        Anticoagulation Traineeship at the University of Connecticut Health Center, Farmington, CT

        The University of Connecticut School of Pharmacy and The UConn Health Center Outpatient Anticoagulation Clinic have developed 2-day practice-based ACPE certificate continuing education activity for registered pharmacists and nurses who are interested in the clinical management of patients on anticoagulant therapy and/or who are looking to expand their practice to involve patient management of outpatient anticoagulation therapy. This traineeship will provide you with both the clinical and administrative aspects of a pharmacist-managed outpatient anticoagulation clinic. The activity features ample time to individualize your learning experience. A “Certificate of Completion” will be awarded upon successful completion of the traineeship.

        More Information About Traineeship

        Accreditation Statement

        ACPE logo

        The University of Connecticut, School of Pharmacy, is accredited by the Accreditation Council for Pharmacy Education as a provider of continuing pharmacy education.  Statements of credit for the online activity ACPE #0009-0000-22-046-H01-P will be awarded when the post test and evaluation have been completed and passed with a 70% or better. Your CE credits will be uploaded to your CPE monitor profile within 2 weeks of completion of the program.

        Grant Funding

        There is no grant funding for this activity.

        Requirements for Successful Completion

        To receive CE Credit go to Blue Button labeled "take Test/Evaluation" at the top of the page.

        Type in your NABP ID, DOB and the session code for the activity.  You were sent the session code in your confirmation email.

        Faculty

        Heather Surerus-Lopez, PharmD, BCACP, CACP
        Certified Clinical Pharmacist, Ambulatory Services
        St. Joseph Medical Center Pharmacy
        Common Spirit Health
        Tacoma, WA

        Faculty Disclosure

        In accordance with the Accreditation Council for Pharmacy Education (ACPE) Criteria for Quality and Interpretive Guidelines, The University of Connecticut School of Pharmacy requires that faculty disclose any relationship that the faculty may have with commercial entities whose products or services may be mentioned in the activity.

        Dr. Surerus-Lopez has no relationships with any ineligible companies and therefore has nothing to disclose.

        Disclaimer

        The material presented here does not necessarily reflect the views of The University of Connecticut School of Pharmacy or its co-sponsor affiliates. These materials may discuss uses and dosages for therapeutic products, processes, procedures and inferred diagnoses that have not been approved by the United States Food and Drug Administration. A qualified health care professional should be consulted before using any therapeutic product discussed. All readers and continuing education participants should verify all information and data before treating patients or employing any therapies described in this continuing education activity.

        Program Content

        ABSTRACT

        Many different guidelines and clinical studies address how to manage anticoagulation around the time of surgeries or procedures. This module’s goal is to help learners pull dry information together and apply it to real-world anticoagulation situations. It discusses terminology, renal function assessment, recent guideline changes, and how to stratify a patient’s periprocedural risk of thrombosis and bleeding. In addition, the module covers anticoagulation during the periprocedural period, potential interactions with over-the-counter products, and communicating the plan with patients and caregivers. It includes practice pearls from an experienced certified anticoagulation provider. Finally, it finishes with a sample case to show learners how to use this information in typical situations in direct patient care.

        LEARNING OBJECTIVES

        After completing this continuing education activity, learners will be able to

        1. Review current anticoagulation guidelines
        2. Identify patient and procedural characteristics that increase risk of perioperative bleeding or thrombosis
        3. Optimize a patient-specific perioperative anticoagulation plan
        4. Customize a plan to communicate an outpatient perioperative anticoagulation plan to ambulatory patients

        Contact Hours: 2.0

        Heather Surerus-Lopez, PharmD, BCACP, CACP has no financial conflicts of interest or relationships to disclose.

        INTRODUCTION

        Appropriate perioperative anticoagulation management is essential for patient safety. Guidelines can be valuable tools for identifying a potential course of action when tailoring perioperative plans for individual patients who take anticoagulants. However, significant gray areas remain. Clinicians must consider individual patient characteristics before finalizing any plan. This module familiarizes learners with the most recent guidelines and demonstrates how to optimize perioperative anticoagulation care for patients.

        Many guidelines about anticoagulation are available. Good clinical practice requires occasional surveillance for changes in the current landscape. Select organizations that periodically release guidelines include the American Society of Hematology (ASH), the American College of Cardiology/American Heart Association (ACC/AHA), and the American College of Chest Physicians (CHEST). This module primarily uses the 2022 Perioperative CHEST Guideline. Please note, guidelines sometimes refer to medications that are used internationally, but this module only discusses medications available in the United States. Additionally, each institution’s protocol or clinician’s opinion may vary from the views presented here.

        Terminology

        "Bridging" refers to using a shorter half-life anticoagulant to act as a "bridge" between pre-procedure and post-procedure maintenance anticoagulation. This action minimizes patients' exposure to subtherapeutic anticoagulation while their maintenance anticoagulation is held for a procedure. Most commonly, this refers to using low molecular weight heparin (LMWH) while warfarin is held.

        Practice Pearl: Patients or providers sometimes incorrectly refer to simply holding an anticoagulant as "bridging."

        “DOAC” refers to the direct oral anticoagulants (the Factor Xa inhibitors rivaroxaban [Xarelto], apixaban [Eliquis], edoxaban [Savaysa], and the Factor IIa inhibitor dabigatran [Pradaxa]). The old term "NOAC" has fallen out of favor as it implies a negative connotation.

        “Glycoprotein IIb-IIIa inhibitor” refers to the antiplatelet agents eptifibatide (Integrilin) and tirofiban (Aggrastat).

        “Low-molecular weight heparin” refers to enoxaparin (Lovenox) and dalteparin (Fragmin).

        “P2Y12 inhibitor” refers to the antiplatelet drugs clopidogrel (Plavix), prasugrel (Effient), ticagrelor (Brilinta), and cangrelor (Kengreal).

        The terms “surgery” and “procedure” are sometimes used interchangeably.

        ESTIMATING RENAL FUNCTION

        Some anticoagulants are renally cleared, so clinicians must be prepared to make dose adjustments for renal impairment. Directly measuring glomerular filtration rate (GFR) is not practical, so formulas that estimate renal function guide treatment decisions. Commonly used formulas use serum creatinine (SCr), height, age, and some form of body weight (in kg) to estimate renal function (discussed in more detail later).

        Renal function formulas assume stable renal function and the results are just estimates, so the anticoagulation team must consider the whole patient when making dosing adjustments. Note that neither the CKD-EPI Creatinine Equation (2021) nor the Cockcroft-Gault formula have been validated for use in children, pregnancy, or patients with low creatinine values.

        The most recent Kidney Disease: Improving Global Outcomes (KDIGO) Guidelines recommend using the CKD-EPI Creatinine Equation (2021) to estimate renal function. This formula takes body habitus (common variations in the shape of the human body, which in turn determines the position of internal viscera) and gender into account and is now widely used.1

        CKD-EPI Creatinine Equation (2021)

        eGFR=142 x min (SCr/k,1) α x max (SCr/k,1)-1.200 x 0.9938Age x1.012 [female]

         

        Female: k = 0.7, α = -0.241; Male: k=0.9, α= -0.302

        “min” =minimum of SCr/k or 1; “max” = the maximum of SCr/k or 1

        Then convert the result to a non-indexed eGFR using BSA as follows:

        BSA (m2) = 0.007184 x (weight in kg) 0.425 x (height in cm) 0.725

         

        Non-indexed eGFR = indexed eGFR x BSA /1.73

        (Result expressed as mL/min/1.73 m2)

         

        Calculators for these equations are available online.

        This formula estimates kidney function more accurately than others, is widely regarded as the current standard of care, and reference laboratories use it. However, the pharmacokinetic studies that lead to U.S. Food and Drug Administration (FDA) approval often use the historical  Cockcroft-Gault (CG) formula instead. Therefore, FDA-approved prescribing information often bases renal dosing adjustments on CG creatinine clearance (CrCl).2

        Cockcroft-Gault Formula (1976)

        CrCl = [((140–age) x (weight in kg))/ (72 x SCr)] x 0.85 (for females)

        The Cockcroft-Gault formula was developed from data collected from white adult males and often yields inaccurate results when applied to the general population. The formula’s developers suggestion for an 85% correction for female gender was not derived from clinical data. They acknowledged its limitations. Its flaws have been extensively discussed.1,3,4 Common patient characteristics that may yield inaccurate results include:

        • Actual weight either below, or more than 30% above, ideal body weight (IBW)
        • Edema
        • Frailty
        • Height under 60"
        • Hydration status
        • Low muscle mass

        Special Populations

        Unfortunately, choosing an appropriate measure of body weight to use in CG is not always as simple as having the patient step on the scale. Table 1 describes how clinicians use different representations of body weights in different circumstances.

