Your browser doesn't support javascript.
loading
Mostrar: 20 | 50 | 100
Resultados 1 - 20 de 51
Filtrar
Más filtros

Bases de datos
Tipo del documento
Intervalo de año de publicación
1.
Teach Sociol ; 52(4): 367-376, 2024 Oct.
Artículo en Inglés | MEDLINE | ID: mdl-39430419

RESUMEN

To what degree is explicit care/work policy taught in family courses in Canada's leading research-intensive universities? We analyze family courses in sociology departments and in political studies and women's/gender studies programs in Canada's 15 R1 universities to make a contribution to the scholarship of teaching and learning. This national scan marks a methodological innovation from curriculum studies that generally adopt a single-program or single-site focus. From a Canadian universe of 74 family courses, we identify 15 whose formal course calendar description explicitly addresses care/work family policy (measures to reconcile caring for young children with employment, through early learning and childcare, parental leaves, and child benefits). Sociology predominates among courses where family policy is taught, yet care/work policy content is not common. Given growing concerns about the care crisis and the care deficit in Canada, the low profile of care/work family policy content in family courses is significant. This study sheds light on the value of national postsecondary education curricular reviews and suggests that family curriculum renewal is warranted.

2.
BMC Med Educ ; 23(1): 674, 2023 Sep 18.
Artículo en Inglés | MEDLINE | ID: mdl-37723517

RESUMEN

INTRODUCTION: A teaching e-portfolio is used to organize the collation and presentation of documents about teaching for the development and evaluation of educators. The current study was aimed at describing teaching e-portfolio components at Shahid Sadoughi University of Medical Sciences. As well, we examined the performance and experience of educators in engaging in the teaching e-portfolio. MATERIALS AND METHODS: This study was conducted at Shahid Sadoughi University in 2018-2022 in three main stages: (1) Development of the teaching e-portfolio; (2) Implementing teaching e-portfolio, and evaluating teaching documentation quantitatively; and (3) Exploration of educators' experiences by a conventional content analysis introduced by Graneheim and Lundman. The teaching e-portfolio was developed from the perspective of the components, domains, and criteria of scholarship of teaching and learning. The teaching e-portfolio documented the educational activities of educators in 12 areas, including philosophy of education (1 activity), curriculum planning (4 activities), evaluation (7 activities), teaching and learning (1 activity), e-learning (1 activity), professional development in education (1 activity), scholarly activities (2 activities), mentoring and counseling (3 activities), educational leadership (2 activities), education research (6 activities), education reform project (1 activity), and production of scholarship of teaching and learning (13 activities). The educators recorded the documentation of educational activities in their teaching e-portfolio. Their documentation was reviewed by two peers. The reviewers delivered constructive feedback to improve the educators' performance. The quantitative performance of educators in different activities in teaching e-portfolio was examined by descriptive tests (frequency and percentage). The experiences of educators were explored by the conventional content analysis approach which was introduced by Graneheim and Lundman. RESULTS: In the present study, 148 educators registered in the teaching e-portfolio. A total of 1488 documents of educational activities were registered in the e-portfolio from 2018 to 2022, and 55.24% of the activities received feedback in the peer review process. The experience of participants was categorized into a theme "fear and hope in utilizing teaching e-portfolio". This theme consisted of three categories: "motivational roadmap for personal and professional development in the future", "concern about the consequences of continuous monitoring", and "restriction of resources and capability as resistance sources". CONCLUSION: The current study showed that the participation of educators in a teaching e-portfolio was at an acceptable level. Support systems and educational policies played an effective role in guiding educators to participate in educational development activities. The educators perceived the teaching e-portfolio as a two-faceted tool. Teaching e-portfolio can provide a road map for their personal and professional development to achieve excellent teaching. As well, the teaching e-portfolio was recognized as a tool for continuous performance monitoring and detection of the inefficiency of teaching quality activities. This perception, along with limited resources such as time, weak technological literacy, and difficulty in working with electronic devices and systems, led to resistance from educators to involve in teaching e-portfolio.


