An update on characteristics of dual PharmD/MBA programs in the United States: 2016-2017.

INTRODUCTION: This study was conducted to update current literature on the characteristics of dual doctor of pharmacy (PharmD) and master of business administration (MBA) programs in the United States. METHODS: After a preliminary search of institutions' websites for public information regarding PharmD/MBA programs, an email was sent to representatives of each school requesting additional promotional or program information that was not found online. After the data was collected and organized, an electronic survey was sent to each representative. Characteristics obtained include those related to program history, student and school demographics, enrollment requirements, and program structure. RESULTS: Sixty-six schools of pharmacy were included in the study and asked to complete an electronic survey, and 36 (54%) programs responded. The oldest program was established 29 years ago, while most of the programs (43%) have been active for 11 to 20 years. Programs were similar in enrollment requirements, point of entry, and time to dual degree completion. Programs varied in the program structure, including how dual degrees are awarded. CONCLUSIONS: This study provides updated information about the characteristics of dual PharmD/MBA programs across the United States. This information may be useful to programs interested in developing or modifying existing dual programs and to students deciding whether to pursue a dual PharmD/MBA.

¿Qué opinan los expertos en educación médica sobre la sentencia de la troncalidad? / What do the experts in medical education think about the ruling on the core curriculum?

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Basic life support knowledge of first-year university students from Brazil

We aimed to evaluate knowledge of first aid among new undergraduates and whether it is affected by their chosen course. A questionnaire was developed to assess knowledge of how to activate the Mobile Emergency Attendance Service - MEAS (Serviço de Atendimento Móvel de Urgência; SAMU), recognize a pre-hospital emergency situation and the first aid required for cardiac arrest. The students were also asked about enrolling in a first aid course. Responses were received from 1038 of 1365 (76.04%) new undergraduates. The questionnaires were completed in a 2-week period 1 month after the beginning of classes. Of the 1038 respondents (59.5% studying biological sciences, 11.6% physical sciences, and 28.6% humanities), 58.5% knew how to activate the MEAS/SAMU (54.3% non-biological vs 61.4% biological, P=0.02), with an odds ratio (OR)=1.39 (95%CI=1.07-1.81) regardless of age, sex, origin, having a previous degree or having a relative with cardiac disease. The majority could distinguish emergency from non-emergency situations. When faced with a possible cardiac arrest, 17.7% of the students would perform chest compressions (15.5% non-biological vs 19.1% biological first-year university students, P=0.16) and 65.2% would enroll in a first aid course (51.1% non-biological vs 74.7% biological, P<0.01), with an OR=2.61 (95%CI=1.98-3.44) adjusted for the same confounders. Even though a high percentage of the students recognized emergency situations, a significant proportion did not know the MEAS/SAMU number and only a minority had sufficient basic life support skills to help with cardiac arrest. A significant proportion would not enroll in a first aid course. Biological first-year university students were more prone to enroll in a basic life support course.

Basic life support knowledge of first-year university students from Brazil.

We aimed to evaluate knowledge of first aid among new undergraduates and whether it is affected by their chosen course. A questionnaire was developed to assess knowledge of how to activate the Mobile Emergency Attendance Service - MEAS (Serviço de Atendimento Móvel de Urgência; SAMU), recognize a pre-hospital emergency situation and the first aid required for cardiac arrest. The students were also asked about enrolling in a first aid course. Responses were received from 1038 of 1365 (76.04%) new undergraduates. The questionnaires were completed in a 2-week period 1 month after the beginning of classes. Of the 1038 respondents (59.5% studying biological sciences, 11.6% physical sciences, and 28.6% humanities), 58.5% knew how to activate the MEAS/SAMU (54.3% non-biological vs 61.4% biological, P=0.02), with an odds ratio (OR)=1.39 (95%CI=1.07-1.81) regardless of age, sex, origin, having a previous degree or having a relative with cardiac disease. The majority could distinguish emergency from non-emergency situations. When faced with a possible cardiac arrest, 17.7% of the students would perform chest compressions (15.5% non-biological vs 19.1% biological first-year university students, P=0.16) and 65.2% would enroll in a first aid course (51.1% non-biological vs 74.7% biological, P<0.01), with an OR=2.61 (95%CI=1.98-3.44) adjusted for the same confounders. Even though a high percentage of the students recognized emergency situations, a significant proportion did not know the MEAS/SAMU number and only a minority had sufficient basic life support skills to help with cardiac arrest. A significant proportion would not enroll in a first aid course. Biological first-year university students were more prone to enroll in a basic life support course.