        Table 1. Choosing a Measure of Body Weight for Use in Cockcroft-Gault
        Representation of Body Weight Patient Population
        Actual body weight (ABW) Underweight, and all patients using rivaroxaban
        Ideal body weight (IBW) Between IBW and 30% overweight
        Adjusted body weight (AdjBW0.4) More than 30% overweight

         

        Adjusting Weight for Obesity

        The literature suggests adjusting body weight for obesity (body weight greater than 30% over ideal body weight). The adjusted weight is calculated using the following formula, and the result is used in the CG formula.5

        IBW (male) = 50 + (2.3 x (height minus 60 inches))

        IBW (female) = 45.5 + (2.3 x (height minus 60 inches))

        AdjBW0.4 = IBW + 0.4 (ABW - IBW)

        Practice Pearl: Note that the rivaroxaban prescribing information specifically calls for using Actual Body Weight when calculating CrCl.6

        Adjusting Weight for Amputations

        Currently, no validated method is available to estimate renal function in patients who are amputees. One possible method is to estimate the ideal body weight before the amputation, subtracting an approximation of what that limb might have weighed (see Table 2), then using the adjusted weight in the formula above. Alternatively, clinicians can use an online calculator such as https://clincalc.com/kinetics/ebwl.aspx.7

        Table 2. Estimating Body Weight Lost from Amputations8
        Body Section Specific Location Percent of Total Weight
        Lower body Foot 1.5%
        Calf and foot 5.9%
        Entire lower extremity 16%
        Upper body Hand 0.7%
        Forearm and hand 2.3%
        Entire upper extremity 5%

         

        Transgender Patients

        Hormonal therapy influences lean body mass and should be considered when estimating renal function in transgender patients. For transgender patients who have completed at least six months of hormone therapy, the team should calculate CrCl using their gender identity, not their sex assigned at birth.9

        PAUSE AND PONDER: In what situations should heparin be used to protect the patient from thrombosis while oral anticoagulants are held for surgery?

        CHEST GUIDELINE

        CHEST released an updated Clinical Practice Guideline for the Perioperative Management of Antithrombotic Therapy in 2022.10 The new more user-friendly guideline replaces the 2012 version.11 It provides guidance for elective procedures that are not urgent only. The 2022 version provides more comprehensive and detailed guidance on the perioperative use of DOACs, antiplatelet medications, and heparin bridging. It also includes more specific guidance on perioperative risk of thrombosis and bleeding.

        Many CHEST Guideline recommendations are presented as being supported by either "Low" or "Very Low" Certainty of Evidence. For these, individual patient characteristics and clinical judgment become more important when determining a plan of action. The main body of the text sometimes describes specific considerations for different patient populations.

        The CHEST Guideline only makes two strong recommendations, both regarding warfarin10:

        • Prescribers should not bridge patients using warfarin with LMWH when atrial fibrillation (AF) is the sole indication.
        • Warfarin should be continued, not held, for ICD or pacemaker placement if the international normalized ratio (INR) is less than 3.0.

        It makes several other important recommendations10:

        • Warfarin patients at high risk of venous thromboembolism (VTE) should be bridged with heparin.
        • Avoid heparin bridging for patients who take DOACs.
        • Avoid heparin bridging for warfarin patients with minimal to moderate risk of VTE with the following:
          1. Mechanical heart valves
          2. VTE as the only risk factor (post-procedure low-dose heparin may be used)
          3. A colonoscopy with polypectomy
        • Avoid adjusting
          1. LMWH or DOAC dosing to anti-Xa levels
          2. Antiplatelet medications based on antiplatelet testing
        • Discontinue apixaban, dabigatran, edoxaban, and rivaroxaban before procedures.
        • Continue aspirin (ASA) for patients having non-cardiac surgery.
        • Patients who take ASA and have coronary artery bypass graft (CABG) scheduled should continue ASA.
        • Patients who take dual antiplatelet therapy (DAPT) who had a coronary artery stent placed six to 2 weeks ago should either continue both antiplatelet agents or should hold one of them seven to 10 days pre-procedure.
        • DAPT patients who had a coronary artery stent placed three to 12 months ago, and patients who are having CABG surgery, should hold their P2Y12 inhibitor (clopidogrel, prasugrel, ticagrelor, or cangrelor).
        • Do not use glycoprotein IIb-IIIa inhibitors (eptifibatide, tirofiban) or cangrelor to bridge antiplatelet patients.
        • When holding a DOAC, continue holding until at least 24 hours post-procedure, as restarting sooner can increase bleeding risk.
        • Patients with an INR above 1.5 up to two days before the procedure should not receive vitamin K as this can delay return to full therapeutic INR post-procedure.
        • Continue warfarin for dental procedures.
          1. Exceptions: Hold warfarin if the patient has poor gingival condition or is expected to bleed profusely. Consider patient history, e.g., methamphetamine abuse.
          2. Tranexamic acid and additional sutures can be used to limit bleeding.
        • Continue warfarin for minor dermatologic procedures.
          1. Exceptions: Hold warfarin if the patient is having a skin graft or expected to bleed profusely.
        • Continue warfarin for minor ophthalmologic procedures.
          1. Exceptions: Retinal surgery or any time retrobulbar anesthesia is used

        Practice Pearl: It can be challenging to find information that applies to a highly specific patient population in a dry document like a CHEST Guideline. This is an optional exercise: Under what heading in the CHEST Guideline does it describe specific patient characteristics that may make you inclined to hold an anticoagulant or antiplatelet drug for a dental extraction?

        1. Assessing Perioperative Risk for Surgery/Procedure Related Bleeding
        2. Summary of Key Recommendations
        3. Patients Having a Minor Dental, Dermatologic, or Ophthalmologic Procedure

        Table 3 summarizes CHEST Guideline recommendations for how long to hold an anticoagulant before a procedure and when to resume it after a procedure.10

        Table 3. Recommended Perioperative Anticoagulant Holding Times10
        Anticoagulant Procedure Bleed

        Risk

        How Long to Hold Before Procedure When to Resume Post-Procedure Post-Procedure Notes
        Warfarin - 5-6 days Within 24 hours -
        IV UFH (therapeutic dose) - At least 4 hours At least 24 hours No bolus. Target a lower aPTT.
        LMWH Low-mod. Half the total daily dose in AM, 24 hours prior At least 24 hours -
        High 24 hours At least 48-72 hours If needed, low-dose LMWH may be used for the first 2-3 days.
        Apixaban Low-mod. 1 day All DOACs:

         

        At least 24 hours post procedure after low-mod. risk

         

        At least 48-72 hours after high risk

        High 2 days
        Dabigatran Low-mod.,

        CrCl at least 50 mL/min

        1 day
        Low-mod., CrCl less than 50 mL/min 2 days
        High risk, CrCl at least 50 mL/min 2 days
        High risk, CrCl less than 50 mL/min 4 days
        Edoxaban Low-mod. 1 day
        High risk 2 days
        Rivaroxaban Low-mod. 1 day
        High risk 2 days
        ASA - At least 7 days* *Evaluate whether antiplatelet agents need to be held at all on a case-by-case basis.
        Clopidogrel - At least 5 days*
        Ticagrelor - 3-5 days*
        Prasugrel - 7 days*

         

        PAUSE AND PONDER; How do clinicians decide who is at high enough risk of thromboembolism to interrupt anticoagulation for a surgery or procedure or to warrant the additional bleeding risk of LMWH during a warfarin bridge?

        PATIENT-SPECIFIC PERIOPERATIVE ANTICOAGULATION PLAN

        Overview

        Step 1: Begin by collecting basic information:

        • What procedure or surgery is happening, and when?
        • Which anticoagulant is the patient using?
        • What herbal and vitamin supplements are the patient currently taking?
        • What is the patient's medical history and allergies? Are there any recent updates from either inside or outside your healthcare system?
        • Does the patient have a history of heparin-induced thrombocytopenia (HIT), severe bleeding such as SDH, thrombosis, or other complications during a historical perioperative period?
        • Do you need to update the patient's weight or lab work?

        Step 2: Communicate with other healthcare team members involved in this patient's care.

        Step 3: Assess risks and prepare the perioperative plan.

        • Assess the risk of thrombosis. Is holding the anticoagulant really necessary? How long? Is bridging required?
        • Assess the risk of procedure-related bleeding.
        • Calculate renal function and Child-Pugh score if applicable.
        • Obtain or place orders as necessary following the institution's protocol.
        • Review plan for feasibility and accuracy. Examples of potential errors include
          1. Bridging warfarin patients in end stage renal disease (ESRD) with therapeutic-dose LMWH
          2. Bridging DOAC patients with LMWH
          3. Holding warfarin for 5 days without LMWH bridging in mechanical mitral valve replacement (MVR) patient with antiphospholipid syndrome (APS), a history of VTE, with low bleeding risk
          4. Holding warfarin 7 days before a single dental extraction in patients with paroxysmal AF
          5. Holding warfarin 1 day before spinal surgery

        Step 4: Educate the patient and/or caregiver.

        A written plan can facilitate adherence and communication between team members and the patient, especially if the plan is complicated. Clinicians who review the plan verbally with patients can evaluate feedback and clarify questions instantly. If applicable, patient education should cover subcutaneous injection technique and sharps disposal. Confirm that patients and caregivers understand the plan using the teach-back technique and spot-checks. A critical element is review of the signs of bleeding or thrombosis, so the patient knows when to call 911.

