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1.
Yakugaku Zasshi ; 142(11): 1277-1285, 2022.
Artigo em Japonês | MEDLINE | ID: mdl-36328454

RESUMO

Neuropsychiatric disorders are among the most represented disorders in the 2013 revision of the Model Core Curriculum for Pharmaceutical Education in Japan. However, it is reported that many pharmacy students have a negative impression of neuropsychiatric disorders because they do not know how to interact with psychiatric patients. To deepen students' understanding of pharmacotherapy for psychiatric disorders, Chiba University Hospital provides a one-day psychiatric clinical practicum in which pharmacy students perform a pharmaceutical intervention. In this practicum, students first had a group discussion about the case, assessed the pharmaceutical problem, and considered pharmacotherapy solutions to the problem on their own. Then, the students interviewed the patients directly to collect pharmaceutical-related information. Finally, the students participated in a conference and presented their own pharmacotherapy solutions to the problem. In this study, we conducted a questionnaire survey and assessed the students' reports in order to investigate their satisfaction with the practicum, changes in their impression of psychiatric disorders or patients with psychiatric disorders, and the level of knowledge they attained. The results showed that almost all students were satisfied with the practicum. The students' impression of psychiatric disorders or patients with psychiatric disorders changed in a positive direction. It seems that students came to realize the role and responsibility of the pharmacist in medical teams. These findings suggest that the practicum led to a positive change in the students' impression of psychiatric patients through conversations with the patients, assessment of pharmacotherapy from a pharmaceutical point of view, and proposing prescriptions.


Assuntos
Educação em Farmácia , Transtornos Mentais , Preceptoria , Estudantes de Farmácia , Humanos , Currículo , Educação em Farmácia/métodos , Estudantes de Farmácia/psicologia , Transtornos Mentais/tratamento farmacológico
2.
Yakugaku Zasshi ; 142(11): 1287-1296, 2022.
Artigo em Japonês | MEDLINE | ID: mdl-36328455

RESUMO

Experience-based clinical training has been introduced in long-term practical training at pharmacies in Japan. Satisfaction and motivation of pharmacy students differs among pharmacies; however, the underlying causes of the differences are unclear. The purpose of this study was to investigate items for improvement for long-term practical training for raising pharmaceutical problem-solving capability at pharmacies based on students' perspectives. We performed a questionnaire survey to evaluate student satisfaction in clinical education and learning environments. The results were analyzed using customer satisfaction (CS) analysis. After long-term practical training at pharmacies, questionnaires were distributed to 126 pharmacy students at Fukuyama University between November 2021 and March 2022. Ninety-eight students responded. "The practice hours per prescription or pharmacotherapy screening and intervention (improvement factor: 14.954)", "the discussion hours for optimization of prescribing and rational medication use, or patient education with pharmacist (9.493)", and "the self-learning place (3.490)" were identified as items requiring improvement. Our findings suggest that the university should work together with pharmacies to improve the learning strategy and environments to increase direct and continuous interaction with pharmacists at pharmacies. Such interventions may result in improvement of students' satisfaction and a wide variety of practical pharmacy skills.


Assuntos
Educação em Farmácia , Farmácias , Farmácia , Estudantes de Farmácia , Humanos , Educação em Farmácia/métodos , Farmacêuticos , Inquéritos e Questionários , Preparações Farmacêuticas
3.
Curr Pharm Teach Learn ; 14(11): 1348-1352, 2022 Nov.
Artigo em Inglês | MEDLINE | ID: mdl-36402517

RESUMO

INTRODUCTION: To assess the extent pharmacy programs are offering courses in management and marketing. METHODS: We sampled the extent of management and marketing coursework in the doctor of pharmacy (PharmD) curricula in the United States (US) by examining website descriptions of the best pharmacy schools in 2020 (N = 134) as ranked by the US News and World report. Links to curriculum descriptions and catalogs were reviewed for coursework having the words, marketing, management, entrepreneurship, or business plan in the title. RESULTS: Of the 134 PharmD curricula reviewed, 36 (27%) had no required or elective management courses, and 101 (75%) had no required or elective marketing courses in their curriculum. Most schools did offer a core (n = 89) or elective (n = 9) management course. However, of those, about half (n = 46) provided only a single management course over the entire curriculum. Only 33 (25%) schools offered a marketing course, of which most (n = 27) were elective. CONCLUSIONS: Many pharmacy schools in the US are not providing pharmacy graduates with the business management and marketing education required for the role of a pharmacist. Pharmacy education should consider curriculum changes that equip pharmacy students with sufficient business knowledge and skills to be innovative and entrepreneurial in all practice settings.


