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Scaffolded Medication Therapy Management in a Pharmacy Skills Laboratory: A Structured Approach to Skill Development.

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A structured medication therapy management (MTM) curriculum significantly boosted pharmacy students' confidence and skills. This scaffolded approach improved competence in MTM services, preparing students for clinical practice.

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Area of Science:

  • Pharmacy Education
  • Clinical Skills Development
  • Medication Therapy Management

Background:

  • Pharmacy students often lack confidence in providing complex Medication Therapy Management (MTM) services.
  • There is a need for effective instructional strategies to prepare students for MTM delivery.

Purpose of the Study:

  • To evaluate a scaffolded instructional series for MTM services in a pharmacy skills laboratory.
  • To enhance pharmacy students' competence and confidence in executing MTM tasks.

Main Methods:

  • A 14-week mixed-methods study involving 154 second-year pharmacy students.
  • Intervention included progressive MTM activities: history taking, problem identification, care planning, and simulations.
  • Assessed changes in self-reported confidence, performance outcomes, and qualitative reflections.

Main Results:

  • Statistically significant improvements in all 18 confidence domains (Cohen's d 0.33-1.05).
  • Highest gains observed in therapeutic recommendations and prescriber communication.
  • Performance scores averaged 90%-96%, with qualitative data showing enhanced patient care skills and professional identity.

Conclusions:

  • Scaffolded MTM instruction effectively improves pharmacy students' skills and confidence.
  • This approach aligns with accreditation standards and offers a viable model for pharmacy curricula.
  • The findings support enhanced preparedness for real-world MTM practice.