Asunto(s)
Documentación , Aprendizaje , Humanos , Escolaridad , Electrónica , Miedo
3.
BMC Med Educ ; 23(1): 691, 2023 Sep 22.
Artículo en Inglés | MEDLINE | ID: mdl-37740171

RESUMEN

INTRODUCTION: The Educational Scholar Program (ESP) is designed and implemented as a longitudinal and institution-based faculty development program. The present study aimed to assess the effect of the ESP on educators' capabilities to undertake SoTL activities associated with their scholar role. METHODS: This study was conducted from 2017 to 2022. The participants (n = 64) were educators in six schools of Shahid Sadoughi University of Medical Sciences. The ESP was a faculty development program that consisted of training and project-based stages. The educators experienced small-group learning, self-directed learning, and reflective assignments in the training stage. In the second stage, the educators completed a SoTL (Scholarship of Teaching and Learning) project. Learner-related outcomes based on Kirkpatrick model was assessed. The reaction of educators (satisfaction, active participation in the ESP, and the perception of mentoring sessions) was assessed by three questionnaires (Reaction level). The educators' learning was evaluated by modified essay questions and their project reports (Learning and Behavior levels). Outputs of the ESP including journal publications, abstracts presented at meetings or congresses, grant funding, awards in educational festivals, promotions, projects with ongoing implementation following the ESP, and conducting further SoTL projects after ESP were assessed quantitatively over two years after participating in the ESP (Results level). Data were summarized by descriptive statistics (mean, percentage, SD, 95% Confidence Interval (CI)). Cut-off scores of the instruments was calculated with a standard setting method which introduced by Cohen-Schotanus and Van DerVleuten. Data analyzed by One-sample t-test. RESULTS: Sixty-four of 72 (89%) educators completed the ESP. The mean (CI) satisfaction score of educators was 42 (CI: 26.92-58.28), the active participation was 92 (CI: 80.24-103.76). The scores of the mentoring assessment from the perspective of the educators were reported at 90 (CI: 78.24- 101.76). The mean (95%CI) learning scores in the essay examination were 88 (CI: 70.36- 105.64), and project assessment were 90 (CI: 78.24- 101.76). The results showed the educators' scores in reaction and learning significantly higher than the cut-off scores. (P < 0.05). Most projects were conducted in curriculum development and assessment/evaluation domains. The number of projects with ongoing implementation over the two years following the ESP and the acquisition of grants was higher than other outputs in the results level. CONCLUSION: The ESP, as an institute-based longitudinal program, enhanced the learner-related outcomes (in four levels of reaction, learning, behavior, and results). The creation of practical learning and supportive mechanisms influenced on the results. The outcomes of ESP indicated that the educators prepared to conduct SoTL activities in their educational community.


Asunto(s)
Aprendizaje , Tutoría , Humanos , Docentes , Escolaridad , Instituciones Académicas
4.
BMC Med Educ ; 23(1): 30, 2023 Jan 16.
Artículo en Inglés | MEDLINE | ID: mdl-36647074

RESUMEN

INTRODUCTION: The Educational Scholar Program (ESP) is a creative method to focus on the quality of education and the scholarship of education. This paper critically investigated how educational educators perceived the Educational Scholar Program. METHOD: The ESP was developed according to the project-based learning method. An interdisciplinary strategy was used by participating educators from different schools, including nursing, medicine, public health, dentistry, and pharmacy. (n = 27). Semi-structured interviews explored the experiences of the participants in the ESP. A conventional content analysis approach introduced by Graneheim and Lundman was used for data analysis. RESULTS: A theme of "a developmental pathway toward leadership for educational change" was explored into four categories: "Motivated for educational change," "collaborative learning through the application of knowledge," "tensions of change agent," and "a perceived responsibility of a change agent." CONCLUSION: The participants perceived the ESP as a platform for improving leadership capabilities for educational change through the Scholarship of Teaching and Learning (SoTL). Using the ESP as a faculty development program to train educational leadership for change is suggested.


