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Applying an Agency Framework when Studying Community Pharmacists’ Role Development
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Abstracts / Research in Social and Administrative Pharmacy 10 (2014) e1–e64
the inadequate supply of medicines information from the prescriber. However, an emerging theme was a perception that pharmacists had an oblique profit motive relating to the supply of generic medicines with frequent changes to the ‘brand’ of generic supplied being attributed to profit-seeking by pharmacists. Such changes had a negative impact on the patient’s perceived efficacy of the therapy which may make non-adherence more likely. Conclusions: Whilst pharmacists were recognised as medicines experts, trust in the pharmacist was undermined by frequent changes to generic medicines. Such changes have the potential to adversely impact adherence levels. Further, quantitative research is recommended to examine if such views are generalisable to the wider population of Birmingham and to establish if such views impact on adherence levels.
Applying an Agency Framework when Studying Community Pharmacists’ Role Development K. Svensberg1, H. Ha˚konsen1, E.L. Toverud1, S. Sporrong Ka¨lvemark2, 1School of Pharmacy, University of Oslo, Oslo, Norway, 2Department of Pharmacy, University of Copenhagen, Copenhagen, Denmark The development towards more patient centered care is not always visible in community pharmacies. The overall aim of this study was to explore Norwegian pharmacists’ perceived freedom to act regarding their role development. Here, the value of using an agency frame work is discussed. Methods: Four focus group interviews with a heterogeneous sample of twenty-one community pharmacists were conducted between February and April 2013. An inductive analysis approach was used, inspired by a discursive construction of an agency framework. Results: In this study an agent was identified as someone (e.g. group/organization) the participants described as acting, having a responsibility to act or hindering pharmacists to act. A group’s perceptions of their freedom to act can further be placed on a continuum of agency- claiming vs. deflecting of agency. The use of the agency frame work aimed at increasing the understanding of pharmacists’ perceived power and position in their role development. Two main- and ten subcategories were identified, with the main categories being “reality vs. vision” and the “agent “category. Six agents were identified as affecting pharmacists’ freedom to act in role development: doctors, patients, pharmacists, the pharmacy chains, abstract actors and the authorities. The strength of the perceived agent relationships appears to hamper the pharmacists’ perceived ability to be active and to take full responsibility in their role development and further implementing patient centered care. Conclusions: The agency framework enabled a conceptualization of the role development focusing on the pharmacists’ experienced freedom to act and position of themselves, in a surrounding of several perceived agent relationships.
Are Australian Undergraduate Pharmacy Students Reflective Learners, and Does This Contribute to Greater Academic Success? C. Tsingos1, S. Bosnic-Anticevich2, L. Smith1, 1Faculty of Pharmacy, University of Sydney, Sydney, Australia, 2 School of Medicine, Woolcock Institute, University of Sydney, Sydney, Australia Published research regarding reflective learning in pharmacy education is scant. Research shows that reflecting learning facilitates the integration of theory with the complexities of practice, contributes to academic attainment and enhances lifelong learning. This study aims to investigate students’ preferences for reflective learning and the relationship between these preferences and academic performance in an Australian pharmacy cohort. Methods: A questionnaire comprising Kolb’s Learning Style Inventory and socio-demographic items was administered during tutorial times. Academic performance data (exam results) were collected at the end of semester. Analyses were undertaken using descriptive statistics, ANOVA and regression procedures. Results: Of the 249 enrolled students, 227 volunteered for the study (response rate 91.2%). A total of 8% of questionnaires were excluded due to incomplete data, leaving 209 usable questionnaires. Results showed 64% of students preferred to process information using reflective learning practices (Assimilators 44%; Divergers 20%) with 36% preferring non-reflective practices (Convergers 25%; Accommodators 11%). A significant gender difference in learning styles was found (p!0.05), and students who preferred to process information via reflective learning achieved significantly higher marks compared to those students who did not (p!0.05). Students who utilized reflective learning to process information performed better in the short answer questions compared with the multiple-choice section of the exam (p!0.05). Conclusions: This is the first Australian study to identify the learning styles of pharmacy students and the relationship between preferences for reflective learning and academic success. Results suggest that reflective learning contributes to academic success. Further research into ways of facilitating reflective learning in pharmacy education curricula and its impact on academic outcomes are recommended. Are Hypertensive Patients Over 60 years of Age Treated Differently? A. Gu, K. Chettupalli, College of Pharmacy and Health Sciences, St. John’s University, Queens, NY To investigate antihypertensive treatment patterns among elderly patients (over 60 years of age) in US ambulatory care settings. 2. To determine if there are differences in the classes of antihypertensive agents prescribed for elderly patients as compared with younger patients.
