[Integrative Medicine in Chile: Towards a more global vision of people's health]. / Medicina Integrativa en Chile: Hacia una visión más global de la salud de las personas.

The World Health Organization has defined health as a state of complete physical, mental and social well-being, not just the absence of disease. Integrative medicine considers the articulation of different medical practices and systems such as mind-body therapies, manual therapies, energy medicine, whole systems and healthy lifestyles, allowing focusing on the cause of diseases and giving concrete tools to focus on the person rather than just the disease. In Chile, the Ministry of Health proposed incorporating alternative and complementary medicines through Decree 42, regulating them as auxiliary to traditional care, the conditions of practice for the exercise of acupuncture, homeopathy, and naturopathy. There are multiple barriers to implementing integrative medicine units, such as the perception that they are expensive and ineffective and, frequently, the resistance of health teams. For its advancement, it is essential to gradually incorporate this discipline in health careers curricula, agree on taxonomies and outcomes, and maintain sight that the core of health care is at the primary level. It is also necessary to generate evidence on the use of integrative medicine, especially at the local level, incorporating its practice more routinely and reporting on its potential adverse effects.

Phenolic Composition, Antioxidant Capacity, and α-Glucosidase Inhibition of Boiled Green Beans and Leaves from Chilean Phaseolus vulgaris.

The tender green pods of the common bean (Phaseolus vulgaris L.) are marketed fresh, frozen or canned. The main bean accessions cultivated for green pods in central Chile are Arroz, Magnum, Peumo and the introduced Malibú. Little is known about the identity of phenolics in the processed pods or in the boiled bean leaves. Raw leaves from Chilean bean landraces showed a strong inhibition towards the enzyme α-glucosidase, associated with flavonoids and caffeoyl malic acid content. The aim of this work was to assess the phenolic composition, antioxidant capacity and activity towards α-glucosidase of boiled leaves and green pods from selected bean landraces. The study was performed with four green pods samples and six leaf accessions, respectively. The leaves included the continuous growth bean Ñuño (red seed and black seed). Antioxidant capacity and inhibition of α-glucosidase were measured. The main phenolics were identified by comparison with standards and were quantified using calibration curves. The extracts of most boiled green pods inhibited α-glucosidase while the leaves were inactive. The content of phenolics in the boiled pods is low, with rutin and quercetin 3-O-glucuronide as the main constituents. In boiled leaves, the main phenolics were quercetin 3-O-glucuronide and kaempferol 3-O-glucuronide. The main flavonoids and caffeoyl malic acid in leaves decreased after boiling. Boiling affected the phenolic profile, reducing antioxidant capacity and glucosidase inhibition, highlighting the importance of characterizing foods as they are ingested.

[Medical education and well-being: orientations towards the implementation of a positive teaching]. / Educación médica y bienestar: orientaciones para el desarrollo de una educación médica positiva.

The transition to and through college can affect the mental health of college students. The situation in medical students is particularly worrisome, considering that they have high rates of psychopathology. These mental health problems can be associated with worse academic and professional outcomes and worse patient care. In this scenario, it is relevant to look at how this problem can be addressed considering variables of both mental health and educational systems in medicine. Therefore, initiatives to promote well-being during the career are proposed. The importance of well-being at an institutional level should be defined. Also, the foundations of learning neurosciences from the point of view of well-being should be incorporated. Considering that well-being goes beyond the absence of discomfort, the role of educational environment both in learning and in mental health should be recognized. Proven effective interventions should be incorporated. It must be considered that not every initiative linked to well-being is necessarily positive and that discomfort to a certain extent can be exploited educatively as well. The well-being of medical students is a complex, dynamic and multidimensional issue. These principles are orientations for different actors of the educational process, to define how they will approach this problem in their contexts.

[Healthy lifestyles in times of pandemic]. / Estilos de vida saludables: una ampliación de la mirada y su potencial en el marco de la pandemia.

SARS-CoV-2 pandemic generated a profound impact on people's health, emphasizing the relevance of healthy lifestyles. Recommendations on how to maintain adequate physical activity, diet, sleep and social connection have been issued. However, it is worth expanding our look to other possible elements related to lifestyles such as the relationship with technology, nature, pets and music. These areas should be included in the assessment and intervention from this perspective. To achieve changes, the values, beliefs, intentions, motivations, risk/benefit balances, capacity for self-regulation, previous history of changes and the person's sense of competence in relation to the possible changes that are being suggested, should be assessed. Individualized and contextualized suggestions that increase the intention of change should be made, avoiding confrontation and generalizations. Although there are still areas of uncertainty in this approach, particularly in relation to dosage and mechanisms of action, its development should be encouraged, given its great potential in terms of cost-effectiveness.