Asunto(s)
Curriculum , Liderazgo , Humanos , Docentes , Escolaridad , Aprendizaje
5.
Occup Ther Health Care ; 37(4): 525-541, 2023 Oct.
Artículo en Inglés | MEDLINE | ID: mdl-35471997

RESUMEN

As older adults move out of their homes and into continuing care retirement communities (CCRCs), literature describes the phenomenon of "relocation stress system" wherein many have difficulty transitioning to their new environment. To help students understand and appreciate working with older adults in this environment, an intergenerational project and fieldwork experience was developed between third year occupational therapy doctoral students and residents living in a CCRC. Students met with their clients during the semester and presented findings in class. This experience emphasized concepts of therapeutic use of self-wellness, clinical reasoning, and delivering client-centered, occupation-based care.


Asunto(s)
Terapia Ocupacional , Humanos , Anciano , Ocupaciones , Estudiantes
6.
BMC Med Educ ; 22(1): 810, 2022 Nov 24.
Artículo en Inglés | MEDLINE | ID: mdl-36434645

RESUMEN

BACKGROUND: The Anatomy Education Research Institute (AERI) was held in Bloomington, Indiana in July of 2017. Previous research has shown that AERI was successful in meeting Kirkpatrick's first two levels of evaluation via positive initial reactions and learning gains identified at the end of AERI. This manuscript demonstrates continued success in Kirkpatrick levels two and three via six-month and thirty-month follow-up surveys and nine-month follow-up focus groups and interviews. METHODS: Quantitative analyses were completed using Microsoft Excel (2019) and SPSS version 26 while qualitative analyses were completed for both survey responses and focus groups/interviews using thematic analyses. RESULTS: Results demonstrate that the learning gains seen immediately post-AERI 2017 were sustained for all participants (accepted applicants and invited speakers). Qualitative results continued to demonstrate positive reactions to AERI 2017. Both quantitative and qualitative results demonstrated that the main obstacle to educational research for most participants is time, while collaboration, IRB, institutional roadblocks, and devaluing of educational research were also identified as obstacles. CONCLUSIONS: The research presented here indicates positive outcomes to Kirkpatrick Levels 1, 2, & 3 of evaluation following AERI 2017. However, substantial obstacles still exist for researchers in medical education. The need for a sustained community of practice for educational researchers was suggested as a potential buffer against these obstacles and multiple options for providing that community are discussed.


Asunto(s)
Educación Médica , Aprendizaje , Humanos , Escolaridad , Academias e Institutos , Grupos Focales
7.
Educ Health (Abingdon) ; 34(3): 101-104, 2021.
Artículo en Inglés | MEDLINE | ID: mdl-35488656

RESUMEN

Background: We analyze the University of British Columbia's Department of Political Science's first course on health, "Global Politics and Health," to determine whether one course could inform political science students to tackle health issues. The major concept was global public health is politics writ large, as determinants of health are rooted in economic and social power. Course objectives encouraged student agency in ameliorating population health status. Methods: We use three surveys, with qualitative and quantitative components, to assess interest and knowledge of public health issues, and determine whether student agency increased as the course progressed. Results: We confirmed that political science develops an excellent foundation for the analysis of issues related to global public health status. One course can stimulate curiosity in health issues. Unexpectedly, we discovered that students' greatest learning outcome integrated personal, interpersonal, and scholarly analyses of health issues. This provided an avenue for students outside of the health sciences to frame mental health, sexuality, and other stigmatized subjects within scholarly discourse. After the course, virtually all students had developed a sense of agency, hope, and tools to understand the roots of mental and physical health. Following case studies on various countries, students quickly grasped the significant impact of politics and economics on people's health. Discussion: We recommend that political science departments offer courses that focus on health for all alongside existing courses on healthcare systems' politics. Furthermore, departments of public health may benefit from including political science courses as core elements of their curriculum to assist graduates in navigating the highly politicized infrastructure of public health. Both disciplines stand to gain from this interdisciplinary opportunity-- in the service of better health for all.


