Kruselocklear2223

There was no difference in secondary traumatic stress between students and faculty, and there were no differences in compassion satisfaction or burnout between programs.

This study demonstrated that students in the COP, COO, and SPAS had higher burnout scores when compared to faculty at the study institution. These results suggest that efforts to address burnout should first focus on students. SPAS students and faculty may require specific efforts to address secondary trauma.

This study demonstrated that students in the COP, COO, and SPAS had higher burnout scores when compared to faculty at the study institution. These results suggest that efforts to address burnout should first focus on students. SPAS students and faculty may require specific efforts to address secondary trauma.

There has been a movement in clinical education towards integrating foundational and applied course content. It remains unclear what best practices are for integration or how meaningful integration is for improving learning. We assessed the impact and perceptions of different degrees of integration in Integrated Pharmacy Care and Patient Management (IPC) courses.

Students and faculty of one four-year doctor of pharmacy program were asked to complete surveys upon conclusion of the last of twelve integrated courses. Three degrees of integration (first degree, second degree, complete Integration) were defined for respondents. The student questionnaire included items on perceived value of integrated education as well as used and preferred levels of integration throughout the course series. Perceived estimated integration levels were then correlated with mean grade point averages (GPAs) for the courses. The faculty survey assessed experience with, and perceptions of, integrated teaching.

Sixty-five students (100% response) and 10 faculty (50% response) completed the surveys. Students preferred complete integration for all IPC courses and indicated that they were better able to retain and understand information with higher levels of integration. Supporting this, mean course GPAs positively correlated with estimated levels of integration. Faculty remained neutral on whether integration helps students to better understand course material and highlighted barriers to implementing higher levels of integration, including lack of time.

Our results suggest that a team approach to complete integration is most beneficial for pharmacy students. Faculty may require additional institutional support to accomplish such integration.

Our results suggest that a team approach to complete integration is most beneficial for pharmacy students. Faculty may require additional institutional support to accomplish such integration.The Teachable Moments Matter (TMM) category of articles is designed to offer readers insight into a methodological issue identified within a companion article. Written in collaboration with one of the companion article authors, these articles provide an opportunity to focus on a challenge experienced by the authors and, in the process, provide one or more perspectives as to how to successfully navigate this issue. Selleckchem Eganelisib The Journal hopes this case-based approach will help to highlight an issue nuance in context, something that might get "lost" in the entirety of a full-length article.

To identify and classify methods for assessing professionalism across health profession degree programs and identify gaps in the literature regarding types of assessments.

The authors conducted a scoping review of articles published from database inception through 24 January 2020. Included articles described an assessment approach for professionalism in health profession degree programs available in full-text in the English language. Articles were classified based on profession, timing of assessment, feedback type, assessment type, professionalism dimension, and Barr's modified Kirkpatrick hierarchy.

Authors classified 277 articles meeting inclusion criteria. Most articles were from medical education (62.5%) conducted during didactic (62.1%) or experiential/clinical curriculum (49.8%). Few articles (15.5%) described longitudinal assessment. Feedback type was formative (32.2%) or summative (35%), with only 8.3% using both. Assessment types frequently reported included self-administered rating scales (30%rature on professionalism assessment does not align with International Ottawa Conference Working Group on the Assessment of Professionalism recommendations. Gaps identified were limited description of professionalism assessment during admissions, infrequent longitudinal assessment, limited use of methods for both formative and summative assessment, and limited reports of assessments applicable to interprofessional education settings.The Teachable Moments Matter (TMM) category of articles is designed to offer readers insight into a methodological issue identified within a companion article. Written in collaboration with one of these authors, these articles provide an opportunity to focus on a challenge experienced by the authors and, in the process, provide one or more perspectives as to how to successfully navigate this issue. The current TMM is focused on issues and pitfalls in validation. The Journal hopes this case-based approach will help highlight the nuance of a topic in context, something that might get "lost" in the entirety of a full-length article.

This report describes a telehealth-based interprofessional education (IPE) module that connected medical and pharmacy students across different geographical locations. The IPE module focused on developing strategies aimed at reducing health inequities related to social determinants of health.

Teams of one doctor of osteopathic medicine and one or two doctor of pharmacy students were created by the course faculty member. Teams were instructed to meet at least four times via videoconferencing technology to discuss their assigned health inequity. Teams were instructed to design possible interventions to reduce the health inequity in their communities. Students completed the Interprofessional Collaborative Competency Attainment Scale (ICCAS) and a peer evaluation to provide feedback to their team member(s).

