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Developing an Anticoagulation Clinic 2025 Revision

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 completion of this activity, the participant will be able to:

  1. Discuss the benefits of establishing an anticoagulation clinic.
  2. List the steps required to establish and run an anticoagulation clinic.
  3. Describe the important aspects of operating an anticoagulation clinic.
  4. Describe the financial considerations of running an anticoagulation clinic.

Release Date

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

Course Fee

$17

ACPE UAN Code

ACPE #0009-0000-25-042-H01-P

Session Code

25AC42-YXV46

 

Accreditation Hours

1.0 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 UAN #0009-0000-25-042-H04-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

Katelyn Galli, PharmD, BCCP
Assistant Clinical Professor
UConn 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. Galli has no relationship with an ineligible company 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

Program Handouts

Post Test 

View Questions for Developing an Anticoagulation Clinic

Post-Test Questions:
1. Which of the following reasons best denotes the benefits of initiating a pharmacist-run anticoagulation clinic?
a. Improved outcomes for patients
b. Less need for space and resources
c. Patient willingness to come to clinic

2. As you run reports for the first year of service of your anticoagulation clinic, what results do you expect to see based on previous literature?
a. Decreased patient satisfaction scores
b. Increased frequency of bleeding
c. Improved time in therapeutic range

3. Which of the following establishes the greatest need for a pharmacist-run anticoagulation clinic from a regulatory standpoint?
a. Ensuring compliance with National Patient Safety Goals
b. Legally pharmacists are required to manage warfarin
c. National guidelines recommend pharmacist management

4. Identify which of the following is a crucial step in establishing an anticoagulation clinic
a. Finding rental space in the region to create clinic space
b. Identifying stakeholders to provide institutional backing
c. Obtaining an NPI certificate to allow for reimbursement

5. In a low budget, low resource pharmacist-run clinic, which staff member would be most important other than the pharmacist?
a. Medical director
b. Registered nurse
c. Receptionist

6. Identify the most important resource to acquire ahead of starting patient visits:
a. A fax machine
b. A private space
c. A white coat

7. What poses the biggest financial challenge for establishing a pharmacist-run anticoagulation clinic?
a. Cost of supplies is significant
b. Lack of pharmacist reimbursement
c. Services are free for patients

8. Which of the following strategies could be utilized to minimize overall clinic costs?
a. Reduce clinic hours
b. Streamline staff
c. Utilize an iSTAT meter

9. Which of the following processes will ensure standardized, legal autonomous care by a pharmacist?
a. Development and approval of a collaborative practice agreement with 1 or more providers
b. Purchase and attainment of an NPI and DEA number by each employed pharmacist
c. Requiring a PGY2 residency completed in ambulatory care by all employed pharmacists

10. Which of the following strategies will allow for sustained function and improvement of the clinic once established?
a. Reducing hours once less time is needed for appointments
b. Routine evaluation and reporting of clinical outcomes
c. Transitioning majority of patients to a DOAC

Pharmacist Reimbursement for Anticoagulation Services 2025 Revision

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 completion of this activity, the participant will be able to:

  1. Identify the reimbursement issues with a pharmacist-run anticoagulation service or clinic.
  2. Describe the process for billing for anticoagulation services.
  3. Identify challenges and obstacles for reimbursement issues for anticoagulation services.
  4. Discuss solutions to the challenges of reimbursement for pharmacist-run anticoagulation services.

Release Date

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

Course Fee

$8.50

ACPE UAN Code

ACPE #0009-0000-25-043-H04-P

Session Code

25AC43-XZY77

Accreditation Hours

0.5 hours 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 UAN #0009-0000-25-043-H04-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

Katelyn Galli, PharmD, BCCP
Assistant Clinical Professor
UConn 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. Galli has no relationship with an ineligible company 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

Program Handouts

Post Test 

View Questions for Pharmacist Reimbursement for Anticoagulation Services

Post-Test Questions:
1. Which of the following challenges is most likely to affect a pharmacist’s ability to get reimbursed for anticoagulation visits?
a. Lack of provider status
b. Location proximity to the hospital
c. Small Medicare population

2. Your clinic is taking over a population of nursing home patients. Why may this negatively affect reimbursement?
a. Most patients in nursing homes do not have Medicare
b. Pharmacists may only care for patients in their organization
c. Telephone encounters are often not billable

3. Your clinic will begin seeing patients in person and administering a POCT to check INR and provide subsequent dosing instructions. Which of the following CPT code combinations would be appropriate for these visits?
a. 99211 and 93792
b. 99211 and 85610
c. 93793 and 85610

4. Which of the following is true regarding a pharmacist’s ability to bill?
a. ‘Incident to bill’ can only be done under direct supervision by a provider (MD or PA/APRN)
b. ‘Incident to bill’ can only be done under a medical doctor’s supervision (MD)
c. ‘Incident to bill’ can only be done under a PA or APRN specialized in anticoagulation

5. Which of the following strategies would be ideal for optimizing reimbursement?
a. Shift to a telephone only care to improve efficiency
b. Consider utilizing pharmacy students to offset costs
c. Develop a standardized note template for all clinicians

6. Which of the following stakeholders is crucial in ensuring ongoing billing and reimbursement is accurate?
a. The cosigning provider
b. The financial department
c. The receptionist

Risk Management in Anticoagulation 2025 Revision

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 completion of this activity, the participant will be able to:

1. Discuss the education and training needs of pharmacists who participate in anticoagulation services.
2. Discuss the documentation needs of a pharmacists-run anticoagulation service or clinic.
3. Identify corporate infrastructure needs to support anticoagulation services or clinics.
4. Explain the necessary implementation strategies for establishing, strengthening and sustaining an anticoagulation stewardship program.

Release Date

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

Course Fee

$17

ACPE UAN

ACPE #0009-0000-25-037-H04-P

Session Code

25AC37-PVX33

 

Accreditation Hours

1.0 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-(18.25 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 #0009-0000-25-037-H04-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

Youssef Bessada, PharmD, BCPS, BCPP
Assistant Clinical Professor
UConn 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. Bessada has no relationship with an ineligible company 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

Program Handouts

Post Test 

View Questions for Risk Management in Anticoagulation

1. What are the four most important ways to reduce risk?
A. Education, strong policy development, complete documentation, and continuous quality improvement
B. Physician involvement, light workload, time management, and malpractice insurance
C. The newest anticoagulation management software, coworker education, and quality improvement

2. How can pharmaists BEST teach application, analysis and synthesis of new knowledge particularly of situational cases?
A. Lecture and post-lecture reading assignments
B. Case presentation and practice-based learning
C. Observation of the student;s in-clinic skills

3. When should Continuous Quality Improvement activities should be completed?
A. Regularly at cadence of stewardship committee
B. No less often than every five years
C. Annually in the month designated by your accreditor

4. What happens when a physician reviews and approves a pharmacist’s recommendations?
A. The physician assumes all the risk
B. The pharmacist still carries risk
C. The pharmacist can only bill for the lab test

5. Why does provider education initially take precedence over patient education?
A. Patients can twist provider education in a malpractice claim if they realize the provider lacks confidence
B. The health system is only responsible for provider educationunder current accreditation standas
C. Effective provider education is the foundation for standardized, effective patient education

6. When is a Decision Pathway BEST used to minimize risk?
A. With a low-risk DVT protocol for anticoagulation management
B. As you complete coding and billing for various clinic visits
C. With a collaborative practice agreement or policy for DOAC dose-adjustment

7. Which of the following lists include ALL of the elements of provider education?
A. Disease state management, malpractice risk defense, thrombolytic administration
B. Medication management, malpractice risk defense, IV administration technique
C. Disease state management, medication management, patient care management

Anticoagulation Management Pearls 2025 Revision

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 completion of this activity, the participant will be able to:

  • Describe effective patient-centric anticoagulation management strategies
  • Describe the components of an effective anticoagulation education session
  • Identify barriers to patient learning
  • Apply anticoagulation stewardship in the patient anticoagulation management plan

Release Date

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

Course Fee

$25.50

ACPE UAN Code

ACPE #0009-0000-25-036-H04-P

Session Code

25AC36-EXW48

Accreditation Hours

1.5 hours of CE

Bundle Options

If desired, “bundle” pricing can be obtained by registering for the activities in groups. This series 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-(18.25 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 1.5 hours (or 0.15 CEUS) for the online activity ACPE #0009-0000-25-036-H04-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, and it is listed on this webpage above.

Faculty

Youssef Bessada, PharmD, BCPS, BCCP
Assistant Clinical Professor
UConn 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. Bessada has no relationship with an ineligible company and therefore has nothing to disclose.

Disclaimer

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.

Program Content

Program Handouts

Post Test Evaluation

View Questions for Anticoagulation Management Pearls

1. The Joint Commission revised National Patient Safety Goal is intended to:
a. Provide guidance on how to deal with providers and health systems who do not adhere to the standards
b. Set standards on provider’s level of knowledge of anticoagulant medications
c. Reduce the likelihood of patient harm associated with the use of anticoagulant therapy

2. Which of the following would be a key area where using a multidisciplinary approach to anticoagulation management is necessary?
a. Perioperative anticoagulation management
b. Dosing warfarin in an outpatient clinic
c. Identifying cost-barriers to DOAC management

3. What is a practical and efficient way to ensure that DOAC dosing errors are minimized upon initiation?
a. Implement a program where only pharmacists dose DOACs on discharge from the hospital
b. Ensure regular updates of dosing policies & protocols with a changing clinical landscape
c. Set an electronic medical record requirement for all DOAC discharge orders to be reviewed by the outpatient anticoagulation clinic

4. How are clinician decision support tools best used in the anticoagulation management clinical setting?
a. They should be leveraged to automate decision-making to reduce inter-provider variability
b. They should be leveraged to assist decision-making using standardized protocols and pathways to minimize errors
c. They should be leveraged to optimize decision-making and increase speed of discharges, clinic visits and decrease staff dependence

5. Which of the following is an evidence-based benefit of utilizing a population health model to optimize anticoagulation management?
a. Population health models have been linked to improved clinical outcomes and reduced times to intervention
b. Population health models have been linked to automating patient monitoring to decrease the need for clinician oversight
c. Population health models when combined with artificial intelligence will minimize the need for pharmacists in the future

6. Which of the strategies is best when managing patients with language barriers?
a. Ask patient to bring in family members who can help interpret
b. Ask bilingual coworker to help interpret
c. Use qualified interpreter

7. Which of the following would be the most appropriate depiction of transitions of care?
a. A transition of care anytime a patient’s clinical setting changes
b. A transition of care is handled solely by the hospital discharge staff
c. Provide transition of care assistance only to elderly patients who request it

8. Which of the following statements are true regarding transitioning between anticoagulants?
a. Transitions between anticoagulants should be done regularly to account for a patient’s changing clinical status, especially over time
b. Literature suggests that transitioning between anticoagulants inherently increases risk of bleeding and clotting, and should be done with care
c. All DOACs can be transitioned to and from warfarin and heparins using the same transition guidance

Information overload to action: Decoding academic concepts for pharmacy preceptors- RECORDED WEBINAR

The Arthur E. Schwarting Symposium is an educational conference focused on pharmacy practice for pharmacists in many settings.

This year's symposium had an overall topic of Information Overload.

Learning Objectives

  • Discuss how ACPE standards, the NAPLEX blueprint, and Entrustable Professional Activities (EPAs) guide the development of clinical competence in students, specifically in the context of patient care.
  • Describe the Pharmacist Patient Care Process (PPCP) and its key components.
  • Explain how the PPCP framework is applied in experiential education and clinical rotations.

Activity Release Dates

Released:  April 24, 2025
Expires:  April 24, 2028

Course Fee

$17 Pharmacist

ACPE UAN Codes

 0009-0000-25-026-H04-P

Session Code

25RS26-ABC28

Accreditation Hours

1.0 hours of CE

Accreditation Statement

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 1.0 CE Hour  for completing the activity  (ACPE UAN 0009-0000-25-026-H04-P), 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

There is no grant funding for this activity.

Faculty

Jennifer Luciano, PharmD
Director Office of Experiential Education
University of Connecticut School of Pharmacy
Storrs, CT

    

Faculty Disclosure

  • Dr. Luciano doesn't have any relationships with ineligible companies.

 

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.

Content

Post Test Pharmacist

1. Joey is an IPPE student under your supervision this month. He observes as you meet with a patient who has a question about various options to treat psoriasis. You tell the patient you will get back to him about medications covered by his plan, out of pocket costs, the time burden associated with treatment, and potential adverse effects. Joey wants to help. What can Joey do?
A. Collect information, asking for help if or when he needs it
B. Observe how you collect information but assess independently
C. Collect information only under direct and proactive supervision

2. Phoebe is an APPE student in her first clinical rotation. She aspires to obtain an industry fellowship and hopes to receive the best grade possible on this rotation with the least work. She says, "I don't plan to work in a clinical position, so this is not a priority for me. What is the BEST answer?
A. The PPCP is not just applicable to clinical situations. It structures processes for all kinds of projects, not just clinical challenges.
B. Most students who aspire to work in industry do not get fellowships, and you need to know the PPCP if you land in an actual pharmacy.
C. Say nothing. Allow Phoebe to do minimal work.

3. Rachel is on her last APPE rotation before graduation. YAY! She works up a patient who has a cardiac issue. She collects a lot of appropriate information, and her assessment is almost perfect. She makes one statement that seems "off" to you. She recommends using a medication that is no longer first-line treatment. What is the MOST LIKELY cause for her omission?
A. She relied on only one guideline for evidence
B. She collects too much information and is confused
C. She is hyper-focused on cost, not effectiveness

4. Joey is now an APPE student on a general medicine rotation. You assign him a patient to review for your discussion this afternoon. When Joey joins you, he provides background information on the patient, reports on the physical notes, pertinent laboratory values and his conversation with the patient. What step of the Pharmacist Patient Care Process is Joey demonstrating?
A. Collect
B. Assess
C. Plan

5. Ross, an APPE student on your ambulatory care rotation, is writing up a SMART goal for his patient with diabetes. The goal reads “Reduce the patient’s blood glucose within six months. Patient will start metformin XL 500mg PO daily and follow up with the pharmacy team for titration every seven days. Reduction in the patient’s A1c will lead to better health outcomes and reduce the severity of complications from his diabetes.” What part of the SMART goal is Ross missing?
A. Specific
B. Measurable
C. Realistic

6. What is the performance goal for a “practice ready” APPE student in terms of level of entrustability on each of the entrustable professional activities (EPAs)?
A. Direct supervision
B. Reactive supervision
C. General Direction

AI: A New Way to Help Pharmacy Thrive!

Learning Objectives

 

After completing this knowledge-based continuing education activity, pharmacists and technicians will be able to

  1. Recognize artificial intelligence (AI) and the models underlying these technologies
  2. Describe the implications of AI within the healthcare and pharmacy fields
  3. List the opportunities and challenges that AI introduces to healthcare and pharmacy services
  4. Recognize AI’s impact on the pharmacy workforce and its implications in shaping the future of pharmacy practice

    Two robotic hands surrounding a box labeled with the letters "AI."

    Release Date:

    Release Date: May 15, 2025

    Expiration Date: May 15, 2028

    Course Fee

    Pharmacist:  $7

    Pharmacy Technician: $4

    ACPE UANs

    Pharmacist: 0009-0000-25-032-H04-P

    Pharmacy Technician: 0009-0000-25-032-H04-T

    Session Codes

    Pharmacist: 25YC32-KFT44

    Pharmacy Technician: 25YC32-FTK68

    Accreditation Hours

    2.0 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.  Statements of credit for the online activity ACPE UAN 0009-0000-25-032-H04-P/T  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.

     

    Disclosure of Discussions of Off-label and Investigational Drug Use

    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.

    Faculty

    Kortney J. Knudsen, PharmD
    PGY-1 Resident
    Westchester Medical Center
    Valhalla, NY

    Jeannette Y. Wick, RPh, MBA, FASCP
    Director of the Office of Pharmacy Professional Development
    UConn 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.

    Jeannette Y. Wick, RPh and Kortney Knudsen, PharmD have no relationships with ineligible companies and therefore have nothing to disclose.

    ABSTRACT

    The global adoption of artificial intelligence (AI) continues to expand, with AI systems providing essential functions in prediction, recommendation, and decision-making based on their underlying algorithms. Healthcare institutions are exploring how these resources may enhance workflows, improve patient outcomes, and allow clinicians to focus more time on direct patient care. Researchers are exploring AI implementation in numerous areas, including diabetes and heart failure management, medical imaging evaluation, acute kidney injury detection, medication adherence, and electronic health record integration. While AI holds immense potential for transforming healthcare, its implementation faces several challenges. Barriers to AI integration include resource allocation, legal consideration, and securing healthcare provider acceptance. Healthcare professionals must address these barriers for the successful application of AI into daily clinical practice.

    CONTENT

    Content

    INTRODUCTION

    Dolly is a pharmacist in an independent pharmacy working 9 to 5 (what a way to make a living!). Her technician, Miley, calls her to the front to talk with Carol, a 60-year-old woman who consistently wears her smartwatch. Miley tells Dolly, “You have to hear this!” Carol reports that while walking her dog, she tripped and landed face down on the pavement. Carol says her smartwatch called out, “It looks like you’ve taken a hard fall,” and asked if it should call 911. Carol didn’t need emergency services, but she was grateful that the watch detected her fall and could help if necessary. If Carol had been unresponsive, the watch would have called 911 automatically. When Carol left, Miley said, “You know Dolly, I am really concerned that artificial intelligence (AI) is going to replace me.” Dolly nodded and said, “I know. I have some concerns, too. It's enough to drive you crazy if you let it.” Dolly realizes she needs to look into AI and its possibilities.

     

    AI is a technology that learns, reasons, and performs tasks to mimic humans.1 A 2022 Pew Institute survey of 11,004 Americans found that while 55% use AI frequently, awareness of its presence and capabilities varies.2 Only 30% of participants demonstrated high AI awareness, with factors such as education level, income, and Internet use influencing their familiarity.2 Despite growing adoption, public engagement is mixed, with concerns about AI’s impact fueling debate.

     

    Recently, many media outlets have published articles about AI, and many of those pieces have generated public debate and concern.3-5 Public engagement in ethical debates about AI’s use and limitations is only reasonable and well advised if individuals understand its strengths and limitations. Despite the widespread adoption of AI technologies among Americans, another Pew Research Center survey reported that only 15% express more excitement than concern about its increased use in daily life, 38% express more concern than excitement, and 46% are mixed, containing both excitement and concern.6 Nonetheless, AI’s adoption and market value increases annually. Researchers estimated the AI market size at $40 billion in 2022 and expect it to grow to $1.3 trillion by 2032.7

     

    Americans rely on AI in their everyday lives for web searches, task automation, and more—often without even realizing it. Engineers have seamlessly integrated AI into technologies like Siri, Alexa, and Google Home, making everyday tasks more convenient. With almost limitless possibilities, AI continues to evolve and grow, including in the healthcare field.

     

    PAUSE AND PONDER: Take a moment and look at this list. Which of the following are AI powered? You can find the answers at the end of this activity (after the CONCLUSION).

    • Air conditioners
    • Automatic washing machines
    • Basic calculators
    • Customer service chatboxes
    • Email services
    • Facial recognition technology
    • Media/playlist recommendations
    • Purchase recommendations
    • Refrigerators
    • Social media
    • Television remote controls
    • Voice assistants
    • Wearable fitness trackers

     

    Defining AI

    AI systems predict, recommend, and make decisions using machine-based algorithms. Programmers design these systems with a set of rules and human-defined objectives to accomplish a variety of tasks.8,9 As Table 1 implies, no single definition fully captures AI’s complexity, and its applications are broad.1

     

    Table 1. Definitions and Possibilities Associated with AI1
    An artificial system…
    ·         performs tasks in predictable and unpredictable conditions with minimal human oversight
    ·         learns and improves its performance from experience and data set exposure
    ·         is developed in software or hardware
    ·         works to complete tasks requiring human-like action, cognition, communication, learning, perception, or planning
    ·         is developed to mimic human cognition and neural networks
    ·         is made with techniques for approximating a cognitive task
    ·         is designed to act rationally

     

    AI Models

    AI system designs vary based on the AI model used. Common algorithms include machine learning, neural network, deep learning, natural language processing, and rule-based expert systems. Neural network and deep learning fall under the broader category of machine learning. Table 2 describes how developers tailor each model to accomplish specific tasks in unique ways.10 It also captures common AI models used in healthcare with examples for their application.

     

    Table 2. Explanations and Examples of AI Model Applications10-15
    Model Explanation Example(s)
    Machine Learning ·         Fits models to data

    ·         Trains models with data sets

    ·         Encompasses neural network and deep learning models

    ·         Precision medicine: uses information about a person’s genes and lifestyle to prevent, diagnose, or treat disease

    ·         A breast cancer prediction algorithm: interpreted 38,444 mammograms from 9,611 women to predict biopsy malignancy and distinguish between normal and abnormal screenings

    Neural Network ·         Inspired by and mimics the human brain

    ·         Uses nodes that mimic human neurons to process and learn from data

    ·         Considers inputs, outputs, and weights of variables

    ·         Google Photos: uses a neural network to categorize images based on face or object recognition
    Deep Learning ·         Complex model building off the neural network

    ·         Uses features and variables used to predict an outcome

    ·         Facial recognition: uses deep learning for security purposes like unlocking smartphones or for tagging people on social media

    ·         Enables the identification of individuals as the same person, even with changes to physical appearance, lighting, or visual obstructions

    Rule-Based Expert Systems ·         If-then format for decision-making processes

    ·         Constructs rules in a knowledge domain

    ·         Medical diagnosis: if the patient has a fever and a sore throat, then consider the possibility of strep throat

     

    After some research, Dolly was ready to determine the model AI uses to detect falls. She found that smartwatches rely on machine learning models, including deep learning, to identify falls. Specifically, the technology uses accelerometer (an instrument that detects and measures speed and directional vibrations) and gyroscope (an instrument that detects and measures angular momentum) data from the watch to detect abrupt movements and shifts in motion that could signal a fall.16

     

    PAUSE AND PONDER: How can healthcare professionals and leaders integrate AI models into healthcare?

     

    AI IN DISEASE MANAGEMENT

    Integrating AI into healthcare can transform patient care and streamline workflows.10 A recent survey reported that 80% to 90% of forecast panelists believe that AI will improve care, simplify patient referrals, and facilitate prior authorizations.8 Also, 63% of participants indicated that it is very or highly likely for health systems to adopt AI for pharmacist documentation. AI can specifically help document patient information in electronic health records (EHR).8 Some physicians and advanced practice providers are already using AI to improve patient documentation.8

     

    Generative AI uses machine models to analyze data patterns and create content like images and text. In healthcare, it enhances patient care and supports whole-person health.8 This technology can assist with medical image interpretation, inform disease diagnosis, identify care gaps, personalize treatment plans, enable remote patient monitoring, and support early intervention and preventive care.8,17 In her research, Dolly found a number of applications that could improve patient care.

     

    Diabetes Management

    By 2050, statisticians expect that 1.31 billion Americans will have diabetes.18 Diabetes management requires frequent follow-up and comprehensive examinations to monitor blood glucose levels and detect complications.19 Medical resources are unevenly distributed across the United States (U.S.). Physicians are often concentrated in wealthier and suburban areas, leaving rural regions with limited access to primary and specialty care. Yet, rural populations have a 16% higher prevalence of type 2 diabetes (T2DM) and a 20% higher T2DM-related hospital mortality rate compared to urban populations.20

     

    Effective diabetes management requires a collaborative approach involving endocrinology, nutrition, nephrology, ophthalmology, pharmacy, and podiatry. Since primary care alone is insufficient to handle this complex condition, rural areas face significant challenges in diabetes management.19 By 2034, researchers estimate a shortage of 124,000 doctors in the U.S., with the majority of loss in primary care.21 If this prediction is accurate, individuals in rural areas will face growing challenges accessing healthcare. Given the uneven distribution of healthcare resources across various regions, AI advancements may enhance efficiency in diabetes care while diminishing overall health expenditures.10,19

     

    To achieve better care for all people, clinicians may use predictive models to assess disease progression in T2DM, forecast blood glucose levels, and detect diabetic retinopathy.22

     

    AI technology may prevent diabetes onset in high-risk patients by ensuring early medical intervention.19 AI technologies may use non-invasive, cost-effective methods capable of early identification and classification of diabetes.

     

    An emerging theory is that machine learning using facial texture features and tongue color analysis could predict diabetes onset and identify those at high risk. In patients with diabetes, skin manifestations are common.23 These manifestations range from acanthosis nigricans (demarcated plaques with grey to brown pigmentation), to dermopathy (spots on the front of lower legs), to skin thickening.23 The pathophysiology of these conditions is not entirely understood. However, aging and diabetes causes increased collagen interlinking. Consequentially, skin changes like thickening and hardening may occur.23

     

    In Chinese Medicine, practitioners believe face regions reflect the health of internal organs.24 Asian researchers postulated that tongue discoloration, such as a yellow coating, is linked to diabetes, with studies showing a connection between tongue features and glucose metabolism.25,26 In 2017, researchers conducted a study to determine which model analyzes facial texture and color to detect diabetes most accurately.24 They took facial images, divided them into regions, characterized regions by textures, and analyzed them using eight different models.24 In 2019, Chinese researchers collected tongue images from 570 patients and analyzed their color and texture using AI models. The results demonstrated that these models may effectively associate tongue images with diabetes, but these studies remain preliminary.25

     

    In 2024, 8.7 million Americans or 3.4% of all U.S. adults met laboratory criteria for diabetes but were not aware that they had this condition.27 Delayed diagnosis is a common concern in diabetes, with about 45% of adults worldwide undiagnosed.18 Current diabetes diagnostic tests include hemoglobin A1C, fasting plasma glucose, 2-hour plasma glucose, and oral glucose tolerance test (OGTT). These four tests are invasive as they require venipuncture.24 Non-invasive diagnostic methods, such as analyzing facial images and tongue color, could help identify diabetic patients who are unaware of their condition.

     

    Dolly is fascinated by this information, but aware that these findings are very preliminary. Recently, one of her favorite patients, Lily, had gained weight rapidly in the early trimesters of pregnancy. Her obstetrician ordered an OGTT. Before the test, Lily fasted, then drank a sugary solution and had her blood sugar levels measured at specific intervals. This process was challenging for Lily, as the sight of blood and having her blood drawn nauseates her. Dolly wishes that non-invasive methods were currently available.