Asunto(s)
Política , Salud Pública , Curriculum , Salud Global , Humanos
8.
Adv Exp Med Biol ; 1262: 217-237, 2020.
Artículo en Inglés | MEDLINE | ID: mdl-32613586

RESUMEN

Knowledge of the anatomy of the skull and its bones forms an important part of the understanding required for the study and practice of safe clinical dentistry. The use of serious games in healthcare education is well-documented, but there is comparatively little evidence for their use in dental education. Intrinsically integrated rewards are a game mechanic that can be motivational for serious game users. A research gap was identified in the delivery of skull anatomy education to dental undergraduate students via a serious game with intrinsically integrated rewards. A serious game, titled Visualisation Studio Sim, was developed with Unity, featuring three-dimensional models and assets designed and modified with 3ds Max and Instant Meshes. Two versions of the game were built, one with the addition of intrinsically integrated rewards and one without it, and the game versions were tested by a convenience sample to gather open-ended feedback on the usability and suitability of the game mechanic for dental undergraduate education. Feedback suggested that it was straightforward to interact with the skull models but that the rewards were not as well integrated into the flow and immersion of the game as intended, and the game might not have been as challenging as desired for the intended cohort warranting future refinements in these aspects.


Asunto(s)
Educación en Odontología , Cráneo , Estudiantes de Odontología , Juegos de Video , Educación en Odontología/métodos , Retroalimentación , Humanos , Motivación , Cráneo/anatomía & histología , Juegos de Video/normas
9.
J Vet Med Educ ; 47(4): 414-420, 2020 Jul.
Artículo en Inglés | MEDLINE | ID: mdl-31738686

RESUMEN

The natural progression of observation through inquiry to scholarship that is common to scientists is not well demonstrated among veterinary educators. One possible institutional barrier to promotion of education-related research among faculty is lack of a mechanism to demonstrate productivity and impact of scholarship of teaching and learning (SoTL) and hypothesis-driven research related to education. The h-index is one measure of research productivity. The h-index was calculated for individuals at one veterinary college and was compared between select North American schools of veterinary medicine to demonstrate baseline values for this kind of scholarship in this discipline. Use of standard search techniques using Google Scholar for citation count generated a slightly lower score than a more labor-intensive search and review of curricula vitae. The h-index across institutions ranged from 1 to 11, with a mean score of 6.0 (SD = 2.8). Five hundred forty-four education-related articles were published in 45 different journals; the primary sites of publication were the Journal of Veterinary Medical Education (JVME) and the Journal of the American Veterinary Medical Association.


Asunto(s)
Educación en Veterinaria , Animales , Docentes , Becas , Humanos , Aprendizaje , Universidades
11.
Med J Islam Repub Iran ; 32: 96, 2018.
Artículo en Inglés | MEDLINE | ID: mdl-31024863

RESUMEN

Background: Researchers have contributed to the definition of SoTL; however, the literature is not conclusive on its definitions and attributes. Therefore, this study was an attempt to precisely define SoTL by its attributes, antecedents and consequences. Methods: The Walker and Avant (2011) concept analysis method was used. Results: The 9 emerged attributes are: Committed engagement in action, Critique-based, Disciplinary, Context-oriented, Critical enquiry process, Continuous deep reflection, Dynamic process, Shared publicly, and Learning focused. Conclusion: This study helps promote understanding and application of SoTL.

12.
Adv Physiol Educ ; 40(2): 239-42, 2016 Jun.
Artículo en Inglés | MEDLINE | ID: mdl-27161815

RESUMEN

The American Physiological Society Teaching Section has developed a biennial Institute on Teaching and Learning (ITL) through the APS Conference Program. The first ITL was held in June 2014, and the second ITL will be in June 2016. A Physiology Education Community of Practice was created to help connect the institute participants and other physiology educators to share evidence-based teaching in physiology at all education levels and ideas for the Scholarship of Teaching and Learning and Discipline-Based Education Research in physiology. This editorial describes the origins and outcomes of the ITL and the advantages of joining the Physiology Education Community of Practice.


