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Artigo em Inglês | MEDLINE | ID: mdl-34462216


BACKGROUND: On December 7, 2020, the Acting Commissioner of the Connecticut Department of Public Health (DPH) issued an order authorizing eligible health professionals to administer coronavirus disease (COVID-19) vaccines provided they complete a vaccination training program. The University of Connecticut (UConn) School of Pharmacy was approached to collaborate with DPH to create a certification program to meet the needs of this order. OBJECTIVES: To use a unique, pharmacist-led practice model to increase the number of competent vaccinators to administer the COVID-19 vaccine and to reduce vaccine hesitancy with timely vaccine information. PRACTICE DESCRIPTION: A didactic and in-person training program was developed, with an evaluation completed by a vaccination-certified pharmacist. In addition, faculty members, staff, and students developed short videos answering questions about COVID-19 vaccines. PRACTICE INNOVATION: We are aware of no other such programs using pharmacists and student pharmacists as primary creators of training and certification of health professionals to administer the COVID-19 vaccine. EVALUATION METHODS: Success was gauged by the rapid increase in the number of eligible health professionals who completed the developed training program and became certified as COVID-19 vaccinators. When addressing vaccine hesitancy, success was defined by the number of videos created and the number of views and likes the videos received. RESULTS: As of April 30, 2021, 1834 health professionals registered to administer the COVID-19 vaccine. A total of 1195 (65%) participants completed the online training developed by pharmacists, and 872 participants (48%) attended pharmacist-led, in-person competencies. As of July 29, 2021, efforts resulted in 14,972 views and 257 "Likes" for 79 videos promoted through social media platforms. CONCLUSION: A partnership between the Connecticut DPH and the UConn School of Pharmacy allowed the rapid increase in capacity to administer the COVID-19 vaccine to citizens of Connecticut. Patients are receptive to accessing health information that pharmacists create on social media.

Curr Pharm Teach Learn ; 13(7): 739-742, 2021 07.
Artigo em Inglês | MEDLINE | ID: mdl-34074500


INTRODUCTION: One of the challenges of pharmacy schools worldwide is the need to link theoretical training with the mastery of practical skills. A virtual pharmacy simulation, MyDispense, developed by the Faculty of Pharmacy and Pharmaceutical Sciences at Monash University, enables students to practice the skills of a professional pharmacist, from novice to highly advanced, in a safe virtual environment that is web-based and highly accessible. The free online simulation allows students to undertake scenarios where patients can present with prescription or self-care requirements, and are also challenged with validation tasks requiring them to check the work of virtual colleagues for accuracy, legality, and medicine safety. COMMENTARY: This commentary describes the use of a virtual simulation, MyDispense, in enhancing didactic instruction, complementing experiential education, and the challenges of the virtual simulation to pharmacy educators. MyDispense is now deployed to 186 schools of pharmacy across 34 countries to over 25,000 students worldwide who have completed over 963,000 exercises globally. IMPLICATIONS: The severe acute respiratory syndrome 2 (aka COVID-19) pandemic presents challenges to pharmacy education requiring many educators to switch to remote online learning. Simulation programs, such as MyDispense, help to replicate aspects of pharmacy practice and can be used creatively to meet course needs. The use of MyDispense is an excellent example of pharmacy educators collaborating globally and learning from each other to improve student learning.

Simulação por Computador , Currículo , Educação à Distância/métodos , Educação em Farmácia/métodos , Aprendizagem Baseada em Problemas/métodos , Competência Profissional , Humanos
Pharmacy (Basel) ; 9(1)2021 Feb 27.
Artigo em Inglês | MEDLINE | ID: mdl-33673541


