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1.
Am J Pharm Educ ; 84(6): ajpe8088, 2020 06.
Artigo em Inglês | MEDLINE | ID: mdl-32665717

RESUMO

Pharmacy schools and colleges worldwide are facing unprecedented challenges to ensuring sustainable education during the novel coronavirus (COVID-19) pandemic. The experiences of pharmacy educators in the Asia-Pacific region in delivering emergency remote teaching, ensuring purposeful experiential placements, supporting displaced or isolated students, and communicating with faculty members, staff members, and students are discussed. The role of this pandemic in accelerating opportunities for new models of pharmacy education across the world is also discussed.


Assuntos
Infecções por Coronavirus/epidemiologia , Educação em Farmácia/organização & administração , Docentes de Farmácia/organização & administração , Pneumonia Viral/epidemiologia , Faculdades de Farmácia/organização & administração , Betacoronavirus , Comunicação , Educação a Distância/organização & administração , Educação em Farmácia/normas , Humanos , Pandemias , Preceptoria/organização & administração , Estudantes de Farmácia/psicologia
2.
Am J Pharm Educ ; 84(6): ajpe8135, 2020 06.
Artigo em Inglês | MEDLINE | ID: mdl-32665719

RESUMO

The COVID-19 pandemic has disrupted all facets of pharmacy education, including accreditation and certification activities. In a very short period of time, Doctor of Pharmacy (PharmD) programs and pharmacy technician programs had to convert to teaching classes online, experiential education sites had to figure out how to train student pharmacists and pharmacy technicians while ensuring their safety, continuing pharmacy education providers had to move their in-person courses online, and the Accreditation Council for Pharmacy Education (ACPE) had to postpone accreditation site visits. Given the challenges faced by our constituencies, the ACPE implemented processes and suggested solutions that stayed within the boundaries of the standards while at the same time allowing flexibility so that organizations could achieve their educational outcomes even given the constraints produced by the pandemic.


Assuntos
Acreditação/organização & administração , Infecções por Coronavirus/epidemiologia , Educação em Farmácia/organização & administração , Pneumonia Viral/epidemiologia , Acreditação/normas , Betacoronavirus , Educação a Distância , Educação em Farmácia/normas , Humanos , Inovação Organizacional , Pandemias , Aprendizagem Baseada em Problemas
3.
Am J Pharm Educ ; 84(6): ajpe8150, 2020 06.
Artigo em Inglês | MEDLINE | ID: mdl-32665723

RESUMO

Academic institutions work diligently each year to recruit, retain, and graduate Doctor of Pharmacy (PharmD) students who will be positive contributors to our healthcare system. The immergence of a novel coronavirus in 2019 (COVID-19) has threatened these systems. This commentary is a discussion of the effects of the COVID-19 pandemic on the enrollment management processes of PharmD degree programs, including recruitment, admissions, orientation, retention, and graduation. The authors highlight enrollment management processes that may forever be changed by the COVID-19 pandemic. This commentary is intended to assist pharmacy administrators as they reflect on the impact of the COVID-19 pandemic on their own programs and develop strategies to minimize the negative effects.


Assuntos
Infecções por Coronavirus/epidemiologia , Educação em Farmácia/organização & administração , Seleção de Pessoal/organização & administração , Pneumonia Viral/epidemiologia , Faculdades de Farmácia/organização & administração , Betacoronavirus , Educação em Farmácia/normas , Humanos , Licenciamento em Farmácia/normas , Pandemias , Seleção de Pessoal/normas , Critérios de Admissão Escolar , Faculdades de Farmácia/normas
4.
Am J Pharm Educ ; 84(6): ajpe8158, 2020 06.
Artigo em Inglês | MEDLINE | ID: mdl-32665729

RESUMO

The novel coronavirus identified in 2019 (COVID-19) pandemic has impacted pharmacy graduate and postgraduate education. This crisis has resulted in a cosmic shift in the administration of these programs to ensure core values are sustained. Adjustments may be needed at a minimum to ensure that postgraduate trainees complete program requirements while maintaining safety. Moving forward, additional issues may arise that will need to be addressed such as admissions and program onboarding, acclimating students to new training environments, and managing inadequate resources for distance education, distance practice, and remote versus in-person research opportunities.


