Anudip and iMerit blog

This is a compilation of Phillip Eukel\u27s blog about his experiences in India working with Anudip and iMerit. the original blog articles are available on the web: http://imerit.net/blog/view/civic-duty-by-phillip-eukel

Use of Medication Error Simulations in Continuing Professional Education to Effect Change To Practice

Introduction: A novel continuing professional education CPE training program and simulation were used to teach pharmacists and pharmacy technicians about continuous quality improvement and how to identify, report, and communicate information regarding medication related errors using root cause analysis.   Methods: Pharmacists and pharmacy technicians attending a statewide pharmacy association meeting voluntary attended a CPE training program and simulation.  During the simulation, learners investigated and identified medication related errors in three different pharmacy settings.  A collection of items found at each pharmacy and audio recordings were used by learners to identify the medication related error.  After each simulation, facilitators led a debriefing to discuss the learners’ experiences.  Data was collected using online surveys.  Descriptive statistics and chi-square tests were used to analyze the data. Results:  Fourteen months following the program, 15 of the 67 participants responded to an anonymous survey.  Of the 15 responding participants, 73.3% (11/15) were confident or very confident they could establish or maintain a high-quality continuous quality improvement plan at their practice site.  Sixty percent (9/15) felt the experience reinforced their current practices, 13.3% (2/15) had implemented changes to their practice, and 13.3% (2/15) felt they needed more information before considering changes to their practice.  Reported barriers to establishing a continuous quality improvement program were time constraints, 40.0% (6/15), system constraints, 26.7% (4/15), or lack of staff 20.0% (3/15). Conclusion: A CPE training program and simulation reinforced practice for pharmacy personnel, resulted in changes to practice, and positively increased participants’ confidence in establishing a continuous quality improvement plan in the workplace

Impact of an Emergency Department Simulation on Pharmacy Students’ Interprofessional Team Skills and Attitudes

Objective:  To evaluate the impact of an emergency department simulation on pharmacy students’ interprofessional team skills and attitudes as measured by a novel mixed methods approach. Methods: A simulated emergency department encounter was executed by interprofessional teams consisting of pharmacy and medical students.  Two rounds of the same encounter were separated by a short debriefing session facilitated by pharmacy and medical faculty.  A full, comprehensive debriefing session occurred after conclusion of the second round.  Pharmacy faculty evaluated pharmacy students using a competency-based checklist after each round of the simulation.  Pharmacy students completed a baseline self-assessment of their interprofessional skills and attitudes pre-simulation, and again post-simulation.  Results: Pharmacy students demonstrated significant improvement in providing clear and concise verbal interprofessional communication and using shared decision making to develop a collaborative plan of care, based upon student self-assessment and faculty observational ratings.  Student self-assessments also showed significant perceived growth in contributing to the team’s plan of care, and demonstrating active listening skills within the interprofessional team.  Through qualitative analysis, pharmacy students noted perceived self-improvement in a variety of team-based skills and attitudes including confidence, critical thinking, role identification, communication, and self-awareness.  Conclusion:  This simulation provided a learning opportunity for pharmacy students to improve their skills related to teamwork and interprofessional collaboration.  Based upon a novel a mixed methods assessment, both student self-assessment and faculty observational ratings were associated with significant growth in interprofessional skills and attitudes. This simulation provides a template experience for colleges/schools to meet, at least in part, ACPE Standards related to interprofessional education in collaboration with medical students.  