Asunto(s)
Congresos como Asunto , Fisiología/educación , Sociedades Médicas , Curriculum , Humanos , Maine , Estados Unidos
13.
Int J Ther Massage Bodywork ; 17(3): 1-4, 2024 Sep.
Artículo en Inglés | MEDLINE | ID: mdl-39267899

RESUMEN

This editorial is the final in a three-part series discussing the pillars of the International Journal of Therapeutic Massage a nd Bodywork: research, practice, and education. Highlighting the need for scholarly discourse, this piece aims to inspire therapeutic massage and bodywork (TMB) educators to share their creative approaches to educational matters. The author advocates for a united effort to share knowledge and practices that will enrich TMB education and, ultimately, professional practice.

14.
Basic Clin Pharmacol Toxicol ; 134(1): 107-115, 2024 Jan.
Artículo en Inglés | MEDLINE | ID: mdl-37818667

RESUMEN

Deprescribing is the planned and supervised reduction or discontinuation of medications that may be causing harm or are no longer benefiting a patient. The need for deprescribing to be a routine part of patient care is essential with an aging population and the rising prevalence of polypharmacy, which has been associated with increased adverse outcomes such as falls, hospitalizations and mortality. Deprescribing is a complex intervention that requires collaboration between the patient, caregivers and healthcare providers to adequately support all involved, as well as to ensure medications are not restarted in error. The objective of this article is to describe the stepwise approach to planning and ongoing development of an online, interprofessional deprescribing education programme for healthcare providers and students with the goal of enhancing deprescribing practice. There were four main planning and development components: (1) a needs assessment to provide guidance on programme design, development and delivery; (2) a consultative programme planning process with an advisory group of stakeholders and patient partners to inform programme learning outcomes and content; (3) a core development team for the creation of programme content; and (4) planning for programme evaluation. Based on the stepwise and consultative process, programme outcomes were identified, and five modules were developed.


Asunto(s)
Deprescripciones , Humanos , Anciano , Personal de Salud , Envejecimiento
15.
Med Educ Online ; 29(1): 2336332, 2024 Dec 31.
Artículo en Inglés | MEDLINE | ID: mdl-38560892

RESUMEN

BACKGROUND: The scholarship of teaching and learning (SoTL) is a field of academic research that focuses on improving learning through reflective and informed teaching. Currently, most SoTL-related work is faculty-driven; however, student involvement in SoTL has been shown to benefit both learners and educators. Our study aims to develop a framework for increasing medical students' interest, confidence, and engagement in SoTL. METHODS: A student-led SoTL interest group was developed and a year-round program of SoTL was designed and delivered by student leaders of the group under the guidance of a faculty advisor. Individual post-session surveys were administered to evaluate participants' perceptions of each session. Pre- and post-program surveys were administered to evaluate the program impact. RESULTS: The year-round SoTL program consistently attracted the participation of medical students and faculty. Survey responses indicated strong medical student interest in the program and positive impact of the program. Increased interest and confidence in medical education research were reported by the student participants. The program design provided opportunities for student participants to network and receive ongoing feedback about medical education research they were interested or involved in. CONCLUSION: Our study provides insights for developing a framework that other institutions can reference and build upon to educate and engage students in SoTL.