Assuntos
Educação em Farmácia , Farmácia , Estados Unidos , Humanos , Faculdades de Farmácia , Currículo , Marketing
4.
Curr Pharm Teach Learn ; 14(10): 1305-1308, 2022 Oct.
Artigo em Inglês | MEDLINE | ID: mdl-36184297

RESUMO

INTRODUCTION: The disruptions induced by the COVID-19 pandemic have forced quick and significant changes to recruitment and admissions practices in colleges of pharmacy. This process has helped to identify barriers and challenges for prospective students. At the University of North Carolina Eshelman School of Pharmacy, some changes were already under consideration prior to the pandemic, such as moving to test-optional admissions and allowing remote interviews, while new considerations included offering the entire recruitment and admissions process remotely. METHODS: In 2020-2021, the decision was made to move to test-optional admissions. A separate decision was made to conduct interviews remotely. Data from the admission cycle were collected from the Pharmacy College Application Service as part of the standard admissions process and exported for analysis. Descriptive statistics (mean ±â€¯SD) were used. RESULTS: Completed applications increased by 59.1% in 2020-2021 from the previous year. Applications increased by 9.8% from underrepresented students, by 6.2% from those with a bachelor's degree, and by 8.4% by out of state students. Other admissions metrics, such as the mean grade point average (3.50) and mean Pharmacy College Admissions Test composite percentile (88%), did not change. CONCLUSIONS: The COVID-19 pandemic experience validated our perspective that we must continue to embrace change and seize opportunities to reduce barriers for prospective students to improve access to the profession. The changes that this pandemic has necessitated may help to close the gaps in accessing health professions education.


Assuntos
COVID-19 , Educação em Farmácia , Farmácia , Humanos , Critérios de Admissão Escolar , Pandemias , COVID-19/epidemiologia
5.
Curr Pharm Teach Learn ; 14(10): 1256-1268, 2022 Oct.
Artigo em Inglês | MEDLINE | ID: mdl-36280556

RESUMO

INTRODUCTION: With the currently accelerating changes in pharmacists' roles in Saudi Arabia, evidence-based developmental tools are required to guide initial pharmacy education and define competencies for early career (foundation level) pharmacists' progression. This study aimed to develop a profession-wide competency framework for foundation level pharmacists in Saudi Arabia using the International Pharmaceutical Federation (FIP) Global Competency Framework (GbCF) as the source framework. METHODS: An online nominal group technique was used to develop consensus on a profession-wide national competency framework in Saudi Arabia. Purposive sampling was used to recruit experts from local various pharmacy sectors. A combination of self-administered surveys and online meetings was used to measure and develop consensus. The survey items were adopted from the FIP GbCF version 2. RESULTS: Nine pharmacy experts participated in five iterative rounds of consensus measurement and development between July and November 2021. Consensus was achieved on appropriateness to Saudi pharmacy practice for all the behaviours in the "Pharmaceutical Public Health," "Pharmaceutical Care," and "Professional/Personal" clusters. The "Organisation and Management" cluster caused most differences of opinion. The final consensus generated a list of 125 behavioural statements for inclusion in the national competency framework. CONCLUSION: This study proposes the first competency framework for foundation level pharmacists in Saudi Arabia. The developed framework represents a consensus on competencies for foundation level pharmacists working across all pharmacy sectors and is eligible for supporting further improvement of initial pharmacy education and support excellence in pharmacists' performance to address the country's needs from pharmaceutical services.


