Bernadette R Cornelison

Interests

Research

- Utilizing pharmacy personnel through a patient's transitions of care- Interprofessional student learning- Active classroom learning strategies- Providing care to underserved patient populations

Teaching

- Self Care Therapeutics- Transitions of Care- Pharmacy Administration

Courses

Scholarly Contributions

Chapters

• Cornelison, B. R., & Zerr, B. (2023). Case 93. Superficial Fungal Infections. In Pharmacotherapy Principles and Practice Study Guide: A Case Based Care Plan Approach, 6th ed.. New York: McGraw Hill Medical.
• Cornelison, B. R., Zerr, B., & Villanueva, J. E. (2021). Utilizing SCHOLARMAC to Provide Self-Care Recommendations. In Pharmacy Practice Skills: A Guide for Students and Instructors. To be published online: McGraw-Hill.
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  Gupta V, Nguyen T, Clark M, Williams E, Cone C, Desselle S. eds. Pharmacy Practice Skills: A Guide for Students and Instructors. New York, NY: McGraw-Hill. (To be published online)

Journals/Publications

• Alvarez, N. A., Cornelison, B., Obeng-Kusi, M., & Slack, M. (2024). Understanding faculty perceptions and experiences related to climate, diversity, equity, and inclusion at a college of pharmacy: A pilot study. Currents in pharmacy teaching & learning, 16(1), 24-33.
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  A climate survey was piloted to obtain an understanding of the perceptions and personal experiences of faculty for intentional planning of future meaningful, effective, and sustainable diversity, equity, and inclusion (DEI) efforts at a college of pharmacy.
• Cornelison, B., Erstad, B., & Edwards, C. (2024). Accuracy of a chatbot in answering questions that patients should ask before taking a new medication. JAPhA, 64(4). doi:10.1016/j.japh.2024.102110
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  Background: The potential uses of artificial intelligence have extended into the fields of health care delivery and education. However, challenges are associated with introducing innovative technologies into health care, particularly with respect to information quality. Objective: This study aimed to evaluate the accuracy of answers provided by a chatbot in response to questions that patients should ask before taking a new medication. Methods: Twelve questions obtained from the Agency for Healthcare Research and Quality were asked to a chatbot for the top 20 drugs. Two reviewers independently evaluated and rated each response on a 6-point scale for accuracy and a 3-point scale for completeness with a score of 2 considered adequate. Accuracy was determined using clinical expertise and a drug information database. After the independent reviews, answers were compared, and discrepancies were assigned a consensus score. Results: Of 240 responses, 222 (92.5%) were assessed as completely accurate. Of the inaccurate responses, 10 (4.2%) were mostly accurate, 5 (2.1%) were more accurate than inaccurate, 2 (0.8%) were equal parts accurate and inaccurate, and 1 (0.4%) was more inaccurate than accurate. Of the 240 responses, 194 (80.8%) were comprehensively complete. There were 235 (97.9%) responses that scored 2 or higher. Five responses (2.1%) were considered incomplete. Conclusion: Using a chatbot to answer questions commonly asked by patients is mostly accurate but may include inaccurate information or lack valuable information for patients.
• Slack, M. K., Obeng-Kusi, M., Cornelison, B. R., & Alvarez, N. A. (2024). Understanding faculty perceptions and experiences related to climate, diversity, equity, and inclusion at a college of pharmacy: A pilot study. . Currents in Pharmacy Teaching and Learning, 16(1). doi:https://doi.org/10.1016/j.cptl.2023.12.002
• Cornelison, B., & Zerr, B. (2023). Comparison of pharmacy student performance in a self-care therapeutics course conducted as a flipped classroom on-campus and remotely. BMC medical education, 23(1), 597.
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  The COVID-19 pandemic required the University of Arizona R. Ken Coit College of Pharmacy's Self-Care Therapeutics course to be taught as a synchronous, live online course. The course has traditionally utilized a flipped-classroom to increase student engagement and improve learning performance. The goal of this study is to compare student performance in a flipped-classroom self-care therapeutics course taught to students attending class on-campus versus online via web-conferencing.
• Cornelison, B., Baldry, A., & Axon, D. R. (2022). Pharmacy Students' Experiences with an Interactive Video Platform to Develop Clinical Reasoning. Pharmacy (Basel, Switzerland), 10(4).