     

    In primary care, AI technologies may create personalized diet and exercise plans for people with diabetes. These plans could align with clinician recommendations and contribute to effective diabetes management.18

     

    Despite the promise of AI technology in diabetes management, predicting blood glucose levels remains challenging because food and subcutaneously administered insulin absorption rates vary. AI technologies are increasingly embedded into continuous glucose monitoring (CGM) systems to predict blood glucose levels. CGMs track patients’ blood glucose levels in real time and eliminate frequent finger pricks. CGMs provide regular and accurate blood glucose data, offering greater convenience than traditional finger sticks. Regardless, errors may still occur. CGM may report blood glucose levels that differ from actual values by roughly 9%. Differences in actual blood glucose level measurements may be an important consideration for individuals with diabetes and their healthcare providers. Soon, it’s likely that AI will also measure ketone levels; some systems will be integrated into CGMs.29

     

    Another obstacle is when clinicians’ recommendations differ from those generated using AI, as both may be correct. To resolve discrepancies, AI may serve as a tool to support human decision-making. Last, AI technology is designed based on the data it receives. Data quality is important for accurately predicting and managing diabetes.19,22

     

    Cardiac Care

    Like diabetes, heart failure (HF)—the inability of an individual’s heart muscle to pump enough blood—is becoming more prevalent. Common symptoms include shortness of breath, fatigue, and swelling of the legs, ankles, or abdomen.30 Worldwide, approximately 60 million individuals live with HF.31 Managing HF requires accurate diagnoses and treatments tailored to individual patients. AI technologies may help diagnose, predict outcomes, classify, and optimize treatment strategies in HF.32

     

    Researchers have published much information on HF, and information on the use of machine learning to analyze this data is increasing. AI algorithms address challenges like data noise (large amounts of unwanted data that make analysis difficult), false correlations (no relationship between two variables), and statistical power issues (a study’s inability to detect accurate results or effects). By streamlining data analysis, AI complements traditional statistical methods to gather insights into HF.32

     

    Researchers have created an AI-based diagnostic algorithm for HF. The study enrolled 600 patients with and without HF. The results demonstrated a diagnostic accuracy of 98% and surpassed non-specialist clinicians, who had an accuracy of 76%. In regions with limited access to HF specialists, these AI technologies could be beneficial.32,33

     

    Patients with HF also face high 30-day readmission rates. Decreasing HF hospital admissions and readmissions is important considering the financial penalties that the Centers for Medicare and Medicaid Services (CMS) impose. CMS reduces hospital payments by a percentage following unplanned 30-day readmissions for patients with HF.34 The hospitalization rate has improved from about 367 hospitalizations per 100,000 adults in 2016 to 350 hospitalizations in 2020. However, Healthy People 2030’s target is 330 per 100,000, meaning more improvement is needed.35

     

    Deep learning AI models may help lower hospital readmissions for patients with HF. In a 900-patient cohort study, these technologies outperformed traditional techniques in predicting readmission rates. This AI algorithm used heart sounds, respiratory rate, tidal volume (the amount of air that moves in and out of the lungs during a normal breath), heart rate, and patient activity to make predictions.32

     

    The rising use of remote monitoring and wearable devices is likely to expand AI’s effectiveness in managing HF. AI-powered smartwatches programmed with electrocardiography features demonstrate acceptable accuracy in detecting HF with reduced ejection fraction. These technologies allow continuous data streams, better prediction in hospital readmission rates, and earlier HF identification.31,32

     

    Dolly finds that smartwatches can also be useful for patients who have or are at risk for atrial fibrillation (AFib). Carol, the patient whose smartwatch detected a fall, has been worried that she might develop AFib, which causes irregular heartbeats. Last week, the watch detected an episode of AFib. When Carol visited her provider, she brought the printed electrocardiogram showing the episode. This enabled the provider to make informed decisions about next steps, supported by AI technologies.

     

    Sepsis Identification

    Globally, sepsis—a life-threatening response to an infection—is a leading cause of illness and death.36 Patients with sepsis present with varying degrees of severity, ranging from mild sepsis to septic shock. It can lead to tissue damage, organ failure, and death. Sepsis’s variable presentation makes early detection challenging. However, prompt recognition of sepsis is critical, as every hour without treatment increases the risk of death.36

     

    AI technologies may predict sepsis hours before its onset. Through machine learning and predictive algorithms, AI improves the accuracy of sepsis detection in a clinical setting.36-38 Researchers conducted a prospective, multi-center study of 590,736 patients across five hospitals, with 6,877 included in the analysis.38 During the study, researchers used the Targeted Real-time Early Warning System (TREWS) as a sepsis alert system for providers.38 TREWS is a machine learning-based algorithm that notifies providers when a patient is at high risk for sepsis.

     

    TREWS integration enabled early intervention from providers and reduced the hospital mortality rate by 5.1% when providers responded to the alert within three hours.38 The TREWS intervention group also saw a 4.5% decrease in overall mortality compared to patients whose providers did not respond within three hours. Patients flagged as high risk also experienced reductions in organ failure severity.38 A critical point is provider response time. It is possible that providers who responded more quickly simply had better resources or teams at their disposal.39

     

    This study’s major limitation was the predetermined alert settings, which may have influenced the alerts and their associations with clinical outcomes.38 TREWS notified providers when patients exhibited significant findings related to sepsis. This constraint limits the study’s generalizability, as variations in alert settings may lead to significant differences in the timing of alerts and, potentially, patient outcomes. Future implementation may adopt a less restrictive model, allowing earlier warnings by identifying patients with fewer sepsis-related criteria.38

     

    Alert fatigue—healthcare provider desensitization to safety alerts—may also limit this study’s applicability to clinical practice.38 Alert fatigue often causes individuals to not respond properly to safety alerts and warnings.40 TREWS integration may contribute to the alert fatigue phenomenon that plagues the healthcare industry.

     

    Despite this study’s promising results, few large, randomized controlled trials (RCTs) have evaluated AI-based alerts for patients with sepsis.37

     

    Acute Kidney Injury Alert

    Acute kidney injury (AKI; a decline in the kidney filtrate rate) impacts approximately 18% of inpatients and greater than 50% of patients in intensive care units.41 Like managing HF and diabetes, early detection is critical.41,42 Two studies have examined AI in AKI.

     

    Chinese researchers led a double-blind RCT to evaluate the impact of electronic alerts on adults with AKI.41 They randomized more than 2,000 hospitalized patients to determine whether an AKI alert combined with management strategies improves care and clinical outcomes. The data showed that alerts did not improve kidney function or overall patient outcomes. However, the alerts influenced treatment approaches. Patients in the alerts group received more intravenous fluids (82.6% vs 61.8%), fewer nonsteroidal anti-inflammatory drugs (5% vs 11%), and more AKI documentation at discharge (49.9% vs 27.3%).41

     

    Another double-blinded, multicenter RCT enrolled more than 6,000 patients. Researchers concluded that the AKI alerts did not reduce the risk of AKI progression, dialysis initiation, or death within 14 days of randomization.42

     

    Both studies found that integrating their specific AKI alert algorithms into EHR did not improve patient outcomes.41-43 However, pairing these alerts with management strategies influenced providers’ treatment decisions. These findings suggest that while changes in treatment strategies may not directly benefit patients, they may help avoid medications that can contribute to AKI.41,42

     

    Image Interpretation

    Beyond its use in facial recognition for social media and security, AI also has the proven potential to analyze medical images. Specifically, AI technologies show promise in oncology for identifying and categorizing cancers, and in managing diabetic retinopathy.

     

    Oncology

    Researchers are developing AI models for cancer imaging, aiming to improve tumor detection, characterization, and monitoring.10,44 These tools identify various cancers and predict patient outcomes very accurately.45 They can help minimize oversights and serve as an initial screen to reduce omission errors.

     

    AI tumor characterization involves tumor segmentation (outlining and identifying boundaries of the tumor in images), diagnosis, and staging. AI-driven automated segmentation has the potential to enhance the efficiency, reproducibility, and quality of tumor measurements.44 It may also improve the ability to monitor changes in tumors over time. Despite these promising advancements, challenges remain in ensuring accurate detection, characterization, and monitoring.44

     

    Diabetic Retinopathy

    AI models can detect diabetic retinopathy, a complication of diabetes that progressively impairs vision over time. AI identification of diabetic retinopathy is facilitated through retinal fundus imaging, which has demonstrated high sensitivity and selectivity, as defined in the SIDEBAR.22,46,47

     

    SIDEBAR: Differentiating Sensitivity and Specificity47
    Sensitivity Specificity
    ·         A test’s ability to determine whether an individual with the disease is positive

    ·         High sensitivity: limited false negative results—few cases where the disease is missed

    ·         A test’s ability to determine if an individual who does not have the disease is negative

    ·         High specificity: limited false positive results

    ·         Using a test with low specificity causes many people without the disease to screen as positive and receive treatment

     

    In 2017, researchers enrolled 521 participants across 10 U.S. centers. Each patient underwent a dilated ophthalmoscopy (an eye exam). The AI algorithm accurately identified 36 of 37 positive cases (97% sensitivity) and 162 of 184 negative cases (88% specificity).46 The researchers concluded that the AI system detects mild diabetic retinopathy more effectively than general ophthalmologists or retina specialists. This tool may offer a low-cost solution for diabetic retinopathy screening and help reduce the burden of diabetic eye screenings.46


    Electronic Health Records

    Approximately 80% of clinically relevant healthcare information is unstructured data.48 Applying a natural language processing (NLP)-based algorithm to the EHR may help hospitals identify patients who need a clinical pharmacist’s review. NLP models possess the ability to engage in speech recognition, text analysis, and translation, with goals centered around language processing. One example of its use is transcribing patient interactions, which may be helpful for medication reconciliation. Similarly, NLP-based systems can prepare reports, such as patient notes within the EHR, and analyze these notes.10 By analyzing notes, the system can also identify patients requiring extensive medication interventions and categorize them as high risk. This classification enables pharmacists to dedicate their efforts to patients most likely to benefit, ultimately enhancing their impact on patient care.48

     

    AI models may also detect and alert providers when an ordered medication deviates from its typical use pattern. AI captures information on standard dosages and indications, aiding drug selection, dose recommendations, drug-drug interaction detection, and order entry.49 This tool supports pharmacists and other healthcare providers in clinical decision-making to minimize medication-related errors and improve patient outcomes.49

     

    Generative AI models may streamline providers’ documentation processes. Clinicians spend approximately 35% of their time documenting patient data and notes.50 AI technologies may reduce this workload, allowing providers to focus more on patient care. However, before integrating AI into documentation, leaders must set clear guidelines. For effective use, these guidelines must address concerns such as data security, accuracy, reliability, ethical considerations, and the need for ongoing evaluation of AI programs to ensure regular maintenance and optimization.51

     

    The possibilities for AI integration in EHR are endless. With proper use, these resources help streamline workflow and increase time providers spend on direct patient care.

     

    PAUSE AND PONDER: What are the opportunities and challenges for AI integration into healthcare?

     

    AI CHALLENGES

    A major challenge is AI’s inability to explain how it arrives at its conclusions, referred to as model transparency. Predictive modeling and deep learning procedures are difficult to adopt in clinical environments. The algorithms behind these models often lack transparency and experimental context.8,22

     

    For clinicians to accept AI, they must understand how models generate recommendations. By detailing internal decisions, behaviors, and actions, AI’s developers can build trust among healthcare providers. Developers must equip clinicians with sufficient information to understand each event’s causes. Subsequently, providers can determine how to incorporate AI recommendations into their clinical decision-making processes.8,22

     

    Another barrier arises from EHRs’ limitations. Since EHR data is not publicly available, AI technologies may struggle to generate comprehensive recommendations. Also, healthcare organizations often restrict data access to internal use, leaving predictive modeling without sufficient information.22 To address this challenge, some experts propose federated learning. This allows institutions to contribute to a global model while keeping sensitive data within their respective systems.10 However, as AI processes large volumes of data, the risk of data breaches and unauthorized access increases. Protecting databases from security threats remains a challenge.8

     

    Bias presents another obstacle. If data used in AI models is homogenous, the results may be skewed. Developers must ensure that training datasets include a wide range of patient demographics and conditions to prevent biased outcomes.8

     

    Cost inhibits widespread adoption of AI. Institutions allocate resources for AI differently. Smaller, rural hospitals may struggle to implement these technologies due to financial constraints.8 Also, demonstrating a clear return on investment for AI integration is difficult. The limited cost avoidance data per intervention and impact on patient outcomes makes it challenging for hospital executives to justify AI investments.8

     

    Legal and ethical considerations further complicate AI acceptance. Mistakes are inevitable with AI technologies. Who will be held accountable for errors, especially when they impact patient outcomes? Healthcare providers may be reluctant to adopt AI technologies if responsibility for potential AI errors is unclear.8,10 This also calls into question regulatory compliance. If AI becomes the standard of care, providers who choose not to use these tools may face legal and regulatory consequences.8,10

     

    Before implementing AI in clinical practice, healthcare institutions must thoroughly test and validate each model. A designated committee containing diverse healthcare professionals should lead the approval process to ensure safe and effective implementation of AI models. This approval process and integration into daily practice may take years.10

     

    After looking at how AI is used currently, the research underway, and AI’s challenges, Dolly feels confident that she can discuss changes in the workplace and pharmacy processes with Miley.

     

    TAILORING AI TO PHARMACY PRACTICE

    Many healthcare providers already recognize the implications of AI integration in healthcare. A recent survey asked pharmacists, “How likely is it the following will occur by the year 2029 in the geographic region where you work?”8 Table 3 displays the findings on AI integration in pharmacists’ documentation and medication histories.8

     

    Table 3. Forecast Panelists’ Survey Responses to AI Integration in 20298
    Response Percent of Responders
    Statement 1: 50% of health systems will adopt technology in the EHR for pharmacist documentation to be completed by generative AI.
    Very Unlikely 4%
    Somewhat Unlikely 33%
    Somewhat Likely 44%
    Very Likely 19%
    Statement 2: 25% of health systems will use a Chatbot to obtain medication histories.
    Very Unlikely 10%
    Somewhat Unlikely 33%
    Somewhat Likely 43%
    Very Likely 14%
    AI, artificial intelligence; EHR, electronic health record.

     

    As healthcare professionals acknowledge AI’s expanding function, they must develop a strong understanding of these technologies. Pharmacists and pharmacy technicians, in particular, need a basic knowledge of AI.48 With this foundation, pharmacists can assess AI models’ strengths and limitations and determine when and how to use them effectively.

     

    To establish a baseline understanding of AI technologies, institutions must integrate education and didactic experiences into training for pharmacy technicians, pharmacy students, and pharmacists.52,53 This will equip healthcare providers with the basic skills needed to evaluate AI models and understand its responsibility in improving patient care.

     

    AI and the Pharmacy Workforce

    Like Miley, may pharmacy personnel worry that AI may replace pharmacists and pharmacy technicians. In the United Kingdom, researchers estimate 35% of all jobs—including some pharmacy-related positions—could be automated in the next 10 to 20 years.10 However, they also predict job losses will amount to less than 5%. This is because of factors like cost of automation technologies, labor market dynamics, and regulatory and social acceptance. These circumstances create major barriers in the widespread adoption of AI across industries and may mitigate actual job loss.10

     

    In healthcare, similar trends are expected. To date, AI has not eliminated jobs.10 Pharmacy student enrollment is unlikely to rise, and researchers predict that 20% of first year post-graduate residency spots will remain unfilled after the match. As a result, they anticipate the pharmacy workforce will decline.8 This projected reduction has led to expectations that AI will assist with repetitive pharmacy tasks, allowing pharmacists and technicians to focus on responsibilities that require human expertise.

     

    With the integration of AI into healthcare, pharmacists are expected to expand their scope of practice into areas where they can use their skills more and influence outcomes.8,10 These include managing high-cost medications, bridging gaps in primary care, applying empathy and persuasion, and taking a big-picture approach to patient care. While AI is designed to mimic certain human actions, it is not human. It lacks interpersonal skills and the ability to build relationships. Ultimately, AI will complement pharmacists by streamlining repetitive tasks, addressing workforce shortages, and enabling them to use their unique human intelligence abilities.8,10

     

    Adverse Drug Reactions

    A primary responsibility for pharmacists in medication management is to mitigate patients’ risk of adverse drug reactions (ADRs). EHR systems use AI for ADR prediction and detection. For example, if a prescriber orders amiodarone for a patient who is already taking warfarin, the system is designed to alert healthcare providers that the combination leads to high bleeding risk. Current systems already deliver this alert, and an AI-assisted system may recommend providers decrease the patient’s warfarin dose empirically by 30% to 50%.54 However, like any test or algorithm, false positives and negatives can occur, meaning these systems are not foolproof. It is crucial that clinicians and pharmacists do not rely solely on these alerts for detecting ADRs or sending notifications. Instead, they should apply clinical decision-making and rely on their expertise.

     

    A recent study involving 412 patients used a machine learning algorithm to predict the likelihood of ADRs in neonates.55 Researchers designed the algorithm to associate a risk score to predict and prevent ADRs, rather than simply display a warning as is done currently for certain medications. The model displayed high predictive accuracies, successfully detecting ADRs in patients with allergic, renal, central nervous system, and hepatic ADRs 78.9% to 90.2% of the time.49,55 These models illustrate AI’s broad application in ADR detection which supports clinical decision-making.

     

    AI also offers opportunities to improve patient adherence. It can trigger patient-specific message alerts, such as medication renewal reminders for both the pharmacist and the patient. This ensures timely prescription refills, helps maintain a consistent medication supply, and supports better medication adherence for improved health outcomes. Wearable devices like smartwatches and smartphones also integrate AI technology that may encourage behavioral changes and enhance adherence.10 For example, some smartwatches offer a time-to-stand reminder. If individuals have not moved within the first 50 minutes of an hour, the watch will remind them to stand. Simple alerts like these increase movement and encourage behavior changes.

     

    Beyond clinical applications, AI has the potential to transform pharmacy operations. AI technology may request and process prior authorizations (something of great interest to Dolly and Miley), manage the supply chain, optimize pharmacy revenue cycles, and track financial performance.8

     

    CONCLUSION

    AI technologies are likely to revolutionize healthcare by enhancing clinical decision-making, improving patient outcomes, and streamlining workflows. Through automation of routine tasks and data analysis, AI can help healthcare providers deliver more efficient care. However, significant barriers including algorithm transparency, bias, cost, and accountability concerns must be addressed before AI is widely adopted. Overcoming these challenges requires collaboration among healthcare providers, policy makers, and AI developers. Establishing clear guidelines and validation procedures will help ensure AI technologies are safe and used properly. With proper implementation and education, AI is a powerful tool that enhances healthcare professionals’ abilities. Dolly and Miley now appreciate that it cannot replace human skills like empathy, critical thinking, and personalized communication.

     

    PAUSE AND PONDER: Take a moment and look at this list. Which of the following are AI powered? These are the answers that we promised to provide!

    • Air conditioner
    • Automatic washing machine
    • Basic calculators
    • Customer service chat box
    • Email services
    • Facial recognition
    • Media/playlist recommendations
    • Purchase recommendations
    • Refrigerators
    • Social media
    • Television remote control
    • Voice assistants
    • Wearable fitness trackers

     

    Answers Examples
    Customer service chat box ·         Chatbots answering basic customer service questions
    Email services ·         Emails automatically categorized as spam
    Facial recognition ·         Unlocking devices

    ·         Password security

    ·         Tagging individuals in social media posts

    Media/playlist recommendations ·         Spotify or Apple Music playlists

    ·         Audiobook platforms

    ·         Streaming services

    Purchase recommendations ·         Social media advertisements

    ·         Web browser advertisements

    Social media ·         Facial recognition

    ·         “For you” page geared to user interests

    Voice assistants ·         Siri

    ·         Alexa

    ·         Google Home

    Wearable fitness trackers ·         ECG monitoring

    ·         Fall detection

     

     

    Pharmacist and Pharmacy Technician Post Test (for viewing only)

    PHARMACIST AND PHARMACY TECHNICIAN LEARNING OBJECTIVES
    After completing this continuing education activity, learners will be able to
    • Recognize artificial intelligence (AI) and the models underlying these technologies
    • Describe the implications of AI within the healthcare and pharmacy fields
    • List the opportunities and challenges that AI introduces to healthcare and pharmacy services
    • Recognize AI’s impact on the pharmacy workforce and its implications in shaping the future of pharmacy practice

    1. An artificial intelligence developer uses an algorithm that mimics the human brain and consists of nodes that mimic human neurons to process and learn from data. What model is the developer using?
    A. Deep learning
    B. Neural network
    C. Rule-based expert system

    2. Which of the following is the BEST descriptor of a possibility associated with AI?
    A. Performs tasks in predictable and unpredictable conditions with minimal human oversight
    B. Performs tasks in predictable conditions only with minimal human oversight
    C. Performs tasks in unpredictable conditions only with direct human oversight

    3. An AI algorithm is designed with the following input and output: “if the patient has diarrhea and vomiting, then consider the possibility of norovirus infection.” What model does this rule represent?
    A. Deep learning
    B. Neural network
    C. Rule-based expert system

    4. When generative AI uses machine models to analyze data patterns and create content in healthcare, how might it enhance patient care?
    A. It can assist with medical image interpretation, inform disease diagnosis, and identify care gaps.
    B. It can replace the clinician’s need to be present at clinic appointments.
    C. It can make decisions for clinicians, write treatment plans, and prescribe medications.

    5. Effective diabetes management requires a collaborative, specialized approach. Since primary care alone is insufficient to handle this complex condition, which of the following current barriers to diabetes management could AI BEST help overcome?
    A. It can help urban areas that have unlimited access to care for diabetes management.
    B. It can help rural areas struggling with limited access to care for diabetes management.
    C. It can help primary care providers eliminate challenges in diagnosing patients with diabetes.

    6. Which of the following represents the MOST significant implication for AI models in cancer imaging?
    A. AI models can improve the efficiency, reproducibility, and quality of tumor measurements.
    B. AI models can improve the accuracy of tumor detection and consider patient’s medical history.
    C. AI models have the potential to enhance the accuracy in detection, monitoring, and make decisions for providers.

    7. Which of the following is a CHALLENGE associated with AI use in healthcare?
    A. Identifying patients by their unique identifiers may be impossible.
    B. Identifying solutions with good specificity and sensitivity is difficult.
    C. Identifying who holds responsibility when an error occurs may be unclear.

    8. Dr. Smith is interested in integrating AI technologies. He mentions difficulty reading patients’ notes and getting a complete understanding due to residents copying notes from previous days without updating important details. How can AI technologies BEST address this issue?
    A. NLP-based systems can transcribe interactions, such as medication reconciliations.
    B. NLP-based systems can prepare reports, such as patient notes within the EHR.
    C. NLP-based systems can analyze text, such as patient notes within the EHR.

    9. The Dolly Hospital is a 100- bed facility located 100 miles from the nearest large city. Which of the following is MOST likely a CHALLENGE for AI integration at this institution?
    A. They may struggle to secure the necessary funds.
    B. They may struggle to demonstrate a clear return on investment.
    C. They may struggle to obtain accurate cost avoidance data.

    10. Why is it UNLIKELY that AI will replace pharmacists and cause widespread job loss?
    A. Experts anticipate AI has reached its heyday and will be difficult to develop in new ways.
    B. Experts anticipate the federal government will implement laws preventing AI use in healthcare.
    C. Experts anticipate the pharmacy workforce will decline, making more jobs to be filled.

    11. With the integration of AI into healthcare, how is AI expected to complement pharmacists?
    A. By assisting with repetitive tasks, allowing pharmacists to focus on responsibilities that require human expertise
    B. By assisting with relationship-building, allowing pharmacists to focus on responsibilities that require human expertise
    C. By assisting with personalized communication, allowing pharmacists to focus on responsibilities that require human expertise

    12. Molly needs to provide discharge medication counseling to a patient but is pressed for time. She sends an AI robot to provide the counseling instead. However, the patient refuses this service. Why is it LIKELY that the patient declined the AI robot’s counseling service?
    A. The patient did not want to pay for AI’s automated labor.
    B. The patient did not want to accept AI technologies.
    C. The patient did not want AI-related errors in counseling.

