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Background: The practice of medication reconciliation by pharmacists is minimal in United Arab Emirates hospitals. Objectives: To design an educational module for pharmacists on medication reconciliation and assess its feasibility. Methods: The study consisted of three parts: A pre-educational module survey using a validated knowledge, perception, practice, and barriers questionnaire (Cronbach's α = 0.78), delivery of the educational module, and participants' feedback. An educational module (general introduction to medication reconciliation, what is medication reconciliation, how to do medication reconciliation, and practicing medication reconciliation) was developed based on Miller's pyramid and validated by three experts and pilot-tested. The knowledge and perceptions of pharmacists were evaluated by comparing pre-post educational module survey results. Results: The module influenced the participants' knowledge and perception of medication reconciliation. All of the participants gave 'positive' feedback on the intervention and the methodology applied, and they agreed on the need for training and workshops related to medication reconciliation. In addition, all 'agreed' that a lack of knowledge about medication reconciliation is the biggest barrier to medication reconciliation practices. The results further illustrated that all pharmacists had a 'positive' experience and 'agreed strongly' on understanding the majority of the content. Conclusion: This study was successful in answering the research question by enrolling suitable participants, managing the timeline, and possessing resources for completing the study and hence considered feasible. This module can be utilized in continuous professional development programs to improve pharmacists' knowledge, perceptions, and practice toward the medication reconciliation process aiming to reduce drug therapy-related problems in hospital settings. [ABSTRACT FROM AUTHOR]

Introduction: Inter-Professional Education (IPE) is an educational engagement between students from two or more professions possibly leading to better collaboration among them in the future workplace. Several organizations have advocated, developed, and updated guidelines for IPE. Objective: This study was aimed at assessing the medical, dental, and pharmacy students' readiness toward interprofessional education (IPE), and to identify the association between readiness and the demographic profile of students in a university in the United Arab Emirates (UAE). Methods: A cross-sectional questionnaire-based exploratory study involving 215 medical, dental, and pharmacy students at Ajman University, UAE, using convenience sampling. The survey questionnaire (Readiness for Interprofessional Learning Scale, RIPLS) had a total of 19 statements. The first 9 items were related to "teamwork and collaboration", items 10– 16 were related to "professional identity", and the remaining three (items 17– 19) were related to "roles and responsibilities". The individual statements' median (IQR) scores were calculated and the total scores were compared with the demographic characteristics of the respondents with suitable non-parametric tests at alpha=0.05. Results: Altogether, 215 undergraduate students (medical (n= 35)), pharmacy (n=105), and dental (n=75) responded to the survey. The median (IQR) score for the 19 individual statements was ' 5 (4– 5)' for 12 of the statements. The total scores and domain-specific scores (teamwork and collaboration, professional identity, and roles and responsibilities) according to respondents' demography showed significant differences only in the case of the educational stream with professional identity score (p=< 0.001), and the total RIPLS score (p=0.024). Further, post hoc pairwise comparison showed a significant difference between medicine-pharmacy (p< 0.001), and dentistry-medicine (p=0.009), for professional identity, and medicine-pharmacy (p=0.020) for the total RIPLS score. Conclusion: A high readiness score among students offers the possibility of conducting IPE modules. A favorable attitude can be considered by curriculum planners while initiating IPE sessions. [ABSTRACT FROM AUTHOR]

Background: Social media can effectively mediate digital health interventions and thus, overcome barriers associated with face-to-face interaction. Objective: To assess the impact of patient-centered diabetes education program administered through WhatsApp on glycosylated hemoglobin (HbA1c) values, assess the correlation, if any, between health literacy and numeracy on intervention outcomes Methods: During an 'intervention phase' spread over six months, target diabetic patients (N=109) received structured education through WhatsApp as per the American Association of Diabetes Educators Self-Care Behaviors recommendations. The control group with an equal number of participants received 'usual care' provided by health professionals void of the social media intervention. Changes in HbA1c levels were recorded thrice (at baseline, 3 and 6 months) for the test group and twice (baseline and 6 months) for the control group. Change in HbA1c values were compared and statistical significance was defined at p<0.05. Baseline health literacy and diabetes numeracy were assessed for both groups (N=218) using the Literacy Assessment for Diabetes (LAD), and the Diabetes Numeracy Test (DNT), respectively, and values were correlated with HbA1c change p<0.05. Participants' satisfaction with the intervention was also assessed. Results: The average age of respondents was 41.98 (SD 15.05) years, with a diabetes history of 10.2 (SD 8.5) years. At baseline, the average HbA1c in the control and test groups were 8.4 (SD 1.06) and 8.5 (SD 1.29), respectively. After six months, a significant drop in HbA1c value was noticed in intervention group (7.7; SD 1.35; p= 0.001); with no significance in the control group (8.4; SD 1.32; p=0.032, paired t-test). Moreover, the reduction in HbA1c was more in the test group (0.7%) than the control group (0.1%) with a difference of 0.6% which is considered clinically significant. There was no significant correlation between LAD score and HbA1c at baseline (r=-0.203, p=0.064), 3 months (r=-0.123, p=0.266) and 6 months (r=-0.106, p= 0.337) Pearson correlation. A similar result was observed with DNT, where DNT score and HbA1c at baseline, 3 months and 6 months showed no correlation (r=0.112, 0.959 and 0.886; respectively) with HbA1c levels. Eighty percent of the respondents found the social media intervention 'beneficial' and suggested it be used long term. Conclusions: Diabetes education via WhatsApp showed promising outcomes regardless of the level of patients' health literacy or numeracy. [ABSTRACT FROM AUTHOR]