About

Dr. Leigh Ann Mike is a Clinical Associate Professor of Pharmacy and the Shirley & Herb Bridge Endowed Professor for Women in Pharmacy at the University of Washington. She serves as the Interim Director and Assistant Director for Education at the Plein Center for Aging. Her educational background includes a PharmD and PGY1 residency training from the University of Illinois at Chicago. She is board certified as a Pharmacotherapy Specialist (BCPS) and as a Geriatric Pharmacist (BCGP). Her professional practice experiences encompass roles such as Drug Information Specialist at Grady Health System in Atlanta, Critical Care Pharmacist at Harborview Medical Center in Seattle, and Consultant Pharmacist at a Seattle-area assisted living community. Her research interests focus on geriatrics, deprescribing, age-friendly care, and pharmacy education, with a particular emphasis on the care of older adults in acute and critical care settings, humanizing/whole-person care, and developing Age Friendly Health Systems.

Research topics

• Computer Science
• Medicine
• Psychology
• Medical education
• Artificial Intelligence
• Data science
• Nursing
• Medical physics
• Library science
• Family medicine

Selected publications

• Educational Interventions to Improve Student Pharmacists’ Empathy and Attitudes Toward Older Adults or Aging: A Scoping Review

  American Journal of Pharmaceutical Education · 2026-03-02

  articleOpen accessSenior author

  OBJECTIVES: Ageism remains a pervasive barrier to delivering high-quality health care to older adults. The objective of this scoping review is to describe studies on educational interventions aimed at improving the empathy and attitudes of student pharmacists toward aging and older adults. FINDINGS: Of the 723 studies retrieved, 9 studies were eligible for inclusion. Studies were conducted in the United States (5), Malaysia (1), Brazil (1), Australia (1), and Singapore (1). Most studies (n = 8) used a single-group pre/post-test design, whereas 1 study employed a randomized, parallel-group, open-label design. Six studies employed direct interventions (ie, simulation-based, direct interaction with older adults, or technology-based), and 3 studies employed curriculum-based interventions (ie, geriatrics elective or Advanced Pharmacy Practice Experience). Seven studies utilized validated tools to measure empathy and attitudes, including the Geriatric Attitude Scale (n = 3), the Jefferson Scale of Empathy-Health Professions Students (n = 3), and the Kiersma-Chen Empathy Scale (n = 3). The 8 studies that used a pre/post-test design reported improvements in empathy or attitudes on at least 1 tool. The randomized study assessing an aging simulation suit found no significant differences between the intervention and control groups immediately following the intervention or at 12 weeks. SUMMARY: Although studies using quasi-experimental designs reported that interventions improved student pharmacists' empathy or attitudes toward aging or older adults, the randomized study did not support these findings. This review highlights the need for more rigorous research to evaluate interventions to improve empathy and attitudes in student pharmacists.

  PublisherDOI

• Age-Friendly Health Care in Rural Washington: Assessing System Readiness and Advancing Recognition

  Innovation in Aging · 2025-12-01

  articleOpen access

  Abstract Aging demographic trends in Washington State reflect national patterns, with rural communities in particular experiencing significant growth in adults over age 65 along with an overwhelmed healthcare workforce and accessibility challenges. As this population expands, health systems are called upon to collaborate with older adults, address their unique health needs, and apply the 4Ms of Age-Friendly Health Systems across the continuum of care. To support this mandate, this project engaged rural health systems to formalize Age-Friendly care by implementing structured assessments and evidence-based improvements for Institute for Healthcare Improvement (IHI) recognition. An Age-Friendly Outreach Coordinator provided targeted support and strategic collaboration with three health systems in rural counties. Each system reviewed its current care and then implemented education and evaluation to align with Age-Friendly care across its sites. Within six months, all three participating health systems – including five primary care clinics, one critical access hospital, and one nursing home – achieved IHI’s Age-Friendly Level 1 recognition. This consistent attainment of Level 1 highlights the feasibility and adaptability of Age-Friendly interventions in different rural sites and demonstrates the readiness of rural providers to support older adults through integrated, person-centered models of care. These findings suggest that with targeted support and strategic collaboration, Age-Friendly practice can be promoted in rural healthcare organizations, with the goal of improving outcomes and care experiences for older adults. Future efforts will focus on sustaining these changes, technical assistance to track Age-Friendly care processes and outcomes and expanding the evaluation/dissemination of outreach coordinator support.

