Board 195 - Program Innovations Abstract Crisis Management by the Community Pharmacist: A Simulation-Based Learning Experience (Submission #125)

Introduction/Background Pharmacists working in community or pharmacy settings may encounter medical crises where they are the only healthcare providers on the scene. In their curriculum, pharmacy students learn all the elements necessary for a successfully response to such crises: understanding of disease processes, basic life support (BLS), clinical, leadership and communication skills. In our experience, pharmacy students have the sufficient knowledge and skills, but often lack the confidence to emerge as leaders in crisis situations. We created a simulation-based learning module for our third year pharmacy students for hands-on management of patients in crises that they may encounter during their practice. Methods All third year pharmacy students attended a three-hour long session at the Interprofessional Simulation Education Center. Groups of seven students rotated between four stations, spending 40 minutes at each. Learning objectives for each station targeted review of a hands-on and a behavioral skill. Then the students immediately used these skills in a high fidelity scenario. Each scenario required a different student to emerge as the team leader. The scenario at each station was played twice: first in "slow time", then in real time with team leader and team member roles rotated. The students called 911 using a designated phone line to a role-player 911 operator. In each scenario the team leader evaluated the patient, delegated responsibilities, centralized communication and gave report to the arriving paramedic. The specific objectives for the stations were: 1) evaluate an unconscious patient found in the street, control crowd and provide CPR until help arrives; 2) recognize acute coronary syndrome, provide CPR, use an automatic external defibrillator (AED); 3) administer intramuscular influenza shot at a health fair, manage vaso-vagal reaction; 4) recognize and treat anaphylactic shock in a child stung by a bee and effectively communicate with the child’s distressed mother. Faculty and simulation staff members played roles such as nosy bystander, panicked parent, patients’ relative or paramedic. The faculty provided structured debriefing after each scenario. The 3rd year pharmacy students (n=51) were divided in two groups, each group participating in a three-hour long simulation-based training module. Opinion surveys of the initial group indicated that 96.5% of students agreed or strongly agreed that they achieved the stated learning objectives and their time was used efficiently. The standard deviation between stations was 2.08%. We used these students’ comments to improve the modules and the Results improved to 98% of students liking the training, with standard deviation of 2.70% between stations. The students’ comments indicated that they enjoyed the activity and specifically liked the real-life relevance of the stations, which reinforced the skills they previously learned in a classroom setting. They gained confidence through these activities and they appreciated the importance of communication as a key element for delivery of successful patient care. The IRB classified the project as exempt. Results: Conclusion Students greatly appreciated the opportunity to experience stressful situations in a safe, controlled environment. They were challenged to discover their own ability to manage a crisis ("Crisis Management") and apply leadership and team principles ("Crisis Resource Management") learned in the classroom. Simulation activities often focus on inpatient care and leave students unprepared for crises that occur in a community setting. Our scenarios addressed situations our pharmacy students may experience in their future careers, regardless of their practice venue. Disclosures None.