        Practice Pearl: The electronic health record (EHR) often contains errors or omissions. Reviewing medication and problem lists with patients may identify medication that was removed discontinued (sometimes years ago!). Sometimes, patient do too much yard work and injure a knee; they start ibuprofen without notifying their healthcare provider. Perhaps they visited London and didn’t tell their provider about the pulmonary embolism they developed on the flight, or the fact that they are now using rivaroxaban. They may have been hiking in the Grand Canyon when they had a myocardial infarction and didn’t think to mention they are now using clopidogrel and aspirin. Clinicians will not know unless they ask.

        OVER-THE-COUNTER (OTC) PRODUCTS

        Many foods and OTC products can increase bleeding risk and should be held in the perioperative period. Table 4 shows a sample of interactions between foods/supplements and selected anticoagulants. For example, using cannabidiol (CBD) with apixaban can increase the patient's bleeding risk; if patients who have a high bleeding risk procedure restart apixaban and CBD after the procedure, bleeding risk will be high during that time. Cannabis is widely used. It is primarily metabolized by the liver, but about a fifth is renally eliminated. It inhibits CYP450 enzymes, including 3A4, 2D6, 2C9, and 2C19. In addition to its potential interactions with anticoagulants, it can also prolong sedation and increase the risk of myocardial ischemia. Patients with cannabis use disorder can experience increased perioperative morbidity and mortality.12,13,14

        Some supplements and foods have intrinsic anticoagulant or antiplatelet properties and can increase the bleeding risk even wihout a CYP450 or P-glycoprotein interaction. St. John’s Wort can increase risk of thrombosis when used with apixaban, dabigatran, rivaroxaban, and warfarin; it induces CYP3A4 and P-glycoprotein. When in doubt, it is generally best to err on the side of caution and hold all patient-initiated supplements in the perioperative period.

        Practice Pearl: Surgeons often require tobacco cessation before scheduling surgery. This can increase warfarin sensitivity through a CYP1A2 interaction.

        Table 4. Interactions Between OTCs and Common Anticoagulants15,16,17,18,19
        OTC Product Possible Intrinsic Antiplatelet Activity Possible Intrinsic Anticoagulant Activity Apixaban ASA Clopidogrel Enoxaparin Dabigatran Rivaroxaban Warfarin
        Aspirin x   x x x x x x x
        Alpha-lipoic acid x   x x x x x x x
        Berberine x   x x x x x x x
        Black seed x x x x x x x x x
        Cannabidiol     x   x     x x
        Chamomile     x   x     x x
        Cocoa x   x x x x x x x
        Danshen x x x x x x x x x
        Dong quai x   x x x x x x x
        Echinacea     x   x     x x
        Eucalyptus     x   x     x x
        Feverfew x   x x x x x x x
        Garcinia cambogia x   x x x x x x x
        Garlic x   x x x x x x x
        Ginger x   x x x x x x x
        Gingko biloba x   x x x x x x x
        Ginseng (American)                 x
        Ginseng (Panax)     x x x x x x x
        Grapefruit     x   x     x x
        Ibuprofen*     x x x x x x x
        Jackfruit   x x x x x x x x
        Lime     x   x     x x
        Melatonin   x x x x x x x x
        Naproxen*     x x x x x x x
        Turmeric x   x x x x x x x
        Vitamin E x x x x x x x x x
        Yerba mate x   x x x x x x x

        * Ibuprofen and naproxen may block antiplatelet effect of ASA.

        <<end Table 4>>

        PERIOPERATIVE RISK ASSESSMENT

        The following risk stratification methods are general guides, not absolute rules. Pharmacists must consider the whole patient and use good clinical judgement. Caution and prioritizing patient safety are always prudent.

        Risk of Thrombosis

        Certain patient characteristics increase a patient’s risk of thrombosis during a procedure. The CHEST Guideline presents three main risk categories: AF, VTE, and mechanical heart valves. When a patient has an elevated risk score in multiple categories, the team should use the highest value for stratification purposes. For example, if a patient has a CHA2DS2VASc score of 2 and antiphospholipid antibodies, classify the patient as high risk of thrombosis.

        Atrial Fibrillation

        The CHADS2 and CHA2DS2VASc scoring formulas classify patients with AF as having a high, medium, or low risk of stroke as described in Table 5. the CHEST Guideline references both:

        • CHADS2: Add one point for each of the following conditions: congestive heart failure (CHF), hypertension, age at least 75 years, and diabetes; add two points for a history of Stroke/TIA.
        • CHA2DS2VASc: Add one point for each of the following conditions: CHF, hypertension, diabetes, vascular disease (myocardial infarction, peripheral artery disease, aortic plaque), age 65-74 years, and sex category of female; add two points each for age at least 75 years and history of cerebrovascular accident (CVA)/TIA/thromboembolism.

        CHA2DS2VASc identifies low-risk patients more accurately and classifies fewer patients as moderate risk.20

        Table 5. Risk of Thrombosis Secondary to Atrial Fibrillation10
        High Moderate Low
        CHADS2: 5-6

        CHA2DS2VASc: at least 7

        CVA/TIA in the past 3 months

        Rheumatic valvular heart disease

        CHADS2: 3-4

        CHA2DS2VASc: 5-6

         

        CHADS2: 0-2 (no CVA/TIA)

        CHA2DS2VASc: 1-4

         

        Source: Adapted from reference 10 p.e212.

        Venous Thromboembolism

        Table 6. Risk of Thrombosis Secondary to Hypercoagulable States.
        High Risk Moderate Risk Low Risk
        VTE within the past 3 months

        Protein C or S deficiency

        Antithrombin deficiency

        Homozygous Factor V Leiden

        Homozygous gene G20210A mutation

        Antiphospholipid antibodies

        Active brain, gastric, pancreatic, or esophageal cancer

        Myeloproliferative disorders

        VTE 3-12 months prior

        Recurrent VTE

        Heterozygous Factor V Leiden

        Heterozygous gene G20210A mutation

        Active or recent malignancy

        VTE more than 12 months prior

        Mechanical Heart Valves

        Table 7. Risk of Thrombosis Secondary to Mechanical Heart Valves10
        High Risk Moderate Risk Low Risk
        MVR + major risk factor(s)*

        Caged-ball, tilting-disc AVR/MVR

        CVA/TIA within the past 3 months

        MVR without major risk factors*

        AVR (bileaflet) with major risk factors

        AVR (bileaflet) without major risk factors*

        *Major risk factors for CVA: History of AF, CVA/TIA during previous anticoagulation hold, rheumatic heart disease, valve thrombosis, HTN, diabetes, CHF, age 75 or greater.

        Bleeding Risk

        Some patients develop serious bleeding during or after a procedure, so risk assessment is critical. The literature describes several different bleeding-risk scoring systems, including HAS‐BLED, HEMORR2HAGES, ORBIT‐AF, ATRIA, and GARFIELD‐AF. In short, while these tools can help identify potentially high-bleeding-risk patients, their accuracy varies depending on the patient population studied.21,22 The CHEST Guideline includes empiric classification guidance.10

        High

        Generally, surgeries and procedures performed on highly vascularized organs, that cause extensive tissue damage, or are spinal-invasive are considered high risk. Anticoagulants should be held long enough to reverse their effects. Examples include

        • Cancer
        • Cardiac
        • Colonic polyp or bowel resection
        • Epidural injections
        • Gastrointestinal
        • Kidney
        • Major orthopedic
        • Major thoracic
        • Neuraxial interventions
        • Reconstructive plastic
        • TURP
        • Urologic

        Low to Moderate

        These surgeries are considered low to moderate bleeding risk surgeries and procedures, regardless of whether biopsies are performed. Anticoagulants can be held for less time during the perioperative period.

        • Arthroscopy
        • Bronchoscopy
        • Colonoscopy
        • Coronary angiography, femoral approach
        • Foot, hand
        • GI endoscopy
        • Hemorrhoidal surgery
        • Hysterectomy
        • Laparoscopic cholecystectomy
        • Lymph node biopsies

        Minimal

        Many patients can remain fully anticoagulated for minimal bleeding risk procedures, although it would be reasonable to consider holding a DOAC on the day of the procedure. In certain circumstances, such as a dental extraction in a patient who has poor gingival health, it may be reasonable to hold anticoagulation before a minimal bleed risk procedure.

        • Cataract procedures
        • Coronary angiography, radial approach
        • Minor dental procedures, including extraction(s)
        • Minor dermatologic procedures, including excision of skin cancers
        • Pacemaker or ICD placement

        DIRECT ORAL ANTICOAGULANTS

        Since heparin bridging is not used for patients who use DOACs, these instructions are simple. Clinicians should provide patients with instructions to hold their DOAC on specific dates. However, they need to know the audience! For some patients, verbal communication suffices. In this case, the best practice would be to ask the patient to repeat the instructions to confirm understanding. Other patients find it more helpful to have written instructions, especially those who have caregivers. For patients who live in assisted living facilities that manage their medications, pharmacists can do two things: (1) review the instructions with the patient for their own knowledge and (2) provide instructions directly to the facility.