  PublisherOA PDFDOI

• Xanomeline/Trospium Combination for Schizophrenia: Treatment Considerations for Older Adults

  Journal of Gerontological Nursing · 2025-05-29

  reviewSenior author

  Purpose Xanomeline/trospium, a combination of a mixed muscarinic agonist/peripheral antagonist, is a novel treatment for schizophrenia that does not antagonize dopamine receptors. Given its unique pharmacology on the cholinergic system, special considerations may apply for older adults. Method The current article reviews the evidence of xanomeline/trospium in older adults as well as implications and considerations for use in practice. Results The evidence of using xanomeline/trospium is largely derived from the phase-3 EMERGENT clinical trial program, which investigated safety and efficacy in adults aged 18 to 65 years with schizophrenia. Significant reduction in psychosis was demonstrated; however, gastrointestinal effects were common. Conclusion Xanomeline/trospium is a novel treatment for schizophrenia that lacks many of the adverse effects associated with dopamine receptor blockers. Although the package insert provides guidance for use in older adults, patients aged >65 years were excluded from EMERGENT trials. Continued research is necessary to define the safety and place in therapy for older adults. [ Journal of Gerontological Nursing, 51 (6), 7–12.]

  PublisherDOI

• PROJECT ECHO-GERIATRICS EXPANDS CAPACITY FOR STUDENT INTERPROFESSIONAL EDUCATION

  Innovation in Aging · 2024-12-01

  articleOpen access

  Abstract Interprofessional collaborative practice training is important for all health professions trainees, particularly for those who will care for older adults. However, clinical interprofessional training opportunities are limited. The Extension for Community Healthcare Outcomes (ECHO) model trains health professionals in specialty care via case-based sessions with a virtual learning community. We sought to determine whether integration of health professions students into an existing Project ECHO-Geriatrics would be a feasible and effective way to deliver training on age-friendly and interprofessional care. Our novel Age-Friendly Healthcare Interprofessional Training Program used Project ECHO as the platform for longitudinal, interprofessional health professions student education. Students were recruited from health professions schools across the University of Washington. After a brief introduction to age-friendly care and Project ECHO, participants attended at least 3 ECHO sessions and post-session debriefs. In its first two years, the program trained 44 students from 9 health professions programs (e.g. nursing, medicine, pharmacy, physical therapy, social work, dentistry). One hundred percent of participants reported the program was meaningful and worth their time. All competency items (5-point scale, 5 high, 1 low) improved, with the greatest improvements in understanding roles on an interprofessional team (3.1 pre, 4.0 post, p<.001) and confidence for providing age-friendly care (2.2 pre, 4.0 post, p<.001). Participants reported an increased likelihood of focusing on geriatrics in their careers. Open-ended feedback highlighted increased geriatrics knowledge as well as the importance of interprofessional teamwork. Project ECHO is a feasible and effective approach to rapidly expand age-friendly, interprofessional training for health professions students.

  PublisherDOI

• Let Me Be Your Guide! Supporting Student Success in APPEs with a Faculty Guidance Team

  American Journal of Pharmaceutical Education · 2024-09-01

  articleOpen access
  PublisherDOI

• Identification of Core Interprofessional Preceptor Competencies and Development of a Preceptor Self-Assessment Tool

  SAGE Open Nursing · 2024

  • Computer Science
  • Medical education
  • Psychology

  Objective: The purpose of this study was to determine what activities and skills interprofessional health science preceptors (IHSPs) perform and value as a part of their pedagogical practice in order to support the development of a preceptor self-assessment tool and assist in preceptor training. Methods: We administered an online survey to identify core preceptor activities across health sciences disciplines that interact with nursing. The initial survey items were developed based on the Interprofessional Education Collaborative (IPEC) core competencies as well as a search of literature on expected preceptor competencies and activities across individual health sciences professions. Items were refined and then finalized using a modified Delphi technique and the final survey instrument reflected the four IPEC core competencies: (a) roles and responsibilities, (b) values and ethics, (c) communication, and (d) teams and teamwork. The survey asked professionals to separately rate the frequency and importance of performing each item to support learners in the clinical setting. Results: = 260) indicated that 41% of activities across all domains were both of high priority and performed frequently. Activities were categorized into a six category IHSP self-assessment and reflection tool: (a) Prepare Learner for Clinical Environment and Rotation; (b) Prepare Learner for Clinical Day and Encounters; (c) Promote Engagement, Critical Thinking and Self-Reflection; (d) Coaching and Feedback; (e) Foster Growth and Independence and (f) Knowledge, Skills and Attitudes to intentionally Role Model. Conclusion: Core competencies for IHSPs have been identified, resulting in the development of a preceptor self-assessment tool. The tool can assist nursing and other health sciences training programs to develop preceptor orientation materials and training to optimize the learner experience and promote standardization in the development of clinical practice competencies.