Four hundred and seventy teams comprising 1099 students have participated in this IPE module. On the ICCAS, significant improvement was noted on all items with highest gains on items related to communication and collaboration. On the 2018-2019 peer evaluations, 84.5% of students rated their teammates as exceptional on the item "rate your team member's respect for you and others on the team." On the 2019-2020 peer evaluations, highest agreement was noted on the statement "this student is able to act with honesty and integrity in relationships with other team members." A total of 81% of students felt that the IPE module was useful to their learning.

Improvement in the ICCAS and positive peer evaluations support a telehealth-based model for provision of IPE.

Improvement in the ICCAS and positive peer evaluations support a telehealth-based model for provision of IPE.

We implemented and evaluated communication and interprofessional socialization after a unique rotation between final year pharmacy students and medical residents.

Pharmacy students on an advanced pharmacy practice experience (APPE) in pediatric critical care completed a standard experience with (i.e. intervention group) or without (i.e. control group) a medical resident as part of the pharmacy team. The objectives of this study were to evaluate pharmacy student social phobia, communication apprehension, interprofessional socialization, value placed on interprofessional teams, and comfort interacting with a physician as a result of the APPE. Practicality and sustainability were also evaluated.

Forty-six students participated (28 control, 18 intervention). Both groups had similar baseline characteristics and measure scores. No changes were observed in social phobia or communication apprehension. Both control and intervention groups showed improved scores in interprofessional socialization and valuing. Scothis experience could be applied and studied in additional settings to assist in preparing practice ready pharmacists.

A novel teaching collaborative for acute care medicine advanced pharmacy practice experiences (APPEs) was formed by five faculty preceptors. The primary goal of the collaborative model was to ensure that acute care medicine APPEs provided students with opportunities to achieve Accreditation Council of Pharmacy Education Standards 2016, including strengthening students' ability to be practice- and team-ready.

The collaborative model included group discussions, video modules, patient cases, journal scans, and case presentations among student pharmacists completing an adult or pediatric acute care APPE. Anonymous, voluntary pre-/post-surveys were completed by a cohort of students who participated in the collaborative model from May 2018 to April 2019. Survey questions assessed student-perceived ability/confidence related to interprofessional (IP) relationships and decision-making skills for adult and pediatric patients, as well as value of activities.

From the cohort of 67 students, 54 pre-survey and 45 post-survey responses were obtained. Post-rotation, students showed an increase in confidence to practice pharmacy on an IP team (39% vs. 100%, P < .001). Significant increases were also found for therapeutic decision-making regarding antibiotics, anticoagulants, and pharmacokinetics for adult and pediatric patients. Among students completing the post-survey, video modules were the most valued component of the model.

A collaborative APPE model resulted in consistent increases in student-perceived ability and confidence related to care of adult and pediatric patients. This APPE model could be adapted within different care settings and pharmacy curricula.

A collaborative APPE model resulted in consistent increases in student-perceived ability and confidence related to care of adult and pediatric patients. This APPE model could be adapted within different care settings and pharmacy curricula.

The growth of electronic medical records (EMRs) has been a critical component of evolving pharmacy practice, catalyzed by foundational initiatives such as the HITECH Act in 2009. The objective of this study was to evaluate the usability and student perceptions of a novel, open-source, educational EMR (EdEMR) for integration in the PharmD program at the University of British Columbia (UBC).

Participants were PharmD students at UBC and had to complete a series of survey questions and EdEMR tasks including a Systems Usability Scale (SUS) evaluation. Task completion time, mouse clicks, SUS score, and 5-point Likert scale rankings of student opinions on the use of the EdEMR were collected.

Seven students successfully completed the study. Participants self-ranked themselves as novice EMR users who used EMRs a few times a week. The mean time to complete the tasks was 6 min, 42 seconds and was approximately double that of benchmark times (mean benchmark = 2 min, 20 seconds). The EdEMR scored within the upper quartile of SUS scores (mean = 83), indicating good usability. Participants identified that the EMR would most optimally be used for distance learning and case-based learning.

The EdEMR showed good usability as demonstrated by the successfully completed tasks and SUS score. Participants were receptive to the EdEMR's application as an online learning tool and for case-based learning. The EdEMR is an enticing, open-source tool currently available to all pharmacy programs and could further support online and remote teaching.

The EdEMR showed good usability as demonstrated by the successfully completed tasks and SUS score. Participants were receptive to the EdEMR's application as an online learning tool and for case-based learning. The EdEMR is an enticing, open-source tool currently available to all pharmacy programs and could further support online and remote teaching.