        DOACs only take a few hours to become fully effective. Ask the patient to check with the surgeon after the procedure is complete to make sure it’s safe to restart the DOAC.23

        WARFARIN

        Patients’ responses to warfarin vary greatly and cannot be understated. Warfarin’s half-life is 20 to 60 hours and varies significantly from patient to patient. Warfarin ultimately inhibits activation of clotting factors II, VII, IX, and X, and it also affects the natural anticoagulants protein C and S. Table 8 compares these factors’ half-lives and reveals that they are not necessarily pivoting in concert while warfarin doses are being adjusted.

        Table 8. Half-lives of Clotting Factors Relevant to Warfarin Use
        Factor Half-life (hours)
        II 42-72
        VII 4-6
        IX 21-30
        X 27-48
        Protein C 8
        Protein S 60

        Source: Adapted from 24 p. 20.

        Many factors affect a patient's response to a warfarin dose. These include interactions with diet, direct medication interactions, pharmacodynamic interactions, liver function, edema status, and many more. Surgery and hospitalization commonly cause physical stress and decrease appetite; both increase warfarin sensitivity. The patient's history can be invaluable when determining post-procedure doses but caution is warranted. Even if the patient had a similar warfarin holding situation in the past available for comparison, they may respond differently this time.

        It can take three to seven days (or more) to see the effect of warfarin dosing changes on the INR. Therefore, patients usually resume warfarin on the evening after a procedure is completed. It can take weeks for INR to stabilize after major surgery. This is when shorter-acting LMWH and unfractionated heparin (UFH) become useful.

        Heparin Bridging During Warfarin Interruption

        Unless otherwise specified, when the CHEST Guideline mentions "heparin bridging," it specifically refers to using a therapeutic-dose LMWH such as enoxaparin 1 mg/kg twice daily or 1.5 mg/kg daily, dalteparin 100 international units/kg BID or 200 international units/kg daily, or full-dose UFH to achieve target aPTT of 1.5-2x the control, or a target anti-Xa level of 0.35-0.70 international units/mL. Lower prophylactic/intermediate doses may be used in certain circumstances.10 Clinicians need to calculate renal function before finalizing a dose. If a patient with ESRD needs to bridge for a procedure, it is best to use IV UFH inpatient bridging rather than LMWH.

        Practice Pearl: It may be difficult for patients who are underweight (with little subcutaneous fat) or who have had major surgery (scarring or local trauma) to find suitable sites for subcutaneous injections.

        Practice Pearl: It can be challenging to determine an appropriate therapeutic dose of LMWH for patients with BMI exceeding 40 kg/m2, especially in the outpatient setting, where monitoring anti-Xa levels would be more challenging. Whether or not to cap the dose at some amount lower than 1 mg/kg twice daily is a controversial topic.25,14

        Practice Pearl: Procedures that require LMWH bridging and are scheduled without much notice can cause logistical challenges for patients. Questions to consider include

        • When does the patient need to start using LMWH?
        • Does the pharmacy have it in stock?
        • If not, how long will it take them to order it?
        • Will the patient be able to afford the copay?

        Practice Pearl: Significant drops in hemoglobin, hematocrit, or platelets after a surgery or procedure can be the first warning sign of severe post-operative bleeding.

        Heparin-Induced Thrombocytopenia

        Heparin-induced thrombocytopenia (HIT) is a potentially life-threatening condition that is a possible reaction to heparin. The ASH Guideline suggests monitoring for drops in platelet count for patients who are considered to have moderate or high risk of HIT, including patients using UFH and patients using LMWH after major surgery or trauma. In these cases, the guideline recommends monitoring platelet count every two to three days until heparin is discontinued.26

        Example Warfarin Bridge Plan

        Oliver is a 52-year-old male patient with a MVR, antiphospholipid antibodies, and a history of CVA. He has a colonoscopy scheduled next month. Lab work done 9 months ago was largely unremarkable, except his platelets were 30 points below the minimum EHR reference range (unknown etiology). His medication list includes warfarin 5 mg daily, lisinopril 20 mg daily, and aspirin 81 mg daily. He said he does not use supplements. His INR has been stable and therapeutic for the past two months. He has had no other procedures in the past year. Repeat bloodwork indicates his platelets are now within normal limits. He will return home the same day as the procedure.

        Vitals: Weight 174 lb, BP 135/82 mmHg. CrCl 65 mL/min.

        Your institution's protocol indicates he should bridge with therapeutic dose enoxaparin for this procedure, and you have whatever approvals you need to proceed. You send a prescription for 80 mg enoxaparin syringes #20 to his local pharmacy, to be used twice daily as instructed in Table 9. Since his procedure is still a month away, his pharmacy has time to order the enoxaparin if necessary.

        Table 9. Example Patient Instructions for Perioperative Anticoagulation
        Month Day Day of Week Warfarin Dose Injectable Anticoagulant: 80 mg Enoxaparin
        Apr 17 Thursday Last dose: 5 mg None
        Apr 18 Friday None None
        Apr 19 Saturday None None
        Apr 20 Sunday None Begin enoxaparin injections under the skin every 12 hours, starting this morning
        Apr 21 Monday None Continue enoxaparin injections every 12 hours
        Apr 22 Tuesday None Continue enoxaparin injections, just once today, with the last dose at least 24 hours before the procedure
        Apr 23 *Procedure* Wednesday If the surgeon approves, restart after procedure is complete with 7.5 mg None
        Apr 24 Thursday 7.5 mg If the surgeon approves, restart enoxaparin injections, just once today, starting 24 hours after procedure is complete
        Apr 25 Friday 5 mg Continue enoxaparin injections every 12 hours
        Apr 26 Saturday 5 mg Continue enoxaparin injections every 12 hours
        Apr 27 Sunday 5 mg Continue enoxaparin injections every 12 hours
        Apr 28 Monday Further instructions are to be provided at today's appointment Continue enoxaparin injections, but please wait until after this morning's visit before using enoxaparin today to allow for fingerstick INR
        Please continue injections until the Anticoagulation Clinic asks you to stop. Your next appointment is 4/28/25. On days when you are scheduled for a post-procedure INR check, please hold your morning injection until after your morning appointment. If you will be doing errands after your visit, please bring a syringe with you to stay on schedule with your injections.

        PAUSE AND PONDER: How would you provide instructions to the patient in a way that they both understand and are willing and able to follow?

        COMMUNICATION TECHNIQUES

        Practice Pearl: Use active listening, reflective statements, and motivational interviewing techniques to ensure patients know you hear their concerns and are comfortable asking questions.

        In the ambulatory setting, the patient must fully understand and accept the perioperative plan to minimize the risk of harm. Patients may not follow through if they think the team doesn’t care about their concerns. Consider Emma, who has been your patient for several years. She arrives at the clinic irritated and you do not know why. You try to make small talk with her, but she snaps, “Just get on with the visit.” You do not know this yet, but her mother was just diagnosed with metastatic colon cancer and is considering foregoing treatment and entering hospice care.

        Emma is here today to review perioperative instructions for her upcoming colonoscopy. She has had precancerous polyps removed in the past and has recently developed a small amount of hematochezia (presence of fresh [bright red] blood in stools). Emma was not expecting to have to bridge for her colonoscopy because she didn’t bridge for the last one. She recently established care with a new provider who is more concerned about her risk of thrombosis than her last one was.

        She is expecting to hold her warfarin five days prior to her procedure and restart it the same evening, but then you show her a detailed calendar of instructions and begin reviewing them. She becomes increasingly disengaged and even a little tearful and refuses to follow the plan. She says, “Forget it. I am cancelling the colonoscopy.”

        The sooner you identify a bad situation developing, the easier it is to avert it. The patient's body language is a signal to address concerns immediately. The moment Emma crossed her arms across her chest and looked away was your cue to stop and attempt to determine the problem. If she shares her concern about her mother’s recent diagnosis and her concerns about her own health, use a reflective statement (summarize and repeat the problem back to her). Don’t judge, contradict, or redirect her. Demonstrate you are really listening to her and trying to understand her concerns. She will probably uncross her arms and make eye contact with you again.

        At an appropriate time, gently guide the discussion back to the reason she is here. You might say something like, "Thank you for sharing your concerns. I hear that you are feeling very stressed right now. You only want the best for your mother, and this news is devastating. You’re worried about what the doctor will find in your own colonoscopy. And I went right into all these details about a complicated, unexpected bridge plan. I would feel anxious myself if I were you. I want you to know that you are always in control of your own healthcare. You get to decide for yourself if you want to proceed, if and when you are ready. If it turned out that you have another polyp, would you want to have the opportunity to have it removed?"

        While you are having this discussion, it is important to remain attentive and welcome her to interrupt you with new information or questions or concerns as they come up. Emma agrees to proceed, and you review the instructions with her. After presenting the plan, ask her to explain to you what she will be doing at each step of the process to confirm understanding. This is called a “teach-back technique.”