Asunto(s)
Estudiantes de Medicina , Humanos , Becas , Aprendizaje , Docentes , Retroalimentación , Enseñanza , Curriculum
16.
Poult Sci ; 102(1): 102234, 2023 Jan.
Artículo en Inglés | MEDLINE | ID: mdl-36459956

RESUMEN

The Scholarship of Teaching and Learning, also referred to as SOTL, provides a framework for instructors to evaluate student learning and use evidence to determine pedagogical changes in the classroom. Engagement in SOTL challenges scholars to ask questions about their teaching practices and share with a larger community of practice. Examples of this include manuscript submissions to peer-reviewed journals, presenting abstracts at conferences, and other outlets that allow scholars to disseminate their findings. SOTL practices can be applied within an individual classroom or across a curriculum. Additionally, the promotion and tenure process at many institutions of higher education are highly recommending that faculty demonstrate impact on student learning. This symposium, presented at the 2022 Poultry Science Association Annual Meeting, highlighted best practices in SOTL, implementation of SOTL programming, and discussed using SOTL as a tool to evaluate teaching effectiveness. Poultry and animal science educators shared their experiences with implementing SOTL in their classroom and the benefits to students. From this symposium, we can conclude that there are multiple ways to document teaching excellence and conduct SOTL projects. This is of interest to educators implementing scholarly teaching in their classrooms.


Asunto(s)
Docentes , Aprendizaje , Enseñanza , Animales , Humanos , Curriculum , Aves de Corral
17.
Am J Pharm Educ ; 87(6): 100064, 2023 06.
Artículo en Inglés | MEDLINE | ID: mdl-37316139

RESUMEN

OBJECTIVES: The objectives of this scoping review are to (1) describe the available literature regarding the utility of the debate-style journal club for health professional learners on literature evaluation skills and (2) report the themes found within debate-style journal club research and assessments in the context of professional education. FINDINGS: A total of 27 articles written in the English language were included in this scoping review. Published evaluations of debate-style journal clubs have been predominantly based in the pharmacy profession (48%, n = 13), but are reported in other health professions, such as medicine (22%, n = 6), dentistry (15%, n = 4), nursing (7%, n = 2), occupational therapy (4%, n = 1), and physical therapy (4%, n = 1), as well. The skills assessed in these studies often included critical literature evaluation, application of literature to patient care, critical thinking, knowledge retention, use of supporting literature, and debate-specific skills. Learners typically reported better understanding and application of the literature, and enjoying the experience more than traditional journal clubs, but note the increased assessor and learner time requirement for debating. Pharmacy learner-specific articles more often utilized a traditional, team-based debate format, incorporated grading rubrics for skill assessment and debate performance, and included a grading component for the debate in the course. SUMMARY: Debate-style journal clubs are well-received by learners but require an additional time commitment. Debate platforms, format, rubric use and validation, and outcome assessment vary across published reports.


Asunto(s)
Educación en Farmacia , Medicina , Humanos , Empleos en Salud , Personal de Salud , Conocimiento
18.
Transl Anim Sci ; 6(2): txac033, 2022 Apr.
Artículo en Inglés | MEDLINE | ID: mdl-35449590

RESUMEN

Animal science students need to apply the knowledge acquired during their degree program to real-life scenarios in future careers. Little to no research exists evaluating the effects of case-based (CB; material presented as a case study) and lecture-based (LB; material presented as a lecture) teaching in animal science in higher education. The objectives of this study were to determine the effects of CB and LB teaching methods on student performance and to assess students' attitudes toward CB and LB teaching methods in a senior dairy cattle management course. A cross-over study design was conducted over two course modules (1 = "calf health" and 2 = "lameness") with a washout period of 2 wk. Students (n = 25) were randomly assigned to CB or to LB in module 1 and received the other method in module 2. Students completed a pre- and post-quiz in each module that consisted of 10 multiple-choice questions and 3 short-answer questions. Three separate linear mixed regression models were used to assess the effect of teaching method (CB or LB; predictor) on three different continuous outcomes for student performance: change (post-score - pre-score) in short-answer quiz scores, change in multiple-choice quiz scores, and the change in total quiz scores. Students completed an attitude assessment after each module that consisted of 8 Likert-scale statements and 2 free-response questions. Data were deidentified, and two researchers blinded to students' CB or LB status analyzed free responses to identify themes. A logistic regression, which controlled for module and included student as a repeated measure, was used to determine if the proportion of students who agreed (outcome: yes/no) with each Likert-scale statement was different between CB and LB. There was a tendency for CB teaching methods to improve change in multiple-choice quiz scores (P = 0.06). The change in total quiz scores and the change in short-answer quiz scores did not differ between CB and LB groups (P > 0.1). For the survey statements "I enjoyed the teaching method used in this module" and "I wish this teaching method was utilized in more of my classes," more students in LB agreed than in CB (P < 0.05). The themes preference, perceived benefits, and perceived drawbacks were mentioned in 80%, 44%, and 28% of CB comments, and in 84%, 40%, and 18% of LB comments, respectively, and suggest that students enjoy case studies but prefer to receive information via lecture first.