    References

    Full List of References

    References

       

      1. What is Artificial Intelligence? National Aeronautics and Space Administration (NASA). 2023. Accessed February 17, 2025. https://www.nasa.gov/what-is-artificial-intelligence/
      2. Kennedy B, Tyson A, Saks E. Public Awareness of Artificial Intelligence in Everyday Activities. Pew Research Center. 2023. Accessed February 17, 2025. https://www.pewresearch.org/science/2023/02/15/public-awareness-of-artificial-intelligence-in-everyday-activities/
      3. Roose K. The Shidt: When AI passes this test, look out. The New York Times. January 23, 2025. Accessed February 23, 2025. https://www.nytimes.com/2025/01/23/technology/ai-test-humanitys-last-exam.html?searchResultPosition=6
      4. Sommer J. Is Artificial Intelligence Really Worth the Hype? The New York Times. February 7, 2025. Accessed February 23, 2025. https://www.nytimes.com/2025/02/07/business/ai-deepseek-nvidia-tesla.html?searchResultPosition=7
      5. De Vynck G. AI’s next leap requires intimate access to your digital life. The Washington Post. January 5, 2025. Accessed February 23, 2025. https://www.washingtonpost.com/technology/2025/01/05/agents-ai-chatbots-google-mariner/
      6. Ranie L, Funk C, Anderson M, Tyson A. AI and Human Enhancement: Americans’ Openness Is Tempered by a Range of Concerns. Pew Research Center. 2022. Accessed February 18, 2025. https://www.pewresearch.org/internet/2022/03/17/ai-and-human-enhancement-americans-openness-is-tempered-by-a-range-of-concerns/
      7. Catsaros O. Generative AI to Become $1.3 Trillion Market by 2031. Bloomberg. 2023. Accessed February 17, 2025. https://www.bloomberg.com/company/press/generative-ai-to-become-a-1-3-trillion-market-by-2032-research-finds/
      8. Nelson SD, Stump LS, Castro H. Navigating Generative AI: Opportunity and Risk. Am J Health-Syst Pharm. 2025;82(2):17-43. doi:10.1093/ajhp/zxae280
      9. Artificial Intelligence. U.S. Department of State. 2023. Accessed February 17, 2025. https://www.state.gov/artificial-intelligence/
      10. Davenport T, Kalakota R. The potential for artificial intelligence in healthcare. Future Healthc J. 2019;6(2):94-98. doi:10.7861/futurehosp.6-2-94
      11. NCI Dictionary of Cancer Terms. NIH. Accessed February 18, 2025. https://www.cancer.gov/publications/dictionaries/cancer-terms/def/precision-medicine#
      12. Lewontin M. How Google Photos uses machine learning to create customized albums. The Christian Science Monitor. 2016. Accessed February 18, 2025. https://www.csmonitor.com/Technology/2016/0324/How-Google-Photos-uses-machine-learning-to-create-customized-albums
      13. Johnson KB, Wei WQ, Weeraratne D, et al. Precision Medicine, AI, and the Future of Personalized Health Care. Clin Transl Sci. 2021;14(1):86-93. doi:10.1111/cts.12884
      14. Marr B. What is Deep Learning AI? A Simple Guide With 8 Practical Examples. Forbes. 2018. Accessed February 18, 2025. https://www.forbes.com/sites/bernardmarr/2018/10/01/what-is-deep-learning-ai-a-simple-guide-with-8-practical-examples/#
      15. Rule-Based System. OpenTrainAI. Accessed February 18, 2025. https://www.opentrain.ai/glossary/rule-based-system#:~:text=Examples/Use%20Cases:,a%20structured%20set%20of%20guidelines.
      16. Greenway N. Apple Watch Fall Detection—Which Apple Series Detects Best? Medical Alert Advice. 2024. Accessed February 20, 2025. https://www.medicalalertadvice.com/articles/apple-watch-fall-detection/#:~:text=Fall%20detection%20technology%20is%20not,%2C%20watch%2C%20or%20other%20device
      17. Manne R, Kantheti SC. Application of Artificial Intelligence in Healthcare: Chances and Challenges. Current Journal of Applied Science and Technology. 2021;40(6): 78-89. doi:0.9734/CJAST/2021/v40i631320
      18. Sheng B, Pushpanathan K, Guan Z, et al. Artificial intelligence for diabetes care: current and future prospects. The Lancet. 2024;12(8):569-595. doi:10.1016/S2213-8587(24)00154-2
      19. Guan Z, Li H, Liu R, et al. Artificial intelligence in diabetes management: Advancements, opportunities, and challenges. Cell Rep Med. 2023;4(10):101213. doi:10.1016/j.xcrm.2023.101213
      20. Dugani SB, Mielke MM, Vella A. Burden and management of type 2 diabetes in rural United States. Diabetes Metab Res Rev. 2021;37(5):e3410. doi:10.1002/dmrr.3410
      21. Five key barriers to healthcare access in the United States. UpToDate, Wolters Kluwer. 2022. Accessed February 20, 2025. https://www.wolterskluwer.com/en/expert-insights/five-key-barriers-to-healthcare-access-in-the-united-states
      22. Yang CC. Explainable Artificial Intelligence for Predictive Modeling in Healthcare. J Healthc Inform Res. 2022;6(2):228-239. doi:10.1007/s41666-022-00114-1
      23. Labib A, Rosen J, Yosipovitch G. Skin Manifestations of Diabetes Mellitus. Endotext [Internet]. 2022. Accessed February 19, 2025. https://www.ncbi.nlm.nih.gov/books/NBK481900/
      24. Shi T, Zhang B, Tang YY. An extensive analysis of various texture feature extractors to detect Diabetes Mellitus using facial specific regions. Computers in Biology and Medicine. 2017;83:69-83. doi:10.1016/j.compbiomed.2017.02.005
      25. Li J, Yuan P, Hu X, et al. A tongue features fusion approach to predicting prediabetes and diabetes with machine learning. J Biomed Inform. 2021;115:103693. doi:10.1016/j.jbi.2021.103693
      26. Tomooka K, Saito I, Furukawa S, et al. Yellow Tongue Coating is Associated With Diabetes Mellitus Among Japanese Non-smoking Men and Women: The Toon Health Study. J Epidemiol. 2018;28(6):287-291. doi:10.2188/jea.JE20160169
      27. National Diabetes Statistics Report. CDC. Accessed February 18, 2025. https://www.cdc.gov/diabetes/php/data-research/index.html#:~:text=Total:%2038.4%20million%20people%20have,older%20(48.8%25)%20have%20prediabetes
      28. Contreras I, Vehi J. Artificial Intelligence for Diabetes Management and Decision Support: Literature Review. J Med Internet Res. 2018;20(5):e10775. Published 2018 May 30. doi:10.2196/10775
      29. Virdi N, Poon Y, Abaniel R, Bergenstal RM. Prevalence, Cost, and Burden of Diabetic Ketoacidosis. Diabetes Technol Ther. 2023;25(S3):S75-S84. doi:10.1089/dia.2023.0149
      30. What is Heart Failure? AHA. 2023. Accessed February 18, 2025. https://www.heart.org/en/health-topics/heart-failure/what-is-heart-failure
      31. Khan MS, Arshad MS, Greene SJ, et al. Artificial intelligence and heart failure: A state-of-the-art review. Eur J Heart Fail. 2023;25(9):1507-1525. doi:10.1002/ejhf.2994
      32. Yoon M, Park JJ, Hur T, et al. Application and Potential of Artificial Intelligence in Heart Failure: Past, Present, and Future. Int J Heart Fail. 2023;6(1):11-19. doi:10.36628/ijhf.2023.0050
      33. Choi DJ, Park JJ, Ali T, et al. Artificial intelligence for the diagnosis of heart failure. npj Digit Med. 2020;3(54). doi:10.1038/s41746-020-0261-3
      34. Hospital Readmissions Reduction Program (HRRP). CMS. 2024. Accessed February 18, 2025. https://www.cms.gov/medicare/quality/value-based-programs/hospital-readmissions
      35. Reduce heart failure hospitalizations in adults. Healthy People 2030. Accessed February 18, 2025. https://odphp.health.gov/healthypeople/objectives-and-data/browse-objectives/heart-disease-and-stroke/reduce-heart-failure-hospitalizations-adults-hds-09/data?group=None&from=2016&to=2020&state=United%20States&populations=#edit-submit
      36. Haas R, McGill SC. Artificial Intelligence for the Prediction of Sepsis in Adults. CADTH Horizon Scan [Internet]. 2022;2(3). https://www.ncbi.nlm.nih.gov/books/NBK596676/
      37. Schinkel M, van der Poll T, Wiersinga WJ. Artificial Intelligence for Early Sepsis Detection: A Word of Caution. Am J Respir Crit Care Med. 2023;207(7):853-854. doi:10.1164/rccm.202212-2284VP
      38. Adams R, Henry KE, Sridharan A, et al. Prospective, multi-site study of patient outcomes after implementation of the TREWS machine learning-based early warning system for sepsis. Nat Med. 2022;28:1455-1460. doi:10.1038/s41591-022-01894-0
      39. Kennedy JN, Rudd KE. A sepsis early warning system is associated with improved patient outcomes. Cell Rep Med. 2022;3(9):100746. doi:10.1016/j.xcrm.2022.100746
      40. Alert Fatigue. PSNet. 2019. Accessed February 19, 2025. https://psnet.ahrq.gov/primer/alert-fatigue#:~:text=The%20term%20%22alert%20fatigue%22%20describes,respond%20appropriately%20to%20such%20warnings.
      41. Li T, Wu B, Li L, et al. Automated Electronic Alert for the Care and Outcomes of Adults With Acute Kidney Injury: A Randomized Clinical Trial. JAMA Netw Open.2024;7(1):e2351710. doi:10.1001/jamanetworkopen.2023.51710
      42. Wilson FP, Martin M, Yamamoto Y, et al. Electronic health record alerts for acute kidney injury: multicenter, randomized clinical trial. BMJ. 2021;372:m4786. doi:10.1136/bmj.m4786
      43. Nelson SD. Artificial intelligence and the future of pharmacy. Am J Health Syst Pharm. 2024;81(4):83-84. doi:10.1093/ajhp/zxad316
      44. Bi WL, Hosny A, Schabath MB, et al. Artificial intelligence in cancer imaging: Clinical challenges and applications. CA Cancer J Clin. 2019;69(2):127-157. doi:10.3322/caac.21552
      45. Hoang DT, Dinstag G, Shulman ED, et al. A deep-learning framework to predict cancer treatment response from histopathology images through imputed transcriptomics. Nat Cancer. 2024;5(9):1305-1317. doi:10.1038/s43018-024-00793-2
      46. Lim JI, Regillo CD, Sadda SR, et al. Artificial Intelligence Detection of Diabetic Retinopathy: Subgroup Comparison of the EyeArt System with Ophthalmologists' Dilated Examinations. Ophthalmol Sci. 2022;3(1):100228. doi:10.1016/j.xops.2022.100228
      47. Disease Screening – Statistics Teaching Tools. New York State Department of Health. Accessed February 18, 2025. https://www.health.ny.gov/diseases/chronic/discreen.htm#:~:text=Sensitivity%20refers%20to%20a%20test's,have%20a%20disease%20as%20negative.
      48. Smoke S. Artificial intelligence in pharmacy: A guide for clinicians. Am J Health-Syst Pharm. 2024;81(14):641–646. doi:10.1093/ajhp/zxae051
      49. Chalasani SH, Syed J, Ramesh M, Patil V, Pramod Kumar TM. Artificial intelligence in the field of pharmacy practice: A literature review. Explor Res Clin Soc Pharm. 2023;12:100346. doi:10.1016/j.rcsop.2023.100346
      50. Joukes E, Abu-Hanna A, Cornet R, de Keizer NF. Time Spent on Dedicated Patient Care and Documentation Tasks Before and After the Introduction of a Structured and Standardized Electronic Health Record. Appl Clin Inform. 2018;9(1):46-53. doi:10.1055/s-0037-1615747
      51. Nguyen J, Pepping CA. The application of ChatGPT in healthcare progress notes: A commentary from a clinical and research perspective. Clin Transl Med. 2023;13(7):e1324. doi:10.1002/ctm2.1324
      52. Schutz N, Olsen CA, McLaughlin AJ, et al. ASHP Statement on the Use of Artificial Intelligence in Pharmacy. Am J Health-Syst Pharm. 2020;77(23):2015-2018. doi:10.1093/ajhp/zxaa249
      53. Flynn A. Using artificial intelligence in health-system pharmacy practice: Finding new patterns that matter. Am J Health-Syst Pharm. 2019;76(9):622-627. doi:10.1093/ajhp/zxz018
      54. Amiodarone and Warfarin. Interactions Monograph. UpToDate Lexidrug. UpToDate Inc. Accessed March 27, 2025. https://online.lexi.com
      55. Yalçın N, Kaşıkcı M, Çelik HT, et al. An artificial intelligence approach to support detection of neonatal adverse drug reactions based on severity and Probability scores: a new risk score as web-tool. Children. 2022;9(12):1826. doi:10.3390/children9121826

      The Scoop on Pharmacy Burnout: Description and Management Strategies

      Learning Objectives

       

      After completing this application-based continuing education activity, pharmacists and pharmacy technicians will be able to

      • Describe burnout and its effects in the pharmacy
      • Discuss risk factors and possible causes of burnout in the pharmacy
      • Differentiate between different burnout subscales
      • Identify strategies to manage burnout

      man knocked down by burnout

      Release Date:

      Release Date: February 20, 2025

      Expiration Date: February 20, 2028

      Course Fee

      Pharmacist:  $7

      Pharmacy Technician: $4

      ACPE UANs

      Pharmacist: 0009-0000-25-009-H04-P

      Pharmacy Technician: 0009-0000-25-009-H04-T

      Session Codes

      Pharmacist: 22YC01-JXX46

      Pharmacy Technician: 22YC01-XWK93

      Accreditation Hours

      2.0 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.  Statements of credit for the online activity ACPE UAN 0009-0000-25-009-H04-P/T  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.

       

      Disclosure of Discussions of Off-label and Investigational Drug Use

      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.

      Faculty

      Yvonne Riley-Poku, PharmD
      Medical Writer
      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.

      Yvonne Riley-Poku, PharmD, has no relationship with an ineligible company and therefore has nothing to disclose.

      ABSTRACT

      Burnout is a response to prolonged work-related stress that has not been managed adequately. Although burnout is present in other professions, researchers have found it to be more prevalent in health services professions. In the pharmacy profession, increasing workload, staffing shortages, and hard-to meet company performance metrics are among the factors that contribute to burnout. The consequences of burnout in the pharmacy are substantial and range from low morale and employee turnover to serious dispensing errors. The onus for addressing burnout lies with employers and companies, although employees have a role to play as well. Several states are enacting new laws to address working conditions in pharmacies. Recently passed laws include mandating breaks for pharmacists, capping shift lengths, and disallowing excessive metrics.

      CONTENT

      Content

      INTRODUCTION

      Burnout is a response to prolonged work-related stress that can impair physical health and psychological wellbeing.1,2 Interest in burnout is growing. Employers and employees alike would like to understand burnout and determine a solution that will keep employees engaged and enthusiastic about work. For healthcare professionals and the pharmacy team to carry out their roles in improving the health of the population optimally, they must pay attention to their physical and psychological wellbeing. Consequences of burnout adversely affect both providers and patients in their care.

      People who experience burnout feel emotional exhaustion, depersonalization, and reduced personal accomplishment.1 The Maslach Burnout Inventory (MBI) is the most widely used research measure on burnout.1 The Maslach Burnout Inventory Human Services Survey (MBI-HSS) is an assessment tool for burnout syndrome in human services occupations such as healthcare.1 Christina Maslach, a psychology professor at the University of California, Berkeley, is one of the pioneering researchers on burnout and its definition, predictors, and measurement.3 She is the architect of the Maslach Burnout Inventory and based on her work, the World Health Organization (WHO) included burnout as an occupational phenomenon in the International Classification of Diseases (ICD).3 Maslach and her colleagues’ initial research into burnout included surveys, interviews, and field observations of workers in human services professions such as health care, social services, mental health, criminal justice, and education. Their findings indicated that burnout could reduce the quality of care or service provided by the worker.1 Their findings also found a link between burnout and negative health outcomes for the worker such as headaches, muscle tension, hypertension, sleep disturbances, and cold and flu episodes.2 Burnout also seemed to be associated with personal dysfunction such as physical exhaustion, insomnia, increased use of substances, and poor interpersonal relationships.1

      The Agency for Healthcare Research and Quality estimates that 30% to 50% of physicians, nurse practitioners, and physician assistants may be affected by burnout.4 Various professional organizations and studies have extensively reported on burnout in physicians. While more research is needed, researchers have conducted some studies to identify occupational burnout’s prevalence and risk factors in pharmacists and pharmacy technicians. These studies detail the existence of burnout among pharmacy staff.

      Health care providers’ well-being impacts patient safety and patient care quality. It is essential that pharmacy team members understand burnout syndrome, and stakeholders in the profession must take steps to improve employee well-being.

      Pause and Ponder: How would you describe the working conditions at your workplace?

      Burnout Definition and Description

      In the early 1970s, psychologist Herbert Freudenberger was one of the first to describe professional exhaustion and is credited with introducing the concept of burnout.4,5   Freudenberger did his burnout research observing staff working in a free medical clinic.4,5 After he completed his normal workday, he worked at a free clinic that he had helped organize during the Free Clinic Movement—a movement that involved healthcare providers in work that required almost endless effort and empathy. During these work shifts, he recognized the syndrome. He described burnout as putting a great deal of yourself into your work, with the staff and population you serve demanding this of you, while you also demand it of yourself. He further described it as eventually finding yourself in a state of exhaustion.5

      Similar to Freudenberger’s description, the WHO defines burnout as a syndrome conceptualized as resulting from chronic workplace stress that has been poorly managed.6 Burnout can develop in employees such as healthcare professionals who work with other people in some capacity.1 Note that burnout is limited to work environments, an occupational hazard, if you will, and the ICD does not classify it as medical condition.6

      Indicators of Burnout

      Burnout has three subscales (scales used to obtain a rating or measurement that contributes to a rating or measurement on a larger scale). The terms that describe burnout’s three components may be familiar to pharmacists and technicians, but they have specific meaning when used to describe burnout. If pharmacists and technicians recognize how burnout presents, they will be better prepared to intervene early if they or their colleagues exhibit any of the feelings or attitudes described in the subscales.

      The following are burnout’s subscales1:

      • Emotional exhaustion: Presents as feelings of energy depletion or exhaustion attributed to one’s work. As emotional resources are depleted, workers feel they are no longer able to give more of themselves on a psychological level.1 Other descriptions of emotional exhaustion are being worn out, having a loss of energy and enthusiasm for work, or feeling drained and fatigued.7
      • Depersonalization: Increased mental distance from one’s job, or feelings of negativity or cynicism related to one’s job. Other descriptions of this state are negative and cynical attitudes and feelings about one’s clients or negative, inappropriate, and irritable attitude toward clients.1 This perception of others may lead staff to view clients or patients as somehow deserving of their troubles.1
      • Decreased sense of personal accomplishment: Reduced professional efficacy, or feelings of reduced personal accomplishment. Workers may evaluate themselves negatively regarding their work and may also feel dissatisfied with their accomplishments on the job.1 Some words used to describe this condition include reduced productivity or capability, and low morale.

       

      Table 1 describes studies and research on burnout in different pharmacy practice settings and their findings.

      Table 1. Burnout Studies in Different Pharmacy Practice Settings8-12

      Target Population Study Design and Description Result
      Community pharmacists ·       Anonymous electronic surveys including the MBI-HSS and a work-factors-based questionnaire

      ·       To identify the prevalence and risk factors for occupational burnout in community pharmacists

      74.9% of respondents reported burnout in at least one MBI-HSS subscale, most owing to emotional exhaustion (68.9%).
      Health system pharmacists ·       Multi-center cross-sectional cohort survey study

      ·       Used MBI-HSS

      ·       To determine levels of, and risk factors for professional burnout among health system pharmacists

      53.2% of study participants reported a high level in at least one MBI-HSS subscale.

       

      8.5% of study participants had scores that indicated burnout on all 3 MBI-HSS subscales.

      Clinical pharmacists in a hospital inpatient setting ·       Prospective, cross-sectional pilot study

      ·       Online survey

      ·       To characterize the level of and identify factors independently associated with burnout among clinical pharmacists practicing in an inpatient hospital setting within the United States

      Low response rate. However, 61.2% of respondents reported burnout, largely driven by high emotional exhaustion.
      Pharmacy residents ·       Electronic anonymous survey

      ·       To quantify burnout status of pharmacy residents and to correlate burnout to professional conduct and career outlook

      74.4% burnout rate was reported among respondents.
      Pharmacy technicians ·       Used MBI-HSS

      ·       To assess burnout among pharmacy technicians working in a hospital or health system setting

      69.1% of respondents were experiencing burnout.
      ABBREVIATIONS: MBI-HSS = Maslach Burnout Inventory-Human Services Survey

       

      Risk Factors and Causes of Burnout

      Across many occupations, common risk factors contribute to burnout. Table 2 describes those risk factors.

      Table 2. Risk Factors for Burnout2

      Risk Factor Description
      Workload ·       Job demands exceeds human limits

      ·       Workload is unsustainable

      ·       No opportunity to recover from, or have a restful period after a particularly demanding event such as meeting a deadline or addressing a crisis resulting in acute fatigue

      ·       Prolonged overload becomes a chronic job condition leading to exhaustion

      Control ·       Employees have no personal control in the workplace

      ·       Role conflict

      ·       Lack of opportunity to contribute to or participate in organizational decision-making

      Reward ·       Insufficient reward be it financial, institutional, or social

      ·       Lack of recognition from managers, workers, and stakeholders devalues the work and leaves the worker with a sense of inefficacy

      Community ·       The overall quality of social interaction at work and the ability to work as a team is inadequate.

      ·       Lack of a supportive and positive work environment

      Fairness ·       Decisions at work are perceived as unfair or inequitable

      ·       Employees perceive an imbalance between their inputs (time, effort, expertise) and outputs (reward, recognition)

      Values ·       A conflict exists between individual and organizational values

      o   Values are the ideals or principles that originally draw people to a particular job.

      ·       Individual values unaligned with organizational goals could lead to burnout

      Although employees in other professions experience burnout, workers in the human services professions such as healthcare, social services, mental health, criminal justice, and education are more prone to burnout.4 Workers in human services professions spend considerable amounts of time with other people. Their relationships often involve addressing a patient’s or a client’s health needs (medical, psychological, physical).1 Patients and clients have continuous health needs and challenges and frequently require ongoing, lengthy, or chronic support and care. In an effort to make a positive impact on the lives of others, healthcare workers can become overwhelmed.1 The nature of healthcare work coupled with stressful working conditions can be emotionally draining and lead to burnout.

      Pharmacy professionals like other healthcare professionals are prone to burnout due to common risk factors and profession specific factors.

      The following risk factors contribute to burnout among the pharmacy team4,10,13

      • Long professional work hours
      • Workload and inability to meet company specified performance metrics
      • Staffing shortages
      • Incompatibility between skills and actual daily tasks

      Because the pharmacy profession is highly regulated, the pharmacy team must remain up to date with regulatory requirements.4 Everyone on the team must document extensively with no room for error. Attention to detail is a required skill for the pharmacy team because errors could lead to injury or potentially death.

      An increasing workload, long working hours, and day-to-day tasks that may sometimes be incongruent with employees’ actual skills may lead to burnout at some point.4 A fear of retribution from speaking up about working conditions further exacerbates the risk of burnout.14

      In a March 2021 NBC news story “Overworked, understaffed: Pharmacists say industry in crisis puts patient safety at risk” that aired, NBC news interviewed 31 retail pharmacists and technicians from 15 states.14 These pharmacists and technicians described extremely busy 12-hour shifts during which they were unable to take lunch or bathroom breaks. The interviewees further described crying in their cars after work and enduring sleepless nights from worrying about mistakes they may have made while working under such busy and rushed conditions.14 For a common daily scenario in a busy community pharmacy, see the SIDEBAR.

      SIDEBAR: Does this busy community pharmacy sounds familiar?14

      • Long lines while short-staffed
      • Ringing phones
      • Busy drive-through
      • Weekly order that still needs to be put away on shelves
      • Patients waiting for vaccines

       

      The story described working conditions in community pharmacies where pharmacists were being “pushed to do more with less.”14 Pharmacists described working faster to fill more orders, while juggling a wider range of tasks with fewer staff members at a rate that compromised patient safety.

      A 2019 national pharmacist workforce study found two-thirds of pharmacists experienced increased workload in the past year. A high percentage of retail chain pharmacists in this survey rated their workloads as high or excessively high.15

      Burnout rates among pharmacy employees may differ depending on practice setting.4 Community pharmacists report higher rates of burnout than employees in other practice settings like hospitals and independent pharmacies.9

      Pause and Ponder: Do you dread your upcoming shift and live for your day off? Why or why not?

      BURNOUT ASSESSMENT

      Assessing burnout in the pharmacy profession is necessary for research and most importantly for interventions. With the MBI-HSS specifically, employers can design interventions to address the specific burnout subscale that their employees may report.1 Interventions addressing emotional exhaustion will differ from those addressing a reduced sense of personal accomplishment. Organizations or employers can focus strategies to address employee burnout.1 Finally, the assessment of burnout and the subsequent awareness that a problem exists can be the initial step in preventing or alleviating full blown job burnout.

      The Maslach Burnout Inventory

      The MBI is an assessment tool for the three components of burnout syndrome: emotional exhaustion, depersonalization, and a reduced sense of personal accomplishment.1 Although other measurements for burnout exist, the MBI is largely considered the gold standard for assessing burnout in a group of workers in a profession. The MBI is not an individual diagnostic instrument.1 This assessment tool was designed originally to measure burnout in human services professions such as healthcare, social work, and criminal justice.1 Maslach has since developed alternate forms of the MBI: the MBI-Educators Survey (MBI-ES) for the teaching profession, and the MBI-General Survey (MBI-GS) for other occupational groups.1 The MBI-HSS distinguishes burnout in health services occupations from burnout in other professions.1 This questionnaire is a self-administered tool and takes approximately 15 minutes to complete.1

      The MBI is copyrighted.1 Researchers and individuals can purchase and administer it either as an online survey or as a paper and pencil survey.16 For the online surveys, score reports are generated online.16

      The MBI is divided into three components, each of which includes personal statements that the respondent must rank.1 Examples of such personal statements are “I feel burned out from my work” and “I don’t really care what happens to some recipients.” MBI-HSS administrators score the items on the questionnaire on a seven-point scale. The scale ranges from a 0 response for “never,” to a 6 response for “every day.” Below are the three components1:

      • Emotional exhaustion – nine statements on this subscale assess “feelings of being emotionally overextended and exhausted by one’s work.”
      • Depersonalization – five statements on this subscale assesses an unfeeling and impersonal response the employee has towards their patients or clients.
      • Personal accomplishments – eight statements on this subscale assess “feelings of competence and achievements in one’s work with people.”

      Each subscale is scored separately as low, average, or high using directions from the scoring key. There is not a total combined score. Respondents receive three separate scores—one score for each subscale. Receiving a score for each subscale benefits the assessment-taker because interventions to reduce burnout can be designed based on the specific component of burnout that needs to be addressed.1

      For the emotional exhaustion and depersonalization subscales, a higher score corresponds to a higher degree of burnout. For the personal accomplishment subscale, however, a lower scale corresponds to a higher degree of burnout.1

      The MBI has several drawbacks. Everyone has a different view of burnout and because the questionnaire is self-administered, respondents’ answers may be influenced by talking to other people such as friends and coworkers. For this reason, respondents should complete the MBI privately without knowing how other respondents are answering. The survey has also been labeled “MBI Human Services Survey” rather than “Maslach Burnout Inventory.” This reduces the chances of respondents linking the survey specifically to burnout; rather, the questionnaire’s title suggests it measures job-related attitudes and issues.1 Once all respondents have completed the survey, an open discussion of burnout is then appropriate. MBI administrators require no special qualifications. However, as a best practice, managers or supervisors should not administer the survey since this would affect how employees respond, i.e., employees may not be candid about their feelings.1

      Although the MBI cannot be used as an individual diagnostic tool, it can be used as a self-assessment tool.1 Employees can compare their scores to those of others in their occupational group so they can recognize potential problems.1

      ICD-11 Codes for Burnout

      The ICD is the international standard for reporting diseases and health conditions and is the diagnostic classification standard for all clinical and research purposes.17 ICD-11 is the global standard for health data, clinical documentation, and statistical aggregation. It is scientifically up to date with multiple uses including use in primary care. The ICD defines diseases, disorders, injuries, and other related health conditions.17 The WHO maintains the ICD.17

      The WHO’s 11th revision of the International Classification of Diseases (ICD-11) includes burnout, defining it as “a syndrome conceptualized as resulting from workplace stress that has not been successfully managed.”6 The previous revision, ICD-10, also included burnout. The definition in the 11th revision is now more detailed. According to this classification, burnout is work-related and does not apply to experiences in other areas of life.6

      Alternative Measures to Assess Burnout

      While experts consider the MBI to be the gold standard for burnout assessment, other measures exist that are not copyrighted, require no payment to use, and are publicly available.18

      • The Oldenburg Burnout Inventory – developed in Germany, this 16-item survey measures burnout in any occupational group. It covers two areas: exhaustion (physical, cognitive, and affective aspects) and disengagement from work (negative attitudes toward work objects, work content or work in general). It treats each burnout dimension separately.18
      • Single Item Burnout Measure – developed in the U.S., it measures burnout in any occupational group. The single question on the measure asks users to rate their burnout level based on their own definition of burnout. Users pick from five response options and receive scores that suggest no burnout symptoms, or one or more burnout symptoms.18
      • Copenhagen Burnout Inventory – developed in Denmark, this 19-item survey measures burnout in any occupational group and covers personal-, work-, and client-related burnout. It treats each burnout dimension separately.18

      Recognizing Burnout’s Effects

      Burnout influences quality of life and the team’s ability to perform optimally in their personal and professional capacities. In addition to negative health outcomes for employees such as muscle tension, headaches, sleep disturbances, hypertension, and cold and flu episodes,2 burnout’s consequences in the workplace include1,13,14,19

      • A decline in the quality of patient care
      • Dispensing errors
      • Low morale
      • Employee turnover
      • Missed days

       

      Pause and Ponder: Do you feel rushed daily at work? How might that contribute to dispensing errors?