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  Activities used to evaluate clinical reasoning include the use of standardized patients, role play, and case studies. To provide a standardized student experience at a lower cost than a standardized patient, standardized patients were developed using an interactive video platform. The purpose of this article is to report pharmacy students' perceptions of the interactive video standardized patients used to practice applying clinical reasoning in a self-care therapeutics course. Students participated in the following five methods to assess clinical reasoning: case studies, interactive patient videos, role play, case creation, and Zoom polls. Four of the five methods (case studies, interactive patient videos, role play, and case creation) were used in small breakout groups consisting of two to three students. Upon completion of the small group work, Zoom polls assessed the clinical reasoning of the entire class. Students completed a survey that assessed their level of agreement with 17 statements about the course on a five-point Likert scale and 2 questions that asked the students to rank the activities based on their experiences. There were 127 students that took the self-care therapeutics course, and 112 completed the survey (88%). Overall, the students preferred the Zoom poll activity; however, of the four different methods utilized within the small breakout groups, the findings of our survey indicated that students preferred to receive fully written-out patient cases followed by the interactive patient videos. Additionally, the students thought that the written-out patient cases and interactive patient videos were most efficient for learning and recall. The interactive patient videos may be an alternative activity that allows students to demonstrate and assess their clinical reasoning for each patient case, in addition to seeing how this impacted their patient's outcome.
• Cornelison, B., Edwards, C., Axon, D. R., Gorman, L., Rudin-Rush, L., Johnson, B., & Alvarez, N. A. (2022). Assessing the Association of Hispanic Ethnicity and Other Personal Characteristics with Pharmacy School Admissions. Pharmacy (Basel, Switzerland), 10(4).
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  Access to healthcare services for underrepresented minority populations can be improved by having a diverse profession that reflects the diversity of the patient population being served. The criteria used for pharmacy school admissions may inhibit or strengthen the opportunities that URM students have to be accepted into the University of Arizona R. Ken Coit College of Pharmacy (COP) program. It is currently unclear how personal characteristics are associated with pharmacy school admissions at the COP. This study evaluates whether Hispanic ethnicity was associated with pharmacy school admission status, and secondarily, determines other characteristics associated with admissions. This retrospective database study used admissions data from 2005 to 2018. Completed applications were included in the analysis. The outcome variable was admitted versus not admitted to the pharmacy program. A multivariable logistic regression model was used to identify variables associated with admission status using an a priori alpha level of 0.05. A total of 2096 applicants were included in the analysis (mean age 25.1 ± 5.2 years, 59.9% female, 13.0% Hispanic). Hispanic ethnicity was not associated with admission status. Characteristics significantly associated with admission to pharmacy school were age, gender, high school attended, previous application to the college, and Pharmacy College Admission Test (PCAT) biology and chemistry scores. Although bias was not seen in the admissions process, this study highlights the need for intervention to ensure future cohorts better reflect the diversity of the region.
• Cornelison, B. R., & Zerr, B. (2021). Experiences and perceptions of pharmacy students and pharmacists with a community pharmacy based OSCE. Journal of the American College of Clinical Pharmacy.
• Cornelison, B. R., Al-Mohaish, S., Sun, Y., & Edwards, C. J. (2021). Accuracy of Google Translate in translating the directions and counseling points for top-selling drugs from English to Arabic, Chinese, and Spanish. American journal of health-system pharmacy : AJHP : official journal of the American Society of Health-System Pharmacists.
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  A study was conducted to evaluate the accuracy of Google Translate (Google LLC, Mountain View, CA) when used to translate directions for use and counseling points for the top 100 drugs used in the United States into Arabic, Chinese (simplified), and Spanish.
• Aragon, B. R., Pierce, R. A., & Jones, W. N. (2012). VA CMOPs: producing a pattern of quality and efficiency in government. Journal of the American Pharmacists Association : JAPhA, 52(6), 810-5.
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  To describe the modern, highly efficient, and effective production of prescriptions in a contemporary pharmacy practice setting using large-scale automated dispensing systems.