        Practice Pearl: Use teach-back techniques and spot-checking to ensure understanding.

        Language Barriers and Hearing Impairment

        Practice Pearl: Use only qualified interpreters when communicating complicated instructions to patients who do not share your native language. Use alternate communication methods as needed for deaf or hard-of-hearing patients.

        Patients may find it more difficult to understand instructions that contain slang or medical jargon. Sometimes, patients nod to indicate they understand what you are saying, even when they do not, to be polite or to avoid social discomfort. When using interpreters, make eye contact with and speak directly to the patient, not the interpreter. Speaking louder will not improve understanding when the obstacle is a language barrier. Patients with hearing impairment may benefit from careful enunciation, especially of consonants. They may also lip-read, even if they do not realize they are doing it. This can be challenging in situations when masking is required.

        Practice Pearl: In the United States, the format frequently used to describe dates is month-day-year; however, other countries use day-month-year. To minimize confusion, provide written dates with the month shown as a word instead of a number, e.g., “August 3” instead of “8-3.”

        Cognitive Impairment

        Practice Pearl: Be prepared to repeat your instructions as often as needed to ensure understanding.

        Cognitive impairment occurs across a broad spectrum that can make it challenging for patients to understand and/or follow detailed instructions.27 Some patients may need to review the material with you several times. Other patients may bring a caregiver or friend to help them think of questions to ask and to remember their instructions. Some patients cannot take their medication on their own; in this case, it is essential to provide education to a caregiver who can help them navigate the process. If caregivers accompanies a patient to an appointment, acknowledge their presence and include them in the discussion. They may have relevant questions, concerns, or valuable feedback.27

        The following resources provide more tips on patient communication:

        https://www.cds.udel.edu/wp-content/uploads/2017/02/effective-communication.pdf

        https://store.jointcommissioninternational.org/assets/3/7/jci-wp-communicating-clearly-final_(1).pdf

        Vision Impairment and Tremor or Arthritis

        Practice Pearl: Round a dose to the nearest commercially available dose instead of strict weight-based dosing.

        The more complicated or physically challenging the perioperative instructions are, the greater the risk of dosing errors. For example, enoxaparin syringes are graduated but the small markings challenge patients with vision impairment. Additionally, tasks requiring fine motor skills, such as removing a tiny amount of liquid from a syringe or even administering an injection, may be difficult or impossible for patients with tremors or arthritis. Dose rounding to the nearest commercially available strength can help with this.

        Enoxaparin comes in the following prefilled syringe doses: 30, 40, 60, 80, 100, 120, 150 mg.28

        Common Patient Misconceptions

        Practice Pearl: To prevent patient misunderstandings, explain the independent roles of warfarin and LMWH in the bridge and why both are used simultaneously.

        Sometimes, patients misunderstand the role of warfarin and LMWH in the bridging process, even when they have detailed written instructions. They may not resume LMWH post-procedure because they think their INR will return to their therapeutic range immediately after restarting warfarin. They may not resume warfarin post-procedure because they believe the LMWH increases their INR. You can prevent these kinds of misunderstandings by providing a basic explanation of the independent roles of warfarin and LMWH in the bridge, and why they will be using both at the same time post-procedure.

        Practice Pearl: Ask patients to "hold" the anticoagulant on specific dates (and resume it on specific dates). Do not use the term "stop." If you tell patients to stop their warfarin on Tuesday, they might take that to mean you want them to take their last dose of warfarin on Tuesday, never resume it.

        Revisions Due to Unexpected Developments

        Clinicians involved in anticoagulation must remain flexible and prepared to adapt to an evolving situation after a patient’s surgery or procedure. Some common examples of periprocedural situations that may warrant closer monitoring post-procedure include

        • Bleeding may delay the resumption of anticoagulation post-procedure.
        • NSAIDs prescribed for pain control on discharge can increase bleeding risk.
        • Vitamin K reversal increases warfarin dosing requirements post-procedure.
        • Reduced appetite or food intake post-procedure may reduce rivaroxaban absorption or increased warfarin sensitivity.
        • Bariatric surgery can have unpredictable effects on warfarin dosing requirements. Although patients are eating less, they may have initiated supplements that contain more vitamin K than they consumed pre-procedure.
        • Dental procedures can temporarily decrease food intake; however, some dentists ask patients to use protein shakes (many of which contain vitamin K) post-procedure.
        • Tobacco cessation affects warfarin levels
        • Changes in kidney or liver function may affect medication clearance.

        CONCLUSION

        Assembling a perioperative plan for a patient is complicated. Using the information and practice pearls provided in this activity couple with shared decision-making motivates patients to stay on track with the plan.

         

         

         

        Program Handouts

        Post Test

        View Questions for Perioperative Management of Warfarin Interruption

        1. Which of the following patients should be bridged for a hip replacement surgery?
        a. A 46-year-old male who uses a DOAC for atrial fibrillation
        b. A 38-year-old female who uses warfarin for heterozygous Factor V Leiden mutation
        c. A 42-year-old male who uses warfarin for Protein S deficiency

        2. Which of the following surgeries carries the highest risk of perioperative bleeding?
        a. Colonic polyp resection
        b. Hemorrhoidal surgery
        c. Hysterectomy

        3. Which of the following patients has the highest risk of perioperative thromboembolism, assuming all medical conditions are listed?
        a. A 34-year-old female with antiphospholipid antibodies
        b. A 75-year-old female with atrial fibrillation and aortic plaque
        c. A 65-year-old male with atrial fibrillation, history of stroke, and hypertension

        4. A 26-year-old Ukrainian patient who does not speak English comes to your clinic to review perioperative instructions for a laparoscopic cholecystectomy next week. His only other medical condition is asthma. You have arranged for a professional interpreter to attend today’s visit. While using the interpreter, which of the following will help the patient understand your instructions?
        a. Increasing your voice’s volume so he can hear what you are saying
        b. Making eye contact and speaking directly to the patient
        c. Using medical jargon and using highly technical terms

        For the next two questions, consider the following patient case:
        Evelyn is a 50-year-old female patient with an MVR, diabetes, protein C deficiency, Crohn’s disease, and hypertension. She has a bowel resection scheduled. Her current medications include warfarin, metformin, losartan, aspirin 81 mg, and prednisone. She also uses a daily multivitamin and alpha lipoic acid.

        5. Which of the following perioperative plans would be most appropriate?
        a. Hold both warfarin and ASA for seven days before the surgery, bridge with therapeutic dose LMWH, with the last pre-surgery LMWH dose, at half the total daily dose, 48 hours before the surgery and restarting LMWH 24 hours after the procedure if hemostasis is achieved. Continue ASA and alpha lipoic acid for the surgery.
        b. Hold warfarin for five days before the resection and restart warfarin the evening of the surgery with no LMWH bridging if hemostasis is achieved. Hold the aspirin and alpha lipoic acid starting the week before until at least a week after the surgery.
        c. Hold warfarin for five days before the surgery, bridge with therapeutic dose LMWH, at half the total daily dose, with the last pre-surgery LMWH dose 24 hours before the surgery and restarting LMWH 48 hours after the surgery if hemostasis is achieved. Continue ASA but hold alpha lipoic acid starting the week before until at least a week after the surgery.

        6. If Evelyn was having a pacemaker placement instead of a bowel resection, which of the following perioperative plans would be most appropriate?
        a. Hold warfarin for five days before the surgery, bridge with therapeutic dose LMWH, with the last pre-procedure LMWH dose, at half the total daily dose, 24 hours before the procedure and restarting LMWH 48 hours after the surgery if hemostasis is achieved. Continue ASA but hold alpha lipoic acid starting the week before until at least a week after the surgery.
        b. Continue warfarin and ASA for the procedure but hold alpha lipoic acid starting the week before until at least a week after the surgery.
        c. Hold both warfarin and ASA for seven days before the surgery, bridge with therapeutic dose LMWH, with the last pre-surgery LMWH dose, at half the total daily dose, 48 hours before the surgery and restarting LMWH 24 hours after the procedure if hemostasis is achieved. Continue ASA and alpha lipoic acid for the surgery.

        7. Lily is a 78-year-old female with atrial fibrillation, CHF, and hypertension. She has a Watchman left atrial appendage closure device and a history of hemorrhagic stroke. Her current medications include sacubitril/valsartan and ASA. If she were to have an epidural injection, which of the following supplements would you be most concerned about her using during the perioperative period?
        a. Echinacea
        b. Gingko biloba
        c. Grapefruit

        8. John is a 67-year-old male who is scheduling a TURP. His medications include apixaban 5 mg BID, tamsulosin 0.4 mg daily, and metoprolol tartrate 50 mg BID. What is the minimum number of hours John would need to hold apixaban before the surgery?
        a. Hold apixaban starting 12 hours before the surgery and restart no sooner than 24 hours after the surgery
        b. Apixaban does not need to be held for this surgery
        c. Hold apixaban starting 48 hours before the surgery and restart no sooner than 48 hours after the surgery

        The following two questions are about the following patient case: Samantha is a 72-year-old female who lives alone and is 5’ 8” and weighs 210 lb. She uses topical diclofenac gel for arthritis. She also uses a daily multivitamin. She had a lab draw last month that was within normal limits. Her serum creatinine was 1.64 mg/dL. She is having hip replacement surgery in two weeks.
        9. If she uses warfarin for antithrombin deficiency, what would be the most appropriate enoxaparin dose for her to use as an outpatient?
        a. 95 mg
        b. 40 mg
        c. 100 mg

        10. If she used a DOAC, which of the following would need to be held four days before the procedure?
        a. Apixaban
        b. Rivaroxaban
        c. Dabigatran

        NDMA Contamination Drives Recent Drug Recalls: What Do We Need to know?