Assuntos
Educação em Farmácia , Farmacêuticos , Humanos , Arábia Saudita , Competência Profissional , Preparações Farmacêuticas
6.
Curr Pharm Teach Learn ; 14(10): 1319-1325, 2022 Oct.
Artigo em Inglês | MEDLINE | ID: mdl-36280557

RESUMO

OUR SITUATION: Educators often find themselves in possession of large amounts of text-based materials, such as student reflections, narrative feedback, and assignments. While these materials can provide critical insight into topics of interest, they also require a substantial amount of time to read, interpret, and use. The purpose of this article is to describe and provide recommendations for text analytics. METHODOLOGICAL LITERATURE REVIEW: An overview of text analytics is provided, including a brief history, common types of contemporary techniques, and the basic phases of text analytics. Several examples of common text analytics techniques are used to illustrate this approach. OUR RECOMMENDATIONS AND THEIR APPLICATIONS: Practical recommendations are provided to support the use of text analytics in pharmacy education. These recommendations include: (1) clarify the purpose of the text analytics; (2) ensure the research questions are relevant and grounded in the literature; (3) develop a processing strategy and create a dictionary; (4) explore various tools for analysis and visualization; (5) establish tolerance for error; (6) train, calibrate, and validate the analytic strategy; and (7) collaborate and equip yourself. POTENTIAL IMPACT: Text analytics provide a systematic approach to generating information from text-based materials. Several benefits to this approach are apparent, such as improving the efficiency of analyzing text and elucidating new knowledge. Despite recent developments in text analytics techniques, limitations to this approach remain. Efforts to improve usability and accessibility of text analytics remain ongoing, and pharmacy educators should position their work within the context of these limitations.


Assuntos
Mineração de Dados , Educação em Farmácia , Humanos , Mineração de Dados/métodos
7.
Curr Pharm Teach Learn ; 14(10): 1222-1228, 2022 Oct.
Artigo em Inglês | MEDLINE | ID: mdl-36283793

RESUMO

INTRODUCTION: The American Association of Colleges of Pharmacy has urged pharmacy faculty to commit to actions to reduce the public health threat from opioid use and misuse. Optimizing student pharmacist training necessitates understanding changes in their attitudes and perceptions over time. This study assessed student attitudes, perceptions, and understanding of addiction, opioid use and misuse, and opioid overdose over four sequential years, from 2016 to 2019. METHODS: The participants were third-professional year doctor of pharmacy students enrolled in a required course. Participants voluntarily completed a 27-statement survey to determine student attitudes, perceptions, and understanding. RESULTS: A total of 452 participants completed the survey (response rate = 76.5%). Of the 27 survey items, five survey statements showed year on year positive increases in specific student attitudes towards addiction, hopefulness for its treatment, and confidence to use and train opioid overdose reversal agents. These yearly changes did not appear to be related to any changes in the academic aptitude of the students. The 22 remaining statements showed positive and stable attitudes towards self-perceived understanding of opioid use and misuse, hopefulness for its treatment, and the role of pharmacists. CONCLUSION: To our knowledge, this is the first large multiyear assessment of student pharmacists' attitudes, perceptions, and understanding of opioid use, misuse, and overdose. The data indicate favorable and improving attitudes. Knowledge of student attitudes, perceptions, and understanding regarding opioid use, misuse, and overdose will aid in the development of effective training programs for students in our, and other colleges of pharmacy.


Assuntos
Overdose de Drogas , Educação em Farmácia , Overdose de Opiáceos , Transtornos Relacionados ao Uso de Opioides , Estudantes de Farmácia , Humanos , Estados Unidos , Farmacêuticos , Analgésicos Opioides/uso terapêutico , Overdose de Drogas/tratamento farmacológico , Transtornos Relacionados ao Uso de Opioides/tratamento farmacológico , Antagonistas de Entorpecentes/uso terapêutico
9.
Curr Pharm Teach Learn ; 14(9): 1122-1134, 2022 09.
Artigo em Inglês | MEDLINE | ID: mdl-36117119