Assuntos
Infecções por Coronavirus/epidemiologia , Educação de Pós-Graduação/organização & administração , Educação em Farmácia/organização & administração , Pneumonia Viral/epidemiologia , Betacoronavirus , Educação a Distância , Educação de Pós-Graduação/normas , Educação em Farmácia/normas , Humanos , Relações Interprofissionais , Pandemias , Equipe de Assistência ao Paciente/organização & administração , Residências em Farmácia/organização & administração , Pesquisa/organização & administração , Critérios de Admissão Escolar , Ensino/organização & administração , Telemedicina/organização & administração
5.
Pharm. pract. (Granada, Internet) ; 18(2): 0-0, abr.-jun. 2020.
Artigo em Inglês | IBECS | ID: ibc-194071

RESUMO

To address the changes in health care and the needs of society related to medicines, we must redefine the profession of pharmacy. We have defined the next generation pharmacists (NGP) as "a health care provider and change agent on the interprofessional health care team, personalizing medication use, managing safe and effective medication systems, and creating healthier communities." Schools and colleges of pharmacy should thoroughly examine their curriculum to ensure it is preparing pharmacists for this future. By creating a vision for the NGP and implementing the best curriculum, we ensure that pharmacists of the future will be up to the challenge of our society's health care needs


No disponible


Assuntos
Humanos , Farmacêuticos , Educação em Farmácia/métodos , Currículo/normas , Assistência Farmacêutica/normas , Comunicação Interdisciplinar , Educação em Farmácia/normas , Educação em Farmácia/tendências , Saúde Pública
6.
Yakugaku Zasshi ; 140(5): 677-685, 2020.
Artigo em Japonês | MEDLINE | ID: mdl-32378672

RESUMO

The environment surrounding clinical pharmacy practices has changed greatly in the past thirty-some years, basically since the end of the 1980s. During this period, the separation ratio between pharmacists' dispensing and prescribing functions has increased, from 12% to 74%. The three big events in this timeline include the beginning of pharmaceutical care for inpatients by hospital pharmacists in 1988; the transition of pharmacy schools to a six-year educational program in 2006; and the revision of Pharmaceutical Affairs Law, as well as its name change, in 2014. In concert with these events, the central role of the pharmacist has changed from being dispensing-centric to an active participation in patient treatment via medication as a member of the medical care team. As a key participant in these changes, the author helped to improve the operations of hospital pharmacists, strengthened their role with advanced information and communication technology (ICT) support, and established a baseline for clinical pharmacy research and education. Accordingly, in this paper, the history of this development will be reviewed, and the future of a global standard for pharmaceutical education will be discussed.


Assuntos
Educação em Farmácia/normas , Educação em Farmácia/tendências , Internacionalidade , Farmacêuticos , Papel Profissional , Serviços de Informação sobre Medicamentos , Feminino , Humanos , Masculino , Equipe de Assistência ao Paciente , Serviço de Farmácia Hospitalar
8.
Ars pharm ; 61(1): 33-37, ene.-mar. 2020. ilus, tab
Artigo em Espanhol | IBECS | ID: ibc-188572