      Dispensing Errors

      We have described how an unsustainable workload is a risk factor for burnout (see Table 2). The costly effects of burnout include dispensing errors. Staff shortages, increasing workload, and long professional work hours contribute to dispensing errors in pharmacies.14,19 Community pharmacists and technicians, for example, work to fill prescriptions, give vaccinations, counsel patients, answer phones, tend to the drive-through and the register, and call insurance companies. They do all this while trying to meet their company’s specified performance metrics. The likelihood of a dispensing error is increased when working conditions in the pharmacy are rushed and chaotic.14,19

      In 2006, in a comprehensive study of medication errors, the Institute of Medicine estimated that medication errors harmed at least 1.5 million Americans annually.20 Indirect costs of such errors include loss of productivity, emotional stress and suffering, and additional healthcare costs.20 A recent New York Times article tells the story of working conditions in pharmacies and metrics set by companies that pharmacists find hard to meet.19 The article reports several examples of dispensing errors. In one instance, an 85-year-old woman died after receiving the chemotherapy drug methotrexate instead of an antidepressant refill. Another patient went to the emergency room after receiving ear drops instead of eye drops, which caused eye swelling and burning. In another medication mix up, a patient received a blood pressure medication instead of her asthma medication, resulting in a pounding headache, nausea, and dizziness.19

      Some states including Illinois and California are trying to change pharmacy practice. In Illinois, a new law requires pharmacists to have scheduled breaks. The state could also impose penalties on companies that do not provide a safe working environment.14 California’s new law requires that pharmacists not work alone.14 Changes from state boards of pharmacy could play an important role in improving the working conditions in pharmacies.

      Employee Turnover

      Employee turnover is the voluntary or involuntary loss of employees and the act of replacing them. Employees may leave their jobs voluntarily for many reasons including retirement or moving on to other opportunities. Others may leave due to lack of growth opportunities in their current roles, a hostile work environment, or a feeling of not fitting the company culture. Job-seekers and applicants view an unusually high turnover negatively, making turnover costly for employers. Companies must then put great efforts into recruiting, training, and onboarding. It also takes time for employers to train new employees adequately. Others may also view the company as having problems with their working conditions. Most importantly, high turnover diminishes productivity and the chance to build a cohesive team is lost.21

      In 2004 in the U.S., researchers conducted a study to examine the relationship between organizational and individual factors, and pharmacists’ future work plans.13 The study sought to determine factors that contributed to pharmacists either leaving or staying with their current employer.13 Researchers in this cross-sectional study mailed surveys to licensed U.S. pharmacists. Respondents were asked to state whether they would leave or stay with their current employers during the next year. The researchers also asked respondents to rate their top five reasons for leaving or staying from a predetermined list. “Leavers” were those planning to leave their employer, and “stayers” were those planning to stay.

      For leavers, 35% cited high stress levels as their exit reason, 31.1% cited excessive workload, and 25% cited poor salary or insufficient staffing.13

      Stayers’ top reasons were good salary (50%), relationships with coworkers (46.6%), and good benefits (42%).13

      Researchers also asked respondents to identify one main factor that influenced their decision to leave or to stay. A majority of these factors were under the employer’s control. Flexible schedules, ability to use skills, and salary/benefits influenced the stayers, while insufficient or unqualified staffing, poor scheduling and salary, and workload influenced the leavers.13

      COVID-19 and Burnout in Healthcare Workers

      In March 2020, the WHO declared the novel coronavirus disease (COVID-19) a global pandemic. COVID-19 is a highly contagious respiratory illness. As of January 4, 2022, COVID-19 had affected more than 54 million Americans and claimed the lives of more than 820,000.22 Factors such as preparedness for a pandemic, political leadership, availability of personal protective equipment (PPE), and the fear of infection and infecting others have played a role in the nation’s response to the pandemic. At the forefront of these crises were healthcare workers. The pandemic increased the levels of burnout among healthcare workers who have additionally had to witness patient suffering.

      Before the pandemic, several studies across various pharmacy practice settings reported burnout among pharmacists. The 2019 national pharmacists’ workforce study reported 71% of practicing pharmacists characterizing their workload as either high or excessively high.15 During the COVID-19 pandemic however, studies showed that burnout has increased among healthcare workers, pharmacists included.23,24 Healthcare visits to hospitals and doctors’ offices are sometimes limited during the pandemic, however, community pharmacists are available for face-to face consults. While this is beneficial for patients, pharmacists and technicians face an increased risk of exposure to the virus. Additionally, pharmacists have had to take on new roles and responsibilities during the pandemic.25 The U.S. Department of Health and Human Services (DHS) authorized pharmacists to procure, dispense, and administer COVID-19 vaccines when they became available.25 DHS also authorized pharmacists to order and administer COVID-19 tests to aid in testing expansion in response to the COVID-19 pandemic.26

      In the U.S., researchers studied the impact of COVID-19 on pharmacist workload, employment status, feelings of burnout, and overall emotional health.23 The Wisconsin Pharmacist Workforce Study was a cross-sectional study conducted before the COVID-19 vaccine was available but after the Department of Health and Human Services made the decision to permit pharmacists to administer it.23 Researchers focused on questions related to burnout domains and emotional health. For the reward domain, questions focused on changes in personal employment, while questions for the workload domain focused on exhaustion. Researchers used questions to measure depersonalization for the social interaction domain and developed questions about pharmacists’ social and emotional health. The study focused on the 2 largest pharmacist populations – community and hospital pharmacists – and had a 33% response rate. Study results are shown in Table 3.

      Table 3. The Wisconsin Pharmacist Workforce Study Results23

      Domain Questions Percentage of Community Pharmacists Reporting Percentage of Hospital Pharmacists Reporting
      Hours Reduced 13 36
      Hours Increased 19 8
      Reduction in Wages 1 6
      Temporary Furloughs 2 6
      Concern About Being Furloughed or Losing Job 26 14
      Increase in Workload or Work-Related responsibilities 41 42
      Reduced interest in talking with patients 26 22
      Social/emotional health Approximately 40% reported increased anxiety. Approximately 25% experienced increased sadness or depression.

       

      The Wisconsin Pharmacist Workforce Study had imitations. Researchers only studied Wisconsin pharmacists, which makes generalization difficult. A non-response bias was also present; pharmacists with the highest workload would have had the least amount of time to respond to the survey. Despite these limitations, the study suggested that although pharmacists rose to the challenge during the pandemic, they experienced increased burnout as a result of COVID-19.23

      Another study conducted across pharmacy practice settings in Australia to measure burnout in pharmacists during the coronavirus pandemic showed that burnout had increased.24 The study, an online survey, consisted of three parts. Researchers collected demographic information such as age, sex, primary practice area, and years of practice. They also used the MBI-HSS to measure burnout, and then asked questions pertaining to psychosocial issues. The questions focused on the pharmacists’ degree of concern for personal and family health, whether duties such as working overtime and workloads changed, and if precautionary measures in the workplace (e.g., PPE and infection control) were appropriate.24

      Although only 17.8% of respondents reported caring for COVID-positive patients, an overwhelming 96.3% of pharmacists reported a change in their roles during the pandemic. These changes included increased workload (35.9%) and working overtime (52.2%). The pharmacists reported challenges they faced during the pandemic ranging from medication supply (40.9%) to patient incivility (24%). Regarding precautionary measures however, 71.1% of pharmacists reported that their workplace had sufficient precautionary measures.24

      With regards to psychosocial factors, 36% of pharmacists were “very to extremely concerned” about their family’s health and 87.2% reported that their lives had been affected most by isolation from friends and family.24

      With the arrival of the COVID-19 pandemic, pharmacy teams have been stretched even further with additional duties such as COVID- 19 testing, deep cleaning, and giving COVID vaccinations. COVID-19 has compounded burnout among the pharmacy team.

      The federal government in the U.S. has not yet comprehensively tracked data on healthcare worker deaths, but according to “Lost on the Frontline,” a 12-month investigation by The Guardian, a British newspaper, and Kaiser Health News, more than 3600 healthcare workers in the U.S. died from the coronavirus disease in the pandemic’s first year.27

      BURNOUT MANAGEMENT

      The responsibility of addressing burnout among the pharmacy team does not only lie with employees but also with employers. In a study to assess burnout among pharmacy technicians working in a hospital or health-system settings in North Carolina, employees’ awareness of burnout resources at their institution was associated with lower odds of burnout, whether employees used those resources or not.11

      Employers

      The pharmacy profession as a whole must address burnout, and employers’ goals should be to identify and address factors that contribute to burnout.

      Prevention strategies for burnout include2

      • Ensuring a sustainable workload at the workplace, while allowing for periods of rest and recovery
      • Encouraging active participation in organizational decision making
      • Providing appropriate rewards for employee achievement
      • Fostering a positive and supportive environment at the workplace
      • Promoting fairness, impartiality, or equity in decisions at work
      • Aligning employees’ personal expectations with the organization’s

      Federal and State Legislation

      Payment Reform

      Pharmacists are generally only paid for filling prescriptions and do not bill for clinical services such as counseling and giving vaccinations. A proposed federal bill if passed, would grant pharmacists “provider status.” The Pharmacy and Medically Underserved Areas Enhancement Act (H.R. 2759/S.1362) was introduced in both the U.S. House of Representatives and the U.S. Senate in April 2021. This bill proposes pharmacist recognition as health care providers and allows compensation for their services to Medicare patients in medically underserved areas.28,29 With this status, pharmacists could bill insurers for clinical services for Medicare patients under Medicare Part B.28

      At the state level, several states already assign some form of provider status to pharmacists. The National Alliance of State Pharmacy Associations (NASPA) identifies state provider status-related bills as those that apply to pharmacist scope of practice, payment for pharmacist provided patient care services, and/or the designation of pharmacists as providers. NASPA’s 2021 mid-year update on state provider status reports that in 18 states, 32 such bills have been signed into law. These laws include pharmacist immunization authority, broad prescriptive authority, contraceptive prescribing authority, and payment for services among others.30 In response to the NBC news story “Overworked, understaffed: Pharmacists say industry in crisis puts patient safety at risk,” the American Pharmacists Association (APhA), called for payment reform in pharmacy in a press release. 31 The APhA went on to say that the broken model of paying for the filling of prescriptions has led to a proliferation of productivity and efficiency metrics that have created a situation that compromises patient safety. The press release further stated that the APhA continues to fight for payment reform at both the federal and state levels.31

      Burnout can occur when an incompatibility exists between employees’ skills and actual daily tasks. Giving pharmacists the opportunity to consult, provide, and bill for clinical services while spending less time in dispensing activities could be a remedy.13,31

      Legislation

      States like California, Illinois, and Virginia have passed new laws that will cap shift lengths for pharmacists. These laws also seek to ensure safe staffing levels and prohibit excessive metrics.14 According to the National Association of Boards of Pharmacy, about a third of all states now have some regulation that address working conditions in the pharmacy.14

      Assessing Well-Being

      Employees in other human services professions experience burnout as well, and it could be beneficial to look to other professions to see what initiatives they have in place to address burnout. The American Medical Association (AMA) for example, has a STEPS Forward program that seeks to prevent provider burnout.32 The program has interactive online educational modules with strategies to confront common challenges in a busy medical practice. The program is physician-developed and physicians can earn continuing medical education credit while learning about practice efficiency and patient care, patient health, physician health, and technology and innovation.32 Programs that improve resilience and well-being among employees might be beneficial to the pharmacy profession.

      In an effort to address well-being, the APhA has launched the Well-Being Index, a validated screening tool invented by the Mayo Clinic, to help pharmacists assess their well-being.33 Respondents to the anonymous online survey that evaluates fatigue, depression, burnout, anxiety/stress, and mental/physical quality of life, receive immediate individualized feedback. This allows pharmacists to compare their well-being with their professional peers’ and directs them to tools and resources that can help promote well-being. Participants can also track their scores over time so they can be proactive in making self-care adjustments.33

      Authors of a commentary on burnout syndrome among healthcare professionals suggest actions that pharmacy organizations can take to recognize and reduce burnout among their employees. These include4

      • Establishing a panel to evaluate burnout in the profession of pharmacy
      • Conducting further research into the prevalence prevention and effectiveness of treatment strategies of burnout across all practice settings of pharmacy
      • Incorporating strategies that promote mental health wellness and resiliency into pharmacists’ training.

      Employees

      “You can’t pour from an empty cup” - Unknown

      Employees can adopt strategies to guard against burnout. The following strategies guard against burnout and promote wellbeing in the employee.

      • Continue to speak up about workplace conditions that affect patient safety and employee well-being.
      • Adopt self-care habits and foster hobbies outside of work. Ensure adequate sleep, nutrition, and exercise.
      • Be sure to take your vacation time or paid time off to recharge.
      • Foster a supportive and positive work environment by communicating and collaborating with teammates.
      • Keep up with continuing education and join a professional pharmacy organization. This enhances self-esteem and promotes a sense of purpose.

      CONCLUSION

      The importance of high-quality healthcare cannot be stressed enough. Healthcare professionals including pharmacists and pharmacy technicians play an important role in improving the overall population’s health. Clearly, burnout’s consequences among pharmacy workers could be detrimental for employees, patients, organizations, and society as a whole. It is important to recognize the indicators and risk factors for burnout to be able to address them and improve health care provider well-being. Employers and institutions must implement strategies to combat burnout in their employees. Some state boards of pharmacy are beginning to make changes and institute new laws that will cater to appropriate work environments and employee well-being.

       

      Pharmacist & Pharmacy Technician Post Test (for viewing only)

      1. Which of the following measures assesses burnout among pharmacy professionals?

      A. The Maslach Burnout Inventory
      B. DSM-V
      C. ICD-11 diagnostic guidelines for anxiety

      2. Turnover resulting from burnout in the pharmacy profession can be described as

      A. Employees tend to retire immediately after reaching retirement age
      B. Employees leave because they don’t fit in with the work culture
      C. Employee with good salary/benefits leave due to relocation of spouse’s job

      3. Which of the following is a risk factor for burnout among pharmacy professionals?

      A. Employees receive hardly any raises or recognition after favorable end-of-year performance reviews
      B. Employee is included from decision making in the workplace
      C. Employees find the level of social interaction and collaboration at work adequate

      4. Which of the following scenarios is a risk factor for burnout among pharmacy professionals?

      A. During the COVID-19 pandemic, some pharmacies hired additional staff to help administer covid shots
      B. During the COVID-19 pandemic, some pharmacy staff worked overtime, while administering COVID-tests, and consulting face-to-face with patients
      C. An extremely busy pharmacy has qualified staffing and flexible scheduling for their employees

      5. XY has been a pharmacy technician for 5 years and works at a busy community pharmacy. XY often feels overwhelmed, stressed, and burdened by keeping up with prescription numbers, prior authorizations and patients’ health needs and challenges. What is XY experiencing?

      A. Depersonalization
      B. Emotional exhaustion
      C. A decreased sense of personal accomplishment

      6. XY usually lies awake at night dreading the next shift. Pharmacy practice now feels like a chore and XY finds patients at drop-off and pick-up very irritating. What is XY experiencing?

      A. Depersonalization
      B. Emotional exhaustion
      C. A decreased sense of personal accomplishment
      7. XY now finds pharmacy practice unmotivating and often questions having accomplished anything worthwhile, or having had a positive impact on patients. What is XY experiencing?

      A. Depersonalization
      B. Emotional exhaustion
      C. A decreased sense of personal accomplishment

      8. Which of the following would be considered a good strategy to combat burnout among the pharmacy team?

      A. States must mandate more continuing education requirements for pharmacy technicians
      B. Employees must seek medications from their healthcare providers

      C. States should pass laws that place caps on pharmacy shift lengths and reduce excessive performance metrics

      9. Which of the following is best practice for the employee to prevent full blown burnout?

      A. Limit hobbies outside of work as they are distracting and hinders job focus
      B. Limit communication and collaboration with team mates to help avoid dispensing errors
      C. Use vacation times or restful periods to recharge and avoid fatigue

      10. Coworker relationships at XY’s workplace are somewhat cordial. XY however feels blind-sided by recent company decisions about technician break times. What is the BEST way for XY’s employer to ensure that XY avoids burnout?

      A. Pharmacy technicians understand that management usually makes workplace decisions without employee input.
      B. Pharmacy technicians have more continuing education hour requirements within the organization
      C. Pharmacy technicians must be actively involved in making certain workplace decisions

      References

      Full List of References

      References

      1. Maslach C, Jackson S, Leiter M. Maslach burnout inventory manual. 3rd Consulting Psychologists Press; 1996.
      2. Maslach C, Leiter MP. Early predictors of job burnout and engagement. J Appl Psychol. 2008;93:498-512.
      3. Berkeley University of California. Psychology. Christina Maslach. Accessed January 3, 2022. https://psychology.berkeley.edu/people/christina-maslach
      4. Bridgeman PJ, Bridgeman MB, Barone, J. Burnout syndrome among healthcare professionals. Am J Health-Syst Pharm. 2018;75:147-152.
      5. Fontes, F. Herbert J. Freudenberger and the making of burnout as a psychopathological syndrome. Accessed January 3, 2022. https://www.researchgate.net/publication/346586006_
      6. World Health Organization. Burn-out an “occupational phenomenon”: International classification of diseases. May 28, 2019. Accessed January 3, 2022.

      https://www.who.int/news/item/28-05-2019-burn-out-an-occupational-phenomenon-international-classification-of-diseases

      1. Shrijver I. Pathology in the medical profession? Taking the pulse of physician wellness and burnout. Arch Pathol Lab Med. 2016;140:976-982.
      2. Durham ME, Bush PW, Ball AM. Evidence of burnout in health-system pharmacists. Am J Health-Syst Pharm. 2018;75:S93-S100.
      3. Patel SK, Kelm MJ, Lee HJ, et al. Prevalence and risk factors of burnout in community pharmacists. J Am Pharm Assoc. 2021;61:145-150.
      4. Jones GM, Roe NA, Louden L, Tubbs C. Factors associated with burnout among US hospital clinical practitioners: Results of a nationwide pilot study. Hosp Pharm. 2017;52:742-751.
      5. Kang K, Absher R, Granko RP. Evaluation of burnout among hospital and health-system pharmacy technicians in North Carolina. Am J Health Syst Pharm. 2020;77(24):2041-2042.
      6. Gonzalez J, Brunetti L. Assessment of burnout among postgraduate pharmacy residents: A pilot study. Curr Pharm Teach Learn. 2021;13(1):42-48.
      7. Gaither CA, Nadkarni A, Mott DA, et al. Should I stay or should I go? The influence of individual and organizational factors on pharmacists’ future work plans. J Am Pharm Assoc. 2007;47:165-173.
      8. Kaplan A, Nguyen V, Godie M. Overworked, understaffed: Pharmacists say industry in crisis puts patient safety at risk. NBC News. March 16, 2021. Accessed January 3, 2022.

      https://www.nbcnews.com/health/health-care/overworked-understaffed-pharmacists-say-industry-crisis-puts-patient-safety-risk-n1261151

      1. American Association of Colleges of Pharmacy. National pharmacist workforce studies. Accessed January 3, 2022. https://www.aacp.org/article/national-pharmacist-workforce-studies

       

      1. Mind Garden. MBI: Human Services Survey. Accessed January 3, 2022.

      https://www.mindgarden.com/314-mbi-human-services-survey

      1. World Health Organization. International Statistical Classification of Diseases and Related Health Problems (ICD). Accessed at https://www.who.int/standards/classifications/classification-of-diseases, January 3, 2022.
      2. National Academy of Medicine. Valid and reliable survey instruments to measure burnout, well-being, and other work-related dimensions. Accessed January 3, 2022. https://nam.edu/valid-reliable-survey-instruments-measure-burnout-well-work-related-dimensions/
      3. Gabler E. How chaos at chain pharmacies is putting patients at risk. New York Times. January 31, 2020. Accessed January 3, 2022.

      https://www.nytimes.com/2020/01/31/health/pharmacists-medication-errors.html

      1. Eastman, P. IOM Report. Medication errors injure millions. Emergency Medicine News. 2006;28(9):44-46.
      2. Dik, B. Staff attrition vs staff turnover: What’s the difference? March 28, 2018. Accessed at https://jobzology.com/staff-attrition-vs-staff-turnover-whats-the-difference/, June 22, 2021.
      3. Centers for Disease Control and Prevention. Covid data tracker. Accessed January 3, 2022. https:// COVID.cdc.gov/ COVID-data-tracker/#datatracker-home
      4. Bakken BK, Winn AN. Clinician burnout during the COVID-19 pandemic before vaccine administration. J Am Pharm Assoc. 2021;S1544-3191(21)00164-3. doi:10.1016/j.japh.2021.04.009
      5. Johnston K, O'Reilly CL, Scholz B, et al. Burnout and the challenges facing pharmacists during COVID-19: results of a national survey. Int J Clin Pharm. 2021;1-10.
      6. S. Department of Health and Human Services. Trump administration takes action to expand access to COVID-19 vaccines. Accessed June 20,2021. https://www.hhs.gov/about/news/2020/09/09trump-administration-takes-action-to-expand-access-to- COVID-19-vaccines.html
      7. S. Department of Health and Human Services. Guidance for licensed pharmacists, COVID-19 testing, and immunity under the PREP Act. April 8, 2020. Accessed January 3, 2022. https://www.hhs.gov/guidance/sites/default/files/hhs-guidance-documents/authorizing-licensed-pharmacists-to-order-and-administer-covid-19-tests.pdf
      8. Spencer J. KHN. Lost on the frontline. 12 months of trauma: More than 3600 US health workers died in Covid’s first year. April 8, 2021. Accessed January 3, 2022. https://khn.org/news/article/us-health-workers-deaths- COVID-lost-on-the-frontline/
      9. Press Release. Pharmacy associations applaud introduction of bill expanding Medicare patients’ access to pharmacist services. April 21, 2021. Accessed at Accessed January 3, 2022. https://www.ashp.org/News/2021/04/22/ASHP-APHA-Applaud-Introduction-of-Bill-Expanding-Medicare-Patients-Access-to-Pharmacist-Services
      10. APhA Action Center. Provider status for pharmacists.  Accessed January 3, 2022. ttps://actioncenter.pharmacist.com/campaign/provider-status-for-pharmacists/, September 10, 2021.
      11. News. 2021 State provider status mid-year legislative update. June 7, 2021. Accessed January 3, 2022.  https://naspa.us/2021/06/2021-state-provider-status-mid-year-legislative-update/
      12. Chinthamalla K. APhA: NBC news story illustrates the need for fundamental pharmacy payment reform. APhA Press Releases. March 17, 2021. Accessed at Accessed January 3, 2022. https://www.pharmacist.com/About/Newsroom/apha-nbc-news-story-illustrates-the-need-for-fundamental-pharmacy-payment-reform
      13. Mills, RJ. AMA launches Steps Forward to address physician burnout. AMA Press Releases. June 8, 2015. Accessed January 3, 2022. https://www.ama-assn.org/press-center/press-releases/ama-launches-steps-forward-address-physician-burnout
      14. Well-Being Index. Pharmacist Well-Being Index. Accessed January 3, 2022. https://www.mywellbeingindex.org/versions/pharmacist-well-being-index

      Are You Curious about Pharmacoeconomics?

      Learning Objectives

        After completing this application-based continuing education activity, pharmacists will be able to
      • Define common pharmacoeconomic terms used for economic evaluations.
      • Recall the advantages of pharmacoeconomic analysis for formulary management.
      • Compare and contrast different types of pharmacoeconomic analyses.
      • List the pharmacoeconomic tools a pharmacy benefit manager uses to lower drug costs.
      After completing this application-based continuing education activity, pharmacy technicians will be able to:
      • Define common pharmacoeconomic terms used for economic evaluations.
      • Recall the advantages of pharmacoeconomic analysis for formulary management.
      • Compare and contrast different types of pharmacoeconomic analyses.
      • List the pharmacoeconomic tools a pharmacy benefit manager uses to lower drug costs.

      Person wearing a white coat surrounded by one dollar bills holding two vials marked with dollar signs

       

      Release Date:

      Release Date:  February 15, 2025

      Expiration Date: February 15, 2028

      Course Fee

      Pharmacist $7

      Pharmacy Technician $4

      There is no funding for this CPE activity.

      ACPE UANs

      Pharmacist: 0009-0000-25-003-H04-P

      Pharmacy Technician: 0009-0000-25-003-H04-T

      Session Codes

      Pharmacist: 25YC03-QPL37

      Pharmacy Technician: 25YC03-LPQ73

      Accreditation Hours

      2.0 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.  Statements of credit for the online activity ACPE UAN 0009-0000-25-003-H04-P/T  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.

       

      Disclosure of Discussions of Off-label and Investigational Drug Use

      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.

      Faculty

      Peter Gordinier Jr.
      2025 PharmD Candidate
      UConn School of Pharmacy
      Storrs, CT

      Jack Vinciguerra, PharmD.
      Freelance Medical Writer
      East Hartford, CT

      Jeannette Y. Wick, RPh, FBA, FASCP
      Director, Office of Pharmacy Professional Development
      UConn 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. Vinciguerra, Mr. Gordinier Jr., and Ms. Wick have no financial relationships with ineligible companies.

      ABSTRACT

      Many pharmacy practitioners have heard of pharmacoeconomics, but don't have a clear understanding of what that term means. This field of study has a unique vocabulary associated with it and compares different aspects of drugs to determine which drug will produce the best clinical and economic outcomes. Many Pharmacy and Therapeutics Committees are now requiring pharmacoeconomic analysis when they consider formulary changes, but these analysis come in several different forms. Depending on the type and quantity of information available, people preparing reports for Pharmacy and Therapeutics Committee meetings will need to decide which model or studies to use. The foundation for several of the models is quality adjusted life years or QALYs, which have advantages and limitations.  Pharmacy benefit managers use cost control tools and pharmacoeconomic analysis to control costs. Some tools that they may use are negotiated price, generic substitution, rebates, and patient copayments. Not all pharmacoeconomic studies are perfect, and this continuing education activity points out some of the ways in which they may be flawed.

