Drug Information: Systematic Approach Basics

2013 ◽  
Keyword(s):  
Systematic Approach ◽  
Drug Information

Drug Information—The Systematic Approach

2013 ◽  
Vol 26 (2) ◽  
pp. 78-84 ◽  
Author(s):  
Joseph P. Nathan
Keyword(s):  
Clinical Outcomes ◽  
Clinical Experience ◽  
Systematic Approach ◽  
Drug Information ◽  
Background Information

Proper drug information (DI) skills are essential for being a competent pharmacy practitioner. To effectively manage DI queries and clinical dilemmas, the practitioner should follow a systematic approach that includes identifying the requester, determining the “true” DI need and obtaining background information, categorizing the question, performing the search and analyzing the information, disseminating the information, and following up when appropriate. The practitioner must be mindful to couple the published literature with clinical experience, knowledge, and logic in order to achieve optimal clinical outcomes.

Incorporating a Drug Information Consult into a Pharmacy Practice Course to Build Literature Search and Evaluation Skills Through a 3-Stage Model

2016 ◽  
Vol 30 (3) ◽  
pp. 306-312 ◽  
Author(s):  
Deborah Wittman ◽  
Craig Kovera ◽  
Maureen Sullivan ◽  
Martha M. Rumore
Keyword(s):  
Systematic Approach ◽  
Drug Information ◽  
Pharmacy Practice ◽  
Primary Objective ◽  
Pharmacy Students ◽  
Faculty Support ◽  
Primary Literature ◽  
Information Skills ◽  
Stage 1 ◽  
Based Medicine

Objective: Pharmacy students need to be equipped with skills to research and evaluate literature to effectively apply evidence-based medicine (EBM) in practice. To prepare them, a 3-stage approach to writing a drug information consult (3sDIC) was incorporated into a pharmacy course. The primary objective was to assess students’ abilities to retrieve and analyze literature pursuant to a drug information consult. Secondary objectives were to examine feasibility of faculty participation and continuation of the assignment. Design: Ninety students were given a clinical scenario about a patient. The assignment consisted of 3 stages incorporating use of the Population, Intervention, Comparison intervention, Outcome (PICO) method and modified systematic approach (MSA) for stage 1, evaluation of primary literature to write a draft for stage 2, and stage 3, the final consult. All 3 stages were reviewed and graded by faculty. Assessment: All students completed the 3sDIC, with no grade failures. The rubric employed by faculty was effective, providing students the opportunity to improve the consult. The 3sDIC was found to be feasible with adequate faculty support. Conclusion: The 3sDIC, although not a substitute for a complete drug information course, demonstrated a streamlined approach for Pharmacy year 2 (P2) students to acquire and develop drug information skills.

scholarly journals Differences, Opportunities, and Strategies in Drug Alert Optimization—Experiences of Two Different Integrated Health Care Systems

2019 ◽  
Vol 10 (05) ◽  
pp. 777-782 ◽  
Author(s):  
Salim M. Saiyed ◽  
Katherine R. Davis ◽  
David C. Kaelber
Keyword(s):  
Health Care ◽  
Decision Support ◽  
Systematic Approach ◽  
Drug Information ◽  
Health Care Systems ◽  
Clinical Decision ◽  
Health Record ◽  
Alarm Fatigue ◽  
Care Systems ◽  
Guidelines And Recommendations

Abstract Background Concerns about the number of automated medication alerts issued within the electronic health record (EHR), and the subsequent potential for alarm fatigue, led us to examine strategies and methods to optimize the configuration of our drug alerts. Objectives This article reports on comprehensive drug alerting rates and develops strategies across two different health care systems to reduce the number of drug alerts. Methods Standardized reports compared drug alert rates between the two systems, among 13 categories of drug alerts. Both health care systems made modifications to the out-of-box alerts available from their EHR and drug information vendors, focusing on system-wide approaches, when relevant, while performing more drug-specific changes when necessary. Results Drug alerting rates even after initial optimization were 38 alerts and 51 alerts per 100 drug orders, respectively. Eight principles were identified and developed to reflect the themes in the implementation and optimization of drug alerting. Conclusion A team-based, systematic approach to optimizing drug-alerting strategies can reduce the number of drug alerts, but alert rates still remain high. In addition to strategic principles, additional tactical guidelines and recommendations need to be developed to enhance out-of-the-box clinical decision support for drug alerts.

A Review of the Three Types of Biomedical Literature and the Systematic Approach to Answer a Drug Information Request

1998 ◽  
Vol 11 (3) ◽  
pp. 148-162 ◽  
Author(s):  
Stephanie Gooch Wright ◽  
Rhonda Lea Lecroy ◽  
Michael G. Kendrach
Keyword(s):  
Health Care ◽  
Health Care Professionals ◽  
Systematic Approach ◽  
Drug Information ◽  
Daily Basis ◽  
Biomedical Literature ◽  
Pharmacy Students ◽  
Information Request ◽  
Primary Literature ◽  
Different Types

The pharmacist is relied upon to provide drug information on a daily basis for patients and health care professionals. Performing drug information tasks requires the ability to efficiently search, critically analyze, and objectively evaluate the biomedical literature. Pharmacists and pharmacy students need to understand the biomedical literature and an organized method to answer drug information questions. Therefore, the tertiary, secondary, and primary literature resources are defined and examples are presented. In addition, the modified systematic approach to answer a drug information request is reviewed. Understanding the different types of literature and applying the systematic approach assists practitioners in efficiently supplying drug information. The purpose of this article is to assist the pharmacist and pharmacy student in determining the strengths and limitations of the various types of literature and applying the systematic approach to a drug information inquiry.

Systematic approach to drug information requests

1975 ◽  
Vol 32 (12) ◽  
pp. 1282-1285 ◽  
Author(s):  
Arthur S. Watanabe ◽  
Gary McCart ◽  
Sam Shimomura ◽  
Steve Kayser
Keyword(s):  
Systematic Approach ◽  
Drug Information ◽  
Information Requests

Reading Longer Words: Insights Into Multisyllabic Word Reading

2017 ◽  
Vol 2 (1) ◽  
pp. 86-94 ◽  
Author(s):  
Lindsay Heggie ◽  
Lesly Wade-Woolley
Keyword(s):  
Systematic Approach ◽  
Word Reading ◽  
Explicit Instruction ◽  
Working Memory Capacity ◽  
Reading Difficulties ◽  
Instructional Programs ◽  
Morphological Knowledge ◽  
Morphological Complexity ◽  
Reading Accuracy ◽  
Grade 3

Students with persistent reading difficulties are often especially challenged by multisyllabic words; they tend to have neither a systematic approach for reading these words nor the confidence to persevere (Archer, Gleason, & Vachon, 2003; Carlisle & Katz, 2006; Moats, 1998). This challenge is magnified by the fact that the vast majority of English words are multisyllabic and constitute an increasingly large proportion of the words in elementary school texts beginning as early as grade 3 (Hiebert, Martin, & Menon, 2005; Kerns et al., 2016). Multisyllabic words are more difficult to read simply because they are long, posing challenges for working memory capacity. In addition, syllable boundaries, word stress, vowel pronunciation ambiguities, less predictable grapheme-phoneme correspondences, and morphological complexity all contribute to long words' difficulty. Research suggests that explicit instruction in both syllabification and morphological knowledge improve poor readers' multisyllabic word reading accuracy; several examples of instructional programs involving one or both of these elements are provided.

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