RESUMO

OBJETIVOS: Analizar el extenso Reglamento de estudios de 1852, donde se legisla todo lo relativo a la enseñanza secundaria y universitaria de España, decantándonos por lo legislado para la enseñanza en la Facultades de Farmacia y Medicina. MÉTODO: El desarrollo de este trabajo es fruto de otro mucho más amplio. En general, se han consultado los Archivos Históricos de Madrid y Sevilla, 39 libros, 60 citas de internet, 3 números de Colección legislativa de España, y numerosísimas Gaceta de Madrid de los años comprendidos entre 1845 y 1931; y revisado 5 Boletín Oficial de Estado. RESULTADOS: En el siglo XIX, antes de decretarse el Reglamento de Estudios de 1852, siendo Bravo Murillo Presidente del Gobierno, se aprobaron una serie de Reformas, Proyectos, Planes, Reglamentos, etc., hasta un total de 17. El Reglamento de Estudios de 1852 consta de 10 secciones, 36 títulos, siete capítulos y 420 artículos, donde se legislan sobre el gobierno general de la instrucción pública, los distritos universitarios, el régimen interior y económico, el curso literario y métodos de enseñanza, el profesorado público, los alumnos, con sus derechos y obligaciones y los establecimientos privados, para finalizar hablando del traje académico y las insignias. CONCLUSIONES: El Reglamento de estudios de 1852 significó un paso adelante en la organización de la enseñanza de aquella época y, muy particularmente, de la enseñanza universitaria. En más de 400 artículos se legisla prácticamente todo, desde el Rector, que recobra su poder, hasta los bedeles, pasando por catedráticos, profesorado, alumnos, etc


OBJECTIVES: Analyze the extensive Regulation of studies of 1852, where everything related to secondary and university education in Spain is legislated, choosing the legislated for teaching in the Faculties of Pharmacy and Medicine. METHOD: In general, we have consulted the Historical Archives of Madrid and Seville; 39 books; 60 internet appointments; 3 issues of the "Colección legislativa de España"; and numerous "Gaceta de Madrid" of the years between 1845 and 1931; and revised 5 "Boletín Oficial de Estado". RESULTS: In the 19 th century, before the Regulation of Studies of 1852 was enacted, with Bravo Murillo as President of the Government, a series of Reforms, Projects, Plans, Regulations, etc. were approved, up to a total of 17. The Study Regulations of 1852 consist of 10 sections, 36 titles, seven chapters and 420 articles. The Regulation legislates on the general government of public instruction, the university districts, the internal and economic regime, the literary course and teaching methods, the public teaching staff, the students, with their rights and obligations and the private establishments, the academic dress and the badges. CONCLUSIONS: The Study Regulations of 1852 represented a step forward in the organization of education at that time and, very particularly, in university education. In more than 400 articles almost everything is legislated: the Rector to the bedeles, also professors, lecturers, students, etc


Assuntos
Humanos , História do Século XIX , Educação em Farmácia/história , Educação em Farmácia/legislação & jurisprudência , Ensino/normas , Educação em Farmácia/normas , História Natural/educação , História Natural/legislação & jurisprudência
9.
Pan Afr Med J ; 35(Suppl 2): 70, 2020.
Artigo em Inglês | MEDLINE | ID: mdl-33623594

RESUMO

The effort by countries and relevant stakeholders to improving the quality of pharmacy education globally is being countered by the outbreak of infectious diseases. In order to curtail the spread of the coronavirus, unprecedented measures such as total/partial lockdowns and ban on public gatherings have been put in place by several governments. These measures implemented have put a halt on academic activities and schooling and have invariably affected the delivery of pharmacy education globally and Africa is no exception. In order to ensure the continuity of pharmacy education, the e-learning strategy has been utilized by several countries in the world today and Africa should not be left out. There is an urgent need for Africa to meet up with the present education demands by adopting the e-learning strategy but this is not without challenges. We examine the impact of these measures on pharmacy education as well as the challenges affecting the uptake and applicability of the e-learning strategy in pharmacy education in Africa. It is therefore essential for the government and relevant stakeholders in the pharmacy education sector to address the numerous challenges that may hinder its uptake in Africa.