      CONTENT

      Content

      INTRODUCTION

      Let’s start with an old joke. An economics student once asked her professor how much his shoes cost. The professor responded with “I don’t know, I haven’t finished wearing them yet.” Drugs are just like shoes because their sticker price does not reflect their true cost or value.

       

      PHARMACOECONOMICS BACKGROUND

      The term pharmacoeconomics dates back to 1986.1 Dr. Raymond Townsend used the term in a presentation for pharmacists in Canada.2 Dr. Townsend earned his PharmD at the University of California, San Francisco and developed the pharmacoeconomic research department at the Upjohn Company.3 The Upjohn team developed pharmacoeconomics to address payment concerns as the healthcare system transitioned from a cash-based system to a third-party payer system. Its goal was to ensure drug spending was efficient and effective.4 Pharmacoeconomics has evolved over the ensuing 30-plus years to become a subbranch of economics.

       

      Pharmacoeconomics compares different aspects of drugs to determine which drug will produce the best clinical and economic outcomes.1 Pharmacists who work for pharmacy benefits managers (PBMs) or prepare for Pharmacy and Therapeutics (P&T) committee meetings are most likely to use pharmacoeconomic tools. But all healthcare personnel should understand pharmacoeconomics so they can use these tools as part of their efforts to optimize patient care or explain how health systems select medications to include on a formulary.

       

      While these tools are useful, many pharmacists will avoid using pharmacoeconomics. In preparing to write this continuing education activity (CE), we asked faculty from two Schools of Pharmacy to identify pharmacoeconomic studies that have had significant clinical impact. One university pharmacy professor said, “Most pharmacoeconomics studies are ignored in clinical practice because practitioners don’t understand them or use other reasons to select a drug.” This CE activity should address both of those barriers—lack of understanding and the other considerations when selecting drugs.

       

      MEET GEORGE

      In this CE, George will join you. George just graduated from pharmacy school. He was hired at Man with the Yellow Hat Hospital and was put in charge of a presentation for the P&T Committee meeting. George is tasked with presenting a proposal to add a new drug, Monkeydex, to the formulary. If the Committee adds Monkeydex, he also needs to make a recommendation about the similar drug that is already on the formulary, Curiosan: should it remain on the formulary or be removed? The U.S. Food and Drug Administration (FDA) has approved both drugs for adventure-induced curiosity overload (AICO). Ted, another pharmacist, suggested George use pharmacoeconomic tools to analyze each drug’s effectiveness and cost.

       

      PAUSE AND PONDER: Before reading further, write down as many pharmacoeconomic terms as you can!

       

      Common Pharmacoeconomic Terms

      George figured that common pharmacoeconomic terms are the best spot to begin his learning. George found these terms most helpful 5,6:

       

      • Comparators: the interventions being compared (and it’s possible to have two or more comparators)
      • Costs
        • Direct costs: paid by the health system (salary costs, drug acquisition costs)
        • Indirect costs: experienced by the patient (including decreased productivity, loss of earnings, hospital travel costs)
        • Intangible costs: costs of patient/family’s feelings (worry, distress)
      • Economic evaluation: comparing two different interventions and assessing their costs and outcomes
      • Opportunity cost: the loss of benefit from the option not chosen; for example, if you decide to spend two hours on a Friday night paying bills, the opportunity cost is that you cannot spend two hours pursuing leisure activities
      • Outcomes: the expected results from an intervention
      • Perspective: the different viewpoint from which an intervention can be assessed (patient, provider, payor, or just a population in general)
      • Target population: the group of patients who will benefit from the intervention
      • Willingness to pay: the maximum amount an individual, a system, an organization, or a payor will pay for an intervention

       

      George compared the two interventions (Curiosan vs. Monkeydex) in Table 1. George used the new terms he learned.

       

      PAUSE AND PONDER: Why is it necessary for a health system to consider indirect and intangible costs when entertaining the possibility of adding a medication to the formulary?

       

      Table 1. George’s Use of Pharmacoeconomic Terms to Compare Two Interventions

      Term Intervention Comparison
      Economic Evaluation George will compare Curiosan vs. Monkeydex with the terms provided below
      Target Population Curiosan: Treatment of AICO

      Monkeydex: Treatment of AICO

      Comparators Curiosan and Monkeydex
      Opportunity Cost The hospital won’t be able to benefit from the drug not chosen
      Outcomes Curiosan Pivotal Trial

      -       Participants: 400 Patients aged 18-40 with AICO

      -       Endpoints: reduction of AICO events per year

      -       Results: patients experienced a 55% reduction in AICO events over a year

      -       Adverse Effects: 15% of patients reported minor adverse effects from the drug such as nausea, infusion site pain, and light headedness

       

      Monkeydex Pivotal Trial

      -       Participants: 650 Patients aged 25-45 with AICO

      -       Endpoints: reduction of AICO events per year

      -       Results: patients experienced a 45% reduction in AICO events over a year

      -       Adverse Effects: 20% of patients reported minor adverse effects such as headaches, constipation, and mild weight gain

      Willingness to Pay The hospital is willing to pay up to $4500 for either medication
      Perspective Each intervention will be assessed from the hospital’s viewpoint
      Direct Costs Curiosan (TOTAL - $3900)

      -       Administration - infusion once a month for six months ($400/month) plus each infusion costs $100 in medical service fees

      -       Monitoring - monthly blood tests ($100)

      -       Adverse Effect Treatment - requires OTC products ($50/month)

       

      Monkeydex (TOTAL - $4200)

      -       Administration - oral tablet taken once daily for twelve months ($300/month)

      -       Monitoring - monthly blood tests ($25)

      -       Adverse Effect Treatment - requires OTC products ($25/month)

      Indirect Costs Curiosan

      -       Patients may lose productivity time due to travel to the infusion center and medication administration times (~2-3 hour/day)

      -       Transportation costs for gas (~$10 each visit)

       

      Monkeydex

      -       Patients may lose productivity time due to adverse effects of drug interrupting the day (~1 hour/day)

      -       Hospital offers free mail deliver for Monkeydex

      Intangible Costs Curiosan

      -       Patients may feel stressed about injections and possible adverse effects

      -       Monthly infusions can take a toll on a patient’s life and having to take off work for monthly injections can be stressful

      -       After six months the patient will be cured

       

      Monkeydex

      -       Patients may feel calmer when taking a tablet

      -       Patient receives the medication monthly and does not need to make any appointments

      -       Patient needs to be on the medication for one year and they will be cured

      ABBREVIATIONS: AICO = Adventure-Induced Curiosity Overload

       

       

      ADVANTAGE OF PHARMACOECONOMIC TOOLS FOR FORMULARY DECISIONS

      George learned a ton of new pharmacoeconomic terms and understands how they will be useful for his presentation on Curiosan and Monkeydex. George’s curiosity about formularies and the advantages of pharmacoeconomic information prompted him to look for additional material.

       

      What is a formulary?

      A drug formulary is a continuously updated list of safe and effective medications approved by a healthcare institution or insurer. The P&T committee is responsible for adding, keeping, or removing medications from the formulary. Although the P&T committee deals heavily with issues related to medications, it has representation from many departments: administrative people, nurses, pharmacists, physicians, and others. The broad membership reflects the fact that medication use is a transdisciplinary function. The P&T committee meets regularly to discuss new FDA drug approvals, revised and updated guidelines, firsthand patient drug experiences, institution policy, and new clinical trials.7 (See the SIDEBAR.)

       

      SIDEBAR: P&T Committee Duties8

      • Manage the formulary including any changes and the addition of new drugs
        • Evaluate any candidate for the formulary using current evidence and clinical studies to either support or refute a drug’s addition
        • Conduct periodic drug use evaluation for all classes of medication
      • Consider patient safety in all decision processes
      • Ensure the electronic health record (EHR) integrates strategies to support drug selection
        • Specifically, the EHR should help with dosing and monitoring of patients to prevent errors
      • Develop strategies during drug shortages. The P&T committee finds bioequivalent drugs and decides how to ration the available drugs
      • Implement medication use policies. Medication use policies guide the use of a medication through prescriber education, pharmacist communication, or team rounds/meetings
      • Understand the reimbursement process for health systems concerning which insurances will pay for medications

       

      Most formularies are based on a tiered system. A medication’s tier in the formulary reflects the plan’s coverage. Generic medications usually have a preferred tier and lower out of pocket costs, while brand name medications would be placed on a higher tier unless the PBM, healthcare system, or payer has negotiated a better price for a specific product (discussed below). Two types of formularies exist7:

      • Open Formulary – the plan provides coverage for all medications, even if they are not on the formulary. Certain medication classes, such as over-the-counter medications, are not covered.
      • Closed Formulary – the plan covers only medications that are on the formulary. Non-formulary medications may be covered when a healthcare practitioner deems it necessary, but the prescriber may need to submit a nonformulary drug request or paperwork for prior authorization. Typically, hospitals operate with a closed formulary.

       

      Decision Analysis in Formulary Management

      Pharmacoeconomics employs decision analysis to pool data related to medication to determine if one medication is more cost effective than a comparator. It’s easy to determine if a drug costs less than another based sheerly on acquisition price. But it can be a challenge to determine if a more or less expensive drug is a better, more effective choice.9 It is important to note that a drug’s effectiveness refers to how it performs in the real world. A drug’s effectiveness differs from its efficacy, which reflects how well a drug performs in clinical trials. Once the trials are over, drugs rarely perform as well in the real world where people who take the drug don’t receive that same support and may have characteristics that study participants did not have.10 Pharmacoeconomic researchers take into account a multitude of factors including cost, outcomes, and adverse events when analyzing two comparators.9

       

      Many people, like the professor quoted at the start of this CE, wonder if pharmacoeconomics is useful. To highlight the effectiveness of decision analysis in the pharmacy profession, the University of Cincinnati James L. Winkle School of Pharmacy added a collaborative decision analysis project to its curriculum.11 Its purpose was for students to evaluate a drug based on multiple factors, not just cost. Students used a decision analysis model in Microsoft Excel to compare two antibiotics, using the model to recommend the better option. Professors released a student survey at the end of the project. The survey found that more than 90% of students felt the project was useful and said it widened their thinking skills about what a drug’s cost involves. Sticker price is not the only consideration.11

       

      While decision analysis incorporates a medication’s cost and clinical outcomes, some organizations take a different approach, eschewing pharmacoeconomics entirely. The United States Preventive Services Task Force (USPSTF) makes education-based medication recommendations.12 It does not consider a medication’s cost at all when it makes a recommendation for its use. The USPSTF made this decision to focus solely on a medication’s clinical effectiveness because it does not want to limit a patient’s healthcare options based on cost.12

       

      Overall, pharmacoeconomic analysis offers tools for formulary management including enhanced decision making, cost savings, and overcoming barriers. Using pharmacoeconomic analyses in formulary decision-making evaluates changes comprehensively and helps select the best intervention.9 Additionally, decision makers can select a more informed approach to keep a drug on a formulary by analyzing a drug’s effects in addition to its cost. Last, by using pharmacoeconomic tools more often, it can become more mainstream in formulary decision making.9

       

      PAUSE AND PONDER: What drugs or drug classes used in your pharmacy would benefit from pharmacoeconomic analysis?

       

      Common Types of Pharmacoeconomic Analyses

      George learned a considerable amount of new information about decision analysis. He sees his error in only considering these medications’ acquisition prices in the past. George was curious about the methods pharmacoeconomic professionals use in their studies to report a medication’s overall effectiveness. He decided to look at the types of analyses.

       

      The four types of analysis in pharmacoeconomic studies are cost benefit analysis (CBA), cost effectiveness analysis (CEA), cost minimization analysis (CMA), and cost utility analysis (CUA). Table 2 provides more information about each type of analysis.6

       

      Table 2. Overview of Different Analyses6

        CBA CEA CMA CUA
      Purpose -Calculates the cost benefit of an intervention

       

      -Both the intervention and its benefits are converted to monetary values

      Measures the health benefit in natural units (ex. ulcers healed) and monetary units -Focuses only on costs to a health service

       

      -Used when two interventions have an identical benefit

      -Interventions compared based on their impact on a patient’s life

       

      -Measured in QALYs

       

      Advantages Helps to compare the costs of different interventions in completely different therapeutic areas Compares two or more different drugs with similar outcomes, but different success rates Great tool to use when comparing a generic drug with its brand name counterpart Outcomes do not need to be measured on a monetary scale
      Disadvantages May ignore benefits that cannot be measured by money value (ex. anxiety relief) Cannot compare drugs that treat different conditions Both interventions need to have identical benefits, besides cost Measurements in QALYs may differ in different disease states
      ABBREVIATIONS: CBA = cost benefit analysis; CEA = cost effectiveness analysis; CMA = cost minimization analysis; CUA = cost utility analysis; QALYs = Quality Adjusted Life Years

       

      George acquired a great basic knowledge of the analyses. He was curious to learn more about some new concepts he found in his research. Specifically, he wanted to know more about calculating outcomes costs for interventions, incremental cost-effectiveness ratio calculations, and how to determine quality-adjusted life years (QALYs). As a basis to understand the different analyses, it’s critical to look at QALY first.

       

      Health economists calculate quantity of and quality of years, which are combined into QALYs.13 To calculate a QALY, begin with the utility score, which is scaled from 0 to 1. A chronic condition may have a utility score of 0.6. The Health Utilities Index Mark 3 (HUI3) is used to measure utility scores. The HUI3 asks a serious of questions about eight attributes (e.g., ambulation, cognition, dexterity, emotion, hearing, pain, speech, vision) and combines them into a score that ranges from 0 to 1. The numeral 1 means perfect health and 0 represents death.14 To calculate QALY, the utility score is multiplied by the time spent in each state, which translates into the number of years of life the typical patient gains on a treatment. For example, consider patients with a chronic condition (utility score of 0.6) receiving a treatment that will add seven years to their life. To calculate the QALY, multiply 0.6 x 7, which equals 4.2 QALYs gained.15

       

      While QALYs can effectively determine how many life years are gained in many situations, they have some downsides.16 QALYs are blind to health conditions and personal characteristics such as age, disease severity, residence location, and sex. Additionally, the QALY does not encompass all aspects of an intervention’s benefit. For example, if a single mother takes a medication that rapidly improves her health, it can also improve the health of her kids and allow her to return to work quicker.16

       

      Cost Benefit Analysis. The main purpose is to compare interventions with different outcomes. Typically, a CBA involves adding all the costs of an intervention and subtracting that figure from the expected benefits of the intervention. A CBA helps an organization to see an intervention’s return on investment. When doing a CBA, it’s important to identify an intervention’s direct, indirect, and intangible costs to compare against the intervention’s benefits.17 George found this explanation straightforward but had to ask Ted how he would estimate the expected benefits. To calculate the expected benefits, Ted told George to list the indirect and intangible benefits of the interventions and make educated guesses about monetary values for each, looking first to see if any studies have assigned or estimated costs. George can then subtract the intervention’s costs from these expected benefits to equal the net benefits.18

       

      Cost Effectiveness Analysis compares the cost and outcomes for two or more interventions for the same condition. A CEA is centered around the incremental cost-effectiveness ratio (ICER). This explanation had George scratching his head, and he had to review it several times to really understand it. The ICER is the ratio of cost differences to outcomes differences between interventions.19 The ICER is useful because it shows the added cost per unit of health outcome gained from a new intervention.19 The ICER is calculated using the equation ICER = costs1 minus costs2 divided by effect1 minus effect2. For example, intervention 1 costs $200 with an 8 QALY benefit and intervention 2 costs $100 with a 4 QALY benefit. Plug these numbers into the equation and the ICER = 25. This means $25 per QALY for intervention 1 over intervention 2.20

       

      Cost Minimization Analysis considers only half of an economic evaluation because it does not consider the outcomes of interventions. It simply looks at cost. For a CMA to be considered a full evaluation, health economists would need to consider the outcomes of interventions, such as how many life years are saved. If the interventions’ outcomes are equal, then the CMA can be useful.21

       

      Cost utility analysis helps compare costs and benefits from different interventions. CUA takes into account benefits in terms of how many years are saved and quality of life.13 CUA is helpful to quantify how much an intervention can extend and improve someone’s life. QALYs are used in a CUA to display quality and quantity of years saved for a patient’s life. The best time to use a CUA is when someone wants to determine the cost-effectiveness of a product that is a high cost for the payer. A CUA study plans to show where resources should be allocated for maximum health benefit.13

       

      George decided to put together his own CEA after learning more about the pharmacoeconomic analyses. He chose this approach since he was able to acquire the most information about how to properly perform a CEA. Table 3 shows George’s CEA for Curiosan compared with Monkeydex.

       

      Table 3. CEA for Curiosan and Monkeydex

      Curiosan Monkeydex
      Total Cost (Both direct and indirect/intangible) $3900 (direct costs) + $200 (indirect/intangible costs) $4200 (direct costs) + $100 (indirect/intangible costs)
      Effect (Reduction in Curiosity Overload Events per Year) 3 events prevented 5 events prevented
      ICER

      ($4100 - $4300) / (3 - 5)
      Outcome of ICER $100 from each episode prevented by using Curiosan over Monkeydex
      ABBREVIATIONS: ICER = Incremental Cost-Effectiveness Ratio

       

      George analyzed both costs and outcomes from the two interventions. He concluded $100 from each adventure-induced curiosity overload episode was saved by using Curiosan over Monkeydex. The CEA shows Curiosan’s effectiveness over Monkeydex when considering costs and outcomes. Let’s re-examine the pharmacy professor’s quote in which he said, “Most pharmacoeconomic studies are ignored in clinical practice because practitioners don’t understand them or use other reasons to select a drug to use.” What factors is he referring to? One other factor might be patient volume. This hospital generally sees about five AICO patients per day and they are treated in the emergency department. The P&T Committee knows that Man with the Yellow Hat Hospital has an emergency department with 20 available beds that can usually accommodate all these patients. If the emergency room experiences overflow, hospital management has designated the adjacent hallway to hold up to five excess patients. If the hospital only had a total of five beds available, however, or it was having difficulty staffing the ED, the P&T committee’s deliberations might be different.

       

      PHARMACOECONOMIC TOOLS IN PHARMACY BENEFIT MANAGEMENT

      George checked the major dailies—the most reliable newspapers across the country that fact-check before they publish—to see if any recent articles talked about the impact of pharmacoeconomics while doing his research. George checked these publications because he wanted to identify any recent major developments in the healthcare industry. He found multiple feature articles and opinion pieces on the function of PBMs. George read that PBMs contribute to formulary decision making for payors or employers and use different pharmacoeconomic tools to support their choices. George wanted to find out more about the PBM’s role and how they contribute to the formulary, so he delved into the topic again.

       

      PBM History

      PBMs surfaced in the 1950s due to a demand for special management of drug benefits.22 Pharmacists started the first PBMs, founding Prescription Services, Inc in Canada in 1958 and PAID Prescriptions in the United States (U.S.) in 1965. Through the years, health systems and payors began to collaborate with PBMs more often and they grew in size and scope. Now, PBMs handle a wide variety of tasks including formulary maintenance, pharmacy networks, mail order pharmacy operations, and contracts with wholesalers and manufacturers. A PBM’s most important service is maintaining a drug formulary. Most PBMs will handle multiple formularies for different clients. PBMs cover certain drugs on a formulary and some drugs require patients to pay a portion of the costs.22

       

      George learned from his reading of current events that the Federal Trade Commission (FTC) is looking into PBMs and considering preventing them from combining. 22 The FTC often refers to PBMs as the prescription drug middleman industry and has launched inquiries into their operations and practices.23 It theorizes that if PBMs continue to combine and integrate, they could possibly have unprecedented control over drug prices, blocking competition. Their concern of market concentration is based on the oligopoly theory which states that if five firms in an industry account for more than 60% of the market, competition is stifled. The FTC alleges that the three largest PBMs processed almost 80% of prescriptions dispensed by U.S. pharmacies in 2023, and the top six processed more than 90%. Describing PBM operations as opaque, the FTC reported in July 2024 that despite their efforts to obtain records from six PBMs, several have refused to comply. A significant concern is that the current PBM structure may disadvantage small pharmacies that are not in the PBM network and the patients they serve.23,24 The FTC’s efforts are focused on promoting fair competition and protecting consumers from high medication prices.25

       

      PAUSE AND PONDER: What are some cost control tools used lower drug costs in your pharmacy?

       

      PBM Cost Control Tools

      PBMs use an assortment of cost control tools to control costs26,27,28:

      • Negotiated prices. PBMs work on securing a specific price for drugs. PBMs that purchase drugs at a high volume can negotiate discounted prices. The price paid by the PBM is often much lower than other plans’ prices, such as Medicaid. PBMs will apply this discount to the pharmacies in its network, guaranteeing access for pharmacies that contract exclusively with the PBM.
      • Generic substitution. Here, the goal is to increase the use of generic medication whenever possible. Generally, generic drugs cost 80% to 85% less than their brand name equivalents. Pharmacists may receive an incentive for dispensing a higher number of generics.
      • Rebates. A rebate is money returned by the seller to the drug purchaser under certain conditions. The seller gives rebates to incentivize higher volume purchases and to stay competitive without directly lowering costs. The PBM often negotiates a rebate and reaches an agreement with the drug manufacturers. A rebate program may stimulate the PBM to increase its use of rebated drugs; on the flip side, rebates may cause the PBM to place high-priced drugs in better tiers than drugs that are more cost-effective, which creates higher out-of-pocket costs for some patients.
      • Copayments. A copayment is a fixed amount that patients, insureds, or beneficiaries pay for their prescriptions. PBMs use copayments as a cost-sharing mechanism to reduce the insurer’s or employer’s overall medication costs. PBMs adjust copayments depending on the plan they are managing. Generic medications generally have lower copayments, but brand and some generic medications may require a higher copayment.

       

      Do PBMs Create Value in Healthcare?

      PBMs have had many significant impacts on the drug distribution system. At their inception, they created systems to replace the manual claims filing process that was dependent on paper with electronic systems that communicated among stakeholders quickly. Today’s systems operate in real-time, which is advantageous to all stakeholders.29

       

      Controversy surrounds PBMs (See the SIDEBAR). PBMs add value to their stakeholders (e.g., insurers, health systems, payors), but it is uncertain whether PBMs contribute significant value to the U.S. healthcare system. PBMs have proprietary contracts that prevent open discussion of the terms they negotiate and tools they use. Some experts allege that PBMs engage in “spread pricing,” meaning they charge health plans and employers more for generic drugs than what they reimburse pharmacies for these drugs, keeping the difference. Again, a lack of transparency allows this to happen: PBMs’ operations are proprietary and confidential. They often lack transparency and it’s possible to conclude they may take value from healthcare. Some evidence exists indicating that agreements with manufacturers agreements require PBMs to exclude generic drugs and biosimilars from their formularies in exchange for higher rebates.24,27,30

       

      SIDEBAR: Have PBMs Abused the Drug Rebate System?

      The 3 major PBMs—Caremark Rx, Express Scripts (ESI), and OptumRX—are currently in the FTC’s crosshairs for allegedly artificially inflating insulin drug prices. The FTC has filed an administrative complaint citing that 3 PBMs have developed and abused a drug rebate system that prioritizes high rebates from drug manufacturers, forcing consumers to spend more on life-saving medication.25

       

      The crux of the issue centers on PBMs ability to establish discounts on the manufacturer’s initial sticker price of brand name drugs. Drug companies will agree to these discounts in exchange for preference and availability on the PBM’s formularies. As the discounts grew larger over time, pharmaceutical companies were forced to raise their initial sticker prices to maintain profits. Therefore, while PBMs have cut prices in half for their clients, patients have suffered because the price at point of service often reflects the initial sticker price.31 Even if less expensive insulins become available, PBMs are able to design their formularies strategically to exclude those options in favor of equivalent high list price, highly rebated products.32

       

      The PBMs’ “chase-the-rebate” strategy has shifted the burden of high insulin prices directly to patients.25 Take, for example, one insulin product that was listed at $122.59 in 2012. Also in 2012, PBMs introduced exclusionary drug formularies, a tactic weaponized to demand higher rebates in exchange for a desirable spot on the formulary. By 2018, the list price of that specific insulin more than doubled to $289.36. Patients with deductibles or coinsurance do not benefit from rebates at the pharmacy counter. These out-of-pocket expenses for insulin drugs are sometimes even higher than total cost of the drug to the commercial payor.25

       

      All three PBMs have pushed back on the allegations from the FTC, claiming the lawsuit “demonstrates a profound misunderstanding of how drug pricing works.”32 The FTC has also acknowledged that PBMs likely did not act alone, and actions against drug manufacturers may be on the horizon. Over the last year, Eli Lily, Novo Nordisk, and Sanofi all promised significant cuts to the list price of their insulins due to public and political pressure. The recently passed Inflation Reduction Act also has chipped away at insulin prices by establishing a $35 per month cap for Medicare Part D patients.32

       

      Implications for Pharmacy Teams

      Pharmacoeconomics is helpful for pharmacy teams because in a healthcare setting pharmacists need to be able to determine if a drug’s value can be justified by its cost. George learned that a good way to think about cost and value is this: “Value is the results you get divided by the cost. Value is what works, not how cheap it is.”33 Pharmacy employees, especially those who work in procurement or with the P&T Committee, should understand how to differentiate between the four types of pharmacoeconomic analyses. The different analyses help engage in informed decision making between two or more interventions. Pharmacoeconomics can guide clinical and policy decision making. Today, pharmacists in community and hospital settings provide a wide variety of services including vaccinations and medication use counseling. A health economist might perform a pharmacoeconomic analysis to determine if a pharmacist’s services are adding value to the healthcare system. Additionally, a payment model needs to be established to ensure pharmacists are compensated for their non-dispensing work.34

       

      Red Flags in Pharmacoeconomic Studies

      Pharmacy staff must recognize that pharmacoeconomic studies, like all studies, can be flawed. Certain red flags decrease a study’s validity. Below are some common questions to ask after reading a pharmacoeconomic study. These questions help identify the study’s limitations35:

      • Does the title accurately represent the study’s goals?
      • Did the researchers clearly state the study’s objective?
      • Did the researchers use a large enough data sample? Remember that larger sample sizes lead to more reliable results.
      • If the researchers compared interventions, did they use appropriate comparators?
        • If the researchers were reporting on a new treatment, did they compare it to the current standard of care or the most popular marketed options? Or did the authors compare the treatment to a less popular, less effective, or older (and retired) alternative?
      • Did the researchers provide a description of the competing alternatives’ use in clinical practice?
      • Did the researchers identify which perspective they employed to measure the costs?
      • Did the researchers indicate the study structure (retrospective, prospective, etc.)?
      • Were all the costs of the interventions included?
      • Did the researchers include all important clinical outcomes from various studies?
      • Were the study’s conclusions appropriate for the study? Or did the conclusions go beyond the scope of the target population?
      • Is it possible to extrapolate the findings to your population, or are the populations too different?
      • Did the researchers present the conclusions in an unbiased manner?