An Update on the Progress Toward Gender Equity in US Academic Pharmacy.

Objective. To evaluate the status of gender equity in US pharmacy education since the two previous publications on the topic in 2004 and 2014.Methods. Data were gathered from existing national databases, internal American Association of Colleges of Pharmacy (AACP) databases, AACP meeting minutes, published reports, scholarly articles, pharmacy association websites, individual school websites, and LinkedIn profiles. Differences between men and women were evaluated on degree completion, discipline, rank, tenure status, research, leadership development, leadership positions, salaries, and professional awards. Comparisons were also made to academic medicine and dentistry.Results. Fifty-one percent of full-time faculty members across all academic pharmacy disciplines are women. The percentage of women at the rank of professor was 36.6%, compared to 25% in 2014. Of the 2992 tenured or tenure track pharmacy faculty, 39.2% were women. Out of 388 department chairs, 146 were women. Throughout 2014-2021, there were 121 chief executive officer (CEO) dean permanent appointments, with men holding 91 (75.2%) and women holding 30 (24.8%). Women received 29.7% of the National Institutes of Health grants awarded to pharmacy schools compared to men (70.3%), although women's funding amount was higher. In both the pharmacy practice discipline and all sciences disciplines, the total salary across all ranks and years in rank was significantly higher for men than women, even for department chairs, but there were no differences for CEO deans. To date, women have received 13% of four national pharmacy organizations' top 13 awards.Conclusion. Since 2014, some achievement gaps have narrowed, but areas of concern still exist and need continued attention and resources so inequities can be eliminated. Women in academic pharmacy need mentoring and support to extend throughout the trajectory of their careers in areas such as academic advancement, grant applications, salary negotiation, leadership pursuit, and award applications.

Medicina Integrativa en Chile: Hacia una visión más global de la salud de las personas / Integrative Medicine in Chile: Towards a more global vision of people's health

La Organización Mundial de la Salud ha definido salud como un estado de completo bienestar físico, mental y social, no solo como la ausencia de enfermedad. La medicina integrativa considera la articulación de diferentes prácticas y sistemas médicos, como las terapias mente-cuerpo, las terapias manuales, la medicina energética, los sistemas completos y los estilos de vida saludables, que permite ampliar la comprensión de los procesos de salud y enfermedad, junto con dar herramientas concretas en este abordaje, centrado en la persona más que en la enfermedad. En Chile, el Ministerio de Salud planteó la incorporación de las medicinas alternativas y complementarias a través del decreto 42, reglamentándolas como auxiliares a la atención tradicional, normando las condiciones de los recintos donde se realizan y regulando hasta el momento el ejercicio de la acupuntura, la homeopatía y la naturopatía. Existen múltiples barreras para la implementación de unidades de medicina integrativa, como la percepción de que son costosas, poco efectivas y que muchas veces existe resistencia por parte de los equipos de salud. Para su avance es importante ir incorporando la disciplina en los currículums de las carreras de la salud, el consensuar taxonomías y resultados a evaluar, no perder de vista que el tronco de la atención en salud se encuentra en la atención primaria y generar un mayor desarrollo de la evidencia asociada a su uso, sobre todo a nivel local, incorporando de manera más rutinaria el informar también sobre sus potenciales efectos adversos.

The World Health Organization has defined health as a state of complete physical, mental and social well-being, not just the absence of disease. Integrative medicine considers the articulation of different medical practices and systems such as mind-body therapies, manual therapies, energy medicine, whole systems and healthy lifestyles, allowing focusing on the cause of diseases and giving concrete tools to focus on the person rather than just the disease. In Chile, the Ministry of Health proposed incorporating alternative and complementary medicines through Decree 42, regulating them as auxiliary to traditional care, the conditions of practice for the exercise of acupuncture, homeopathy, and naturopathy. There are multiple barriers to implementing integrative medicine units, such as the perception that they are expensive and ineffective and, frequently, the resistance of health teams. For its advancement, it is essential to gradually incorporate this discipline in health careers curricula, agree on taxonomies and outcomes, and maintain sight that the core of health care is at the primary level. It is also necessary to generate evidence on the use of integrative medicine, especially at the local level, incorporating its practice more routinely and reporting on its potential adverse effects.