19.
Anat Sci Educ ; 15(5): 970-979, 2022 Aug.
Artículo en Inglés | MEDLINE | ID: mdl-35892188

RESUMEN

The study of anatomy is a team-driven field in which anatomy instruction occurs in small groups in the laboratory with one faculty member guiding students through each anatomical region. One laboratory experience may include several small group instructors in one simultaneous learning session. In comparison, the education of future gross anatomists often happens in an apprenticeship model, where the optimal learning outcomes are met through training with an experienced mentor. It was the vision of the authors to further their education through initiating an inter-institutional exchange to apprentice with innovative mentors in order to bring new ideas back to their own gross anatomy courses. The Southeastern Conference, a consortium of the Universities in the Southern region of the United States often associated with intercollegiate sports, has a host of academic initiatives in addition to the athletic emphasis. The Southeastern Conference Faculty Travel Program is one mechanism by which the organization promotes scholarly excellence. In this case, the Faculty Travel Program provided a way for authors from the University of Kentucky to visit a nearby institution, Vanderbilt University, and learn from like-minded anatomy educators, with the goal of incorporating changes in their courses geared toward quality improvement. After this implementation, positive themes emerged in the student feedback on course evaluations. However, the collaboration was interrupted by the onset of the Covid-19 pandemic. This article examines the strengths of interinstitutional apprenticeship and the benefits of such practices in a time of accelerated change in anatomical instruction.


Asunto(s)
Anatomistas , Anatomía , COVID-19 , Anatomía/educación , Humanos , Pandemias , Mejoramiento de la Calidad , Enseñanza
20.
Innov Pharm ; 12(4)2021.
Artículo en Inglés | MEDLINE | ID: mdl-36033115

RESUMEN

Introduction: The purpose of this mixed-methods study was to evaluate an interprofessional academic-practice partnership in end of life care by examining patient medication outcomes, the contributions of student pharmacists and a pharmacy preceptor to care teams, and student learning experiences. Methods: Retrospective chart review assessed polypharmacy differences in hospice patients with a primary terminal diagnosis of non-Alzheimer's dementia between two patient groups; Group 1 managed on interprofessional care teams within the pharmacy partnership, and Group 2, managed on teams without a pharmacist. Team members who interacted with student pharmacists and the pharmacy preceptor participated in semi-structured key informant interviews to document perceptions of pharmacy contributions to care teams and the organization. At the end of their APPE, students completed reflective writings regarding their learning. Results: Patients in Group 1 were on statistically significant fewer medications than Group 2 at both week 4 and weeks 7-12 following admission. Five conceptual themes emerged from interviews: pharmacists as team medication experts, improved patient outcomes, interprofessional collaboration, patient/caregiver trust in medication regimens, and desire for sustainability. Student reflections included the following learning themes: teamwork, respect, value, and patient-centered care. Conclusions: The addition of a pharmacist on interprofessional care teams decreased the average number of medications in the non-Alzheimer's end of life patient population. Team members identified value-added contributions of student pharmacists and the pharmacy preceptor that enhanced team efficiency and patient care. Student pharmacists recognized these contributions and the experience served as an exemplar of interprofessional practice.

SELECCIÓN DE REFERENCIAS
DETALLE DE LA BÚSQUEDA