Development of a Medication Therapy Management (MTM) Curriculum for 2 nd Year Pharmacy Students

1. Development of a Medication Therapy Management (MTM) Curriculum for 2nd Year Pharmacy Students Timothy R. Ulbrich, PharmD; Stacey R Schneider, PharmD Northeastern Ohio Universities Colleges of Medicine and Pharmacy (NEOUCOM)* *Now known as Northeast Ohio Medical University. Look for our new logo and campaign in August, 2011! Purpose Background Figure 1: Program Components Student Feedback Methods Figure 2: Practical Activity Discussion Future Directions • 100% of students that completed the course evaluation (n = 60/72) indicated they strongly agreed (65%) or agreed (35%) that the MTM training provided them with appropriate baseline knowledge of MTM services. • 97% of students that completed the course evaluation indicated they strongly agreed (45%) or agreed (52%) they were prepared to independently participate in MTM services following the course. • Comments related to MTM on the course evaluation were overwhelmingly positive. • As Medication Therapy Management (MTM) services continue to evolve, it is essential to prepare pharmacy students to provide these services. • ACPE accreditation standards and guidelines 2.0 specifically address the need to prepare graduates who are competent in providing MTM services. • Pharmacy students well trained in providing MTM services can help to advance clinical services at experiential or employment sites. • Therefore, faculty at NEOUCOM set out to design and implement a comprehensive MTM curriculum. • Pharmacist provision of MTM is critical to decrease healthcare costs and improve patient outcomes. • Introduction of MTM early in the curriculum, supplemented with regular practice will help students develop the expertise and confidence to apply the skills as independent practitioners. • In addition, inclusion of MTM training early in the curriculum (2nd year) will allow students to practice their skills during future courses, rotations and/or internships • To describe the development and implementation of an MTM curriculum for 2nd year pharmacy students. • Seven, 1 hour didactic sessions (Figure 1), followed by a practical assessment (Figure 2) were incorporated into the 2nd year longitudinal curriculum. • Didactic sessions were given in 1 hour segments to allow students to digest the information before moving to the next component. • Each session briefly reviewed the previous session. • An in-class practice activity preceded the practical assessment to allow students to practice the core elements prior to applying them. • Students were randomly assigned a partner for the practical activity . • Develop and implement interprofessional MTM training with medical students. • Re-visit and assess MTM skills during the therapeutics sequence in the 3rd year. • Include the APhA/ASCP MTM Certificate Training Program. 1 hour