       

      CONCLUSION

      George was able to learn so much about pharmacoeconomics. He feels confident about the different pharmacoeconomics terms used for economic evaluations. George also recalls the advantages of pharmacoeconomic analysis and can compare the different types of analyses. Last, he better understands the PBM’s role and the tools a PBM uses to lower drug costs.

       

       

      Pharmacist Post Test (for viewing only)

      Are You Curious about Pharmacoeconomics?

      Pharmacist Post-test

      After completing this continuing education activity, pharmacists and pharmacy technicians will be able to
      • Define common pharmacoeconomic terms used for economic evaluations.
      • Recall the advantages of pharmacoeconomic analysis for formulary management.
      • Compare and contrast different types of pharmacoeconomic analyses.
      • List the pharmacoeconomic tools a pharmacy benefit manager uses to lower drug costs.

      1. The P&T Committee at Queens Hospital is considering the addition of Fixitall, a new bi-weekly intravenous infusion drug for the treatment of rheumatoid arthritis, to the hospital formulary. Which of the following describe the direct costs of the proposed intervention?

      A. Monthly administration, monitoring, and adverse effect OTC treatment costs.
      B. Transportation costs to and from the hospital for each treatment.
      C. Loss of wages from missing work during bi-weekly infusion center visits.

      2. Which of the following best describes an opportunity cost?
      A. The amount of money saved by acquiring drug A instead of drug B.
      B. The loss of benefit of drug A if drug B is the preferred choice.
      C. The negotiation of a rebate for either drug A or drug B.

      3. Which of the following defines the pharmacoeconomic term “willingness to pay”?

      A. The amount a drug manufacturer will rebate a PBM to indirectly lower drug costs.
      B. The calculated ratio of cost differences to outcomes differences between interventions.
      C. The maximum amount an individual, system, organization, or payer will pay for an intervention.

      4. Which of the following is an advantage of using pharmacoeconomic analysis to inform formulary decisions?

      A. Pharmacoeconomic analysis focuses solely on the medication’s cost in an effort to save payers the most money.
      B. Pharmacoeconomic analysis considers drug efficacy rather than drug effectiveness to accurately predict real world implications.
      C. Pharmacoeconomic analysis considers cost, outcomes, and adverse events when analyzing two or more comparators.

      5. Which of the following describes an advantage associated with a cost benefit analysis?

      A. Does not require the intervention and its benefits to be converted to monetary values.
      B. Compares the cost of different interventions in completely different therapeutic areas.
      C. Analyzes the difference in cost of a generic drug compared to its brand name equivalent.

      6. Which of the following pharmacoeconomic analyses is measured in QALYs?

      A. Cost benefit analysis
      B. Cost minimization analysis
      C. Cost utility analysis

      7. Which of the following strategies do pharmacy benefit managers implement to lower drug costs?

      A. Negotiating rebates with drug manufacturers that incentivize higher volume purchases.
      B. Limiting the substitution of generic medications due to the lack of incentive provided.
      C. Discouraging the use of copayments due to their tendency to increase overall medication costs.

      8. Which of the following is an example of an intangible cost?

      A. Transportation costs for gas to and from the infusion center.
      B. Copayment costs that occur with every infusion treatment.
      C. Cost of patient/family’s anxiety over recurrent injections and adverse effects.

      9. You are conducting a cost effectiveness analysis of two new ulcerative colitis drugs. Drug A costs $400 with a 6 QALY benefit and Drug B costs $200 with a 4 QALY benefit. Which of the following is the correctly calculated incremental cost-effectiveness ratio (ICER)?

      A. $20 per QALY for Drug A over Drug B.
      B. $100 per QALY for Drug A over Drug B.
      C. $60 per QALY for Drug A over Drug B.

      10. Which of the following describes a disadvantage of a cost minimization analysis?

      A. Compared interventions must have identical benefits other than cost.
      B. Calculated measurements in QALYs may differ in different disease states.
      C. Cannot compare a generic drug with its brand name counterpart.

      Pharmacy Technician Post Test (for viewing only)

      Are You Curious about Pharmacoeconomics?

      Pharmacy Technician Post-test

      After completing this continuing education activity, pharmacists and pharmacy technicians will be able to
      • Define common pharmacoeconomic terms used for economic evaluations.
      • Recall the advantages of pharmacoeconomic analysis for formulary management.
      • Compare and contrast different types of pharmacoeconomic analyses.
      • List the pharmacoeconomic tools a pharmacy benefit manager uses to lower drug costs.

      1. The P&T Committee at Queens Hospital is considering the addition of Fixitall, a new bi-weekly intravenous infusion drug for the treatment of rheumatoid arthritis, to the hospital formulary. Which of the following describe the direct costs of the proposed intervention?

      A. Monthly administration, monitoring, and adverse effect OTC treatment costs.
      B. Transportation costs to and from the hospital for each treatment.
      C. Loss of wages from missing work during bi-weekly infusion center visits.

      2. Which of the following best describes an opportunity cost?
      A. The amount of money saved by acquiring drug A instead of drug B.
      B. The loss of benefit of drug A if drug B is the preferred choice.
      C. The negotiation of a rebate for either drug A or drug B.

      3. Which of the following defines the pharmacoeconomic term “willingness to pay”?

      A. The amount a drug manufacturer will rebate a PBM to indirectly lower drug costs.
      B. The calculated ratio of cost differences to outcomes differences between interventions.
      C. The maximum amount an individual, system, organization, or payer will pay for an intervention.

      4. Which of the following is an advantage of using pharmacoeconomic analysis to inform formulary decisions?

      A. Pharmacoeconomic analysis focuses solely on the medication’s cost in an effort to save payers the most money.
      B. Pharmacoeconomic analysis considers drug efficacy rather than drug effectiveness to accurately predict real world implications.
      C. Pharmacoeconomic analysis considers cost, outcomes, and adverse events when analyzing two or more comparators.

      5. Which of the following describes an advantage associated with a cost benefit analysis?

      A. Does not require the intervention and its benefits to be converted to monetary values.
      B. Compares the cost of different interventions in completely different therapeutic areas.
      C. Analyzes the difference in cost of a generic drug compared to its brand name equivalent.

      6. Which of the following pharmacoeconomic analyses is measured in QALYs?

      A. Cost benefit analysis
      B. Cost minimization analysis
      C. Cost utility analysis

      7. Which of the following strategies do pharmacy benefit managers implement to lower drug costs?

      A. Negotiating rebates with drug manufacturers that incentivize higher volume purchases.
      B. Limiting the substitution of generic medications due to the lack of incentive provided.
      C. Discouraging the use of copayments due to their tendency to increase overall medication costs.

      8. Which of the following is an example of an intangible cost?

      A. Transportation costs for gas to and from the infusion center.
      B. Copayment costs that occur with every infusion treatment.
      C. Cost of patient/family’s anxiety over recurrent injections and adverse effects.

      9. You are conducting a cost effectiveness analysis of two new ulcerative colitis drugs. Drug A costs $400 with a 6 QALY benefit and Drug B costs $200 with a 4 QALY benefit. Which of the following is the correctly calculated incremental cost-effectiveness ratio (ICER)?

      A. $20 per QALY for Drug A over Drug B.
      B. $100 per QALY for Drug A over Drug B.
      C. $60 per QALY for Drug A over Drug B.

      10. Which of the following describes a disadvantage of a cost minimization analysis?

      A. Compared interventions must have identical benefits other than cost.
      B. Calculated measurements in QALYs may differ in different disease states.
      C. Cannot compare a generic drug with its brand name counterpart.

      References

      Full List of References

       

      REFERENCES

      1. KurhekarJV. Chapter 4 - Ancient and modern practices in phytomedicine. Editor(s): Egbuna C, Mishra AP, Goyal MR. Preparation of Phytopharmaceuticals for the Management of Disorders, Academic Press, 2021, Pages 55-75, ISBN 9780128202845, https://doi.org/10.1016/B978-0-12-820284-5.00019-8.
      1. Mauskopf JA. Why study pharmacoeconomics?. Expert Rev Pharmacoecon Outcomes Res. 2001;1(1):1-3. doi:10.1586/14737167.1.1.1
      2. Raymond Townsend General Information. Profile previews: Company, investor and advisor profiles | Pitchbook. Accessed August 22, 2024. https://pitchbook.com/profiles.
      3. Wildeman RA. Pharmacoeconomic Challenges in Canada. Vol 29. Drug Info J. Accessed November 10, 2024. https://journals.sagepub.com/doi/abs/10.1177/009286159502900425
      4. Tonin FS, Aznar-Lou I, Pontinha VM, Pontarolo R, Fernandez-Llimos F. Principles of pharmacoeconomic analysis: the case of pharmacist-led interventions. Pharm Pract (Granada). 2021;19(1):2302. doi:10.18549/PharmPract.2021.1.2302
      5. Walley T, Haycox A. Pharmacoeconomics: basic concepts and terminology. Br J Clin Pharmacol. 1997;43(4):343-348. doi:10.1046/j.1365-2125.1997.00574.x
      6. [No author.] Formulary Management. AMCP.org. Accessed August 16, 2024. https://www.amcp.org/concepts-managed-care-pharmacy/formulary-management
      7. Ciccarello C, Billstein Leber M, Leonard MC, Nesbit T. ASHP Guidelines on the Pharmacy and Therapeutics Committee and the Formulary System. 2021. Accessed August 27, 2024. https://www.ashp.org/-/media/assets/policy-guidelines/docs/guidelines/gdl-pharmacy-therapeutics-committee-formulary-system.ashx?la=en&hash=EF1E4214CC91C65097AEEECE91BF6EC985AE3E56
      8. Suh DC, Okpara IR, Agnese WB, Toscani M. Application of pharmacoeconomics to formulary decision making in managed care organizations. Am J Manag Care. 2002;8(2):161-169.
      9. Kim SY. Efficacy versus Effectiveness. Korean J Fam Med. 2013;34(4):227. doi:10.4082/kjfm.2013.34.4.227
      10. Cavanaugh TM, Buring S, Cluxton R. A pharmacoeconomics and formulary management collaborative project to teach decision analysis principles. Am J Pharm Educ. 2012;76(6):115. doi:10.5688/ajpe766115
      11. USPSTF and Cost Considerations. United States Preventive Services Taskforce. Accessed August 16, 2024. https://www.uspreventiveservicestaskforce.org/uspstf/about-uspstf/task-force-resources/uspstf-and-cost-considerations.
      12. Cost utility analysis: Health economic studies. GOV.UK. Accessed August 23, 2024. https://www.gov.uk/guidance/cost-utility-analysis-health-economic-studies.
      13. Horsman JR. Multi-Attribute Health Status Classification System: Health Utilities Index Mark 3 (HUI3). Health Utilities Inc. “Hui3.” Accessed August 29, 2024. http://www.healthutilities.com/hui3.htm
      14. Prieto L, Sacristán JA. Problems and solutions in calculating quality-adjusted life years (QALYs). Health Qual Life Outcomes. 2003;1:80. doi:10.1186/1477-7525-1-80
      15. Whitehead SJ, Ali S. Health outcomes in economic evaluation: the QALY and utilities, Brit Medl Bul. 2010; 96 (21): 5–21.
      16. Cost-benefit analysis: What it is & how to do it. Business Insights Blog. September 5, 2019. Accessed August 16, 2024. https://online.hbs.edu/blog/post/cost-benefit-analysis
      17. Donnelly S. Cost-benefit analysis: 5 steps to turn data into Smarter Choices. Finance Alliance. May 14, 2024. Accessed August 29, 2024. https://www.financealliance.io/cost-benefit-analysis/
      18. Bang H, Zhao H. Cost-effectiveness analysis: a proposal of new reporting standards in statistical analysis. J Biopharm Stat. 2014;24(2):443-460. doi:10.1080/10543406.2013.860157
      19. Paulden M. Calculating and Interpreting ICERs and Net Benefit [published correction appears in Pharmacoeconomics. 2020 Oct;38(10):1147. doi: 10.1007/s40273-020-00950-2]. Pharmacoeconomics. 2020;38(8):785-807. doi:10.1007/s40273-020-00914-6
      20. Wailoo A, Dixon S. The use of cost minimisation analysis for the appraisal of health technologies. NICE Decision Support Unit; 2019.
      21. Mattingly TJHyman DABai G. Pharmacy Benefit ManagersHistory, Business Practices, Economics, and PolicyJAMA Health Forum.2023;4(11):e233804. doi:10.1001/jamahealthforum.2023.3804
      22. Chen JP. FTC Accuses Drug Managers of Squeezing Patients and Pharmacies. July 29, 2024. Accessed September 2, 2024. https://www.forbes.com/sites/joshuacohen/2024/07/11/ftc-report-accuses-pbms-of-negatively-impacting-patients-and-pharmacies/
      23. Pharmacy Benefit Managers: The Powerful Middlemen Inflating Drug Costs and Squeezing Main Street Pharmacies. Interim Staff Report. Federal Trade Commission. Accessed September 2, 2024. https://www.ftc.gov/system/files/ftc_gov/pdf/pharmacy-benefit-managers-staff-report.pdf
      24. FTC launches inquiry into prescription drug middlemen industry. Federal Trade Commission. August 20, 2024. Accessed August 29, 2024. https://www.ftc.gov/news-events/news/press-releases/2022/06/ftc-launches-inquiry-prescription-drug-middlemen-industry
      25. Kreling DH. Cost control for prescription drug programs: Pharmacy benefit manager (PBM) efforts, effects, and implications. ASPE. Accessed August 16, 2024. https://aspe.hhs.gov/cost-control-prescription-drug-programs-pharmacy-benefit-manager-pbm-efforts-effects-implications.
      26. Pharmacy Benefit Managers and Their Role in Drug Spending. Commonwealth Funds. April 22, 2019. Accessed September 2, 2024. https://www.commonwealthfund.org/publications/explainer/2019/apr/pharmacy-benefit-managers-and-their-role-drug-spending
      27. UHBlog. Generic vs. brand-name drugs: Is there a difference? University Hospitals. July 21, 2022. Accessed August 27, 2024. https://www.uhhospitals.org/blog/articles/2022/07/generic-vs-brand-name-drugs-is-there-a-difference
      28. Ginder-Vogel K. Alumni Brett Eberle, Nancy Gilbride, and Pat Cory weigh in on the news-making industry’s trends. University of Wisconsin-Madison School of Pharmacy. March 13, 2024. Accessed September 2, 2024. https://pharmacy.wisc.edu/2024/03/13/the-evolution-and-future-of-pharmacy-benefits-managers/
      29. Lyles A. Pharmacy Benefit Management Companies: Do They Create Value in the US Healthcare System?. Pharmacoeconomics. 2017;35(5):493-500. doi:10.1007/s40273-017-0489-1
      30. 31. Abelson R, Robbins R. F.T.C. Accuses Drug Middlemen of Inflating Insulin Prices. Nytimes.com. Published September 20, 2024. https://www.nytimes.com/2024/09/20/health/ftc-drug-price-inflation-insulin.html
      31. 32. Gilbert D. FTC sues pharmacy insurance managers, alleging unfair drug prices. Washington Post. Published September 20, 2024. Accessed September 29, 2024. https://www.washingtonpost.com/business/2024/09/20/prescription-drugs-insurance-ftc-pbm/
      32. Webb K. The Difference Between Cost and Value. Accessed August 20, 2024. https://keithwebb.com/difference-between-cost-value/
      33. Tonin FS, Aznar-Lou I, Pontinha VM, Pontarolo R, Fernandez-Llimos F. Principles of pharmacoeconomic analysis: The case of pharmacist-led interventions. Pharmacy Practice (Granada). Accessed August 28, 2024. https://scielo.isciii.es/scielo.php?pid=S1885-642X2021000100021&script=sci_arttext.
      34. Rascati KL. Essentials of Pharmacoeconomics: Health Economics and Outcomes Research. 3rd edition. Lippincott Williams & Wilkins; 2021.

      Demystifying the Medicare Prescription Payment Plan

      Learning Objectives

       

      After completing this application-based continuing education activity, pharmacists and technicians will be able to

      1. Describe the benefits and features of the Medicare Prescription Payment Plan
      2. Outline the responsibilities of Part D Sponsors and dispensing pharmacies under the Medicare Prescription Payment Plan
      3. Discuss the characteristics of beneficiaries most likely to benefit from participating in the Medicare Prescription Payment Plan
      4. Explain the resources available for Medicare Beneficiaries to learn more about the Medicare Prescription Payment Plan

         

        Release Date: July 25, 2024

        Expiration Date: July 25, 2026

        Course Fee

        FREE

        This CE was funded by Prime Therapeutics

        ACPE UANs

        Pharmacist: 0009-0000-24-033-H04-P

        Pharmacy Technician:  0009-0000-24-033-H04-T

        Session Codes

        Pharmacist:  24YC33-XBK24

        Pharmacy Technician:  24YC33-KXB69

        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.  Statements of credit for the online activity ACPE UAN 0009-0000-24-033-H04-P/T 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.

         

        Disclosure of Discussions of Off-label and Investigational Drug Use

        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.

        Faculty

        Lori R. Donnelly, RPh, PharmD
        Consultant BluePeak Advisors,
        Rolling Meadows, IL

        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.

        Lori Donnelly is an employee of BluePeak Advisors, a division of Arthur J. Gallagher & Co.

        Any conflict of interest has been mitigated.

         

        ABSTRACT

        More than 1.4 million Americans paid drug costs of $2000 or more in 2020. Starting January 1, 2025, the M3P allows Medicare Part D members the option to pay for their Part D medications through a monthly invoice while paying nothing at the pharmacy counter. This change has operational and financial impacts for many areas of pharmacy. M3P claims processing requires coordination between Plans, PBMs, and dispensing pharmacies. Pharmacists and pharmacy technicians can help their patients benefit from the M3P by educating themselves and their patients about the program.

        CONTENT

        Content

        INTRODUCTION & BACKGROUND

        The Inflation Reduction Act (IRA) of 2022 is a large piece of legislation that included a wide range of provisions, including clean energy, tax revenues, and healthcare costs. The Medicare Part D changes contained in the IRA aim to make prescription drugs more affordable for Medicare beneficiaries.1

        One of the Medicare Part D changes included in the IRA is the Medicare Prescription Payment Plan (M3P). Starting January 1, 2025, the M3P allows Medicare Part D members the option to pay for their Part D medications through a monthly invoice while paying nothing at the pharmacy counter.2 This change has operational and financial impacts for many areas of pharmacy, including dispensing pharmacies, Medicare Part D Plans (Plans), and Pharmacy Benefit Managers (PBMs).

        Overview of the Medicare Prescription Payment Plan

        The Kaiser Family Foundation estimated that more than 1.4 million Americans paid drug costs of $2000 or more in 2020.3 While the IRA contains other provisions designed to lower prescription drug costs, the M3P does not change the amount that patients pay for their medications. Instead, the M3P (originally called “copay smoothing”) helps Medicare beneficiaries afford their prescriptions by “smoothing” the costs over monthly invoices instead of paying the full amount to their pharmacy. The IRA requires Plans to make the M3P available to any member who has out-of-pocket costs for Part D medications, regardless of their income or out-of-pocket amount. The M3P also requires Plans to4

        • Educate members about the availability of the M3P
        • Notify dispensing pharmacies when members are likely to benefit from participating in the M3P
        • Reflect $0 member payment for approved M3P claims
        • Allow multiple methods for members to opt-in to the M3P
        • Issue monthly M3P invoices to participating members
        • Include all prescriptions covered under Medicare Part D in the M3P
        • Pay the dispensing pharmacy for the member’s portion of the drug cost

        Figure 1 illustrates the basic process for patients who choose to participate in M3P.

        The Centers for Medicare & Medicaid Services (CMS) requires Plans to educate members about the availability of M3P through a variety of channels. Plans must include general M3P information on their websites, when issuing new member identification, and with annual plan document mailings. Plans and dispensing pharmacies must also provide M3P information to targeted members who are likely to benefit from participating in the program. CMS has determined that members with out-of-pocket costs of at least $2000 in the first three quarters of the year or $600 for a single prescription are the most likely to benefit from using the M3P.5

        M3P claims processing starts January 1, 2025, and requires coordination between Plans, PBMs, and dispensing pharmacies. For members not participating in the M3P, Plans, through their PBMs, must indicate that the patient is likely to benefit from the M3P on approved Part D prescription claims with patient costs that are $600 or more. Receipt of this information from the claim requires the dispensing pharmacy to provide educational materials about the M3P to the patient. While CMS requires pharmacies to distribute M3P information to patients in response to claims messaging, CMS does not require them to provide additional counseling about the program. Pharmacists and pharmacy technicians may, however, choose to educate themselves and their patients about the M3P to provide an elevated patient experience.5

        PAUSE AND PONDER: What quick talking points can you provide to your patients to help them understand the M3P?

        Approved Part D claims for patients who have opted into the program will include instructions for the dispensing pharmacy to send a secondary M3P claim. The secondary M3P claim must use a different Bank Identification Number/Processor Control Number (which pharmacy staff usually refer to as BIN/PCN) combination than the corresponding primary Part D claim. The National Council for Prescription Drug Programs (NCPDP) creates and maintains the standardized format for prescription claims transmission. NCPDP is adding specific transmission codes for PBMs to transmit M3P information to dispensing pharmacies.4 Table 1 describes the types of M3P claims processing information that dispensing pharmacies should expect starting January 1, 2025.  Pharmacists and technicians should consult their employer’s training materials for specific instructions on providing patients with information about the M3P, using NCPDP M3P transmission codes, and submitting secondary M3P claims.

        Table 1. Anticipated M3P Claims Messaging Information

        Patient Status Claim Type Message Type
        Not participating in M3P Approved Part D Claims with ≥ $600 patient cost The member is likely to benefit from participating in the M3P; the pharmacy should provide M3P educational information.
        Not participating in M3P Secondary M3P Claims (if sent accidentally) The member is not participating in the M3P program; the pharmacy should collect the member’s cost share based on the Part D claim.
        Participating in M3P Approved Part D Claims The member is participating in the M3P;  the pharmacy should send a secondary M3P claim.
        Participating in M3P Secondary M3P Claims The corresponding Part D claim is not found. Transmission may have failed or the Part D claim has been reversed; the pharmacy should reprocess the Part D claim and then re-send the secondary M3P claim.
        Participating in M3P Secondary M3P Claims The drug is not covered by Part D and therefore not eligible for M3P; the pharmacy should collect the member’s cost share based on the Part D claim.

         

        Members can start signing up for the M3P as early as October 15, 2024, which is the beginning of open enrollment for 2025 Medicare Part D coverage. They can also sign up any time after their 2025 Part D coverage starts. CMS requires Plans to accept M3P participation requests by mail, telephone, or through a website application.4 CMS does not currently require dispensing pharmacies to process M3P election requests, and pharmacists and pharmacy technicians should direct patients to their Plan to sign up for the M3P.

        Once a member opts into the program, their Plan will issue a monthly M3P invoice for all Part D prescription costs including the deductible and copay/coinsurance amounts. CMS requires Plans to issue M3P invoices separately from monthly premium invoices.4

        Plans can remove members from M3P participation for failure to pay M3P invoices after a 2-month grace period but cannot disenroll members from Part D coverage for failure to pay M3P invoices. Members who are removed from M3P participation for falling behind on M3P payments can restore their M3P participation by paying their past-due M3P balance in full.4 Plans may disenroll members from Part D coverage for failure to pay monthly premium invoices after a 2-month grace period, even if their M3P invoices are paid in full.6 Pharmacists and pharmacy technicians can help M3P patients stay current with their payments by reminding them to pay both M3P and monthly Part D premium invoices. The SIDEBAR explains common terms.

        SIDEBAR: Part D Patient Costs Defined

        Monthly Premium: a monthly payment that maintains enrollment in the Plan; not impacted by deductible, copay, or coinsurance amounts

        Annual Deductible: a yearly dollar amount the patient pays before their Plan starts to contribute to prescription costs

        Copayment (or Copay): a specific, pre-determined dollar amount the patient pays for each prescription after satisfying the deductible

        Coinsurance: an alternative to a copay, the percentage of the total cost the patient pays for each prescription after satisfying the deductible

         

        Distribution of M3P responsibilities

        CMS develops guidance and member-facing documents that Plans and PBMs use when building operational processes. For the M3P, CMS is providing Plans with5

        • Detailed guidance documents that provide M3P requirements and invoice calculation instructions
        • Content for plan mailings including the Annual Notice of Change, Evidence of Coverage, and Explanation of Benefits
        • A fact sheet with educational language for Plan websites and printed materials
        • An election request form
        • Letters to notify members of M3P election, failure to pay, and termination from the program
        • A targeted letter for members who are likely to benefit from participating in the M3P

        CMS is also adding M3P information to the resources and educational materials that they provide directly to Medicare beneficiaries, including the annual Medicare & You Handbook, Medicare.gov, and Medicare Plan Finder.5

        CMS assigns most of the responsibility for the M3P to Plans and holds Plans accountable for meeting all program requirements. Plans are responsible for delivering all aspects of the M3P but must rely on PBMs, vendors, and dispensing pharmacies for certain requirements. Table 2 provides an overview of the main activities that Plans must implement for M3P.4,5

        Table 2. Plan M3P Responsibilities4, 5

        Activity Requirements
        Member education ·       General information during open enrollment, with annual plan mailings, and on their website

        ·       Targeted information prior to and during the plan year for members who are likely to benefit from the M3P

        M3P participation processing ·       Mail, telephone, and web-based options

        ·       Accept M3P elections during open enrollment, before the start of the plan year

        ·       Activate completed M3P elections received during the plan year within 24 hours

        ·       Outreach to gather missing information from incomplete M3P election requests

        ·       Communication to PBM for claims processing

        M3P claims processing ·       Coordination and oversight of their PBM for

        o   Claims notification to pharmacies for members who are likely to benefit from M3P

        o   Processing information and $0 copay/coinsurance for M3P participants

        o   Payment to the dispensing pharmacy for the member’s portion of the drug cost

        M3P Invoices and Payment Collections ·       Monthly invoices based on CMS-required calculations

        ·       60-day grace period, then removal from M3P for failure to pay

        Other ·       Customer service

        ·       Pharmacy and provider education

        ·       Data and reporting

        ·       Oversight of dispensing pharmacies

         

        While Plans hold the most responsibility for M3P, dispensing pharmacies play a large part in the program’s success. CMS requires all pharmacies who accept Part D prescription drug coverage to participate in the M3P. Pharmacists and pharmacy technicians must act on M3P claim information to distribute M3P materials to members and process M3P claims. Pharmacies may need to adjust their claim reversals and reprocessing procedures to ensure that both the primary Part D and the secondary M3P claims are included.  For example, if a patient decides to fill a prescription for less than the original quantity, the pharmacy would need to first reverse both the Part D and M3P claims and then resubmit both claims with the new quantity. CMS also requires pharmacies to re-process claims for members who sign up for M3P after filling but before picking up their prescriptions.4,5

        To benefit from the M3P, Medicare beneficiaries are responsible for reviewing the educational materials provided by CMS, their Plan, and their pharmacy. They also have the opportunity to use the tools provided by their Plan to determine if they would benefit from participating in the M3P. After signing up, members are obligated to pay their M3P invoices on a monthly basis to avoid being removed from the program. Members who sign up for the M3P may decide later to drop out of the program but are still responsible for paying invoices incurred during their M3P participation. 4,5

        Monthly invoice calculations and members most likely to benefit from participating in the M3P

        The monthly invoice calculations required by CMS are complex and typically do not result in equal monthly installments. Members can sign up for the M3P at any time during the year, and the monthly invoice calculation for their first month in the program is different from the invoice calculations for later months. Invoice amounts also vary based on when the member signs up for the M3P and prescriptions purchased at the pharmacy before they entered the program. CMS protects members who participate in the M3P by prohibiting  Plans from adding service/late fees or charging interest on M3P balances.4

        PAUSE AND PONDER: What can you tell a patient who asks how the M3P is different than using a credit card to pay for his prescriptions?