        Learning Objectives

        At the end of this continuing education activity, the pharmacist will be able to:

        1. Describe details of recent ranitidine and metformin drug recalls
        2. Differentiate between categories of drug recalls
        3. Identify appropriate patient education regarding recalled medications

         

        At the end of this continuing education activity, the pharmacy technician will be able to:

        1. Describe details of recent ranitidine and metformin drug recalls
        2. Differentiate between categories of drug recalls
        3. Identify when referral to a pharmacist is appropriate

        Session Offered

        Release Date: February 22, 2024

        Expiration Date:  February 22, 2027

        Course Fee

        $4 Pharmacist

        $2 Technician

        Session Codes

        Pharmacist: 21YC05-XTR58

        Pharmacy Technician :  21YC05-RXT82

        ACPE UANs

        Pharmacist: 0009-0000-24-010-H05-P

        Pharmacy Technician :  0009-0000-24-010-H05-T

        Accreditation Hours

        1.0 hours of CE

        Accreditation Statements

         

        The University of Connecticut School of Pharmacy is accredited by the Accreditation Council for Pharmacy Education as a provider of continuing pharmacy education.

        Pharmacists and pharmacy technicians are eligible to participate in this application-based activity and will receive up to 0.1 CEU (1 contact hours) for completing the activity ACPE UAN 0009-0000-24-010-H05-P/T, passing the quiz with a grade of 70% or better, and completing an online evaluation. Statements of credit are available via the CPE Monitor online system and your participation will be recorded with CPE Monitor within 72 hours of submission.

         

         

        Grant Funding

        None

         

        Disclosure of Discussions of Off-label and Investigational Drug Use

        This activity may contain discussion of off label/unapproved use of drugs. The content and views presented in this educational program are those of the faculty and do not necessarily represent those of the University of Connecticut School of Pharmacy. Please refer to the official prescribing information for each product for discussion of approved indications, contraindications, and warnings.

        Faculty

        Ariana Hawkins is a 2021 PharmD candidate

        Jeannette Y. Wick, R.Ph., MBA, FASCP, is the Assistant Director, Office of Pharmacy Professional Development, at the University of Connecticut.

        Faculty Disclosure

        In accordance with the Accreditation Council for Pharmacy Education (ACPE) Criteria for Quality and Interpretive Guidelines, The University of Connecticut School of Pharmacy requires that faculty disclose any relationship that the faculty may have with commercial entities whose products or services may be mentioned in the activity.

        Ariana Hawkins and Jeannette Wick do not have any financial relationships with ineligible companies.

        Abstract

        The unexpected presence of N-nitrosodimethylamine (NDMA) in prescription and over-the-counter drug products precipitated several drug recalls in the last few years. Its presence has been troubling for the pharmaceutical industry and patients alike. With many questions unanswered, pharmacists and pharmacy technicians need to know the basics about this recall: the affected products, how NDMA may have contaminated various products, and appropriate actions and the timeframe in which to take them. This continuing education activity explains the recent recalls and provide current information.

         

         

        Content

        CONTENT

        A drug recall is a public notification of a product removed from the market due to a defective or harmful ingredient or label.1 Recalls are voluntary if initiated by the company or manufacturer. The United States (U.S.) Food and Drug Administration (FDA) initiates an involuntary recall when it finds a drug (or device) defective or harmful to consumers and the drug company does not issue a recall voluntarily.

        Recalls happen every year, as the FDA has measures in place to ensure consumer safety.1 The most common reasons for drug recalls are contamination, mislabeling, defective drug products, adverse reactions, newly published clinical studies, and incorrect drug potency.2 A classification system is in place to determine the level of harm the recalled product may cause (see the Technician Talk: Classifying Recalls2).1 The FDA also posts weekly enforcement reports containing pertinent information to inform the public about recalls.

        TECH TALK SIDEBAR: Classifying Recalls2

        The FDA classifies recalls into three categories that range in level of severity:

        1. Class I recalls are most severe, and product use might lead to serious health problems or death.
        2. Class II recalls are most common and can cause non-life-threatening adverse events or a slight threat of a serious event.
        3. Class III recalls are least severe and less likely to cause harm; often these are related to a labeling concern or a manufacturing citation.

        Sometimes, a recall is “unclassified,” meaning the FDA has not classified the recall yet but wants to inform stakeholders as soon as possible.

        This continuing education activity discusses the most recent recalls involving ranitidine/nizatidine and metformin.

        The FDA classifies recalls into three categories that range in level of severity:

        1. Class I recalls are most severe, and product use might lead to serious health problems or death.
        2. Class II recalls are most common and can cause non-life-threatening adverse events or a slight threat of a serious event.
        3. Class III recalls are least severe and less likely to cause harm; often these are related to a labeling concern or a manufacturing citation.

        Sometimes, a recall is “unclassified,” meaning the FDA has not classified the recall yet but wants to inform stakeholders as soon as possible.

        Not all recalls are announced on fda.gov, published in the media, or released to the public.1 The FDA notifies the public when a recall poses a serious health hazard or involves a widely distributed product.1 Otherwise, patients learn of recall information from drug manufacturers, their primary care physicians, or their local pharmacy.1 When the recall is widespread—meaning it affects many Americans—the media also announces it.

        Some of the most significant drug recalls from the past include3-5

        • Terfenadine (Seldane) in 1997: a non-sedating antihistamine formerly used to treat allergic rhinitis caused severe heart complications and potentially fatal drug interactions with certain antibiotics and antifungal medications
        • Astemizole (Hismanal) in 1999: a second-generation antihistamine used for treating allergy symptoms led to rare but potentially fatal cardiac side effects
        • Fenfluramine/phentermine (Fen-Phen) in 1997: a prescription weight loss medication that was associated with cases of pulmonary hypertension and many lawsuits
        • Rofecoxib (Bextra) in 2004: an anti-inflammatory drug used to treat arthritis linked to increased heart attack and stroke risk
        • Valdecoxib (Vioxx) in 2005: an anti-inflammatory drug linked to heart, stomach, and severe skin reactions, such as Stevens-Johnson Syndrome

        Drug recalls can leave patients feeling vulnerable and create or deepen mistrust between some patients and the healthcare profession if handled poorly.6 As patients hear news of a drug recall, healthcare professionals can help them understand what to do. Healthcare providers must rely on trusted resources that are updated often for guidance. Interested individuals can go to fda.gov/safety/recalls-market-withdrawals-safety-alerts to register for emails, safety alerts, and notifications pertaining to drug recalls.7 Safety alerts and drug recall information is available for three years on the FDA’s website before being archived. Patients and healthcare professionals can search the FDA’s archived content for older recalls on fda.gov/about-fda/about-website/fdagov-archive.8

        NDMA is an N-nitrosamine with cancer-causing potential that is ubiquitous in the environment; it is present in water, soil, and the air in small amounts.15 Humans are primarily exposed to NDMA orally.16 Most everyone is exposed to low levels of NDMA because dairy products, meats, and vegetables often contain it in trace amounts.17 The average daily NDMA intake from food sources is about 1 microgram.15

        NDMA can end up in water, food, and medication we consume daily. It can be generated from chemicals used to disinfect plants and therefore contaminate the public drinking water supply.16 Plants and animals subsequently use the water and the animals eat the plants. Additionally, when treatment plants chlorinate and disinfect waste- and drinking-water using chloramines, NDMA is an unintended byproduct.16  NDMA was historically used in the production of rocket fuel, antioxidants, softeners for copolymers, and lubricants which could contaminate the water and soil.16,18 Today, people only produce NDMA in its pure form for research purposes.