The Report of the 2017-2018 Professional Affairs Standing Committee: The Development of the Preceptor Self-Assessment Tool for Entrustable Professional Activities for New Graduates.

The 2017-2018 AACP Professional Affairs Committee addressed the charges of (1) developing a self-reflection/self-assessment tool for pharmacy faculty and preceptors to allow them to assess their capability and confidence with Center for the Advancement of Pharmacy Education (CAPE) Educational Outcomes, the Pharmacists' Patient Care Process (PPCP), and the Entrustable Professional Activities (EPAs) for New Pharmacy Graduates and (2) creation of a plan for AACP to utilize in the development of preceptor continuing education and training programs. This report describes the framework, rationale and process for the development of the Preceptor Self-Assessment Tool for Entrustable Professional Activities for New Pharmacy Graduates (PSAE Tool), the pre-test for the PSAE tool, and the online pilot test and its results for the PSAE Tool. The committee provides recommendations for AACP in the continued development and distribution of the PSAE Tool to the schools of pharmacy. Considerations for AACP and the schools of pharmacy to consider in the continuing professional development (CPD) for all preceptors are also discussed. The committee provides a policy statement, adopted by the AACP House of Delegates, regarding the commitment of AACP regarding the CPD for all preceptors. The committee also provides several recommendations to AACP and suggestions to schools of pharmacy and other stakeholder groups pertaining to the committee charges.

Report of the 2016-17 Academic Affairs Standing Committee: Entrustable Professional Activities Implementation Roadmap.

The purpose of this report is to: 1) Identify linkages across the EPA statements, Center for the Advancement of Pharmacy Education 2013 Educational Outcomes (CAPE 2013) and the Joint Commission of Pharmacy Practitioners' Pharmacist Patient Care Process (PPCP); 2) Provide ways EPA statements can be used to communicate core skills that are part of the entry-level pharmacist identity; 3) Suggest a potential roadmap for AACP members on how to implement EPA statements.

Educación médica y bienestar: orientaciones para el desarrollo de una educación médica positiva / Medical education and well-being: orientations towards the implementation of a positive teaching

The transition to and through college can affect the mental health of college students. The situation in medical students is particularly worrisome, considering that they have high rates of psychopathology. These mental health problems can be associated with worse academic and professional outcomes and worse patient care. In this scenario, it is relevant to look at how this problem can be addressed considering variables of both mental health and educational systems in medicine. Therefore, initiatives to promote well-being during the career are proposed. The importance of well-being at an institutional level should be defined. Also, the foundations of learning neurosciences from the point of view of well-being should be incorporated. Considering that well-being goes beyond the absence of discomfort, the role of educational environment both in learning and in mental health should be recognized. Proven effective interventions should be incorporated. It must be considered that not every initiative linked to well-being is necessarily positive and that discomfort to a certain extent can be exploited educatively as well. The well-being of medical students is a complex, dynamic and multidimensional issue. These principles are orientations for different actors of the educational process, to define how they will approach this problem in their contexts.

Estilos de vida saludables: una ampliación de la mirada y su potencial en el marco de la pandemia

SARS-CoV-2 pandemic generated a profound impact on people's health, emphasizing the relevance of healthy lifestyles. Recommendations on how to maintain adequate physical activity, diet, sleep and social connection have been issued. However, it is worth expanding our look to other possible elements related to lifestyles such as the relationship with technology, nature, pets and music. These areas should be included in the assessment and intervention from this perspective. To achieve changes, the values, beliefs, intentions, motivations, risk/benefit balances, capacity for self-regulation, previous history of changes and the person's sense of competence in relation to the possible changes that are being suggested, should be assessed. Individualized and contextualized suggestions that increase the intention of change should be made, avoiding confrontation and generalizations. Although there are still areas of uncertainty in this approach, particularly in relation to dosage and mechanisms of action, its development should be encouraged, given its great potential in terms of cost-effectiveness.

The status of women in US academic pharmacy.