Advancing the profession through doctoral education.

Doctoral education in dental hygiene is necessary to create a cadre of dental hygiene researchers and scholars, and to develop educators who will expand the body of knowledge for the profession. Dental hygienists with advanced degrees will require skill sets that parallel those of other professionals if they are to function productively as credible, equal members of interprofessional teams. Doctorally-prepared dental hygienists will be working as leaders, administrators and researchers, and will be influential in creating models that increase access to care, developing collaborative health care teams and improving health outcomes. The doctorate of philosophy is the terminal graduate degree for any discipline, and is the pinnacle for the profession. This paper explores the development of doctoral degrees for dental hygiene, and encourages educators to develop models for graduate programs based upon considerations presented here.

Caracterização da saúde coletiva no Brasil segundo sua produção científica registrada no ISI / Brasilian collective health characterizathion according to its scientific production registered at ISI

Um campo de conhecimento tem características que podem mudar ao longo do tempo, variando conforme a evolução das técnicas empregadas em suas investigações e conforme as alterações do ambiente no qual ele está inserido.O estudo destas características com objetivo de fornecer subsídios para o desenvolvimento do campo é fundamental para sua existência. Uma forma de reconhecer essas características é analisar o campo através de umaabordagem cienciométrica, tomando sua produção científica como objeto de estudo. Para caracterizar a Saúde Coletiva no Brasil (SC), este estudo tomou como objeto as publicações de uma amostra de 351 docentes credenciadosnas instituições de ensino superior de Saúde Coletiva da Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES). Partindo das informações originadas dessas publicações, mediante análise de correspondência, análise de resíduos em tabela de contingência e a Lei de Bradford, foi possível caracterizar o conteúdo temático da SC, e mediante correlações e comparações, caracterizou-se a produtividade, a complexidade e o impacto da produção da SC. Além disso, os programas de pós-graduação de SaúdeColetiva da CAPES foram caracterizados por análise de correspondência segundo o conteúdo temático de sua produção científica, e em uma segunda abordagem foram agrupados por análise de agrupamento segundo acomplexidade de seus artigos, taxa de citação e engajamento de seus docentes, proporção de colaboração internacional, produtividade e concentração temática do programa. Os dados da produção científica tambémforam ajustados à Lei de Lotka e uma abordagem para determinar a colocação dos autores segundo seu número de publicações registradas no ISI foi estudada. Os resultados revelam que a SC é um campo que produzconhecimento relacionado simultaneamente com a clínica e com ciências básicas, saúde pública, ocupacional e ambiental, bem como com a nutrição. Além disso, a se se revela um campo cuja produtividade, complexidade eimpactosão crescentes. Foi possível identificar grupos de programas de pósgraduação que se diferenciam quanto à produtividade, taxa de citação, engajamentoe concentração temática. A produção ciéntífica da se registradano ISI não se ajusta perfeitamenteà Lei de Lotka. Foi possível estabelecer uma forma de determinar a colocação dos autores dentro do campo segundo o número de publicações registradas no ISI.

A review of bioinformatics degrees in Australia.

Bioinformatics has been a hot topic in Australia's biotechnology circles for the past five years. As with biotechnology in the 1990s, there has been a sudden increase in the number of Bioinformatics undergraduate degrees. For students in the 2005 intake there are six undergraduate Bioinformatics degrees to choose from and another five Bioinformatics streams within a Bachelor of Science degree. The courses vary from three to four years of full-time study. This report aims at dissecting each of these degrees to determine where the differences lie, to give the prospective students an idea as to which degree suits their career goals and to give an overview of the pedagogy of Australian bioinformatics education.

Academic elite in social work: 1994-2000.

The 11 most highly rated graduate programs in social work in 1994 maintained their positions in 2000. These "elite" programs showed little or no change in their hiring of faculty from among their own and one another's graduates.