Assuntos
Instrução por Computador/métodos , Educação a Distância/organização & administração , Educação em Farmácia/organização & administração , África , Educação em Farmácia/normas , Humanos
10.
Am J Pharm Educ ; 83(9): 7109, 2019 11.
Artigo em Inglês | MEDLINE | ID: mdl-31871344

RESUMO

Objective. To determine the indicators of quality for application activities in pharmacy team-based learning (TBL). Methods. A modified Delphi process was conducted with pharmacy TBL experts. Twenty-three experts met the inclusion criteria, including having at least four years of TBL experience, designing at least eight TBL sessions, training others to use TBL, and authoring a peer-reviewed TBL pharmacy paper. In round 1, panelists responded to five open-ended questions about their successful TBL applications activities, including satisfaction with the activity and methods for creating positive student outcomes. In round 2, panelists indicated their level of agreement with the round 1 quality indicators using a four-point Likert rating. Consensus was set at 80% strongly agree/agree. In an open comment period, panelists provided suggestions to help expand the indicator descriptions. Indicators were verified based on TBL and the education literature. Results. Twenty panelists (87% of those eligible) responded in round 1 and 17 (85% participation) in round 2. Sixteen quality indicators were identified in round 1, with 14 achieving consensus in round 2. "Uses authentic pharmacy challenges or situations" (88% strongly agree/agree) and "incorporates or provides effective feedback to groups" (88% strongly agree/agree) met consensus. However, "has multiple right answers" (76% strongly agree/agree) and "incorporates elements from school specific emphases (eg, faith, underserved)" (53% strongly agree/agree) did not reach consensus. Conclusions. These indicators can assist faculty members in designing application activities to provide high-quality TBL exercises that promote deep thinking and engaged classroom discussion. The indicators could also guide faculty development and quality improvement efforts, such as peer review of application activities.


Assuntos
Educação em Farmácia/métodos , Aprendizagem Baseada em Problemas/métodos , Estudantes de Farmácia , Currículo , Técnica Delfos , Educação em Farmácia/normas , Avaliação Educacional , Docentes de Farmácia/organização & administração , Humanos , Aprendizagem Baseada em Problemas/normas , Melhoria de Qualidade
12.
Curr Pharm Teach Learn ; 11(12): 1213-1220, 2019 12.
Artigo em Inglês | MEDLINE | ID: mdl-31836145

RESUMO

INTRODUCTION: The use of problem-based video podcasts in health sciences education is limited. Principles of Pharmacokinetics is an introductory course that establishes a foundation for understanding pharmacokinetic concepts. The primary objective was to determine the impact of problem-based video podcasts in an introductory pharmacokinetics course on student learning. METHODS: Problem-based video podcasts were implemented in an introductory pharmacokinetics course in spring 2015. Student pharmacists in the first professional year enrolled in the course during spring 2015, 2016, and 2017 were included in the study with students enrolled in the course in spring 2014 serving as the control group. The primary outcome was the impact of problem-based video podcasts on student learning as assessed by student performance on the final exam. Other outcomes included student utilization of the video podcasts, overall course grades, and student perceptions of learning using video podcasts. RESULTS: A total of 633 students in four academic years were included for analysis. Final exam scores were significantly higher in spring 2015 and 2016 compared to 2014. The 2017 final exam scores were similar to the final exam scores in 2014. Students perceived the problem-based video podcasts enhanced their ability to apply concepts to a patient case, reinforced concepts from lectures, and improved their understanding of clinical pharmacokinetics. CONCLUSION: The use of problem-based video podcasts is an innovative method to augment learning outside of the traditional class time and may enhance learning without replacing direct instructor-student contact. Students reported the video podcasts improved their understanding of clinical pharmacokinetics.