Presentations

• Mnatzaganian, C., Cornelison, B. R., Luli, A., Zerr, B., & Hart, L. (2023). From small improvements to rebuilding curriculum: incorporating equity, diversity, and inclusion into a self-care therapeutics course (as an encore presentation). . AACP Annual Meeting. Webinar.
• Mnatzaganian, C., Cornelison, B. R., Luli, A., Zerr, B., & Hart, L. (2023). Mnatzaganian C, Cornelison BR, Luli A, Zerr B, Hart L.  From small improvements to rebuilding curriculum: incorporating equity, diversity, and inclusion into a self-care therapeutics course. . AACP Annual Meeting.
• Arnett, M., Cornelison, B. R., & Tomasa, L. T. (2022). Engaging Community Experts for an Interprofessional COVID19 Exercise. Nexus Summit 2022. Virtual: Nexus Summit.
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  This Lightning Talk describes how in response to the COVID-19 pandemic, the 14th annual Pandemic Interprofessional Education (IPE) exercise was refocused from an in-person session about an imaginary statewide influenza pandemic; to an online synchronous platform, with students learning from each other and experts about the necessity of interprofessional collaboration. The talk will address the conference theme of Person, Family, and Community-Engaged Practice and Education, as this exercise focused on the importance of health professionals engaging with the community in response to a public health emergency.The objectives of the exercise are to a) engage an interprofessional panel of COVID-19 experts, b) identify the responsibilities of diverse professionals in a public health emergency, and c) address teamwork challenges in a system-wide response to COVID-19. The original Pandemic Flu IPE included students from the UArizona Colleges of Medicine, Nursing, Public Health, and Pharmacy. In 2020, students from 11 professions participated in the exercise. Panelists represented clinicians, epidemiologists, politicians, a member from the University Incident Command Center, an emergency medicine pharmacist, and the Director of the County Health Department. Students engaged with the panelists and participated in small group discussions surrounding the following topics: all-hazards preparedness, work environment, roles and responsibilities of diverse professionals, COVID-19 testing, public policy, and the importance of coordination and teamwork.Outcomes:In 2020, 508 students completed the post-exercise survey (88% response rate). In 2021, 625 completed the post-exercise survey (95% response rate). The small group discussions influenced student opinions about prioritizing patients for treatments and reporting to work more than self-isolation and quarantine. Students’ understanding of the roles other professions play in a disease pandemic increased. Overall, the students rated the exercise positively.
• Fogel, L., Cornelison, B. R., Teeple, S. P., & Gonzalez, L. (2022). Creating health literacy tools through community partnerships to improve refugee health. 2022 Literacy Education and Second Language Learning for Adults (LESLLA) In-Person Symposium. Arizona: LESLLA.
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  October 20-21, 2022 in Tucson, Arizona, USA
• Zerr, B., & Cornelison, B. R. (2022, June/Summer). Clearing up Confusion and Blemishes! Over-the-Counter Acne Treatments. AzPA Annual Convention. Phoenix, Arizona: Arizona Pharmacy Association.
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  This program aims to increase pharmacists' knowledge of the available medications approved to treat acne in the self-care setting, while also increasing their confidence in selecting specific products based on their ingredients, strengths, and vehicle formulations while also considering patient-specific characteristics such as skin pigmentation.
• Cooley, J. H., Burns, A., Backus, D., & Cornelison, B. R. (2021, May 21). Virtually Precepting Rotation Students (as an encore presentation). Centers for Disease Control and Prevention Pharmacists Work Group Annual Meeting. Virtual, Zoom: Centers for Disease Control and Prevention.
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  ACPE Activity # 0100-9999-21-029-L04-P (1.0 CPE)
• Cornelison, B. R., & Edwards, C. J. (2021, June 12). Biostats 102 - Application of Biostats to the Real World. 2021 AzPA Annual Convention. Virtually on Zoom: AzPA.
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  1.0 accredited CE #0100-0000-21-033-L04-P
• Cornelison, B. R., & Zerr, B. (2021, February). Zooming Through a Virtual Rotation!. AzPA Spring Clinical Conference. Virtual: Arizona Pharmacy Association.
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  ACPE Activity # 0100-0000-21-001-L04-P (1.0 CPE)
• Cornelison, B. R., & Zerr, B. (2021, October). Over-the-Counter Treatment Paradigms for Pain Management: Adapting to the “New Normal”. Pharmacy Times Continuing Education Webinar & On Demand CE. Virtual: Pharmacy Times Continuing Education.
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  Program DescriptionEffective management of pain is needed to minimize the debilitating effects that it can have on patients’ quality of life. Pharmacists and pharmacy technicians can be key members of the pain management team and should be familiar with nonpharmacologic and over-the-counter (OTC) agents that adequately control pain while limiting adverse outcomes. Providing evidence-based treatment recommendations and individualized patient education for common pain disorders, including musculoskeletal disorders, injuries, and migraine, among others, will help to enable pharmacists to enhance patients’ health-related quality of life and may reduce direct and indirect costs associated with pain. It is important for pharmacy technicians to be aware of the various OTC options so they are better able to assist patients with questions or refer them to the pharmacist as needed. In the setting of the COVID-19 pandemic, there are new challenges and considerations for pharmacists and pharmacy technicians in managing patients with acute and chronic pain conditions and in ensuring patients have access to care. Approaches for pharmacists and pharmacy technicians to incorporate information and recommendations related to current and new OTC therapies including combination medications, and education about their appropriate use, will be presented.Target audience: Pharmacists, pharmacy techniciansType of activity: Application for pharmacists; Knowledge for pharmacy techniciansRelease date: October 15, 2021Expiration date: October 15, 2022Time to complete activity: 1 hour
• Cornelison, B. R., Backus, D., & Burns, A. (2021, May 5). Virtually Precepting Rotation Students. Arizona Pharmacy Association. Virtual, Zoom: AzPA.
  More info