  PublisherDOI

• Assessing the accuracy and quality of artificial intelligence (AI) chatbot-generated responses in making patient-specific drug-therapy and healthcare-related decisions

  BMC Medical Informatics and Decision Making · 2024 · 48 citations

  • Computer Science
  • Artificial Intelligence
  • Computer Science

  BACKGROUND: Interactive artificial intelligence tools such as ChatGPT have gained popularity, yet little is known about their reliability as a reference tool for healthcare-related information for healthcare providers and trainees. The objective of this study was to assess the consistency, quality, and accuracy of the responses generated by ChatGPT on healthcare-related inquiries. METHODS: A total of 18 open-ended questions including six questions in three defined clinical areas (2 each to address "what", "why", and "how", respectively) were submitted to ChatGPT v3.5 based on real-world usage experience. The experiment was conducted in duplicate using 2 computers. Five investigators independently ranked each response using a 4-point scale to rate the quality of the bot's responses. The Delphi method was used to compare each investigator's score with the goal of reaching at least 80% consistency. The accuracy of the responses was checked using established professional references and resources. When the responses were in question, the bot was asked to provide reference material used for the investigators to determine the accuracy and quality. The investigators determined the consistency, accuracy, and quality by establishing a consensus. RESULTS: The speech pattern and length of the responses were consistent within the same user but different between users. Occasionally, ChatGPT provided 2 completely different responses to the same question. Overall, ChatGPT provided more accurate responses (8 out of 12) to the "what" questions with less reliable performance to the "why" and "how" questions. We identified errors in calculation, unit of measurement, and misuse of protocols by ChatGPT. Some of these errors could result in clinical decisions leading to harm. We also identified citations and references shown by ChatGPT that did not exist in the literature. CONCLUSIONS: ChatGPT is not ready to take on the coaching role for either healthcare learners or healthcare professionals. The lack of consistency in the responses to the same question is problematic for both learners and decision-makers. The intrinsic assumptions made by the chatbot could lead to erroneous clinical decisions. The unreliability in providing valid references is a serious flaw in using ChatGPT to drive clinical decision making.

  PublisherOA PDFDOI

• A Coordinated Approach to School-Wide Faculty & Staff Development

  American Journal of Pharmaceutical Education · 2024-09-01

  articleOpen access
  PublisherDOI

• Creating a win-win: A novel layered learning approach for assessing first-year pharmacy students' communication skills

  Currents in Pharmacy Teaching and Learning · 2024-05-27

  articleOpen accessSenior author

  BACKGROUND AND PURPOSE: Individualized assessment of students in skills-based courses is essential for practice readiness, however recruiting evaluators is challenging. Our school of pharmacy offers a teaching certificate program for postgraduate year one pharmacy residents (PGY1 residents; PGY1s) which requires completion of a teaching experience. The longitudinal layered learning assessment experience (LLLAE) was designed to meet instructional needs for individualized assessment of first-year pharmacy students' communication skills and provide a meaningful teaching opportunity for PGY1s. This manuscript describes the implementation and evaluates the impact of the LLLAE. EDUCATIONAL ACTIVITY AND SETTING: PGY1s were invited to participate in the yearlong LLLAE. Faculty developed PGY1s' skills through training sessions, direct observation, and debrief sessions. PGY1s evaluated students and provided feedback using pre-defined criteria during 3 summative assessments (capstones). Capstones were common pharmacy practice scenarios in which students interact with an actor serving as a standardized patient or provider. PGY1s completed an end-of-year survey to self-rate their improvement in evaluating students, providing feedback, and confidence. FINDINGS: Twenty-two PGY1s participated in the LLLAE over 2 years. They evaluated 73.2% of total capstone interactions. The end-of-year survey was completed by 20 PGY1s (90.9% response rate). All respondents indicated improvement in their skills to evaluate students, ability to provide feedback, and confidence. Scores were 4 or 5 (scale of 1 to 5) across all measures. Key contributors fostering improvement were the training and debrief sessions, faculty feedback, pre-defined criteria, and multiple practice opportunities. SUMMARY: This novel layered learning approach was a win-win for faculty and PGY1s. The approach improved feasibility for faculty to continue individualized student assessment while mentoring early career pharmacists. PGY1s gained an opportunity to contribute to student growth, learn from experienced faculty, and develop skills for practice. Additionally, students benefited from individualized feedback.

  PublisherDOI

• School Poster Abstracts Presented at the 124th Annual Meeting of the American Association of Colleges of Pharmacy, July 22-25, 2023

  American Journal of Pharmaceutical Education · 2023

  • Computer Science
  • Medicine
  • Medical education
  PublisherDOI

Frequent coauthors

• Jasmine S. Mangrum

  2 shared

• Yvonne G. Lin

  2 shared

• Lingtak‐Neander Chan

  University of Washington

  2 shared

• Curtis G. Jefferson

  2 shared

• Megan Moore

  University of Washington

  2 shared

• Hilaire J. Thompson

  University of Washington

  2 shared

• Jennifer L. Bacci

  University of Washington

  1 shared

• Peggy Soule Odegard

  1 shared