Assuntos
Educação em Farmácia/normas , Farmacocinética , Aprendizagem Baseada em Problemas/métodos , Gravação de Videoteipe/normas , Adulto , Educação em Farmácia/métodos , Educação em Farmácia/estatística & dados numéricos , Avaliação Educacional/métodos , Feminino , Humanos , Masculino , Pessoa de Meia-Idade , Aprendizagem Baseada em Problemas/normas , Aprendizagem Baseada em Problemas/estatística & dados numéricos , Gravação de Videoteipe/estatística & dados numéricos
13.
Curr Pharm Teach Learn ; 11(11): 1117-1122, 2019 Nov.
Artigo em Inglês | MEDLINE | ID: mdl-31783957

RESUMO

INTRODUCTION: Students consider numerous variables before applying to a doctor of pharmacy program. Some key non-modifiable variables may include program length, institution type, graduating class size, and pharmacy school grading system. The purpose of this study was to determine if there exists a difference in North American Pharmacists Licensure Examination (NAPLEX) performance based upon these variables. METHODS: This was a retrospective cohort study using observational data. NAPLEX pass rates from 2015 to 2017 were obtained from the National Association of Boards of Pharmacy (NABP) website. Data for pharmacy programs were extracted from the program, Pharmacy College Application Service, American Association of Colleges of Pharmacy, and NABP websites. RESULTS: Based on each pharmacy program's performance on NAPLEX, variables with significantly higher pass rates were public institutions and those with graduating class sizes of 100 or more students. CONCLUSIONS: The results of this study suggest that graduating class size of 100 or more students and public institutions were significant predictors of success on the NAPLEX. Lower pass rates in 2016 may be due to the examination changes implemented by NABP that year. It is possible that programs and students were not being adequately prepared for the changes made to the NAPLEX format. Although not statistically significant, there was a rise in pass rates between the years 2016 and 2017. Therefore, future studies such as this one should be performed to compare NAPLEX pass rates from 2017 forward.


Assuntos
Desempenho Acadêmico/estatística & dados numéricos , Avaliação Educacional/métodos , Licenciamento em Farmácia/estatística & dados numéricos , Faculdades de Farmácia/normas , Educação em Farmácia/normas , Educação em Farmácia/tendências , Humanos , Farmácia/organização & administração , Estudos Retrospectivos , Faculdades de Farmácia/tendências , Estudantes de Farmácia/estatística & dados numéricos , Estados Unidos/epidemiologia
14.
Curr Pharm Teach Learn ; 11(11): 1138-1143, 2019 Nov.
Artigo em Inglês | MEDLINE | ID: mdl-31783960

RESUMO

INTRODUCTION: Faculty and preceptor development have been noted to be areas of need within the expansion of interprofessional education (IPE). The primary objective of this pilot study was to evaluate the impact of a preceptor development program on pharmacy preceptors' self-reported competence toward interprofessional collaboration. METHODS: Pharmacy preceptors were invited to participate in a two-hour preceptor development program followed by a brief survey. Preceptor development program objectives were to: define IPE and interprofessional collaborative practice (IPCP); describe the benefits of IPCP for patients/clients, healthcare providers, and health systems; discuss the four Interprofessional Education Collaborative (IPEC) Core Competencies; and describe IPE student experiences aimed at increasing collaborative practice. The Interprofessional Collaborative Competencies Attainment Survey (ICCAS) was administered after the preceptor development program. Descriptive statistics were used to characterize the data and paired t-tests were used to analyze pre-/post-program scores. RESULTS: Thirty (35%) preceptors completed the survey. Mean scores for all twenty items in the ICCAS instrument increased from pre- to post-(p < 0.05). The mean total ICCAS score pre- was 5.28 ±â€¯1.12 and post- was 6.17 ±â€¯1.11 (p < 0.01) out of a possible total score of seven. CONCLUSIONS: A preceptor development program targeting IPE and IPCP increased pharmacy preceptors' self-reported competence toward interprofessional collaboration.


