About

Beth Martin is a Professor and Chair in the Clinical Practice, Innovation, and Research Division at the University of Wisconsin–Madison School of Pharmacy. Her clinical interests focus on community pharmacy practice, with a particular emphasis on older adult medicines and strategies to reduce falls risk among this population. Professor Martin's research is dedicated to evaluating the effectiveness of educational methodologies aimed at enhancing the learning and confidence of pharmacists, students, and patients. She investigates how performance-based abilities acquired in educational settings transfer to real-world practice, thereby bridging the gap between theoretical knowledge and practical application in pharmacy education and patient care.

Research topics

• Medical education
• Medicine
• Nursing
• Computer Science
• Political Science
• Psychology
• Clinical psychology
• Social psychology
• Psychiatry

Selected publications

• Impacting patient perceptions and skills to optimize pharmacist roles and services: The tale of a virtual community-based program for older adults

  Research in Social and Administrative Pharmacy · 2025-09-01

  article1st authorCorresponding
  PublisherDOI

• Interprofessional Education (IPE) Competency Themes from Reflections after Year One of a Four-Year IPE Curriculum

  American Journal of Pharmaceutical Education · 2025-11-01

  articleOpen access
  PublisherDOI

• Evaluating Preceptor Perceptions and Strategies of Using a Modified Tool for Evaluation of Interprofessional Communication

  American Journal of Pharmaceutical Education · 2025-11-01

  articleOpen accessSenior author
  PublisherDOI

• Description of a Longitudinal Interprofessional Education Plan and Outcomes From an Inaugural Student Cohort

  American Journal of Pharmaceutical Education · 2024-10-15 · 3 citations

  articleOpen access

  OBJECTIVE: To describe a longitudinal interprofessional education (IPE) plan at 1 school of pharmacy including inaugural student cohort outcomes. METHODS: Standards 2016 prompted the creation of an IPE task force at the University of Wisconsin-Madison School of Pharmacy to develop and implement an IPE plan consisting of outcome-based goals, a deliberate design, and a formalized assessment strategy (an approach that inspired national consensus guidance from the Health Professions Accreditors Collaborative). Beginning with the 2022 graduating class, required interprofessional learning activities were embedded longitudinally across a 4-year Doctor of Pharmacy program and included classroom-, simulation-, and clinical-based IPE activities. Student learning outcomes, focused on attitudes, skills, and behaviors, were assessed longitudinally using 3 self-reported, validated measures allowing before and after comparisons: Student Perceptions of Interprofessional Clinical Education-Revised, Version 2, Interprofessional Education Collaborative Competency Self-Assessment Tool, Version 3, and Interprofessional Collaborative Competencies Attainment Survey-Revised, coupled with the Individual Teamwork Observation and Feedback Tool. RESULTS: End point Student Perceptions of Interprofessional Clinical Education-Revised, Version 2 and Interprofessional Education Collaborative Competency Self-Assessment Tool, Version 3 average scores were in the agree to strongly agree range with statistically significant before and after change in 80% (4 of 5) of subscales. Students' attainment and demonstration of positive teamwork behaviors were evidenced by statistically significant before and after changes in advanced pharmacy practice experience student Interprofessional Collaborative Competencies Attainment Survey-Revised scores and universal satisfactory ratings of advanced pharmacy practice experience students on the Individual Teamwork Observation and Feedback Tool. CONCLUSION: A developmentally progressive, longitudinal IPE plan was implemented into a 4-year Doctor of Pharmacy program. Inaugural student cohort assessment results documented students were prepared for interprofessional practice upon graduation.