        CMS holds Plans responsible for accurately calculating M3P invoice amounts and answering member questions. Dispensing pharmacies are not required to explain invoice details but may benefit from understanding why not all patients will benefit from participating in the M3P.4

        Figures 2 and 3 provide examples of pharmacy copay/coinsurance amounts compared to M3P invoice amounts for members who sign up for M3P in January. Both example members have the same out-of-pocket prescription costs for the year. The member in Figure 2 is more likely to benefit financially from the M3P because the monthly M3P invoice amount is never higher than what they would have paid at the pharmacy counter. In general, the higher the member’s out-of-pocket prescription costs the earlier in the year, the more likely the  member will benefit financially from using the M3P.4

        All Part D members are entitled to sign up for the M3P, regardless of their drug costs or M3P invoice amounts. Members who do not benefit financially from the M3P, such as the member illustrated in Figure 3, may have personal reasons for signing up for the program. For example, patients who rely on caretakers to pick up their prescriptions from the pharmacy may prefer the convenience of having no cost at the pharmacy counter. Patients may also pay more than their MP3 invoice amounts earlier in the year to reduce invoice amounts later in the year as long as they do not pay more than their total year-to-date copay/coinsurance amounts.4

        Alternatively, patients may have non-financial reasons for not signing up for the M3P. They may not want to receive another monthly bill or may feel that paying for their prescriptions at the pharmacy provides better visibility into their drug costs. Even patients who would benefit financially from using the M3P may be put off by the uneven monthly M3P payment amounts. Patients who sign up for the M3P have the option to leave at any time if they feel they are not benefiting from the program.

        PAUSE AND PONDER: What other non-financial situations may members face where they could benefit from the M3P?

        M3P Resources

        CMS has a number of resources available for anyone looking for more information about the M3P. They provide access to detailed M3P guidance, technical, and related information at https://www.cms.gov/inflation-reduction-act-and-medicare/part-d-improvements/medicare-prescription-payment-plan

        CMS also provides an annual handbook entitled “Medicare and You” designed to educate members about all aspects of Medicare. When the 2025 version of “Medicare and You” is released by CMS in late 2024, it will include educational information about the M3P.5 The “Medicare and You” handbook is available at https://www.medicare.gov/medicare-and-you.

        At the time of this publication, CMS is still developing additional resources, but expects information about the M3P to be available at www.medicare.gov.5

        CMS requires Plans to provide information about the M3P on their websites before October 15, 2024. While the general M3P information included on Plan websites will likely be similar to the information provided by CMS, it will also include Plan-specific instructions and contact information.5

        SUMMARY AND CONCLUSION

        The M3P provides flexibility for Medicare beneficiaries who prefer to receive a monthly invoice instead of paying for their prescriptions at the pharmacy counter. The program requires complex operational changes for Plans, PBMs, and dispensing pharmacies.

        CMS holds Plans responsible for the overall administration of the M3P, but PBMs and dispensing pharmacies have important responsibilities. Pharmacists and pharmacy technicians can help their patients benefit from the M3P by educating themselves and their patients about the program.

         

        Good:

        • Be familiar with your pharmacy’s procedures for processing M3P claims
        • Provide M3P information to patients when prompted by your pharmacy’s dispensing system
        • Refer patients to their Plan for additional information about the M3P

         

        Better:

        • Discuss the overall benefits of the M3P
        • Answer patient questions about how the M3P works
        • Describe the characteristics of patients most likely to benefit from using the M3P

         

        Best:

        • BE COMMUNITY CHAMPIONS! Stay abreast of upcoming changes and take the time to comment on proposed revisions to Medicare
        • Assist patients with decisions about M3P participation
        • Consider appointing one staff member to be your “M3P Expert” who deals with complex patient questions

        Pharmacist & Pharmacy Technician Post Test (for viewing only)

        Demystifying the Medicare Prescription Payment Plan
        Educational Objectives for Pharmacists and Pharmacy Technicians:
        1. Describe the benefits and features of the Medicare Prescription Payment Plan
        2. Outline the responsibilities of Part D Sponsors and dispensing pharmacies under the Medicare Prescription Payment Plan
        3. Discuss the characteristics of beneficiaries most likely to benefit from participating in the Medicare Prescription Payment Plan
        4. Explain the resources available for Medicare Beneficiaries to learn more about the Medicare Prescription Payment Plan.

        1. What can you tell patients who ask about the Medicare Prescription Payment Plan?
        a. It will lower prescription drug costs for millions of Americans
        b. It creates an option to pay for Part D prescriptions through a monthly invoice
        c. The government will make this program available on January 1, 2026

        2. What can members who participate in the Medicare Prescription Payment Plan expect?
        a. They will pay $0 at the pharmacy for their Part D prescriptions
        b. They must meet strict minimum income requirements
        c. They will receive monthly invoices from their pharmacy

        3. Which of the following is an M3P responsibility for dispensing pharmacies?
        a. Provide counseling about the program
        b. Distribute materials in response to claims messaging
        c. Identify patients who are likely to benefit from the program

        4. If a member fails to pay M3P invoices, what could happen?
        a. They could be required to change pharmacies
        b. They could be denied prescription drug coverage
        c. They could be removed from the M3P program

        5. Which of the following is a Medicare Part D Plan responsibility?
        a. Processing M3P participation requests
        b. Allowing a 90-day grace period for failure to pay M3P invoices
        c. Developing guidance and member-facing documents

        6. Which Medicare beneficiaries are most likely to benefit financially from using the M3P?
        a. People who have high drug costs early in the year
        b. People who have low drug costs throughout the year
        c. People who have high drug costs late in the year

        7. What advice can you offer to patients who do not benefit financially from the M3P?
        a. They are not permitted to use the program
        b. They must remain in the program until the end of the plan year
        c. They may choose to join the program for non-financial reasons

        8. Which of the following may patients consider a disadvantage to using the M3P, even for patients who may benefit financially from the program?
        a. Invoice amounts that are not the same every month
        b. Being required to change pharmacies to participate
        c. Risk of losing their prescription coverage if they cannot pay their M3P invoices

        9. Where can beneficiaries learn more about the M3P?
        a. The 2024 “Medicare and You” Handbook
        b. From their Plan Formulary
        c. CMS and Plan websites

        10. When will Medicare Part D Plans have M3P details available on their websites and start accepting M3P member elections?
        a. After patients meet their annual deductible
        b. No later than October 15, 2024
        c. After January 1, 2025

        References

        Full List of References

        References

           

          Centers for Medicare & Medicaid Services. The Inflation Reduction Act Lowers Health Care Costs for Millions of Americans. Accessed April 27, 2024. https://www.cms.gov/priorities/legislation/inflation-reduction-act-and-medicare/lowers-health-care-costs-millions-americans

          Centers for Medicare & Medicaid Services. Fact Sheet: Medicare Prescription Payment Plan. Accessed April 27, 2024. https://www.cms.gov/files/document/medicare-prescription-payment-plan-fact-sheet.pdf

          Kaiser Family Foundation. Explaining the Prescription Drug Provisions in the Inflation Reduction Act. Accessed July 1, 2024. https://www.kff.org/medicare/issue-brief/explaining-the-prescription-drug-provisions-in-the-inflation-reduction-act/
          Centers for Medicare & Medicaid Services. Medicare Prescription Payment Plan: Final Part One Guidance on Select Topics, Implementation of Section 1860D-2 of the Social Security Act for 2025, and Response to Relevant Comments. Accessed April 27, 2024. https://www.cms.gov/files/document/medicare-prescription-payment-plan-final-part-one-guidance.pdf

          Centers for Medicare & Medicaid Services. Medicare Prescription Payment Plan: Final Part Two Guidance on Select Topics, Implementation of Section 1860D-2 of the Social Security Act for 2025, and Solicitation of Comments. Accessed July 17, 2024. https://www.cms.gov/files/document/medicare-prescription-payment-plan-final-part-two-guidance.pdf

          Centers for Medicare & Medicaid Services. What Happens When a Plan Member Doesn’t Pay Their Medicare Plan Premiums? Accessed April 28, 2024. https://www.cms.gov/outreach-and-education/outreach/partnerships/downloads/11338-p.pdf

          Dealing with Difficult Students: Simple(ish) Solutions to Common Problems

          Learning Objectives

           

          After completing this application-based continuing education activity, pharmacist preceptors will be able to

          • DEFINE types of learning disabilities that preceptors are likely to encounter
          • LIST the information the school of pharmacy should provide to preceptors
          • IDENTIFY accommodation that are appropriate for specific students
          • DESCRIBE reasonable accommodation in experiential education

             

            Release Date: April 20, 2024

            Expiration Date: April 20, 2027

            Course Fee

            Pharmacists: $7

            UConn Faculty & Adjuncts:  FREE

            There is no grant funding for this CE activity

            ACPE UANs

            Pharmacist: 0009-0000-24-027-H04-P

            Session Code

            Pharmacist:  24PC27-WXT24

            Accreditation Hours

            2.0 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.  Statements of credit for the online activity ACPE UAN 0009-0000-24-027-H04-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.

             

            Disclosure of Discussions of Off-label and Investigational Drug Use

            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.

            Faculty

            Jennifer Luciano, PharmD
            Director, Office of Experiential Education; Associate Clinical Professor
            UConn School of Pharmacy
            Storrs, CT

            Anna Sandalidis, BS
            PharmD Candidate 2025
            UConn School of Pharmacy
            Storrs, CT

            Jeannette Y. Wick, RPh, MBA, FASCP
            Director, Office of Pharmacy Professional Development
            UConn 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.

            Jeannette Wick, Anna Sandalidis, and Jennifer Luciano do not have any relationships with ineligible companies

             

            ABSTRACT

            Every student is different. Preceptors may encounter a student who has habits or behaviors that need adjustment. Often, these habits or behaviors are reflective of a lack of professionalism. Preceptors who anticipate certain behaviors and develop strategies to deal with them can usually help students navigate the rotation successfully. It's critical to address poor behaviors the first time they happen, document carefully if the behaviors persist, and involve the school of pharmacy if the behaviors continue. This continuing education activity will describe common challenges and propose effective solutions for dealing with difficult students. It will also discuss student centered learning and present case studies.

            CONTENT

            Content

            INTRODUCTION

            Pharmacist preceptors shape the future of pharmacy by mentoring students during their experiential learning experiences. It is not uncommon for preceptors to encounter challenging situations and difficult student behaviors that can ultimately test a preceptor’s skills and patience. A faculty preceptor once said, “Students don’t usually fail rotations because they don’t know brand and generic drug names; they fail because of behaviors incompatible with the pharmacist’s professional identity. No one becomes a preceptor to hunt for students and force them to go to rounds!”

             

            By addressing diverse behaviors and challenges that preceptors commonly encounter, this activity will empower preceptors to address troublesome behaviors effectively.

             

            PAUSE AND PONDER: What types of difficult behavior have you encountered in the students you precept in the past?

             

            TYPES OF DIFFICULT BEHAVIOR

            Preceptors report a variety of challenging student behaviors during introductory pharmacy practice experiences (IPPE) or advanced pharmacy practice experiences (APPE) rotations. This continuing education activity explores the following behaviors as they relate to experiential education; failure to answer introductory emails, dressing inappropriately, cursing, poor language choices, disrespectful oral or written language, tardiness, and making excuses for unacceptable behaviors.

             

            Failure to Send Introductory E-mail

            Schools of pharmacy typically notify students about their IPPE or APPE rotations several months in advance, often in April for the latter. The timing for reaching out to preceptors may differ for IPPE and APPE students. For example, some schools require IPPE students to contact their preceptors shortly after receiving their site match notification. They may also expect APPE students to introduce themselves and address any site requirements approximately two weeks in advance of the first scheduled day unless the preceptor contacts them sooner. Students should take the initiative and reach out to their preceptors first. This communication serves multiple purposes, including introducing themselves, demonstrating awareness of the start date, confirming the student’s ability to fulfill the expected hourly commitment of the rotation, and addressing any scheduling adjustments. Students spend 120 to 160 valuable hours under the preceptor’s guidance. A student’s failure to initiate or answer introductory emails can significantly impact the student-preceptor relationship and hinder early establishment of effective communication channels.

             

            When students fail to communicate, it opens the door to discuss the importance of good communication in the workplace. Preceptors can use a few techniques to encourage better communication from students1,2:

            • Create an electronic reminder on your calendar that will notify you one week before a student is expected. If you haven’t heard from the student, use the contact information the school provided for the student and send a brief message. Something like, “My calendar indicates you are scheduled for your rotation at (INSERT LOCATION) starting Monday. I haven’t heard from you. Are you still scheduled or has your situation changed?”
            • Consider copying the school’s Office of Experiential Education (OEE) and asking if the preferred contact method has changed.
            • Know that 47% of e-mail is opened or deleted based on the subject line. Be sure to use a specific subject line, like “IMMEDIATE RESPONSE NEEDED: Your April 2024 rotation.” Experts recommend starting with a command and using seven or few words so the subject line will be visible on a phone. Using four or fewer words increases the likelihood e-mail will be opened, so a subject line of “TIME SENSITIVE: IPPE Rotation” might be even better.
            • When the student responds, reply promptly (modeling good communication), providing information like start time, hours, dress code, and other essential information as you would with any student. Ask for a reply confirming the student received the information.
            • If the student does not reply, resend the communication, and copy the OEE. Add a sentence at the start of the communication (and consider highlighting it) that says, “I haven’t heard from you. Is this your preferred method of communication?”
            • When the student reports, discuss the need for prompt responses, underscoring that preceptors are busy and do not have time to track students down.

             

             

            Inappropriate Dress and Hygiene

            Schools of pharmacy and preceptors expect students to adhere to professional dress standards during their experiential rotations. Dressing appropriately can improve the student’s self-perception and confidence and also improves the public’s confidence and perceptions of a pharmacist’s abilities.3 Preceptors can explain to students that dressing professionally also reflects the workplace institutional culture. Dressing appropriately can improve the likelihood of career advancement.4,5 Table 1 lists examples of appropriate and inappropriate attire for pharmacy students.

             

            Table 1. Professional Attire3,6
            Appropriate Attire Inappropriate Attire
            ·       A clean, ironed white lab coat with name tag

            ·       Full length slacks with a collared dress shirts or skirts with blouses or dress shirts, or dresses

            ·        Maintains good hygiene

            ·       Blue jeans, shorts, overalls, sorority or fraternity jerseys, t-shirts, halter tops, tank tops

            ·       Hats, caps

            ·       Tennis shoes, sandals, bare feet

            ·       Excessive jewelry

            ·       May also include revealing clothing, unkept appearance, or lack of attention to personal hygiene

            Consider the case of Ally, a P2 pharmacy student on her first IPPE rotation at a large, well-recognized health system. Ally always reported for her shifts wearing dress pants and a turtleneck of sorts under her white coat. One day, Ally joined her preceptor for a meeting with the organization’s medical directors and the room was quite warm. Ally removed her white coat, which revealed the fact that her top was a crop-top and exposed her torso. Ally had always appeared to dress professionally before but always kept her white coat on.

            While conversations about dress are sensitive and may be uncomfortable, it’s important to address issues early when appropriate. Experiential rotations may be the first time a student has ever needed to dress professionally. It may take some students time to assimilate to professional dress standards.4,5 Providing feedback supports the students ability to make a positive first impression and aids in overall career readiness.

            After the meeting ended, the preceptor (who was also female) privately addressed Ally’s attire. She suggested that Ally dress professionally daily for any occasion with or without her white coat. If the preceptor had been male, he could ask another female pharmacist to speak with Ally. The key is to address these issues in private and with discretion.

            Hygiene is often closely related to attire. Students who have poor hygiene and noticeable body odor often fail to launder, repair, or replace their clothes when they should. Talking with students about hygiene problems is embarrassing for everyone involved. Here, too, it’s often less embarrassing for the student if the person who addresses the issue is of the same gender. The discussion also needs to be conducted in private and with absolute discretion. Some students may have underlying medical conditions that contribute to the problem, like lack of smell or difficulty with executive functioning or organization.7 Preceptors can point out that a lack of proper hygiene can lead to social problems with peers and patients and sometimes increases the likelihood of illness. Clothing like white coats that aren’t washed often harbor bacteria and accumulate odors.8 Students may need very specific direction. For example, the preceptor may need to tell the student that white coats must be washed every week, or that showering and washing hair at least every other day is the expectation. They can also suggest that students establish routines and incorporate hygiene activities into their routines, like showering every evening if students tend to run late in the morning.7

            A growing concern in workplaces is the use of fragrance.9 More than one-third of Americans report scent sensitivity.10 The reason: artificial fragrances can be irritating to individuals who have allergies and asthma. Colognes and perfumes are not the only problem. Products like lotions, soaps, hairsprays, laundry detergent, and dryer sheets designed to reduce static can also trigger allergies and asthma. For individuals who have sensitivities to fragrances, exposure can lead to headache, respiratory distress, itching/burning eyes, runny nose or congestion, and nausea. The end result is presenteeism, meaning they are present in the workplace but unable to perform as well as they might. 9 For this reason, some workplaces have policies indicating that employees may not wear any fragrances while on duty.

            Here, too, the best intervention is to discuss the problem directly with the student as soon as it's noticed. Since about one-third of workplaces include individuals who have scent sensitivities, establishing a fragrance-free policy is prudent. Consistency is important. Site supervisors who ask one employee or student to stop wearing fragrance should make sure that the rule applies to everyone. Again, it’s often more comfortable for students if the person who approaches them is of the same gender.

            PAUSE AND PONDER: What types of difficult behavior might stem from little exposure to professional environments and lack of experience?

            Profane or Poor Language Choices

            Patients often complain about profanity in healthcare, as they expect professionals to remove these words from professional discussions. But it’s a fact that people—all kinds of people—curse. Experts indicate that people use profane words in two ways: (1) in casual conversation, and (2) in anger.11 Students sometimes use profanity or inappropriate language, and in some cases, they are unaware that the words or phrases they choose are offensive, unprofessional, or incomprehensible. Some students simply use words that they grew up hearing and using, and they believe the words are acceptable. These words usually refer to biologic functions. One pharmacist was surprised when she heard her technician talking to a patient about diarrhea using the *s*-word to describe feces. When she approached the technician, the technician said with all sincerity, “That’s what it is! (The *s*-word)!”  And while the *s*-word is unprofessional, students will need to know patient-friendly terms because “feces” is too high level for many patients. (Suggest bowel movement, stool, or even poop.) Students may also be accustomed to using curse words in casual conversation and simply swear habitually. Unfortunately, others may overhear even casual conversations between coworkers and be offended, so using profanities at work (even in casual conversation) should be avoided.11

             

            Using profanity in anger is a different issue.11 Employees and students usually curse in anger when they are frustrated or arguing with someone. Usually, the person is in a heightened emotional state and the conversation is loud. The cursing affects everyone who hears the profanity, and patients are especially likely to be affected. Humans translate loud conflict as a survival threat and it activates the fight or flight response, raising others’ emotional states, too. Such a change can affect the performance of those involved in or witnessing the conflict for the next few hours. It’s possible that the incident could affect patient outcomes.11

             

            Preceptors should consider a  “No Swearing Policy.” Such policies should be enforced with a well-defined managerial plan for disciplinary action or possible termination for employees and specific repercussions for students (discussed below). While swearing, in and of itself, may not constitute serious misconduct, understanding its context and the potential harm it can cause is crucial.

             

            When preceptors observe a student breaching a no swearing policy, they should consider several factors12:

            • Intention: Determine whether the student accidentally used profanity as an outlet for frustration or used swear words to voice abuse or threats.
            • Delivery: Assess the specific words being used, the volume, and the student’s tone when swearing.
            • Context: Examine the circumstances in which an individual swore and the motivations behind it.
            • Workplace Environment: Consider the nature of your workplace, including the type of work being performed and the overall atmosphere.

            With employees, the recourse is corrective or disciplinary action. With students, the recourse is documentation in the next evaluation and if the event is serious enough, failing the student in  the professionalism section of the evaluation (which in some schools precipitates a failing grade for the entire rotation).

             

            It's important for preceptors to recognize when a student’s behavior may be considered unsafe or harmful to themselves, to patients, or other health care personnel. In cases when a student displays behavior that endangers others, preceptors should

            1. Involve the student’s school immediately.
            2. Provide timely, constructive, and actionable feedback. Identifying and sharing concerns as soon as they arise offers students the opportunity to correct the behavior promptly. Students may not receive a tremendous amount of feedback on their professionalism. It’s important to be transparent about a student’s progress or standing in a rotation.
            3. Inform students that they are breaching workplace policies and the types of disciplinary action that may follow.
            4. Document the date, time, and specific details of any concerning behavior. For situations in which students are at risk of a low to failing grades, documenting behaviors with dates can help justify grading decisions and address concerns with the OEE.

               

              Similar steps can be taken when students violate other polices like dress code, attendance, workplace harassment, cell phone use, etc.13,14

               

              Disrespectful Language

              Another type of inappropriate communication is biased language. Clearly, abusive language, hate speech, and racist or sexist remarks are never appropriate, but biased language may occur without the student being cognizant of it.15 Preceptors should address the student immediately and explain why what the student said or how the student said it is inappropriate. Some students may come from environments at home or socially where inappropriate language is normalized. These students may voice opinions that reflect their cultural biases, political persuasion, or religious beliefs, or demean others who believe differently. They may also use language that has been common and accepted by society but has now fallen from favor.15 For example, referring to the technicians as “the girls who run the register,” needs gentle correction. Similarly, labeling patients crazy, drug addict, and senile should prompt preceptors to suggest kinder, gentler terms. These terms have been replaced by mentally ill, person who uses drugs, and person with dementia, respectively. Explaining why negative words may be hurtful can help students develop empathy. It’s also an opportunity to explain how these conditions, like all medical diagnoses, are not the patient’s fault.16,17

              Finally, elderspeak is something pharmacy staff often use unintentionally to demonstrate support for the elderly patient.18 Elderspeak may become obvious as students encounter older adults. It’s a kind of speech adjustment—often called “baby talk” or “pet talk”—that young people may use when talking with an elder. Table 2 provides some examples of elderspeak.18

              Table 2. Examples of Elderspeak18

              • Changing the delivery of verbal information to
                • Raise the pitch and tone
                • Speak in a singsong tempo
                • Exaggerate words
                • Speak more slowly
              • Shortening sentence length
              • Simplifying sentence complexity by using limited (and sometimes condescending) vocabulary
              • Repeating or paraphrasing what the elder just said
              • Using terms like "dear," "honey," “old buddy,” or “young lady”
              • Using statements that sound like questions
                • Ending sentences with a negative question (e.g., You want to take this medicine as directed, don’t you?”)

              In short, elders often find elderspeak condescending and patronizing.18 Elderspeak can have a significant impact on specific patient populations. For example, patients with dementia or Alzheimer’s may experience progressive symptoms of aphasia as they age. Many caretakers and healthcare providers resort to language that is simple and limited to alpha commands, or language that is concise, straightforward, and direct. While elderspeak may help compensate for natural changes in older adults’ cognitive abilities, it may consequently cause older people to question their abilities and reinforce negative stereotypes about aging. Because opportunities for communication using elderspeak are constrained (often can be answered with yes or no or the communication invites a “correct” answer or no answer at all), older adults may perceive elderspeak negatively. It may cause reduced self-esteem, depression, and withdrawal from social interactions. Pointing out the problem when students use elderspeak is often enough to correct the behavior. Some students, however, will need coaching. Some strategies to minimize elderspeak include repeating and paraphrasing what you are saying, simplifying phrases, actively listening, and asking appropriate questions.18,19

               

              It’s essential for students to communicate effectively, maintaining a professional and positive demeanor at all times. Rotations with patient interaction are excellent opportunities to help students communicate their thoughts and feelings effectively. Poor language choices reflect poorly on the student, the school of pharmacy, and the pharmaceutical profession.  

               

              Other Specific Behaviors

              While the list of challenging student behaviors may be endless, this section touches on some of the other most common difficult behaviors preceptors encounter. This includes tardiness, boundary violations like practicing beyond one’s scope, inappropriate cell phone use, lacking accountability, lacking initiative and motivation, sloppy work practices, and gossiping. Employing effective strategies to manage these behaviors foster a more professional and productive educational experience.

               

              Last to Arrive, First to Leave

              Students are expected to be punctual and arrive at their rotations 15 minutes early. These standards are in place to replicate the pharmacist’s obligations and duties. While students aren’t responsible for opening a pharmacy at 8:00 AM, students must demonstrate their ability to be held accountable to such standards in the future. Students must adhere to their agreed scheduling commitments and communicate any delays or absences promptly. Tardiness creates lost productivity. Being 10 minutes late each day is equal to a week's paid vacation by year’s end!  It can also inconvenience others if they need to delay meetings or events.

