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A book club activity is an effective strategy for delivering content related to cultural sensitivity in an interprofessional format. This activity model can be used to support interactions with multiple professions in different schools within the same university or with multiple professions located at different universities/institutions.
A book club activity is an effective strategy for delivering content related to cultural sensitivity in an interprofessional format. This activity model can be used to support interactions with multiple professions in different schools within the same university or with multiple professions located at different universities/institutions.
Due to the COVID-19 pandemic, students at the University of Waterloo in spring 2020 enrolled in the injections training curriculum were unable to complete the practical assessment component under the usual in-person model. Therefore, an alternative assessment strategy needed to be adopted to meet these curricular outcomes.
To allow students to complete their training and apply this skill during co-operative work placements in fall 2020, pharmacist supervisors (preceptors) who were authorized to administer injections were asked to evaluate the practical assessment on behalf of the university. Students were mailed supplies to use for practice and assessment, and preceptors were provided the grading rubric and a copy of the didactic training materials for their reference. To obtain feedback on the process and identify areas for improvement, students and supervisors were invited to complete a brief survey containing both Likert scale and open-ended questions upon completion of the assessment.
By fall 2020 term end, 69 of 121 students successfully completed the practical assessment component at a workplace. Survey responses indicated that, despite some challenges accommodating the assessment within a busy pharmacy's existing workflow and identifying volunteers to receive the injections, the modified assessment was well received.
Supervisors can be effective adjuncts to in-class instruction and assessment of injection technique. Even when initial assessments can take place at the university, providing supervisors with access to training materials and rubrics can reinforce these skills for students immediately prior to their implementation into practice.
Supervisors can be effective adjuncts to in-class instruction and assessment of injection technique. Even when initial assessments can take place at the university, providing supervisors with access to training materials and rubrics can reinforce these skills for students immediately prior to their implementation into practice.
One of the most common daily tasks on Advanced Pharmacy Practice Experiences (APPEs) is "working up" patients for inpatient rounds or outpatient visits. The purpose of this study was to assess a change in student pharmacist comfort level in performing a patient workup before and after the Pre-APPE Workshop by specifically teaching this process.
The patient workup process was included in the Pre-APPE Workshop, a one-week APPE orientation course at the end of the third professional year. Students completed a 34 question self-assessment prior to instruction and after completion of the course to assess their comfort level with working up patients and readiness for APPEs. Student perceptions were compared pre- and post-assessment. Additionally, performance on assignments and results from a voluntary course evaluation were assessed.
One hundred and fifty-two (100%) students enrolled in the Pre-APPE Workshop completed the pre- and post- self-assessments. Differences in student comfort level were found between the pre- and post-course self-assessments (median, [interquartile range]) related to performing an inpatient workup (3 [2-3] versus 3 [3-3], median change 0 [range-2, 3]), and the outpatient workup (3 [2-3] versus 3 [3-4], median change 1 [range-2, 3]), Overall, students felt more prepared to start APPEs after the Pre-APPE Workshop (3 [2-3] versus 3 [3-4]).
Incorporating teaching of the patient workup process into the pre-APPE curriculum improved student pharmacist's comfort level with completing patient workups, and perceptions of preparation for APPE rotations.
Incorporating teaching of the patient workup process into the pre-APPE curriculum improved student pharmacist's comfort level with completing patient workups, and perceptions of preparation for APPE rotations.
There are limited reports in the literature of integrated inter-institutional doctor of pharmacy (PharmD) coursework where learners and faculty are connected using synchronous web conferencing. Selleckchem Etomoxir Furthermore, the impact of this learning environment on student engagement and collaboration has not been reported previously.
Faculty members from two separate schools of pharmacy collaborated to create the Current Concepts and Controversies in Cardiology (C4) elective, a two-credit hour elective course that was delivered via synchronous web conferencing. The course was designed to build upon students' pre-existing cardiovascular knowledgebase using case-based discussions, critical appraisal of clinical trials, and pro/con debates. Qualitative analysis using semi-structured interviews was performed to explore aspects of the course that promoted, or hindered, students' engagement and collaboration.
Seven students completed the semi-structured interviews following completion of the course. Themes identified that p education remains largely unexplored but may be an area of future interest and research.
There has been an increased use of active learning pedagogies in pharmacy curricula. Structured, complex pedagogies such as problem-based learning (PBL) may require rigorous training for students to be successful. We aim to describe the development and implementation of an introductory PBL course for first-year pharmacy students. We describe the theoretical framework for course development, including the educational philosophies informing the course design. Development of PBL skills and professional behavior were evaluated using student self-assessment throughout the course.