RESUMO

INTRODUCTION: To describe the use of the nominal group technique (NGT) to refine pharmacy core roles and to compare these roles with current pharmacy outcomes and other literature to highlight potential deficiencies. METHODS: The NGT process was used for this proposal review. The process was conducted in four key stages: silent generation, round-robin, clarification, and voting. A convenience sampling of five pharmacy faculty and administrators that have researched the areas of practice-readiness and pharmacy competencies formed the panel of participants for the NGT process. RESULTS: Study findings offer seven core roles that define pharmacists' scope of practice: knowledge, patient care skills, professional, scholar, system-based practice/manager, collaborator, and advocate/health promoter. Development of these core roles revealed several missing pharmacy competencies or ones only covered in optional learning objectives: conflict management, professional advocacy, scholarship, empathy, personal health, transitions of care, health outcomes, quality improvement, and health insurance. CONCLUSIONS: The development of pharmacy roles is one way to ensure students are adequately prepared for pharmacy practice following graduation. Mapping of competencies to core professional roles would allow schools/colleges of pharmacy to have one cohesive document to guide pedagogical and assessment practice. More research and consensus building will be needed before these core roles could be disseminated more broadly.


Assuntos
Educação em Farmácia , Assistência Farmacêutica , Farmácia , Educação em Farmácia/métodos , Humanos , Farmacêuticos , Projetos Piloto
10.
Curr Pharm Teach Learn ; 14(10): 1309-1313, 2022 Oct.
Artigo em Inglês | MEDLINE | ID: mdl-36117123

RESUMO

BACKGROUND AND PURPOSE: Critical thinking and problem solving are two skills required to be a successful pharmacist. These skills are often difficult to teach and assess within the classroom. Cognitive apprenticeship theory has been discussed in literature to foster the cognitive and meta-cognitive processes of thinking. Coordinators of a first year Pharmaceutical Skills I course explore how they incorporated this theory into an ethics module to enhance student awareness of thinking and application. EDUCATIONAL ACTIVITY AND SETTING: An ethics module was incorporated into a first year doctor of pharmacy skills course in fall 2021. This module was developed following the four dimensions of cognitive apprenticeship. Lecture materials and ethical debate topics were created by course coordinators and mirrored real time ethical issues surrounding the field of pharmacy. Students were required to use primary literature, the American Pharmacists' Association Code of Ethics, and other ethical terms to support their arguments. Cognitive apprenticeship theory was used throughout the module and post-debate discussions. FINDINGS: The ethics module presented in this course incorporated all dimensions of cognitive apprenticeship. Course coordinators perceived students were able to apply knowledge of ethical principles to scenarios and debates in an effective manner. Purposeful introduction, reiteration, and application offers students the chance to showcase critical thinking and ethical reasoning. SUMMARY: Utilizing the cognitive apprenticeship theory to prepare students for critical thinking is effective when incorporated into a course module. This theory could be successfully implemented into other topics throughout the course and throughout the pharmacy curriculum.


Assuntos
Educação em Farmácia , Farmácia , Estudantes de Farmácia , Humanos , Estudantes de Farmácia/psicologia , Educação em Farmácia/métodos , Inquéritos e Questionários , Cognição , Preparações Farmacêuticas
11.
Curr Pharm Teach Learn ; 14(10): 1274-1282, 2022 Oct.
Artigo em Inglês | MEDLINE | ID: mdl-36117124

RESUMO

INTRODUCTION: Medication reviews can reduce the geriatric risk of experiencing drug-related problems (DRPs), but medication review training programs in pharmacy education are infrequent and inconsistent. Data on education programs that practice DRP management skills and DRP prioritization should be collected as such training requires a tailored student evaluation at the DRP level. METHODS: A geriatric patient medication review training was developed and implemented for eighth-semester pharmacy students. Students' DRP management skills were evaluated using audiotaped, 15-min simulated patient scenarios before and after the training using a newly developed algorithm (score 1-9, adequate management defined ≥7). The scenarios included 17 DRPs, five of which were identified as a high priority. Students rated their DRP management and knowledge by self-assessment before and after the training and supplied feedback about the training. RESULTS: Student comprehension and handling of DRPs improved after the training. The median number of adequately managed DRPs increased from 4 to 7 (P = .001) and the median number of high-priority DRPs identified increased from 4 to 5 (P = .007). Students felt they improved their overall competency, DRP management, and knowledge, and 85% rated the training essential to their university education. CONCLUSIONS: This training provided students with an objective evaluation algorithm for complex patient simulations in elderly patients. The training improved students' DRP prioritization and management, providing a basic template for future geriatric medication review training programs.


