A scoping review of the questionnaires used for the assessment of the perception of undergraduate students of the learning environment in healthcare professions education programs.

The learning environment (LE) includes social interactions, organizational culture, structures, and physical and virtual spaces that influence the learning experiences of students. Despite numerous studies exploring the perception of healthcare professional students (HCPS) of their LE, the validity evidence of the utilized questionnaires remains unclear. This scoping review aimed to identify questionnaires used to examine the perception of undergraduate HCPS of their LE and to assess their validity evidence. Five key concepts were used: (1) higher education; (2) questionnaire; (3) LE; (4) perception; and (5) health professions (HP). PubMed, ERIC, ProQuest, and Cochrane databases were searched for studies developing or adapting questionnaires to examine LE. This review employed the APERA standards of validity evidence and Beckman et al. (J Gen Intern Med 20:1159-1164, 2005) interpretation of these standards according to 5 categories: content, internal structure, response process, relation to other variables, and consequences. Out of 41 questionnaires included in this review, the analysis revealed a predominant emphasis on content and internal structure categories. However, less than 10% of the included questionnaires provided information in relation to other variables, consequences, and response process categories. Most of the identified questionnaires received extensive coverage in the fields of medicine and nursing, followed by dentistry. This review identified diverse questionnaires utilized for examining the perception of students of their LE across different HPs. Given the limited validity evidence for existing questionnaires, future research should prioritize the development and validation of psychometric measures. This will ultimately ensure sound and evidence-based quality improvement measures of the LE in HP education programs.

Clinical pharmacists' interventions for preventing adverse events in critically ill neonates in Qatar: an economic impact analysis.

Objective: This study aimed to assess the overall economic impact of clinical pharmacist interventions in the neonatal ICU (NICU) in Qatar. Methods: A retrospective review of neonates' records was performed over a 3-month duration in the NICU of Qatar to determine the total economic benefit of clinical pharmacist interventions. The total benefit of interventions was calculated by considering the cost avoidance due to preventable adverse drug events (ADEs) and the cost savings associated with the revised resource use due to interventions. Sensitivity analyses were conducted to ensure the robustness and generalizability of the results. Results: A total of 513 interventions were analyzed, involving 150 neonates. Most of the drug-related problems were related to therapy dosing, followed by drug choice appropriateness, the addition of prophylactic treatment, and administration frequency. The overall annual benefit was estimated at QAR 4,178,352 (1,147,584), which consisted of cost avoidance of QAR 1,050,680 (USD 288,648) and an overall cost saving of QAR -6091 (USD -1673). Conclusions: While the clinical pharmacist interventions led to increased resource utilisation and associated costs, when considering the avoided costs of ADEs, the overall clinical pharmacist practices in the NICU setting were economically beneficial.

Examining Pharmacy Alumni's Perceptions of Job Satisfaction, Achievements, and Preparedness: A Mixed-Methods Study.

OBJECTIVES: There is a scarcity of research that holistically explores pharmacy alumni's employment experience and their professional performance. Job satisfaction is linked to professionals' productivity and their educational preparedness. This study aimed to explore the professional experiences of the College of Pharmacy-Qatar University alumni. METHODS: A convergent mixed-methods design was utilized to examine the alumni's perceptions of job satisfaction, achievements in the workplace, and preparedness for practice through both quantitative and qualitative approaches. This study involved the administration of a pre-tested online questionnaire among all alumni (n = 214) and the conduction of 7 focus groups of which the participants were selected from a heterogeneous purposive sample (n = 87). Herzberg's motivation-hygiene theory was applied in both approaches. RESULTS: One hundred thirty-six alumni completed the questionnaire (response rate = 63.6%), and 40 alumni attended the focus groups. A good level of job satisfaction was shown (median score = 30 [IQR = 12], [out of 48]). Sources of job satisfaction and dissatisfaction were recognition and limited opportunities for professional growth, respectively. Also, good satisfaction was revealed (median score = 20 [IQR = 21], [out of 56]) with the alumni's ability to attain several achievements (eg, developing pharmacy-related services), which allowed for career success. Moreover, fair agreement concerning the adequacy of the preparedness for practice was indicated (eg, being care providers) (mean = 37 [SD = 7.5], [out of 52]). However, certain aspects, such as the enhancement of non-clinical knowledge, warranted further improvement. CONCLUSION: Overall, pharmacy alumni had positive perceptions of their professional experiences. However, alumni's excellence in different pharmacy career prospects needs to be supported throughout their learning experience.