        NDMA’s cancer-causing potential stems from structural mutations that arise through its metabolic activation and covalent interaction with deoxyribonucleic acid (DNA).15 If these mutations persist throughout DNA’s replication cycle, permanent damage in critical sites may result.15

        NDMA may have contaminated medications in various ways. The first is cross-contamination from merging solvents and catalysts from factories in different industries. Solvents and catalysts that convert precursor chemicals into active ingredients become less effective over time. They should be segregated from other solvents to avoid cross contamination. ARBs are believed to have fallen victim to this phenomenon. Multiple manufacturers of finished pharmaceutical products acquired contaminated active ingredients because the solvents and/or catalysts used to produce them were tainted.16,17

        NDMA contamination of ranitidine and nizatidine is through one or both of the following16,18:

        • a direct byproduct of chemical reactions needed to produce the active ingredients
        • breakdown of the active ingredient itself

        The ranitidine molecule contains both a nitroso group and dimethylamine (DMA) group on either end of the molecule. NDMA is formed when the nitroso group and DMA group are near one another and a chemical reaction occurs.6

        It is currently unclear to what extent the aforementioned mechanisms drove the NDMA contamination of metformin ER products. Researchers examining drug products to detect their NDMA levels sometimes find either an nitroso group or a DMA group, but not both. They suggest the breakdown of unstable byproducts, side reactions during drug synthesis, and recycled solvents used in manufacturing could have led to NDMA formation and contamination of medications.6

        Different manufacturers’ drug processing methods and extreme medication storage temperature conditions may account for the varying NDMA levels found within drug products. Extreme temperature conditions can liberate the nitroso or the DMA and galvanize formation of NDMA in medications. It is unclear whether its formation stems from extreme temperature exposure by the manufacturer or from patients doing the same during their daily activities.18 Researchers detected increasing NDMA levels over an extended period and temperature conditions in some ranitidine products, posing a health concern for patients. 15,18

        Discovering a Discrepancy

        The interest in NDMA as a possible carcinogen arose from experimental animal studies.15 Several studies found that NDMA caused cancer, cirrhosis, and hyperplastic nodules in monkeys, classifying it as possibly carcinogenic to humans.15 Following these studies, additional research led to the discovery of this possible carcinogen in the drugs discussed here.

        A research associate at Valisure—an analytical pharmacy—discovered NDMA contamination in ranitidine prescribed to the company’s cofounder’s daughter.6 Using mass spectrometry and gas chromatography, the associate noted giant peaks on the test printout that indicated the presence of NDMA in ranitidine oral solution.6 The peaks’ intensity was so high that the research associate ran several tests to ensure the validity of the results. This discovery was not an isolated incident, as researchers from other companies have detected the presence of NDMA in medications taken by millions of people each year.6 It was, however, the instigator of the most recent recalls.

        Too much of any one ingredient or item can be toxic. The FDA indicates that a safe daily ingestion NDMA found in medications is 96 nanograms.15 The lowest amount of NDMA found by Valisure in ranitidine was 4 nanograms and the highest was 860 nanograms.6,15 Recalled metformin ER formulations also exceeded the allowable daily limit for products containing NDMA or N-nitrosamine-related compounds.19 A flaw in the FDA’s acceptable limit of NDMA per tablet or capsule is that some drugs are dosed multiple times per day, increasing daily exposure. Additionally, patients taking multiple drugs with NDMA concentrations just under the acceptable limit could have extensive aggregated exposure each day.

        Pause & Ponder: How do you counsel patients on protecting their medications from extreme temperatures over extended periods of time?

        Healthcare providers are vital in addressing patients’ questions and concerns about medication recalls. Ranitidine is no longer on the market, and prescribers are switching their patients to alternative medications.20,21 FDA testing of famotidine, cimetidine, lansoprazole, omeprazole, pantoprazole, and esomeprazole have not revealed NDMA contamination, so these are viable options to recommend.11 Patients taking metformin ER should continue to take their medication until they are able to speak to their provider or pharmacist.19 They should also contact their provider or go to the hospital if they experience severe or unusual side effects from their current therapy.

        Many patients will consult with a pharmacist—their accessible, local drug experts—for guidance. The pharmacy team should be ready to answer patients’ inventory-related questions pertaining to ranitidine and metformin ER. It is important to note that not all manufacturers of these medications are included in the recall. Patients often contact pharmacies to inquire if their medication has been recalled. Pharmacies with unrecalled metformin ER in stock should provide that specific manufacturer to patients to prevent lapses in therapy.

        Pharmacists can contact prescribers to discuss concerns and alternative treatment options. They can suggest alternatives to ranitidine, such as famotidine, cimetidine, or proton pump inhibitors (e.g., lansoprazole, omeprazole, pantoprazole, esomeprazole). Pharmacists can also assist in finding an appropriate dose of unrecalled metformin ER for patients before straying from their original therapy. Unrecalled metformin ER is preferred before requesting a medication change, as most patients are accustomed to the long-acting formulation and drastic changes in blood glucose levels can be hazardous. If an appropriate formulation is unavailable, pharmacists can assist physicians in converting metformin ER to immediate release dosing for patients with type 2 diabetes.

        PAUSE & PONDER:  Have you, a family member, or friend ever been affected by a drug recall? If so, how were you informed of the recall and what steps did you take next?

        Common Drugs with a Common Contaminant

        In November 2018, chemists had the first inkling that N-nitrosodimethylamine (NDMA) might be a medication contaminantChemists found NDMA impurities in the angiotensin receptor blocker (ARB) class of medications, otherwise known as the “sartans”.9 Several pharmaceutical companies recalled valsartan, losartan, and irbesartan because they contained NDMA and a related compound, N-nitrosodiethylamine (NDEA).10

        The FDA published a Class II recall for ranitidine due to potentially cancer-causing NDMA found in certain formulations in September 2019.11,12 Ranitidine is a histamine 2 receptor antagonist (H2RA) indicated for gastroesophageal reflux disease, heartburn, stomach ulcers, and other related conditions that cause stomach acid overproduction. Pharmacists and pharmacy technicians should advise patients that this recall affects prescription and over-the-counter (OTC) versions of ranitidine, one of which is the popular brand Zantac.14 The FDA has also found NDMA in another H2RA, nizatidine (Axid), which shares a similar chemical structure to ranitidine. It is also indicated to treat conditions caused by overproduction of stomach acid. As of April 2020, Amneal and Mylan voluntarily recalled nizatidine oral solution (15 mg/mL) and oral capsules, respectively, as each contained NDMA levels exceeding the acceptable daily intake limit of 96 nanograms.11

        The FDA also announced an unclassified metformin recall in June 2020.13 This recall does not apply to metformin immediate release formulations; it only pertains to certain extended release (ER) versions of the drug.13 Metformin ER is an antihyperglycemic medication indicated for patients with type 2 diabetes. Patients should confer with their pharmacist or other healthcare provider to determine an appropriate switch to a safer alternative. More guidance on appropriate counseling appears below.

        These recalls have affected millions of patients because those with common health conditions—acid reflux and diabetes—take ranitidine and metformin ER routinely and chronically. Many companies, including Apotex, Aurobindo, Dr. Reddy’s, Mylan, Lupin, Sandoz, Sanofi, Teva, and others, have recalled their drug products containing unacceptable NDMA levels.13 Data collection for both recalls is ongoing as the FDA continually posts updates on fda.gov/safety/recalls-market-withdrawals-safety-alerts.7

        Table 1 compares drug information of metformin ER and immediate-release metformin.19,22-24

        Table 1. Comparison of Metformin ER and IR19,22-24
          Metformin ER Metformin IR
        Doses 500 mg, 750 mg, 1000 mg 500 mg, 850 mg, 1000 mg
        ER to IR dosing Once daily ER = twice daily IR

        Twice daily ER = three times daily IR

        Twice daily IR = once daily ER

        Three times daily IR = twice daily ER

        Frequency Once or twice daily Twice or three times daily
        Patient Adherence Better than IR Worse than ER
        Pharmacokinetics Peaks slower, but lasts longer in the body (4 to 8 hours) Peaks faster, but has a shorter duration within the body (2 to 3 hours)
        Side Effects Fewer gastrointestinal side effects (e.g., diarrhea, nausea, vomiting) More gastrointestinal side effects (e.g., diarrhea, nausea, vomiting)

        ER=extended release; IR=immediate release

         

        Pause & Ponder: What strategies you have tried in the past to reassure patients amid a drug recall?

        Conclusion

        Medication recalls can be confusing and scary for patients, and pharmacy teams should be prepared to help them navigate next steps. Reassure patients that manufacturers are being more stringent in testing for NDMA. In light of the widespread recall, companies producing metformin-containing ER products are evaluating their medications cautiously for the presence of NDMA. If any tested batch is unacceptable, companies will not release it.13 Other companies producing NDMA-containing medications, including ranitidine, nizatidine, and antihypertensives, are also continually testing their products for NDMA to ensure the safety of products stocked within pharmacies.

        Discovery of NDMA impurities within several common medications for chronic conditions has highlighted its potential as a possible human carcinogen. Clinical literature to suggest NDMA’s clear correlation with cancer in humans is scant at this time. Future research and pharmacoepidemiologic studies are needed to establish a distinctive link between patients taking ranitidine and/or metformin and their exposure to NDMA.

        Post Test for Pharmacist

        Pharmacist Post-test Questions

        Question 1:  Mr. Taylor takes over-the-counter ranitidine for acid reflux. He heard news of a recent recall online pertaining to ranitidine products. He approaches the consultation counter to ask you for guidance. He has tried antacids without any relief. What do you advise Mr. Taylor to do?