               

              Students who have chronic tardiness problems usually have time management issues. It’s a habit that's difficult to defeat. Preceptors can use a number of interventions, described in Table 3.20

               

              Table 3. Dealing with Tardiness20,21

              1. Encourage punctuality with a clear policy. Communicate the policy to students when they arrive (and consider putting it in your introductory email) and enforce it consistently.
              2. Send reminders of early meetings or events. Send an e-mail reminder the evening before or 30 minutes before every meeting. Remind participants to be on time. Do not backtrack to fill them in on missed discussions if they are late.
              3. Deal with tardy individuals privately. Meet with the student, revisit company policies, and ask about extenuating circumstances or logistics problems. Clarify the consequences for being late, which may include asking the school to reassign the student.
              4. Describe punctuality as a choice. Convey to students that attendance is not an option, but a critical component of their professional training. They have a choice: To be punctual or the school will have to be notified immediately.
              5. Document, Document, Document. Keep written documentation of all incidents of tardiness, detailing the date and time. This will provide an accurate report to the OEE regarding the student’s behavior.
              6. Keep the pharmacy school involved and aware.

               

              Tardiness doesn’t just affect the student but the entire workplace dynamic. As one professor commented, “When you are late, it makes us ALL late. This is because, even if you think you’re just a student, you have a job here. When you don’t show up on time, you can’t do all the things we count on you.” This statement emphasizes the cascading effects of lateness and the importance of punctuality as just one way to demonstrate professionalism and teamwork.

               

              Addressing Boundary Issues and Protocol Deviation

              Students may fail to adhere to established procedures when the pharmacist is not present. For instance, students may provide patient counseling without the pharmacist present or verify medications without the pharmacist’s supervision to speed up workflow. This is called performing outside the scope of training or practice.22

               

              Some pharmacy employees are tempted to perform outside the scope of training or practice. Sometimes students feel pressured or justified to perform beyond their scope, but doing so violates professional guidelines, risks patient safety, and may violate state or national laws and regulations.22 Pharmacists might also choose to overlook or fail to confront boundary crossing. However, if allowed once, it sets a precedent for the future. Preceptors need to be clear that emergencies and staffing shortages happen, but all employees including students need to work within their scope of practice. Preceptors need to address mismatched expectations (i.e., that a student thinks it’s OK to counsel if the preceptor is busy) and ensure that the workplace has adequate supervision.22

               

              Preceptors can coach students that while they are on rotation and after they are licensed, they need to be aware of exactly what they can and can’t do. Students should watch for key phrases that signal danger which include

              • I’ll just do this first and then (show the pharmacist, call the doctor, convince the patient) later, I’m sure he won’t mind…
              • We do this all the time…
              • I know how to do this, it’s no big deal.

              When they start thinking like that, they need to stop and make sure they are practicing within their scope of practice.

               

              Practicing outside the scope aligns with another ethical concept known as incrementalism. Incrementalism suggests that as individuals repeatedly observe unethical behavior, they perceive it as less wrong, eventually normalizing it or deeming it acceptable. As the mind struggles to detect subtle changes over time, people may engage in unethical behavior more readily through a gradual process of minor infractions, ultimately escalating unethical behaviors. Unethical or challenging behavior typically doesn’t arise as a conscious decision to violate ethical standards; instead, it often occurs incrementally along a slippery slope, in tandem with peer interactions.

               

              Using cell phones at inappropriate times

              Cellphones, tablets, and other electronic devices can help students access pertinent information to better support their pharmacy practice experience. However, engaging with these devices in ways not related to their practice, such as unnecessary texting or browsing on social media, is inappropriate.

               

              Social media encompasses Internet-based tools that facilitate networking and collaboration, and real-time sharing of information, photos, videos, and more. Social media can be referred to as “social networking” or “Web 2.0.”23 These platforms can have positive and negative consequences on a student’s performance. While cell phones can be an indispensable tool for communicating and information access, misuse, or excessive use, can also be a source of distraction. When social media is excessive, it can lead to social media addiction (which is not yet a recognized medical condition). As with substance use, social media addiction can negatively impair physical and psychological health and cause behavioral disorders such as depression, anxiety, and mania. Researchers have not identified a threshold that would suggest what levels of social media use is considered to have poor outcomes. It’s clear poor management of social media use presents many concerning consequences on students’ academic performance and interpersonal relations 24-26

               

              As the technology landscape is always changing, consequences are unpredictable. Some practical solutions to supporting a student’s management of social media use can include:

               

              1. Set clear expectations: Early on, practice settings need to communicate and enforce guidelines about cell phone use. A simple approach is to set parameters in the syllabus.
              2. Suggest time management tools: Encourage students to use timers to manage their engagement with social media effectively. In the settings app on most phones, students can set a time limit that alerts the user when the time has been met.
              3. Be informative: Preceptors can encourage students to join online medical communities to access news articles, expert insights, and stay up to date on research and trends. Some students may simply have never thought to do so. Examples of social networking sites available for pharmacists include the following:
              • ASHP Connect (connect.ashp.org )
              • APhA (www.pharmacist.com)
              • The Pharmacist Society (www.pharmacistsociety.com)
              • LinkedIn
              1. Connect with students: Preceptors might also share readings, blogs, or podcasts that relate to the experiential rotation with students. As a supplement, following up on these materials can also exercise a student’s communication skills and their proficiency in relaying medical information.

               

              Lack of accountability and dishonesty

              At times, it may be necessary to address a student’s challenging behavior by discussing it privately. Many reactions can emerge from such conversations. Honesty and accountability should be prioritized – students should openly acknowledge their actions or lack thereof. As aspiring licensed pharmacists, they must uphold principles of integrity and accountability from the early stages of their advanced pharmacy practice experiences. Lack of accountability and dishonesty are character flaws that preceptors should consider quite serious.

               

              Let's talk about a student, Jeff, who started his IPPE rotation in a chain pharmacy location. Jeff's school of pharmacy has experienced recurring issues with him. He often fails to respond to emails in a timely manner if at all. Staff in the experiential education office has to nag at him constantly to update records about vaccinations, license renewals, and similar necessary documentation. He is often flippant about why OEE needs any of this information. On the first day of his rotation, his  preceptor asked if he was up to date with all of his vaccinations and licensure renewals, to which he responded, “Of course. I wouldn't be here if I wasn't!” Over the first few days that Jeff worked at the store, the preceptor noticed some incongruities in several of Jeff’s explanations. He had unusual explanations for tardiness, was very defensive when he didn't know the answer to a question, and he was caught using the photocopier for personal purposes even after he had been told not to.

               

              Several days later, the person who was responsible for tracking documentation in the OEE called and asked to speak with Jeff. She had heard that Jeff reported to this site even though the school had told him not to until his vaccinations were current. Jeff took the phone off to a corner of the pharmacy and spoke in hushed tones. When he was done, he told the preceptor that unfortunately he had an emergency and had to leave, and he would let him know when he would return. When the preceptor expressed concern, Jeff said that he had not submitted his vaccination documentation. When pressed further, Jeff confessed that he actually had failed to receive his vaccinations.

               

              Dishonesty is unacceptable in a professional setting. When encountering similar situations, the preceptor should consider the following:

              • Preceptors should report dishonesty to the OEE as soon as they notice it. Often, preceptors think that this may be a one-off instance of a student’s bad judgement, or preceptors think they may not understand something. Usually, however, this is a behavior that the school of pharmacy has been tracking and other people have noticed also.
              • Documentation is critical. It needs to be thorough and clear. Preceptors should document what they saw or heard, how they disproved or came to realize that the information was dishonest, and when exactly it happened. They should not wait till the final evaluation to make note of the problems. It should occur in the very first evaluation and it's acceptable to do an immediate interim evaluation.
              • If the preceptor decides to pass a student who showcased moments of dishonesty on a rotation, they should document in writing that they are passing the student, but they experienced professionalism problems during the rotation.
              • At some schools that use a pass-fail system, professionalism violations are an immediate “fail.” We don't want people who have this magnitude of dishonesty entering the profession.

               

              PAUSE AND PONDER: What kinds of behaviors would improve with discussion and direction, and what kind of behaviors would improve with more practice?

               

              Inability to take initiative and unwillingness to participate in activities

              Some students may appear frustrated, bored, underprepared, and distracted. This lack of engagement may manifest in communication styles aimed at minimizing interactions or diverting attention away from meaningful conversations. An essential component of professional development is the student’s capacity to engage proactively in various learning activities.

               

              A particularly concerning sign is a student’s lack of motivation, which may be evident in their reluctance to engage in self-directed learning or displaying disinterest in the rotation site, assigned activities, or patient care. To address this issue, Table 4 outlines several coaching strategies designed to re-engage students lacking motivation.

              Table 4. Strategies to Engage Students Lacking Motivation27,28

              • Discuss your observations regarding their disinterest and lack of motivation with the student.
              • Encourage the student to create a personal success plan, including:
              • Self-assessment of performance areas needing improvement, as identified by the preceptor
              • Development of a concrete, actionable plan for improvement
              • Engagement in critical reflection
              • Revisit the learner’s professional and rotational goals to realign the students focus
              • Consider setting mutual goals with the student, focusing on how to use discretionary time during the rotation to meet their unique needs and interests.

              Students may distance themselves for several reasons. This could be due to finding a topic uninteresting, lacking understanding of situational expectations, or facing difficulties engaging with an interprofessional team or among cross-generational groups. By allowing students the opportunity to receive feedback and create their own success plan, they can incorporate a self-directed learning process. This approach provides a scaffold in developing essential self-awareness skills.

               

              Consider Sally, who was two weeks in her rotation at Rosemary Hospital. Her preceptor, Dr. Unconfrontational (“Dr. U”), observed that Sally was unengaged, asked no questions, and kept disappearing in the break room for long stretches of time. Five days into the rotation, Dr. U asked Sally if she had read the assigned chapter the evening before. She said she did. When he asked questions about its content, she couldn’t answer. He needed to take a phone call, and she slipped away. He found her in the break room with the book open to the chapter (but she seemed to just stare at the pages). Dr. U was disappointed that Sally wasn’t interested in what he considered the most fascinating—but not the most difficult—part of his specialty. He decided that it was easier to stop assigning reading to Sally because she seemed uninterested. At the rotation’s end, he passed her with a C.

               

              Cases like this demonstrate that precepting can be difficult and students can be puzzling. Although it’s hard to tell if Sally read the chapter, her behavior suggests she did not. The way that Dr. U interacted with Sally provides little information about the root of the problem. Dr. U could have done a number of things when he noticed Sally’s lack of enthusiasm29-31:

              • He could have educated himself about disengagement. It’s usually not directed at the preceptor. It could be poor self-esteem, difficult home situations, or the need to work after hours to support oneself. It may be that the student doesn’t see the assignment as challenging. Or, the student may be bored and need more—rather than less—work.
              • He could have spent time asking Sally about her interests and what she hoped to learn in his rotation. While getting to know her, he could have asked if she had concerns or obligations outside of the rotation that he should know about. Ice-breaking activities are critical with students and should reveal students’ talents, passions, questions, and challenges. Asking questions like, “How do you learn best?” or “Would you rather read about a topic, watch a video, or do both?” can also provide good information.
              • He could have examined his own expectations to make sure they were SMART (specific, measurable, achievable, realistic, and time-tagged). Was he asking too much?
              • He could have asked her what she learned in pharmacy school related to his specialty, and what she liked and disliked about it.
              • He could provide “hooks” to start her thinking about what’s coming next. This is the practice of providing just a little bit of attention-grabbing information about a topic. Preceptors can make a controversial statement (“Some people believe that gargling with bleach kills COVID. We’ll talk about how to respond to that kind of talk next week.”), asking a provocative question (“Why do you think that more than half of patients don’t take their medication? Do you think that statistic is accurate?”), or telling a good story (“I keep this x-ray on the bulletin board because it reminds me of a child who had nausea, vomiting, diarrhea, and low copper levels. It all came down to those things you see in his gut! Anyway…think about that and we’ll talk about it next week)
              • He could have asked her to develop three goals for the rotation, and three sub-goals for each of the main goals so she could plan her own learning. If she couldn’t do this activity (which would explain much about why she is disengaged), he could work with her to develop goals.
              • He could have asked her to create a deliverable as she read the chapter. Asking her to write down 10 interesting facts or use sticky notes to mark the pages she found most interesting and least comprehensible would have added an interactive element to the assignment.
              • He could have asked her if she has had any experience with patients or family members who have diagnoses related to his field. This often provides some real-world relevance to learning.

               

              Sloppiness

              Health professionals including pharmacy students are held to rigorous standards of cleanliness, organization, and adherence to site-specific protocols. These protocols are not merely procedural formalities but are fundamental to maintaining quality standards and preventing pharmacy errors.

               

              Pharmacy students, through their education and practical experiences, should be well-versed in these high standards. In compounding labs, for instance, faculty emphasize meticulous attention to detail and stringent adherence to procedures. As future pharmacists, they will prepare or verify medications that are often ingested orally, where the risk of contamination carries potentially severe consequences. Table 5 shares examples of how a student may exhibit sloppy behavior.

              Table 5. Examples of the Sloppy, Disorganized, and Nonadherent Student

              • Poor medication management: This can include incorrect labeling, improper storage of drugs, or disorganized inventory management. These practices can lead to medication errors, altered drug metabolism, or even possible harm to patients.
              • Lack of attention to detail: This can manifest in several ways such as making calculation errors, misinterpreting prescriptions, or failing to recognize important patient information. Again, this is a patient safety issue.
              • Failure to clean up: Leaving behind clutter and the detritus of pharmacy work for others to clean not only disrupts workflow but also reflects a lack of professionalism and responsibility.
              • Improper waste disposal: Disregarding proper guidelines for drug disposal of expired or unused medications, sharps, and other waste can pose environmental and safety repercussions.
              • Improper recycling practices: In hospital and community pharmacy settings, waste bins are often color-sorted for proper disposal. For example, disposing patient information in a regular trash bin instead of its designated bin violates HIPAA regulations.

              Addressing these issues in educational settings is imperative for students to be aware of their habits and actions. This involves reinforcing the importance of these standards early, modeling these behaviors, and holding students accountable when necessary.

              Gossiping

              During rotations, some students may seamlessly connect with other staff members. In some cases, students may observe instances when coworkers engage in gossip and complaints about the workplace and colleagues. While it might be tempting to indulge in such discussion, setting boundaries is crucial when displaying leadership. This includes no gossiping or destructive criticism, and showing empathy when other coworkers present difficult behaviors.  Students should be embedded in the healthcare team with a healthy sense of belonging. As students practice mirroring the pharmacist’s actions, they learn to act as mediators in workplace conflict.

               

              One way to discuss gossip with students is to ask them if they know what Socrates said about repeating information.32 This Greek philosopher said that before speaking, people need to ask themselves three questions about the information they plan to convey: Is it true, is it kind, and is it necessary? These questions are filters. Asking these questions guides the honest person to engage in ethical thinking and decision-making. Taking a few minutes to shift the discussion from the juicy tidbit of gossip to the related and more important topic of truth, kindness, and necessity can (but doesn’t always) help people who gossip develop some insight into their behavior. Emphasizing that these questions help individuals develop nurturing, trusting, empathetic relationships is key. This technique is useful with students and coworkers and can often start the process of reducing gossiping.32

               

              LEARNING THEORY TO ENHANCE ROTATIONS

              Canadian psychologist Albert Bandura is widely recognized for introducing the concept of social cognitive theory.33 He postulated that learning of any type occurs through observation, imitation, and modeling with influence from the learner’s attention, motivation, attitudes, and emotions. It means that the environment interacts with the individual’s cognitive makeup as learning occurs. Preceptors can use his tenets to help students engage and learn. Bandura’s observational learning theory moves through four key cognitive processes33,34:

              1. Attention: Learning starts with an individual’s engagement and focus on a particular behavior or task. The ability to imitate a behavior hinge on the accessibility of role models, behavior complexity, and perceived value of behavior. Ultimately, students need to perceive a model, or their preceptor, as someone worth imitating.
              2. Retention: Students should register and retain information that they observe from their model preceptor. Learners retain information in a symbolic form of imagery and verbal elements. When preceptors perform actions repeatedly, they enhance the student’s retention.
              3. Motor reproduction: As students are assigned to new tasks or behaviors associated with being a pharmacist, they will use clues from imagery and verbal elements to guide their actions. Frequent motor reproduction exposes students to new situational contexts and empowers them to adapt and refine their behaviors in future interactions. Role models who demonstrate positive behaviors subtly influence others’ actions and responses.
              4. Motivation, reinforcement and punishment: Attention, retention, and motor reproduction all contribute to the ability to imitate a behavior. To stimulate positive reinforcement of behavior, the motivation and will to perform is often based on the rewards and punishment that result from modeling those actions.

               

              Preceptors who understand another theory—that of unconscious learning—will also be able to assess students based on their past experiences and present materials appropriately. It describes the acquisition, access, and application of knowledge without deliberate and controlled attention. It’s the opposite of studying for an exam. It’s basically the “learn by doing” model, students are unaware it’s happening, and it, too, has four stages.35,36

               

              1. In the first stage, unconscious incompetence, students are unaware of how little they know about a subject. These are entry level students who have little experience. They may think they know more than they actually do.
              2. In the second stage—conscious incompetence—students are able to recognize knowledge deficits. Preceptors can think of this as the point where students experience that AH-HA! moment of enlightenment.
              3. Learning begins to accelerate and coalesce in the third stage—conscious competence. Students will begin to see patterns and store that information. An example would be learning the top 200 drugs after processing prescriptions or orders, rather than just memorizing them.
              4. In the fourth stage, students develop unconscious competence. A task or process becomes second nature. Preceptors will not need to remind students to complete steps. Students will simply do the right thing.

               

              Learning barriers can contribute to student difficulties, so understanding learning theory can assist preceptors to support students and reduce difficult behaviors. Exposure to a variety of situations in the workplace will help students learn unconsciously.36 Fear and anxiety are barriers to unconscious learning (and contributors to difficult behaviors), so creating a learning environment that is comfortable (and maybe even fun) can speed the process. So can asking students to take a few moments and visualize processes and procedures before starting.36

               

              In the unconscious incompetence stage, preceptors will need to look for signs that students are recognizing they don’t know what they don’t know.37 Having students repeat processes until they can do them without error is essential. Asking students how they think they are doing may stimulate some self-awareness. Encouraging them to periodically question what they think they know is also good.37 These steps break down learning barriers gradually.

               

              When students reach conscious incompetence, preceptors need to be observant. It’s the step where students, frustrated with their deficits, may want to give up. Preceptors who provide encouragement and additional practice can help them move on. Students need positive feedback to progress to the last step of unconscious competence, or mastery.

               

              PAUSE AND PONDER: Think about a student whose behavior was difficult to address in the past. After taking this continuing education activity, how would you have addressed the issues differently?

               

              CONCLUSION

              When students are on rotations, they are in certain respects on their own and need oversight from preceptors and the preceptors’ team. Students benefit from preceptors who engage with their students. Oversight and feedback are needed consistently during this crucial time because preceptors want their students to succeed in the profession and the workplace. Pharmacy preceptors who explore the effectiveness of managing tardiness and use strategies to reinforce accountability and motivation will find the precepting experience more fulfilling. A thorough understanding and application of social cognitive theory and stages of learning will enhance a preceptors response to difficult student behaviors. They can use the interventions they develop to build better pharmacy student experiences. Before giving up on the student, they should ask for help from the pharmacy school’s OEE and reach out to people with good supervisory skills.

               

              Why does early intervention on the preceptor’s part to correct difficult student behaviors matter? Developing good workplace behaviors is critical to prepare students for the rigors and responsibilities of the pharmacy workplace. Precepting students is a phenomenal opportunity to practice life-long learning and working mantras.

               

               

               

              Pharmacist Post Test (for viewing only)

              POST TEST QUESTIONS

              Dealing with Difficult Students: Simple(ish) Solutions to Common Problems

              Educational Objectives
              1. DEFINE types of student behaviors and common challenges preceptor’s encounter
              2. EXPLAIN the underlying factors and learning needs that contribute to difficult student behaviors
              3. APPLY the principles of student-centered learning to develop appropriate responses to difficult students
              4. ANALYZE case studies and develop strategies for difficult student behaviors

              1. Why is dressing appropriately important for students on rotation in a community pharmacy setting?
              A. Community pharmacies usually enforce dress codes strictly.
              B. It can improve the student’s self-perception and confidence.
              C. It ensures that students bathe and groom regularly.

              2. Why should a preceptor intervene when a student addresses an older patient as “honey” or “sweetie”?
              A. Elderspeak usually signals conflict and activates the fight or flight response, creating fear and anxiety among people who are nearby.
              B. Elderspeak is demeaning to older people and may cause them to question their abilities and reinforce negative stereotypes about aging.
              C. Elderspeak is usually reserved for speaking to children as it describes using endearments, so children feel more relaxed.

              3. Why might a student use poor word choices that may be considered profane for biologic functions?
              A. They may have grown up in a home where those words were used exclusively and not realize that most people consider the words profane.
              B. The problem isn't the student; The problem is that the preceptor doesn't understand that English is changing and some words are more acceptable now.
              C. The student probably perceives that the patient will be more comfortable with common slang and needs to be corrected.

              4. A student is on his first rotation in a hospital setting. He has no experience other than a few weeks working in a chain pharmacy. The preceptor observes the student using a procedure that may be acceptable in a chain pharmacy but it's not acceptable in a hospital pharmacy. What step of unconscious learning does this reflect?
              A. unconscious incompetence
              B. conscious incompetence
              C. conscious competence

              5. A student reports for her rotation wearing a white coat that is clean and pressed but smells like a popular laundry additive that adds a strong scent to the fabric. Two employees at this location are extremely allergic to strong scents. Select the statement that is TRUE.
              A. All health care facilities have policies that prohibit the use of scents.
              B. The preceptor’s introductory e-mail should have said not to use fragrance.
              C. More than one-third of Americans report scent sensitivity.

              6. Why might a student be tempted to perform outside the scope of work appropriate for an intern?
              A. The student might feel pressured to do more than she should.
              B. The pharmacy school might not have explained scope of work.
              C. State law might be vague about an intern’s scope of work.

              7. A student has prepared inadequately on several occasions and presented work that is sloppy and incomplete. The preceptor asks the student to create a personal success plan. What is one possible component to such a plan?
              A. A face-to-face discussion with the preceptor
              B. Engagement in critical reflection about motivation
              C. A letter to the pharmacy school documenting deficits

              8. You overhear a student discussing information about one employee with one of your other employees. You know that the information is untrue and mean-spirited. You pull the student aside and counsel him about gossip. What question would help the student develop insight?
              A. Is it true, is it kind, and is it necessary?
              B. Where did you get that information?
              C. Why would say something like that?

              9. Which of the following is an example of a “hook” to increase student engagement?
              A. Ensuring you make only uncontroversial statements
              B. Asking questions that student will surely be able to answer
              C. Telling a story about materials to be covered next week***

              10. Your current APPE student tends to arrive 15 minutes late every day and seems to disappear about 10 minutes before the close of business. Which of the following is the BEST approach?
              A. Clarify the store's hours and that the student needs to arrive and leave on time, explain why it's necessary to be on time, and document if the problem persists
              B. Document the problem on the first offense, explain why it's necessary to be on time, clarify the store's hours and that only paid employees can arrive late
              C. Notify the school of pharmacy immediately that the student is a problem and needs to be reassigned to a different rotation site because she is too difficult

              11. Which of the following statements is the best strategy for dealing with difficult students?
              A. Preceptors should address problems only if they reoccur since most times, students simply are ignorant of certain rules.
              B. Preceptors should address problems as soon as they see them using kind corrective action and positive reinforcement.
              C. Preceptors should realize that when they have difficult students, the problem is usually a mismatch with the rotation site.

              References

              Full List of References

              REFERENCES
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              2. Zucker R. How to Follow Up with Someone Who’s Not Getting Back to You. Harvard Business Review. January 13, 2021. Accessed March 19, 2024. https://hbr.org/2021/01/how-to-follow-up-with-someone-whos-not-getting-back-to-you
              3. Naughton CA, Schweiger TA, Angelo LB, Lea Bonner C, Dhing CW, Farley JF. Expanding Dress Code Requirements in the Doctor of Pharmacy Program. Am J Pharm Educ. 2016;80(5):74. doi:10.5688/ajpe80574
              4. Cardon PW, Okoro EA. Professional characteristics communicated by formal versus casual workplace attire. Bus Comm Q. 2009;72(3): 355–360. doi: 10.1177/1080569909340682
              5. Furnham A, Chan PS, Wilson E. What to wear? The influence of attire on the perceived professionalism of dentists and lawyers. J Appl Soc Psychol. 2013;43(9):1838-1850. doi:10.1111/jasp.12136
              6. Rickles NM. UConn School of Pharmacy Student Handbook. University of Connecticut School of Pharmacy
              7. McClure C. Autism and Poor Hygiene: The Smelly Truth to Overcome. My Autism Mind. July 13, 2023. Accesse March 19, 2024. https://myautismmind.com/poor-hygiene/
              8. Chan CK, Lam TY, Mohanavel L, et al. Knowledge, attitude, and practice of white coat use among medical students during clinical practice (LAUNDERKAP): A cross-sectional study. Am J Infect Control. 2024;52(1):35-40. doi:10.1016/j.ajic.2023.06.022
              9. Rádis-Baptista G. Do Synthetic Fragrances in Personal Care and Household Products Impact Indoor Air Quality and Pose Health Risks?. J Xenobiot. 2023;13(1):121-131. Published 2023 Mar 1. doi:10.3390/jox13010010
              10. Steinemann A. International prevalence of fragrance sensitivity. Air Qual Atmos Health. 2019;12(8):891–897. doi: 10.1007/s11869-019-00699-4.
              11. Thompson R. The Profanity Problem. January 24, 2022. Accessed August 27, 2023. https://www.workingnurse.com/articles/the-profanity-problem/
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              15. Morgan K. Why swearing could have a place in the office. May 16, 2021. Accessed August 27, 2023. https://www.bbc.com/worklife/article/20210514-why-swearing-could-have-a-place-in-the-office
              16. Szalavitz M. Why We Should Say Someone Is A 'Person With An Addiction,' Not An Addict. NPR. June 11, 2017. https://www.npr.org/sections/health-shots/2017/06/11/531931490/change-from-addict-to-person-with-an-addiction-is-long-overdue
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              19. Torres-Soto K. The Effects of Elderspeak on the Mood of Older Adults with Dementia: A Preliminary Report. Order No. 13885707 ed. Minnesota State University, Mankato; 2019. Assessed August 31, 2023. https://www.proquest.com/dissertations-theses/effects-elderspeak-on-mood-older-adults-with/docview/2247140946/se-2
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              21. Edwards P. HR in Practice: Addressing Employee Tardiness. MedEsthetics. August 25, 2016. Accessed October 1, 2023. https://scholar.google.com/scholar?as_ylo=2019&q=tardiness+healthcare+worker+punctuality&hl=en&as_sdt=0,7
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