TY  - JOUR
AU  - Martin, Sarah Levin
AU  - Williams, Evan
AU  - Huerth, Benjamin
AU  - Robinson, J. Daniel
AU  - for the Penobscot Nation Health Center's Diabetes TeamPY  - 2015
TI  - A Pharmacy Student-Facilitated Interprofessional Diabetes Clinic With the Penobscot Nation
T2  - Preventing Chronic Disease
JO  - Prev Chronic Dis
SP  - E190
VL  - 12
CY  - Centers for Disease Control and Prevention, Atlanta, Georgia 30333, USA.
N2  - BACKGROUND  American Indians/Alaska Natives have a greater increased risk for diabetes than non-Hispanic whites. Lifestyle interventions are effective in preventing and treating diabetes, and an interprofessional approach is important in diabetes management. COMMUNITY CONTEXT  The Penobscot Nation has a health center with a wide range of services. Our goal with the Nation was to 1) establish an interprofessional, student-facilitated diabetes clinic in the health center; 2) assess the clinic's preliminary impact. METHODS  Relationship building and problem solving was instrumental in working toward the first goal. A survey was developed to assess satisfaction with the clinic. The clinical outcomes, mean and median values of HbA1c, were calculated at baseline (spring 2013) and were used to establish 2 groups of patients: those with controlled levels (<7%) and those with uncontrolled levels (>= 7%). HbA1c was reassessed in fall 2013. Changes in HbA1c were calculated and compared using the Wilcoxon signed-rank test. OUTCOMES  The student-facilitated, interprofessional diabetes clinic has operated for 2 years, and changes are under way. More than 90% of participants reported being well satisfied with the clinic in the first year. Among the group with uncontrolled HbA1c (n = 18), mean HbA1c values declined from 9.3% to 7.6% (P = .004). Among the group with controlled HbA1c (n = 30), 83% were controlled at follow-up. INTERPRETATION  The Penobscot diabetes clinic is evolving to meet the needs of community members, and pharmacy students have an interprofessional practice site well suited for experiential learning.
SN  - 1545-1151
UR  - http://dx.doi.org/10.5888/pcd12.150295
DO  - 10.5888/pcd12.150295
ER  - 
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