        1. Continue taking the ranitidine he has at home because it was backordered, not recalled
        2. Contact his doctor because you are unsure of the right medication to recommend
        3. Take over-the-counter famotidine since it is safe and therapeutically equivalent

        Question 2:  The FDA has classified ranitidine as a class two recall. Which description below appropriately classifies a Class II recall?

        1. Can cause non-life-threatening adverse events or a slight threat of a serious event
        2. Most severe and use of the product might lead to serious health problems or death
        3. Least severe and less likely to cause harm; often related to a labeling concern

        Question 3: Mrs. Banks hears about a metformin recall through a friend and calls your pharmacy to ask if her metformin ER has been recalled. You check the lot numbers, realize that the manufacturer she received is on the recall list, and inform Mrs. Banks of this news. She is frantic and no longer wants to take her medication. What is the best advice for Mrs. Banks?

        1. “You’re right, Mrs. Banks. It is not safe to continue taking metformin ER because it has been recalled. You should schedule an appointment with your doctor as soon as possible to discuss other medications you can take instead.”
        2. “I understand why you want to stop taking your medication, but it is best to continue taking it to control your blood sugar until you are able to speak with your doctor. If you’d like, I can reach out to your doctor to discuss alternative medications to manage your diabetes. How does that option sound to you?”
        3. “I understand your concerns, Mrs. Banks, but it is not safe to completely stop taking your medication. You wean off the medication slowly from once daily to one tablet every other day until you are able to see your doctor about switching your therapy regimen.”

        Pharmacy Technician Post-test Questions

        Pharmacy Technician Post-test Questions

        Question 1: Mr. Taylor approaches the pharmacy counter looking for a medication to treat his acid reflux. He has been taking over-the-counter ranitidine for many years, but due to the recent recall, he feels it is unsafe continuing to take it. He has also tried antacids without relief. What do you recommend to Mr. Taylor?

        1. Tell Mr. Taylor to continue taking the ranitidine he has at home because it was not recalled and is only on backorder
        2. Instruct Mr. Taylor to contact his prescriber because you are unsure of the right medication to recommend
        3. Refer Mr. Taylor to the pharmacist who can recommend a therapeutically-equivalent medication to treat his acid reflux

        Question 2: The FDA has classified ranitidine as a Class II recall. Which description below appropriately classifies a Class II recall?

        1. Can cause non-life-threatening adverse events, or a slight threat of a serious event
        2. Most severe and use of the product might lead to serious health problems or death
        3. Least severe and less likely to cause harm; often related to a labeling concern

        Question 3: Mrs. Banks is picking up her prescription for metformin ER at the pharmacy, and she is concerned about a recent metformin recall she heard about from a friend. You check the lot numbers and confirm that the manufacturer Mrs. Banks takes was not recalled. She asks you if she should continue taking her metformin or to stop taking the medication. What is the best response to tell Mrs. Banks?

        1. “I am not sure if you should continue or stop taking your medication, but I can let the pharmacist know you would like to speak to him/her. Do you mind waiting a few moments for the pharmacist to answer your question?”
        2. “You’re right, Mrs. Banks. There has been a recall on metformin medications, but not all the manufacturers were affected. You should still continue to take your medication. Would you like to speak to the pharmacist about the different options available to you?”
        3. “You’re right, there has been a recall on all metformin medications. You should not pick up this medication and speak to your doctor right away about switching to an alternative medication."

        References

        Full List of References

        1. U.S. Food & Drug Administration. FDA’s role in drug recalls. Updated July 3, 2018. Accessed at https://www.fda.gov/drugs/drug-recalls/fdas-role-drug-recalls, July, 21, 2020.
        2. Hall K, Stewart T, Chang J, Freeman MK. Characteristics of FDA drug recalls: A 30-month analysis. Am J Health Syst Pharm. 2016;73(4):235-240.
        3. U.S. Food & Drug Administration. Safety: market withdrawals/recalls. Updated September 15, 2009. Accessed at https://wayback.archive-it.org/7993/20170405031504/https://www.fda.gov/Safety/SafetyofSpecificProducts/ucm180605.htm, July 24, 2020.
        4. Gottlieb S. Antihistamine drug withdrawn by manufacturer. BMJ. 1999;319(7201):7.
        5. Handler Henning & Rosenberg, LLP. 5 Significant drug recalls in U.S. history & why they happened. October 7, 2019. Accessed at https://www.hhrlaw.com/blog/2019/october/5-significant-drug-recalls-in-us-history-why-the/, July 21, 2020.
        6. Boerner LK. NDMA, a contaminant found in multiple drugs, has industry seeking sources and solutions. Chemical & Engineering News. April 20, 2020. Accessed at https://cen.acs.org/pharmaceuticals/pharmaceutical-chemicals/NDMA-contaminant-found-multiple-drugs/98/i15, July 22, 2020.
        7. U.S. Food & Drug Administration. Recalls, market withdrawals, and safety alerts. Updated July 20, 2020. Accessed at https://www.fda.gov/safety/recalls-market-withdrawals-safety-alerts, July 21, 2020.
        8. U.S. Food & Drug Administration. FDA.gov archive. Updated April 21, 2019. Accessed at https://www.fda.gov/about-fda/about-website/fdagov-archive, July 21, 2020.
        9. Charoo NA, Ali AA, Buha SK, Rahman Z. Lesson learnt from recall of valsartan and other angiotensin II receptor blocker drugs containing NDMA and NDEA impurities. AAPS PharmSciTech. 2019;20(5):166.
        10. Byrd JB, Chertow GM, Bhalla V. Hypertension hot potato - anatomy of the angiotensin-receptor blocker recalls. N Engl J Med. 2019;380(17):1589-1591.
        11. U.S. Food & Drug Administration. FDA updates and press announcements on NDMA in Zantac (ranitidine). April 16, 2020. Accessed at https://www.fda.gov/drugs/drug-safety-and-availability/fda-updates-and-press-announcements-ndma-zantac-ranitidine, July 21, 2020.
        12. Blue Cross Blue Shield Blue Care Network of Michigan. Drug recall list. Updated June 2020. Accessed at https://www.bcbsm.com/content/dam/microsites/medicare/documents/drug-recall-list.pdf, July 21, 2020.
        13. American Academy of Family Physicians. FDA issues recall alert for metformin ER products. June 1, 2020. Accessed at https://www.aafp.org/news/health-of-the-public/20200601metforminrecall.html, July 22, 2020.
        14. U.S. Food & Drug Administration. Question and answers: NDMA impurities in ranitidine (commonly known as Zantac). Updated April 01, 2020. Accessed at https://www.fda.gov/drugs/drug-safety-and-availability/questions-and-answers-ndma-impurities-ranitidine-commonly-known-zantac, July 21, 2020.
        15. Adamson RH, Chabner BA. The finding of N-nitrosodimethylamine in common medicines. Oncologist. 2020;25(6):460-462.
        16. United States Environmental Protection Agency. Technical fact sheet–N-nitroso-dimethylamine (NDMA). January 2014. Accessed at https://www.epa.gov/sites/production/files/2014-03/documents/ffrrofactsheet_contaminant_ndma_january2014_final.pdf, July 21, 2020.
        17. U.S. Food & Drug Administration. Information about nitrosamine impurities in medications. Accessed at https://www.fda.gov/drugs/drug-safety-and-availability/information-about-nitrosamine-impurities-medications, July 21, 2020.
        18. White CM. Understanding and preventing (N-Nitrosodimethylamine) NDMA contamination of medications. Ann Pharmacother. 2020;54(6):611-614.
        19. U.S. Food & Drug Administration. FDA updates and press announcements on NDMA in metformin. Accessed at https://www.fda.gov/drugs/drug-safety-and-availability/fda-updates-and-press-announcements-ndma-metformin, July 21, 2020.
        20. American Society of Health-System Pharmacists. Current drug shortages: ranitidine injection. April 2, 2020. Accessed at https://www.ashp.org/Drug-Shortages/Current-Shortages/Drug-Shortage-Detail.aspx?id=426, July 21, 2020.
        21. U.S. Food & Drug Administration. FDA requests removal of all ranitidine products (Zantac) from the market. April 1, 2020. Accessed at https://www.fda.gov/news-events/press-announcements/fda-requests-removal-all-ranitidine-products-zantac-market, July 21, 2020.
        22. Metformin [prescribing information]. Raleigh, NC: Indicus Pharma LLC;2020. Accessed at https://dailymed.nlm.nih.gov/dailymed/drugInfo.cfm?setid=56d13a1c-b289-4528-b23c-60f5427b4552, July 21, 2020.
        23. Pala L, Rotella CM. The "slower" the better. J Endocrinol Invest. 2014;37(5):497-498.
        24. Metformin ER [prescribing information]. Parsippany, NJ: Granules USA, Inc;2019. Accessed at https://dailymed.nlm.nih.gov/dailymed/drugInfo.cfm?setid=b857eccf-b9ff-45ba-8241-f47f5caada2a, July 21,2020.
        25. White CM. Dietary supplements pose real dangers to patients. Ann Pharmacother. 2020;54(8):815-819.