Assuntos
Educação em Farmácia , Estudantes de Farmácia , Humanos , Idoso , Revisão de Medicamentos , Alemanha , Pacientes
12.
Curr Pharm Teach Learn ; 14(10): 1283-1291, 2022 Oct.
Artigo em Inglês | MEDLINE | ID: mdl-36167725

RESUMO

INTRODUCTION: Transitions of care (TOC) continue to evolve as a problem within our health care system and is a direct driver to worsened patient outcomes. Currently information of in-depth instruction and application of TOC content within health care education, especially pharmacy, is limited. In 2012, a small team of faculty members created a specialized TOC pharmacy elective for third year doctor of pharmacy students. The purpose of this paper is to describe the impact of this TOC course on students' perceptions on their TOC knowledge, skills, and attitudes over the four years course span. METHODS: A pre-/post-paper anonymous survey was distributed to the students. Descriptive statistics captured the analyzed survey questions into four main themes. Within each respective theme, quantitative data were provided for pre- and post-survey responses to illustrate the difference in the scores with corresponding P values to showcase if significance was present. RESULTS: The response rate of the survey was 100%. Within all of the respective themes, all of the survey questions, pre- to post-responses, had a significant shift toward a higher degree of agreement. CONCLUSIONS: This study illustrates the impact a course dedicated to TOC has on student's learning.


Assuntos
Educação em Farmácia , Estudantes de Farmácia , Humanos , Avaliação Educacional , Currículo , Atitude
13.
Curr Pharm Teach Learn ; 14(10): 1246-1255, 2022 Oct.
Artigo em Inglês | MEDLINE | ID: mdl-36175352

RESUMO

INTRODUCTION: Learner-centered authentic learning opportunities in health science disciplines can be provided using cases to allow integration of theoretical knowledge across multiple subject areas and development of problem-solving skills. We have previously described the adaptation of the case difficulty cube (CDC), a model from business education, that proposes assignment of case difficulty based on three dimensions (analytical, conceptual, and presentation) in pharmacy education. METHODS: The CDC for use in health science disciplines (modCDC) was evaluated using 13 cases from summative undergraduate pharmacy examinations. Inter-rater agreement (IRA) and inter-rater reliability (IRR) for modCDC ratings were first determined, then a post hoc investigation of the relationship between the modCDC score and student marks was undertaken. RESULTS: First, the IRA for each dimension of the modCDC was adequate for aggregating ratings. IRR was excellent for the conceptual axis, good for the presentation axis, and poor for the analytical axis. Second, analysis of the relationship between the modCDC score and student marks indicated that there was a significant difference between student marks awarded at each level of case difficulty, except for the lower levels of difficulty. The results indicate that the modCDC is a relatively robust tool that could be used to determine case difficulty prior to cases being used in assessments. CONCLUSIONS: The modCDC is a simple tool that can assist academic staff in providing consistent learning opportunities for, and assessment of, pharmacy students at an appropriate level.


Assuntos
Educação em Farmácia , Farmácia , Estudantes de Farmácia , Humanos , Reprodutibilidade dos Testes , Educação em Farmácia/métodos , Aprendizagem
14.
Curr Pharm Teach Learn ; 14(11): 1431-1437, 2022 Nov.
Artigo em Inglês | MEDLINE | ID: mdl-36127279

