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A Longitudinal Curriculum in Pharmacovigilance Bridges the Quality Gap in Patient Safety

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Abstract:

Objectives: The pharmacist is the leading healthcare professional involved in reporting adverse drug reactions (ADRs). The objectives of this initiative were to provide a longitudinal ADR learning experience to improve student ADR reporting and accuracy.

Methods: ADRs are introduced in a one-hour lecture in the first year Pharm.D curriculum followed in the second year by a two-hour lecture on ADR reporting incorporating cases using the Naranjo Algorithm. In 2002, third year students began reporting an ADR at an experiential training site on forms used by the individual institutions. In 2005, a standardized reporting form was introduced to reduce variability.

Results: Four years (2002-2005) of student ADR reports (n=434), have been collected and analyzed; 38 (8.8%) of reported ADRs were duplicates. Repeated use of the same patient ADR decreased as follows: 18.5% (2002), 16% (2003), and 5.5% (2004). There was no repetition in student ADR reports in 2005. Naranjo algorithm data on ADR reports increased successively as follows: 51% (2002), 78% (2003), 86% (2004), and 99% (2005). In 2002, only 17% of surveyed pharmacy students had reported an ADR. Through this initiative, all students have experience in ADR reporting.

Implications: A longitudinal experience increases student awareness of medication safety and ADR reporting. Providing a standardized form improves completeness of the reporting process, thereby allowing preventability to be assessed and implemented proactively. Preventability data will be incorporated in the medication safety curriculum. Experience with the program has enabled faculty and experiential training sites to make ADR reporting a meaningful experience for students.
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Association:
Name: American Association of Colleges of Pharmacy
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http://www.aacp.org


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URL: http://citation.allacademic.com/meta/p125845_index.html
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MLA Citation:

Amarshi, Rahemat., Crill, Catherine. and Staley, Shacresa. "A Longitudinal Curriculum in Pharmacovigilance Bridges the Quality Gap in Patient Safety" Paper presented at the annual meeting of the American Association of Colleges of Pharmacy, Sheraton San Diego Hotel & Marina, San Diego, California, USA, Jul 05, 2006 <Not Available>. 2013-12-16 <http://citation.allacademic.com/meta/p125845_index.html>

APA Citation:

Amarshi, R. N., Crill, C. and Staley, S. , 2006-07-05 "A Longitudinal Curriculum in Pharmacovigilance Bridges the Quality Gap in Patient Safety" Paper presented at the annual meeting of the American Association of Colleges of Pharmacy, Sheraton San Diego Hotel & Marina, San Diego, California, USA <Not Available>. 2013-12-16 from http://citation.allacademic.com/meta/p125845_index.html

Publication Type: School Poster
Abstract: Objectives: The pharmacist is the leading healthcare professional involved in reporting adverse drug reactions (ADRs). The objectives of this initiative were to provide a longitudinal ADR learning experience to improve student ADR reporting and accuracy.

Methods: ADRs are introduced in a one-hour lecture in the first year Pharm.D curriculum followed in the second year by a two-hour lecture on ADR reporting incorporating cases using the Naranjo Algorithm. In 2002, third year students began reporting an ADR at an experiential training site on forms used by the individual institutions. In 2005, a standardized reporting form was introduced to reduce variability.

Results: Four years (2002-2005) of student ADR reports (n=434), have been collected and analyzed; 38 (8.8%) of reported ADRs were duplicates. Repeated use of the same patient ADR decreased as follows: 18.5% (2002), 16% (2003), and 5.5% (2004). There was no repetition in student ADR reports in 2005. Naranjo algorithm data on ADR reports increased successively as follows: 51% (2002), 78% (2003), 86% (2004), and 99% (2005). In 2002, only 17% of surveyed pharmacy students had reported an ADR. Through this initiative, all students have experience in ADR reporting.

Implications: A longitudinal experience increases student awareness of medication safety and ADR reporting. Providing a standardized form improves completeness of the reporting process, thereby allowing preventability to be assessed and implemented proactively. Preventability data will be incorporated in the medication safety curriculum. Experience with the program has enabled faculty and experiential training sites to make ADR reporting a meaningful experience for students.

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