Assuntos
Preceptoria/métodos , Estudantes de Farmácia/psicologia , Capacitação de Professores/métodos , Adulto , Competência Clínica/estatística & dados numéricos , Educação em Farmácia/normas , Docentes , Feminino , Pessoal de Saúde , Humanos , Relações Interprofissionais , Masculino , Pessoa de Meia-Idade , Farmácia , Projetos Piloto , Desenvolvimento de Programas , Autoeficácia , Autorrelato , Inquéritos e Questionários
15.
Curr Pharm Teach Learn ; 11(10): 1049-1054, 2019 Oct.
Artigo em Inglês | MEDLINE | ID: mdl-31685175

RESUMO

BACKGROUND AND PURPOSE: Serious educational gaming success has not been replicated in a nonsterile compounding practical skill-based course. The objective of this study was to create a nonsterile compounding escape room to evaluate third-year professional pharmacy students' (1) knowledge of nonsterile compounding and (2) perceptions of educational escape room gaming utilized in nonsterile compounding. EDUCATIONAL ACTIVITY AND SETTING: The escape room gaming environment used puzzles focused on advanced topics of nonsterile compounding. To evaluate students' knowledge, all participating students completed a pre-assessment and post-assessment mapped to the course objectives. To assess student perceptions of educational escape room gaming, a previously-validated, 12-item survey on student perceptions of educational escape room gaming was modified and administered at the end of the activity. Additional influencing factors such as success in the activity and previous escape room gaming experience were collected. FINDINGS: All thirty students completed the assessments and perception survey (100% response rate). Three out of four student teams successfully escaped the room. Students' knowledge improved or stayed the same for all questions of the assessment questions. Students perceived the escape room as helpful to their learning. Students' increased knowledge and positive perception were independent of their teams' escape success. SUMMARY: Students were actively engaged in learning during a nonsterile compounding escape room. Escape room educational games may be successfully applied to nonsterile compounding to yield increased student knowledge and positive perceptions.


Assuntos
Composição de Medicamentos/métodos , Jogos Experimentais , Composição de Medicamentos/normas , Composição de Medicamentos/estatística & dados numéricos , Educação em Farmácia/métodos , Educação em Farmácia/normas , Avaliação Educacional/métodos , Humanos , Estudantes de Farmácia/estatística & dados numéricos , Inquéritos e Questionários
16.
Curr Pharm Teach Learn ; 11(9): 902-908, 2019 09.
Artigo em Inglês | MEDLINE | ID: mdl-31570127

RESUMO

INTRODUCTION: In order to increase new pharmacists' preparedness for clinical practice, pharmacy education in the United Kingdom (UK) is moving towards a five-year integrated degree incorporating the pre-registration year into the undergraduate programme. The purpose of this research is to explore masters of pharmacy (MPharm) student attitudes towards experiential learning and assess community pharmacy as a teaching and learning environment. METHODS: MPharm students (n = 857) at one UK pharmacy school were invited to complete an online questionnaire. Responses were statistically analysed while open comments were thematically analysed. RESULTS: Students were positive about placement organisation, with over 80% agreeing the pharmacist and support staff were enthusiastic and well-prepared. However, 62% of respondents felt they were unable to interact with patients on placements and instead spent time completing pre-determined learning tasks. Seventy-seven percent felt these tasks limited real "hands-on" experiences. Although 78% of respondents believed placements provided a valuable learning experience, only 18% thought placements prepared them for post-graduate employment. CONCLUSIONS: Community pharmacy environments are often busy and unpredictable, and experiential learning should be designed to allow better exposure to clinical practice with less pre-defined learning. Placements should allow for more collaborative working between universities and employers and incorporate the use of learning standards. This would represent a move towards a five-year integrated degree and a better understanding of the associated challenges involved.


Assuntos
Serviços Comunitários de Farmácia/normas , Estudantes de Farmácia/psicologia , Adulto , Serviços Comunitários de Farmácia/estatística & dados numéricos , Serviços Comunitários de Farmácia/tendências , Educação em Farmácia/métodos , Educação em Farmácia/normas , Feminino , Humanos , Masculino , Aprendizagem Baseada em Problemas/métodos , Estudantes de Farmácia/estatística & dados numéricos , Inquéritos e Questionários , Reino Unido
17.
Curr Pharm Teach Learn ; 11(9): 858-875, 2019 Sep.
Artigo em Inglês | MEDLINE | ID: mdl-31570123