  ACPE Activity # 0100-9999-21-029-L04-P
• Cornelison, B. R., Ryan, A., Fogel, L., Gonzalez, L., Kalikotay, G., & Teeple, S. (2020, September). Creating Health Literacy Tools Through Community Partnerships To Improve Refugee Health. North American Refugee Health Conference. Virtual.
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  At the end of this workshop, the attendee should be able to:1. Develop an understanding of health literacy2. Identify health literacy issues affecting refugees' ability to access the healthcare system3. Identify design considerations for materials for emergent readers. 4. Identify community partners and plan for effective use of materials
• Arnett, M., Cornelison, B. R., Bassford, T. L., Spear-Ellinwood, K. C., & Shirai, Y. (2019, November). Creative Approaches for Integrating Patients/Families and Community Members as Participants and Facilitators in Interprofessional Education Activities.. the annual meetings of the Nexus Arizona Summit of the National Center for Interprofessional Practice and Education. Phoenix, Arizona: the National Center for Interprofessional Practice and Education.
• Arnett, M., Cornelison, B. R., Bassford, T. L., Spear-Ellinwood, K. C., & Shirai, Y. (2019, Summer). Creative Approaches for Integrating Patients/Families and Community Members as Participants and Facilitators in Interprofessional Education Activities.. the annual meetings of the Nexus Summit of the National Center for Interprofessional Practice and Education. Minneapolis, MN: the National Center for Interprofessional Practice and Education.
• Cornelison, B. R., & Edwards, C. J. (2019, June). Biostatistics 101 Back to Basics. AzPA 2019 Annual Convention. Tucson, Arizona.
• Zerr, B., & Cornelison, B. R. (2019, June). Enhancing Diabetes Care Using Dietary Supplements. AzPA 2019 Annual Convention. Tucson, Arizona.