Abstracts / Research in Social and Administrative Pharmacy 10 (2014) e1–e64
the inadequate supply of medicines information from the prescriber. However, an emerging theme was a perception that pharmacists had an oblique profit motive relating to the supply of generic medicines with frequent changes to the ‘brand’ of generic supplied being attributed to profit-seeking by pharmacists. Such changes had a negative impact on the patient’s perceived efficacy of the therapy which may make non-adherence more likely. Conclusions: Whilst pharmacists were recognised as medicines experts, trust in the pharmacist was undermined by frequent changes to generic medicines. Such changes have the potential to adversely impact adherence levels. Further, quantitative research is recommended to examine if such views are generalisable to the wider population of Birmingham and to establish if such views impact on adherence levels.
Applying an Agency Framework when Studying Community Pharmacists’ Role Development K. Svensberg1, H. Ha˚konsen1, E.L. Toverud1, S. Sporrong Ka¨lvemark2, 1School of Pharmacy, University of Oslo, Oslo, Norway, 2Department of Pharmacy, University of Copenhagen, Copenhagen, Denmark The development towards more patient centered care is not always visible in community pharmacies. The overall aim of this study was to explore Norwegian pharmacists’ perceived freedom to act regarding their role development. Here, the value of using an agency frame work is discussed. Methods: Four focus group interviews with a heterogeneous sample of twenty-one community pharmacists were conducted between February and April 2013. An inductive analysis approach was used, inspired by a discursive construction of an agency framework. Results: In this study an agent was identified as someone (e.g. group/organization) the participants described as acting, having a responsibility to act or hindering pharmacists to act. A group’s perceptions of their freedom to act can further be placed on a continuum of agency- claiming vs. deflecting of agency. The use of the agency frame work aimed at increasing the understanding of pharmacists’ perceived power and position in their role development. Two main- and ten subcategories were identified, with the main categories being “reality vs. vision” and the “agent “category. Six agents were identified as affecting pharmacists’ freedom to act in role development: doctors, patients, pharmacists, the pharmacy chains, abstract actors and the authorities. The strength of the perceived agent relationships appears to hamper the pharmacists’ perceived ability to be active and to take full responsibility in their role development and further implementing patient centered care. Conclusions: The agency framework enabled a conceptualization of the role development focusing on the pharmacists’ experienced freedom to act and position of themselves, in a surrounding of several perceived agent relationships.
Are Australian Undergraduate Pharmacy Students Reflective Learners, and Does This Contribute to Greater Academic Success? C. Tsingos1, S. Bosnic-Anticevich2, L. Smith1, 1Faculty of Pharmacy, University of Sydney, Sydney, Australia, 2 School of Medicine, Woolcock Institute, University of Sydney, Sydney, Australia Published research regarding reflective learning in pharmacy education is scant. Research shows that reflecting learning facilitates the integration of theory with the complexities of practice, contributes to academic attainment and enhances lifelong learning. This study aims to investigate students’ preferences for reflective learning and the relationship between these preferences and academic performance in an Australian pharmacy cohort. Methods: A questionnaire comprising Kolb’s Learning Style Inventory and socio-demographic items was administered during tutorial times. Academic performance data (exam results) were collected at the end of semester. Analyses were undertaken using descriptive statistics, ANOVA and regression procedures. Results: Of the 249 enrolled students, 227 volunteered for the study (response rate 91.2%). A total of 8% of questionnaires were excluded due to incomplete data, leaving 209 usable questionnaires. Results showed 64% of students preferred to process information using reflective learning practices (Assimilators 44%; Divergers 20%) with 36% preferring non-reflective practices (Convergers 25%; Accommodators 11%). A significant gender difference in learning styles was found (p!0.05), and students who preferred to process information via reflective learning achieved significantly higher marks compared to those students who did not (p!0.05). Students who utilized reflective learning to process information performed better in the short answer questions compared with the multiple-choice section of the exam (p!0.05). Conclusions: This is the first Australian study to identify the learning styles of pharmacy students and the relationship between preferences for reflective learning and academic success. Results suggest that reflective learning contributes to academic success. Further research into ways of facilitating reflective learning in pharmacy education curricula and its impact on academic outcomes are recommended. Are Hypertensive Patients Over 60 years of Age Treated Differently? A. Gu, K. Chettupalli, College of Pharmacy and Health Sciences, St. John’s University, Queens, NY To investigate antihypertensive treatment patterns among elderly patients (over 60 years of age) in US ambulatory care settings. 2. To determine if there are differences in the classes of antihypertensive agents prescribed for elderly patients as compared with younger patients.