RESUMO

INTRODUCTION: Stress negatively impacts pharmacy students' physical and mental health. Mindfulness has been shown to improve student wellbeing. The purpose of this study was to assess the feasibility and acceptability of an online mindfulness-based intervention and determine its effect on student wellbeing. METHODS: A quasi-randomised controlled trial was conducted at four pharmacy schools in Ireland. The intervention group took part in a four-week online mindfulness course. The control group received usual education, with delayed access to the course. Participants completed the Perceived Stress Scale, the General Health Questionnaire, the Jefferson Scale of Empathy - Health Profession Student version, the Maslach Burnout Inventory Student Survey (MBI-SS), and the Five Facet Mindfulness Questionnaire at baseline and post-intervention. Answers provided to questions about the experience of participating in the course were analysed using thematic analysis. RESULTS: Of the 52 participants, no significant differences were found between the intervention and control groups at baseline. Post-intervention, an increase in professional efficacy, as measured by the MBI-SS, was found in the intervention group (p = 0.004). There was also an increase in observing scores (p = 0.003). Males showed greater improvements in stress (p = 0.04) and non-judgement (p = 0.03) levels. Only females demonstrated improvement in professional efficacy (p = 0.002). Participants self-reported stress reduction and increased awareness of emotions. CONCLUSION: This study provides insights into the feasibility and acceptability of an online mindfulness course for pharmacy students. Findings will inform the future design and implementation of larger studies.


Assuntos
Currículo/normas , Educação em Farmácia/normas , Atenção Plena/educação , Estudantes de Farmácia/psicologia , Adolescente , Adulto , Currículo/estatística & dados numéricos , Educação em Farmácia/métodos , Educação em Farmácia/estatística & dados numéricos , Estudos de Viabilidade , Feminino , Humanos , Internet , Irlanda , Masculino , Atenção Plena/métodos , Atenção Plena/normas , Pesquisa Qualitativa , Estudantes de Farmácia/estatística & dados numéricos , Inquéritos e Questionários
18.
Curr Pharm Teach Learn ; 11(9): 936-942, 2019 09.
Artigo em Inglês | MEDLINE | ID: mdl-31570132

RESUMO

BACKGROUND AND PURPOSE: The goal of this prospective, observational cohort study was to determine if simulated interdisciplinary teaching rounds improved student perceptions of confidence and attitudes towards working as part of a team. The secondary objective of this study was to investigate changes in student knowledge of the management of sepsis. EDUCATIONAL ACTIVITY AND SETTING: Students participated in a traditional sepsis lecture followed by a simulated interdisciplinary rounding experience. Confidence and collaborative attitudes were assessed using a 5-point Likert scale (1=strongly disagree, 5=strongly agree). Changes in knowledge were measured using multiple choice questions. Students completed these tools at three points in time: pre-lecture, post-lecture, and post-simulation. FINDINGS: Student confidence and attitudes related to interdisciplinary rounds improved following the simulation (2 of 4 items, p=0.003; 2 of 5 items, p<0.05). Also, most students agreed or strongly-agreed that the simulation reinforced knowledge gained from lecture (94.7%), that lecture followed by a simulation was the most effective way to learn about sepsis (94.7%), and that the simulation helped reinforce critical-thinking skills (94.7%). Knowledge improved between the didactic lecture and the simulation, but these differences were not found to be statistically significant. SUMMARY: A simulated interdisciplinary rounding experience may increase student confidence during teaching rounds and improve attitudes towards working alongside other healthcare professionals. Incorporating rounding simulations into pharmacy curricula may be beneficial towards student success on rounds.