Poster Presentations

• Cornelison, B. R., & Zerr, B. (2022). Evaluation of Student Performance and Perceptions of a Flipped Classroom. AACP NMA ConferenceAACP Nonprescription Medicines Academy.
• Cornelison, B. R., Arnett, M., & Tomasa, L. T. (2022). Evaluation of an introduction to interprofessionalism event.. AACP Annual Meeting. Grapevine, Texas: American Association of Colleges of Pharmacy.
• Cornelison, B. R., Edwards, C. J., Axon, D. R., Gorman, L., Rudin-Rush, L., Johnson, B., & Alvarez, N. A. (2022, 10). Assessing the Association of Hispanic Ethnicity and Other Personal Characteristics with Pharmacy School Admissions. . Pharmacy.
• Slack, M. K., Obeng-Kusi, M., Cornelison, B. R., & Alvarez, N. A. (2022, Jul.). Identifying possible actions related to climate, diversity, equity, and inclusion at a college of pharmacy . 2022 American Association of Colleges of Pharmacy Annual Meeting. Grapevine, TX: American Association of Colleges of Pharmacy.
• Zerr, B., & Cornelison, B. R. (2022, May). Comparison of a flipped classroom delivered on campus and online. 2022 ACCP Virtual Poster Symposium. Virtual: ACCP.
• Cornelison, B. R., & Zerr, B. (2021, July). Evaluating Patient Simulation Exercises as Learning Tools. AACP Annual Meeting, Virtual Pharmacy Education 2021. Virtual: American Association of Colleges of Pharmacy.
• Gage, M., Pasceri, P., Swenson, J., & Cornelison, B. R. (2021, July). Attitudes of Pharmacy Personnel in Expanding Technician Roles in Arizona. AACP Annual Meeting, Virtual Pharmacy Education 2021. Virtual: American Association of Colleges of Pharmacy.
• Cornelison, B. R., & Zerr, B. (2020, May). Utilizing the PPCP with structured peer review to increase knowledge retention. American College of Clinical Pharmacy (ACCP) Virtual Poster Symposium. Virtual Presentation: American College of Clinical Pharmacy.
• Cornelison, B. R., Cameron, C. K., Fazel, A. I., & Fazel, M. T. (2020, October 27). Orienting Refugees to the U.S. Pharmacy System: An Educational Video Series. SCHOOL POSTER. 2020 ACCP Annual Meeting. Virtual Meeting: American College of Clinical Pharmacy.
• Fazel, M. T., Fazel, A. I., Cameron, C. K., & Cornelison, B. R. (2020, October 27). Orienting Refugees to the U.S. Pharmacy System: An Educational Video Series. 2020 ACCP Annual Meeting. Virtual Meeting: American College of Clinical Pharmacy.
• Lam, J., & Cornelison, B. R. (2020, July). Learning Health Literacy by Teaching Non-English Speaking Patients. AACP Annual Meeting, Virtual Pharmacy Education 2020. Virtual: American Association of Colleges of Pharmacy.
• Cornelison, B. R., Chang, V., & Campbell, S. (2019, December). An evaluation of student pharmacist admission medication histories at a level 1 trauma, academic medical center. ASHP Midyear Clinical Meeting & Exhibition. Las Vegas, NV.
• Sodhi, N., & Cornelison, B. R. (2019, April). Evaluation of Health Handouts Available to the Refugee Population. First Year Honors Research Project Showcase. University of Arizona.