RESUMO

BACKGROUND AND PURPOSE: This article describes the re-design and preliminary impact of a pre-departure global health training program for nine advanced pharmacy practice experience (APPE) sites. EDUCATIONAL ACTIVITY AND SETTING: The program was re-designed from a half-day orientation to a six-week (six-hour total) program. Students explored global health, cultural competency, adaptability, safety, and travel logistics. The program's impact on student learning was indirectly assessed using closed- and open-ended items on pre- and post-program surveys. Students reported self-perceived agreement with eight statements regarding travel logistics and 17 statements regarding global health. FINDINGS: Fifty-five students took the pre-course survey, and 47 students took the post-program survey for response rates of 100% and 85%, respectively. Students indicated significant change on 23 out of 25 statements, demonstrating meaningful improvements in agreement in both global health, logistics, and safety. Students were most interested in learning about travel logistics and healthcare information about their specific country upon entry into the program. At the conclusion of the program, students most often reported learning about cultural competency and adaptability. Most students reported no remaining questions. Course design, delivery, and assessment experience was provided for two academic postdoctoral fellows through the implementation of the re-designed program. SUMMARY: Students perceived improved understanding and comfort with global health concepts and travel logistics after the pre-departure program, despite the diverse nature of rotation sites covered. More research is needed to understand what impact a pre-departure training program has on the overall global health student experience.


Assuntos
Educação em Farmácia , Farmácia , Estudantes de Farmácia , Humanos , Saúde Global , Avaliação Educacional
15.
Curr Pharm Teach Learn ; 14(11): 1387-1396, 2022 Nov.
Artigo em Inglês | MEDLINE | ID: mdl-36137887

RESUMO

INTRODUCTION: The ability to reflect is a key element in preparing pharmacy professionals to meet the challenges of a dynamic health care environment. This mixed-methods study explored the pedagogical benefits of peer feedback by designing, developing, and implementing a peer feedback activity to facilitate reflective practice among pharmacy students. METHODS: Twenty second-year doctor of pharmacy (PharmD) students in a required pharmacotherapy course participated in a systematic peer feedback activity and five of these students volunteered for semi-structured interviews. RESULTS: No significant correlation was found between perceived effectiveness of peer feedback and students' reflective thinking skills. Qualitative interview data revealed three major themes regarding PharmD students' perception of peer feedback as an instructional strategy to promote reflective practice: (1) the cognitive process of providing feedback, (2) the cognitive process after receiving peer feedback, and (3) perceptions of peer feedback as a tool to exercise reflective practice. CONCLUSIONS: Although limited in sample size, important lessons were learned on how to design, develop, and implement a peer feedback activity.


Assuntos
Educação em Farmácia , Estudantes de Farmácia , Humanos , Estudantes de Farmácia/psicologia , Retroalimentação , Avaliação Educacional/métodos , Educação em Farmácia/métodos , Grupo Associado
16.
Curr Pharm Teach Learn ; 14(11): 1373-1380, 2022 Nov.
Artigo em Inglês | MEDLINE | ID: mdl-36153244

RESUMO

INTRODUCTION: Global health, a practice that prioritizes improving health and achieving health equity for all people worldwide, is a priority for pharmacists, schools, and pharmacy colleges. Several initiatives aim to enhance faculty and student exchanges while promoting projects and initiatives among thriving universities and under-resourced countries and institutions. While many organizations recognize the benefit of global collaboration, as demonstrated by the adoption of the 2012 American Association of Colleges of Pharmacy Strategic Plan, which calls for increased global experiences for faculty and students, the COVID-19 pandemic created a demand for international engagement within pharmacy practice. The objective of this study was to evaluate students' perceptions and attitudes toward incorporating a global pharmacy pen pal (PPP) exchange within the pharmacy curricula at two schools/colleges of pharmacy. METHODS: This mixed-method study included assigned engagement within a required or elective didactic course, followed by a post-experience survey. Each student was pre-assigned a pen pal from a cohort of pharmacy students residing in 11 countries for the assignment. RESULTS: In total, 184 students completed the learning experience, and across both sites, 63 students completed the post-experience survey. The students' impressions of the PPP varied by site, yet most participants reported an improved awareness of pharmacy practice in other countries.