Believing in the people

Believing in the People is a short film documentary by Phillip Eukel that attempts to show how sister social enterprises Anudip and iMerit create social change in the rural areas around Kolkata

iMerit Profile

The video story of Musarral Jahan, an iMerit employee and student at Harimohan Ghosh College

Ensuring Educational Escape-Room Success: The Process of Designing, Piloting, Evaluating, Redesigning, and Re-Evaluating Educational Escape Rooms

Background. The implementation of educational escape rooms has shown great value in learner outcomes. The design of such simulations requires a thoughtful, well-defined process. Objective. The purpose of this article is to encourage educational escape room designers to use a thoughtful, methodical, iterative process to ensure quality, educational capacity, and a positive learner experience. Application. When designing an educational escape room, designers should consider implementing a cyclic design process: design, pilot, evaluate, redesign, re-evaluate, and repeat. Discussion. A methodological process for educational escape room design can promote deep learning and positive student perceptions. </jats:sec

Shocking Escape: A Cardiac Escape Room for Undergraduate Nursing Students

Background. Cardiovascular content is challenging for students to master in the undergraduate nursing curriculum. Educational escape rooms have been shown to be useful in increasing student knowledge, immersing students in the learning process, and facilitating the growth of soft skills among learners. Aim. This article details a cardiovascular educational escape room in an undergraduate nursing course, including educational objectives, design considerations, and all materials for seamless transferability into other curricula. Methods. Faculty designed, implemented, evaluated, and revised a nursing cardiovascular escape room over three years. In this sequential-style escape room, junior-level students worked together in groups to complete nine puzzles and activities. The student teams solved puzzles during the allotted 60 minutes to save a fictional patient at risk for further clinical deterioration related to cardiogenic shock. Participants complete activities including drug dosage calculations, rebus puzzles, multiple choice items, and clinical reasoning activities based around course and licensing objectives for the content area in nursing education. Upon game conclusion, faculty lead a guided debriefing to close the loop of learning. The escape room has been implemented for groups ranging from 31 to 68 students in each cohort. Results. Previously published results on this topic indicate that student content knowledge improved after the event. Students also reflected growth in confidence, critical thinking, and teamwork and also appreciated the real-life nature of the activity. The educational game can be adapted and transferred to other schools of nursing or clinical sites. </jats:sec

Medication Safety and Opioid Risk Screenings Conducted by Nurses in Patients' Homes

Home health patients are at risk of medication safety issues due to lack of pharmacy follow up. A Home Health Screening Program was created by NDSU’s ONE Program to expand medication safety and opioid risk screenings to these patients. Given the screening results, patients receive a combination of individualized interventions such as medication education, Deterra drug disposal bags, a pill organizer, a medication lock box, or Narcan. To date, more than 1,400 screenings have been completed. This program has helped address gaps in medication safety research and has provided critical safety information to a vulnerable population in North Dakota

Use of Medication Error Simulations in Continuing Professional Education to Effect Change To Practice

Introduction: A novel continuing professional education CPE training program and simulation were used to teach pharmacists and pharmacy technicians about continuous quality improvement and how to identify, report, and communicate information regarding medication related errors using root cause analysis.  &#x0D; Methods: Pharmacists and pharmacy technicians attending a statewide pharmacy association meeting voluntary attended a CPE training program and simulation.  During the simulation, learners investigated and identified medication related errors in three different pharmacy settings.  A collection of items found at each pharmacy and audio recordings were used by learners to identify the medication related error.  After each simulation, facilitators led a debriefing to discuss the learners’ experiences.  Data was collected using online surveys.  Descriptive statistics and chi-square tests were used to analyze the data.&#x0D; Results:  Fourteen months following the program, 15 of the 67 participants responded to an anonymous survey.  Of the 15 responding participants, 73.3% (11/15) were confident or very confident they could establish or maintain a high-quality continuous quality improvement plan at their practice site.  Sixty percent (9/15) felt the experience reinforced their current practices, 13.3% (2/15) had implemented changes to their practice, and 13.3% (2/15) felt they needed more information before considering changes to their practice.  Reported barriers to establishing a continuous quality improvement program were time constraints, 40.0% (6/15), system constraints, 26.7% (4/15), or lack of staff 20.0% (3/15).&#x0D; Conclusion: A CPE training program and simulation reinforced practice for pharmacy personnel, resulted in changes to practice, and positively increased participants’ confidence in establishing a continuous quality improvement plan in the workplace. &#x0D;  &#x0D; Article Type: Note</jats:p