  PublisherDOI

• Impact of an online pharmacy precepting-focused continuing professional development program

  Currents in Pharmacy Teaching and Learning · 2023-07-01 · 7 citations

  article
  PublisherDOI

• A novel strategy to optimize critical information on over the counter labels for older adults

  Health Science Reports · 2023-01-01 · 2 citations

  articleOpen access

  Background and Aims: Labels designed to communicate critical information are paramount for the safe and effective use of over-the-counter medications; in recognition of this, the content and formatting of over the counter (OTC) labels sold in interstate commerce has been regulated for decades. Yet, available studies suggest that consumers frequently rely on limited information during decision making, failing to access the information required in the Drug Facts Label. This is particularly important for older consumers, who are at greater risk for adverse reactions to medicines. In two experiments we objectively evaluate how novel label designs that employ highlighting and a warning label placed on the package's front impact older consumers' attention to, and use of, critical information. Methods: In Experiment 1, 68 OTC patients (65+) engaged with a computer-based task answering yes/no scenario-based questions about a drug's appropriateness. In Experiment 2, 63 OTC patients (65+) conducted a forced-choice task where one of two drugs presented on a computer screen was appropriate for a provided scenario while the other was not. Both tasks required participants to access and use critical label information (i.e., warnings or active ingredients) to respond correctly. Dependent variables analyzed were the proportion of correct responses and time to correct response. Results: Highlighting or placing critical information on the front of the package significantly improved response accuracy and time to correct response in Experiment 1 as compared to responses utilizing the standard label. For Experiment 2, participants were faster and more accurate when critical information was highlighted. Conclusions: Results provide direct measures of the efficacy of novel labeling strategies. This information is relevant for regulations which dictate label design in ways that enhance ease and safety of use of medications for older adults.

  PublisherOA PDFDOI

• Writing for impact: Health literacy considerations for policy, research and education

  Research in Social and Administrative Pharmacy · 2023-05-17

  article1st authorCorresponding
  PublisherDOI

• Course Snapshot: A Simple Tool for Managing Annual Curricular Reviews

  American Journal of Pharmaceutical Education · 2023-08-01

  articleOpen access
  PublisherDOI

• Pharmacist Patient Care Process-Skills Self-Efficacy Instrument

  PsycTESTS Dataset · 2022-01-01

  datasetSenior author
  PublisherDOI

• Measuring motivational interviewing self-efficacy of pre-service students completing a competency-based motivational interviewing course

  Exploratory Research in Clinical and Social Pharmacy · 2021 · 7 citations

  Senior authorCorresponding
  • Psychology
  • Medical education
  • Medicine

  Background: Improving health outcomes requires health care practitioners to work collaboratively with clients to make healthy lifestyle changes. Motivational interviewing (MI) is an evidence-based approach found to evoke and support behavior change. Objective: The aim of this study was to examine changes over time in pre-service professional students' confidence in their MI skills after a 15-week interprofessional MI course. Methods: -tests were carried out. Results: values<0.001) demonstrated significant gains in confidence on 23 of 24 MICS items. Conclusion: After participating in the course, students' confidence in their MI skills improved significantly. Adding pre-service training in MI may increase future healthcare practitioners' confidence in their MI skills and improve their capacity to engage in individually tailored, client-driven practice.

  PublisherDOI

Frequent coauthors

• Amanda Margolis

  12 shared

• Mary T. Champagne

  9 shared

• Janice V. Belcher

  House of Representatives

  9 shared

• Cristina C. Hendrix

  Duke University

  9 shared

• Robert Smith

  University of Macau

  9 shared

• J. Pursley

  Harvard University

  9 shared

• Alison Harrison

  Mercy Medical Center North Iowa

  9 shared

• Richard F. Wilson

  8 shared

Labs

• Clinical Practice, Innovation, and Research DivisionPI

  Not provided

Education

• Ph.D., Pharmacy

  University of Wisconsin

• M.S., Pharmacy

  University of Wisconsin

• B.S., Pharmacy

  University of Wisconsin

Awards & honors

• Big Ten Academic Alliance Academic Leadership Program Fellow…
• APhA-APRS Fellow (2018)
• UW-Teaching Academy Distinguished Teaching Award (2017)
• AACP Excellence in Assessment Award (2015)
• Wiederholt Prize for Best Paper in JAPhA (2011)