BACKGROUND: Technology is increasingly used to enhance pharmacy education. We sought to evaluate student learning and preparedness for community introductory pharmacy practice experiences (IPPEs) after implementation of "MyDispense" into experiential education. METHODS: Both first-year pharmacy students and assigned community IPPE preceptors were eligible. Students were stratified based on previous community pharmacy experience (< or ≥ 50 h), then randomized to complete MyDispense exercises before IPPE (group A) or after 24-32 h of IPPE (group B). We evaluated preceptors' assessment of student readiness using a 6-item Likert scale survey and students' readiness and opinion of MyDispense using an anonymous 9-item survey. Descriptive statistics were used to characterize data. The Mann-Whitney U test was used to compare groups and a p-value < 0.05 was considered statistically significant. RESULTS: Of 177 eligible students, 155 were randomized and 56 completed study. Group A included 32 students; 56.3% had prior community practice experience. Group B included 24 students; 50% had prior community practice experience. Forty-eight preceptors were enrolled. Students who completed exercises before rotation received higher preceptor scores for patient counseling of self-care and of medications (p < 0.05 for both). Students self-assessed their counseling skills lower than all other skills; 30.4% and 42.9% of students felt mostly or always prepared to counsel for self-care and medications, respectively. Students found MyDispense straightforward, realistic, and appreciated the ability to practice in a safe, electronic, community pharmacy, patient-care environment. CONCLUSION: Simulation-based software, such as MyDispense, can enhance learner understanding of the prescription fill and counseling process in a community pharmacy practice setting.

Curr Pharm Teach Learn ; 9(4): 511-520, 2017 07.
Artigo em Inglês | MEDLINE | ID: mdl-29233422


INTRODUCTION: A key element for pharmacy practice defined by the Accreditation Council for Pharmacy Education (ACPE) is medication use systems management. A web-based community pharmacy simulation originally created for Australian pharmacy students was adapted for pharmacy students in the United States (US). The objective of this study was to collaboratively adapt an existing international simulation program for utility in the US and measure student perceptions of a web-based community pharmacy simulation program in three US schools of pharmacy. METHODS: An Australian development team in collaboration with US pharmacy school faculty modified the existing MyDispense software to create a virtual environment that accurately represented US community pharmacy practice. Students at three US schools of pharmacy used the newly adapted version of MyDispense and were surveyed on their prior experience in community pharmacy and their perceptions of MyDispense as a learning tool. RESULTS: Overall 241 (44%) students completed the satisfaction survey. Approximately 40% of these students worked in a community pharmacy before starting pharmacy school. Most students agreed or strongly agreed that MyDispense was straightforward to learn (76%), was more realistic than addressing similar paper cases (73%), and offered a learning opportunity to safely make errors (84%). Qualitative thematic analysis revealed that MyDispense allowed students to practice how to gather patient information and ask appropriate questions, counsel patients, and practice the dispensing process. DISCUSSION AND CONCLUSIONS: Response to the US version of My Dispense is positive and proves to be a viable option for introducing and reinforcing community pharmacy practice skills to students during in their pharmacy education.

Educação em Farmácia/métodos , Sistemas de Medicação/estatística & dados numéricos , Treinamento por Simulação/métodos , Currículo/tendências , Educação em Farmácia/normas , Desenho de Equipamento/normas , Humanos , Aprendizagem Baseada em Problemas/métodos , Aprendizagem Baseada em Problemas/normas , Design de Software , Inquéritos e Questionários , Tecnologia Farmacêutica/instrumentação , Tecnologia Farmacêutica/organização & administração , Estados Unidos
Ann Dyslexia ; 63(1): 80-95, 2013 Apr.
Artigo em Inglês | MEDLINE | ID: mdl-22160769


To respond to the articles in the current issue, I begin with an amalgamated conception of a transactional universe of reciprocal reading and composing processes that includes cognitive and social processes. Next, I situate the four studies in the current issue according to their epistemological emphases in the transactional conception. Three focal epistemological questions are framed as a way of situating each study: (a) what knowledge or processes do researchers emphasize most in the universe of composing processes? (b) Where do the researchers think that knowledge or those processes reside(s)? (c) How does one get or create that knowledge or those processes? Next, beneficial contributions to the field from the four studies are highlighted, and finally, future research directions are suggested.

Currículo , Leitura , Ensino/métodos , Redação , Cognição , Currículo/tendências , Humanos , Ensino/tendências