Integration of Clinical Pharmacy into PA Education

Abstract

Introduction

This study integrated a Clinical Pharmacist (CP) into Physician Assistant (PA) student clinical learning and evaluated the outcomes pertaining to pharmacological knowledge and clinical acumen. Literature supports the interprofessional collaboration of pharmacists and PA students within the didactic phase of learning, but this relationship has not yet been evaluated in clinical year.

Methods

Two cohorts from a single institution were asked to voluntarily participate in this study, n=58. Participation consisted of surveys before and after clinical experiences. Students rotating within Family Medicine were randomly selected to the institution clinic where they were scheduled one half-day with the primary care CP.

Results

Utilizing repeated measures MANCOVA analysis for all student participants before and after their clinical year, there was an increased understanding of chronic disease management, common medication dosing, common drug interactions, and the role of a CP (Fs[1, 16] = 4.40, ps < .05). Students who rotated with the CP reported even greater understanding of prior authorization submissions and when to refer or consult with a CP. These students also highly valued learning from a CP during their clinical rotations.

Discussion

We found evidence that incorporating CPs in the clinical curriculum is valued by PA students and associated with their self-reporting of greater understanding of pharmacological knowledge and how to work with CPs. This study is limited by the small sample size, length, and assessment of perceived increased knowledge, however, demonstrates promise that small amounts of dedicated learning with a CP can positively influence pharmacological learning.