Assuntos
Sepse/tratamento farmacológico , Treinamento por Simulação/normas , Estudantes de Farmácia/estatística & dados numéricos , Visitas com Preceptor/métodos , Adulto , Educação em Farmácia/métodos , Educação em Farmácia/normas , Feminino , Humanos , Masculino , Treinamento por Simulação/métodos , Treinamento por Simulação/estatística & dados numéricos , Inquéritos e Questionários , Visitas com Preceptor/tendências
19.
Curr Pharm Teach Learn ; 11(9): 888-894, 2019 Sep.
Artigo em Inglês | MEDLINE | ID: mdl-31570125

RESUMO

INTRODUCTION: The purpose of this study was to evaluate the influence generational categories may have on commonalities among pharmacy students and their pharmacist preceptors during advanced pharmacy practice experiences (APPEs). METHODS: Multiple-choice surveys aimed at evaluating generational characteristics were sent to pharmacy students and their preceptors during the first three APPEs. Questions focused on six key areas: preferred learning/teaching style, view of career/work, communication style, view of technology, life outlook, and personal characteristics. Each response corresponded to a generational category (Veteran, Baby Boomer, Generation X, Millennial). Students and preceptors were instructed to apply each question to themselves; students then applied each question to their preceptor, while preceptors applied the questions to students. RESULTS: Twenty-six percent of students and 35% of preceptors completed at least one generational survey. Students selected the option that corresponded to their actual generational category significantly more often compared to preceptors (2.133 ±â€¯0.815 vs. 1.632 ±â€¯1.132, p = 0.007). Although none of the respondents belonged to the Veteran category, responses corresponding to this generation represented the second highest number of responses selected by students and preceptors alike. CONCLUSIONS: Students and preceptors identified with characteristics outside their actual generational category. In addition, both groups selected options such as working to make a difference that may correlate more with people who have chosen pharmacy as a profession. Pharmacist awareness of generational similarities may lead to a more successful student-preceptor relationship.


Assuntos
Relação entre Gerações , Preceptoria/normas , Estudantes de Farmácia/psicologia , Adulto , Idoso , Educação em Farmácia/métodos , Educação em Farmácia/normas , Educação em Farmácia/estatística & dados numéricos , Feminino , Humanos , Masculino , Pessoa de Meia-Idade , Preceptoria/métodos , Preceptoria/estatística & dados numéricos , Estudantes de Farmácia/estatística & dados numéricos , Inquéritos e Questionários
20.
Curr Pharm Teach Learn ; 11(9): 943-948, 2019 Sep.
Artigo em Inglês | MEDLINE | ID: mdl-31570133

RESUMO

BACKGROUND AND PURPOSE: Debate is a pedagogy that incorporates deeper learning and has been used in many areas of healthcare and higher education. Debates have primarily been described within a course, but not as the predominant pedagogy for a course, particularly in pharmacy education or critical care instruction. EDUCATIONAL ACTIVITY AND SETTING: Debating the Evidence was a two-credit hour course taught by debate-style pedagogy on an extended campus to third year pharmacy students in a four-year curricular program. The class met weekly for two hours over 15 weeks, and students came prepared to debate preselected topics. Focus groups for students enrolled over two years were conducted to gauge students' perceptions of this course structure. FINDINGS: The debate-dominant course structure seemed to increase accountability of learning, pre-class preparation, and in-class engagement. Students had difficulty debating with lower quality evidence, but were able to use physiologic reason and adverse effect profiles when robust literature was lacking. All students enrolled over two course offerings consented and participated in the focus groups. Themes identified across both semesters included: 1) efficiency with accessing and evaluating drug literature, 2) increased understanding of an individualized patient-centered approach, and 3) an appreciation for patient care in the acute setting. SUMMARY: An entirely debate-style critical care elective course was perceived to be beneficial to students. Scalability and impact on student learning requires further assessment.


Assuntos
Cuidados Críticos/métodos , Currículo/tendências , Ensino/normas , Educação em Farmácia/métodos , Educação em Farmácia/normas , Educação em Farmácia/tendências , Avaliação Educacional/métodos , Humanos , Avaliação de Programas e Projetos de Saúde/métodos , Estudantes de Farmácia/estatística & dados numéricos , Ensino/tendências
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