OBJECTIVE: To describe the status of women in pharmacy education with particular focus on a 10-year update of a previous study. METHODS: Information was obtained from national databases, published reports, scholarly articles, and association websites. Comparisons were made between men and women regarding degree completion, rank, tenure status, leadership positions, research awards, salaries, and career advancement. RESULTS: There have been modest gains in the number of women serving as department chairs and deans. Salary disparities were found between men and women at several ranks within pharmacy practice. Men were more apt to be tenured or in tenure-track positions and received 89.4% of the national achievement awards tracked since 1981. CONCLUSION: The problem cannot be simply attributed to the pipeline of those entering academia. Barriers to advancement differ between men and women. We recommend that individuals, institutions, and associations implement strategies to decrease barriers and reduce bias against women.

Center for the Advancement of Pharmacy Education 2013 educational outcomes.

An initiative of the Center for the Advancement of Pharmacy Education (formerly the Center for the Advancement of Pharmaceutical Education) (CAPE), the CAPE Educational Outcomes are intended to be the target toward which the evolving pharmacy curriculum should be aimed. Their development was guided by an advisory panel composed of educators and practitioners nominated for participation by practitioner organizations. CAPE 2013 represents the fourth iteration of the Educational Outcomes, preceded by CAPE 1992, CAPE 1998 and CAPE 2004 respectively. The CAPE 2013 Educational Outcomes were released at the AACP July 2013 Annual meeting and have been revised to include 4 broad domains, 15 subdomains, and example learning objectives.

A 20-year perspective on preparation strategies and career planning of pharmacy deans.

OBJECTIVE: To provide a longitudinal description of the variety of career paths and preparation strategies of pharmacy deans. METHODS: A descriptive cross-sectional study design using survey research methodology was used. Chief executive officer (CEO) deans at every full and associate member institution of the American Association of Colleges of Pharmacy (AACP) in the United States as of May 1, 2009, were potential subjects. RESULTS: The database housed 90.3% (N = 93) of all current (excluding interim/acting) CEO deans. Of the 4 cohorts across time (1991, 1996, 2002, and 2009 snapshots), the 2009 cohort had the highest percentage of deans following either the hierarchical or nontraditional career paths. CONCLUSIONS: Deans named since 2002 have spent less time collectively in the professoriate than cohorts before them. One reason for this is the increase in the number of deans that followed nontraditional career paths and who spent little or no time in the professoriate prior to their first deanship. This also could be due to the increased demand for individuals to serve as dean due to retirements and the creation of new institutions.

Best practices for survey research reports revisited: implications of target population, probability sampling, and response rate.

Several papers have been published recently in the Journal addressing "best practices" for survey research manuscripts. This paper explores in more detail the effects of the target population size on sample size determination, probability sampling versus census approaches, and response rates and the relationship to potential nonresponse bias. Survey research is a complex methodology requiring expertise in the planning, execution, and analytic stages.

The impact of advanced pharmacy practice experiences on students' readiness for self-directed learning.

OBJECTIVE: To evaluate the impact of advanced pharmacy practice experiences (APPEs) on doctor of pharmacy (PharmD) students' readiness for self-directed learning. METHODS: The Self-Directed Learning Readiness Scale (SDLRS) was administered to students prior to and after completing their APPEs. SDLRS is a validated instrument that determines the relative degree to which students have the attitudes and motivation to engage in self-directed learning. RESULTS: Seventy-seven (64%) students completed the SDLRS prior to starting their APPEs and 80 (67%) students completed the instrument after completing their APPEs. Forty-six (38%) students completed both. Prior to starting their APPEs, 74% of students scored greater than 150 on the SDLRS, indicating a high level of readiness for self-directed learning. No significant difference was found between the mean scores of students who took the SDLRS both prior to (159 +/- 20) and after completing their APPEs (159 +/- 24; p > 0.05). CONCLUSION: Students at our institution appear to be ready for self-directed learning but APPEs had a minimal impact on their readiness for self-directed learning.

Progress examinations in pharmacy education.

Interest in the use of the progress examination has grown in the current culture of accountability in higher education. The Accreditation Council for Pharmacy Education's (ACPE's) Standards 2007 calls for comprehensive, knowledge- and performance-based examinations as part of a school or college of pharmacy's evaluation and assessment of student learning. Progress examinations have been used primarily in medical education. The purpose of this paper is to provide a brief overview of the literature on progress examinations and considerations for their potential use within an effective assessment plan.