Galbraithvelazquez2673
Grade point average did have a significant effect on OSCE pass rates (P=.019). Overall, no statistically significant association was seen in summative OSCE performance between students who used structured, guided questions to reflect on their formative OSCE performance and those who did not (P>.05).
Despite this study's results, faculty continue to embrace the concept of reflective practice. Further research is needed to assess the value and role of reflective practice in pharmacy education.
Despite this study's results, faculty continue to embrace the concept of reflective practice. Further research is needed to assess the value and role of reflective practice in pharmacy education.
Study and application of integrated medicinal chemistry and pharmacology content affords opportunities for students to discuss and develop life-long learning skills.
Five thematic enrichment activities were developed (problem solving, metacognition, reading comprehension, case-based problem solving, and structure-based therapeutic evaluation), each containing a self-study and live session featuring unit-specific content. Voluntary, longitudinal sessions were administered to 139 s professional year pharmacy students at the end of each unit of the first course of an integrated pharmacology and medicinal chemistry sequence (academic quarter system). Students provided five-point Likert-item feedback at the beginning of the course, after the first activity, and at course conclusion. Survey questions were linked to self-assessment domains of metacognition, content relevance, confidence, and affective response to content.
Survey responses indicated significant improvement in initial confidence (3.7 [1.1] to 4.fective response to learning, which may beneficially impact latent student confidence and self-awareness.
This study aimed to develop and evaluate new variables for assessment of doctor of pharmacy (PharmD) program candidates.
Two new admissions variables were created. The life experiences variable included number of awards, letter of reference scores, degree attainment, publications, prior academic suspension, leadership experience, work experience, and a diversity score. The holistic composite variable consisted of Pharmacy College Admission Test score, pre-pharmacy grade point average (GPA), interview score, and the new life experiences score. Variables were retroactively applied to prior admissions data, and scores of successful applicants were compared to scores of unsuccessful applicants.
A total of 968 applicants from the 2015 and 2016 applicant pools were included in the evaluation analysis. Applicants offered admission had higher average scores for life experiences and holistic composite variables compared to those that were not offered admission (63.6 vs. 59.95 and 77.3 vs. 64, respectively). Olaparib cell line The emic success.
There is a plethora of preparatory books and guides available to help study for the North American Pharmacist Licensure Examination (NAPLEX). However, the quality of questions included has not been scrutinized. Our objective was to evaluate the quality of multiple-choice questions (MCQs) construction in a commonly used NAPLEX preparatory book.
Five students and two faculty members reviewed MCQs from the RxPrep 2018 edition course book. Item structure and utilization of case-based questions were evaluated using best practices for item construction. Frequency of item writing flaws (IWF) and utilization of cases for case-based questions was identified.
A total of 298 questions were reviewed. Twenty-seven (9.1%) questions met all best practices for item construction. Flawed questions contained an average of 2.53 IWF per MCQ. The most commonly identified best practice violations were answer choices containing differing length and verb tense (21%) and question stems containing too little or too much informatiudy materials.
We assessed the use of a novel videotaped presentation on pharmacy student confidence in presenting an evidence-based recommendation to theoretical healthcare professionals from various disciplines.
Students in a required drug literature evaluation course prepared a three-min videotaped presentation critiquing an assigned journal article with the goal of providing a patient care recommendation to a fictional physician. To determine change in confidence, students completed a pre-/post-survey on a 5-point scale. Survey questions explored confidence in presenting and discussing article evidence with both peers and licensed healthcare providers as well as making verbal recommendations for medication use. The survey also included open-ended questions to assess perceptions of the assignment and suggestions for assignment improvement.
Over two years, 208 students completed both surveys (75.9%). Student confidence significantly increased for all items from the pre- to the post-survey. Items with the largest incesulted in increased pharmacy student confidence in discussing medical literature and making evidence-based recommendations for medication use.
Microaggressions are commonplace indignities that communicate slights to marginalized persons. Microaggressions have been shown to negatively impact student well-being and academic performance. We describe the experiences of students in relation to the occurrence of microaggressions within the learning environment of a college of pharmacy (COP).
Students in a COP were interviewed regarding their experiences of microaggressions. Interviews were audio-recorded and transcribed verbatim. Transcripts were analyzed using a conventional content analysis method.
Thirteen pharmacy students participated in the study. Six (46%) identified as women. Six (46%) identified as Black, Asian, or multi-racial. Experiences were first-hand, witnessed, or stories they heard. Three themes arose from the data (1) feeling othered; (2) power, pain, pollution, and pervasiveness of microaggressions; and (3) responsibility of academic community to mitigate microaggressions. Microaggressions were described based on race, religion, gxperienced past microaggressions, and promote a diverse and inclusive learning environment.
