Student self-assessed medication therapy management skills resulting from caring for uninsured patients using team-based care

Introduction Student-delivered medication therapy management (MTM) skills can be enhanced using many aspects of team-based learning and active learning principles. The use of student care teams comprised of students from differing academic years of pharmacy education, in the care of underserved patients, can help to hone student MTM skills before graduation. Methods Student care teams, comprised of third-year, fourth-year, and fifth-year students delivered MTM services to uninsured patients in a charitable clinic environment. Student care teams, under faculty supervision, were responsible for providing all aspects of MTM care. Students responded to a Likert questionnaire at the onset of the course and again at completion designed to self-assess their perceived ability to perform various MTM patient care skills. Results Students' self-assessed perception of their MTM patient care skills improved significantly because of providing direct patient care over the duration of the course ( p = 0.028). Conclusion Team learning principles used in the course allowed students to apply the didactic knowledge gained at their respective juncture of study to direct patient MTM care. It also gave more advanced students the opportunity to mentor younger team members. The students reported improvements in confidence and self-perception of skills in the delivery of MTM care. They were also able to identify personal weaknesses in some skills. Early identification of weaknesses allowed students an opportunity to work on these skills before entering licensed practice.