This introductory PBL course was developed using educational philosophies to scaffold student learning of the pedagogy and development of PBL skills. A student self-assessment was administered at two time points throughout the course. The self-assessment contained items related to PBL skills and professional behaviors. Self-assessment scores were compared with facilitator evaluations of student performance to determine reliability of self-assessment results.
Eighty-eight students completed both self-assessments (93.6% response rate). Self-assessment of PBL skills increased significantly. There was no improvement in self-assessed professional behaviors. Self-assessment scores did not correlate with facilitator assessment of student performance in a small group.
Integrating a scaffolded, theoretically sound educational approach to introduce students to the PBL pedagogy improves students' self-assessed PBL skills but not professional behavior.
Integrating a scaffolded, theoretically sound educational approach to introduce students to the PBL pedagogy improves students' self-assessed PBL skills but not professional behavior.
Limited literature explores the impact that poverty-focused educational simulations can have on practicing clinicians. This study used a poverty simulation, specifically created to resemble the lives of Medicare patients, to sensitize practicing pharmacists to the situations faced by people living in poverty. The study evaluated how a poverty-focused educational program impacted practicing pharmacists' actual knowledge gain, intention to assist patients with limited income, and satisfaction with the educational program.
A quasi-experimental one-group pre-/posttest design of practicing pharmacists was utilized. The intervention was a live continuing educational (CE) program at a pharmacy alumni event and a pharmacy convention. The CE program was delivered in person and included a Medicare poverty simulation and a 75-min didactic lecture. Pre- and posttests were used to assess outcomes. The primary outcome was change in knowledge as measured by test scores. Secondary outcomes included intention to assist future low-income patients and participant satisfaction with the educational program.
Eighty-nine pharmacists participated in the educational program. Participants' mean knowledge increased from 2.76 (SD = 0.97) to 3.61 (SD = 1.21) (P < .001) out of 5. The majority (88.3%) agreed they were interested in assisting patients with limited income in the future. Most participants strongly agreed that the program was satisfactory and contributed to their learning.
This is the first identifiable study that incorporated a poverty simulation into an educational program for practicing pharmacists. The study may help inform the development of future educational programs for practicing pharmacists.
This is the first identifiable study that incorporated a poverty simulation into an educational program for practicing pharmacists. The study may help inform the development of future educational programs for practicing pharmacists.
Perceptions of pharmacy students as future health care providers can enhance the health and pharmaceutical care (PC) needs of older adults. The objective of this study was to investigate pharmacy students' awareness and perceptions of the health and PC needs of older adults.
A cross-sectional survey was conducted among pharmacy students in Southwest, Nigeria for four weeks using a 39-item structured questionnaire. Unpaired t-tests and one-way analysis of variance were performed. A P < .05 was considered significant.
Based on 422 completed questionnaires, 299 (70.9%) were females, 283 (67.1%) were 20 to 24 years, 123 (29.2%) were in 200 Level, 402 (95.3%) had heard of PC with their first source of information being pharmacy school, 352 (83.4%). Reliability of the instrument was 0.92 (Cronbach's alpha). Mean + SD of pharmacy students' perceived health and PC needs of older adults were 3.73 ± 1.176 and 4.21 ± 1.031, respectively. The majority, 355 (84.2%), agreed on the importance of health care providers understanding their geriatric patients' family circumstances and social environment and 381 (90.3%) perceived that such will strengthen their professional relationship with older adults.
Pharmacy students were aware of PC and indicated positive attitudes towards caring for older adults but few had provided care. Reinforcement of PC training and emphasis on geriatric topics in pharmacy curriculum are reiterated.
Pharmacy students were aware of PC and indicated positive attitudes towards caring for older adults but few had provided care. Reinforcement of PC training and emphasis on geriatric topics in pharmacy curriculum are reiterated.
The University of California San Francisco School of Pharmacy faculty created the Master Preceptor Program (MPP) to instill best practices in clinical precepting, leadership and professional development, and interprofessional education (IPE). Graduates of the program are encouraged to mentor colleagues at affiliated sites. This study aimed to explore MPP participants' perceptions about the program and to collect general feedback.
A descriptive qualitative study of MPP participants who completed the program between 2017 and 2019 was conducted. Semi-structured interviews and focus groups were used to collect general programmatic feedback and examples of skill implementation. All encounters were conducted and recorded online via Zoom. Three investigators independently analyzed transcripts for codes related to key programmatic areas using conventional content analysis.
Ten of 14 past MPP participants participated. Themes included confidence and skills gained in clinical teaching, self-reflection and network opportunities supporting professional and leadership development, and a need for structured expectations and deliverables.