Assuntos
COVID-19 , Educação em Farmácia , Estudantes de Farmácia , Humanos , Estados Unidos , Educação em Farmácia/métodos , Farmacêuticos , Projetos Piloto , Pandemias
17.
Curr Pharm Teach Learn ; 14(11): 1438-1447, 2022 Nov.
Artigo em Inglês | MEDLINE | ID: mdl-36154989

RESUMO

BACKGROUND: The recognition of social determinants as major drivers of health outcomes has important implications for health care providers, including pharmacists. It is therefore imperative that providers have the requisite knowledge, skills, and attitudes to adequately address the contributions of social determinants of health (SDOH) alongside the impact of medical care on health and treatment outcomes. Case-based learning is a common practice in pharmacy education. Patient cases used in pharmacotherapy courses typically highlight clinical parameters and quantitative indices, often to the exclusion of sociocultural contexts. In actual practice, pharmacists (and other health care providers) must consider both clinical information and the context of SDOH in order to deliver responsive and effective patient care. EDUCATIONAL ACTIVITY AND SETTING: The aim of the project was to build patient cases that reflect both aspects. The intent is to use these cases in the core pharmacy curriculum to teach students how to concurrently consider both clinical and social elements in patient care. Eleven pharmacists and educators participated in three work groups to develop 10 cases for pharmacotherapy courses in cardiovascular disease, diabetes management, and mental health. Two of the cases were facilitated with fourth year students on advanced pharmacy practice experiences. SUMMARY: Feedback from case developers and students highlights features of the cases that lend them to utility in the pharmacy curriculum. The integration of SDOH in patient cases provides opportunity for students to build the relevant competencies that will enable them to provide holistic patient care.


Assuntos
Educação em Farmácia , Estudantes de Farmácia , Humanos , Determinantes Sociais da Saúde , Currículo , Farmacêuticos
18.
Curr Pharm Teach Learn ; 14(9): 1081-1084, 2022 09.
Artigo em Inglês | MEDLINE | ID: mdl-36154951

RESUMO

INTRODUCTION: Pharmacy programs are responsible for providing appropriate academic accommodations to student learners in the classroom including individuals with disabilities according to Accreditation Council for Pharmacy Education Accreditation Standards. COMMENTARY: In the literature, faculty have published methods on teaching strategies and assistive technologies to increase accessibility in a laboratory setting and implementation of resources for learners with visual or hearing impairment. An area that has not been highlighted in the literature is the accessibility of drug databases and resources often utilized in pharmacy practice and is an integral part of pharmacy curricula. This commentary provides information about the accessibility of the content and features within drug databases and resources using assistive technology for individuals with visual impairment. IMPLICATIONS: Pharmacy programs must conduct testing of software and drug resources commonly used to ensure appropriate accommodations are provided for learners with disabilities. In addition, external stakeholders who develop drug information resources may need to consider accessibility of content for student learners with visual impairment and other forms of disability.


Assuntos
Educação em Farmácia , Tecnologia Assistiva , Currículo , Bases de Dados de Produtos Farmacêuticos , Humanos , Transtornos da Visão
19.
Curr Pharm Teach Learn ; 14(9): 1154-1159, 2022 09.
Artigo em Inglês | MEDLINE | ID: mdl-36154960

RESUMO

INTRODUCTION: To address practicum challenges commonly reported in inpatient pharmacy practice settings, a novel experiential education facilitator (EEF) role was created and implemented to provide on-the-ground support for students and practice educators (PEs). This article characterizes the daily activities of the EEF and associated perceptions of their role by students and PEs. METHODS: In this prospective, descriptive study, EEFs, students, and PEs involved with inpatient advanced pharmacy practice experiences (APPEs) participated. Day-to-day activities were captured by EEFs through completion of logs, and student and PE perceptions of the EEF role were collected through surveys. RESULTS: Seven EEFs, 14 students, and 20 PEs participated. During the practicum, EEFs frequently organized student activities, provided education to PEs, assisted with student evaluations, and provided logistical support. Orienting students to the site and providing teaching sessions took the greatest amount of time. These activities were perceived to be beneficial by students and PEs, and 12 of 14 (86%) students stated that they felt more confident in their clinical skills after working with their EEF. The majority of students and PEs did not experience challenges with the EEF role. The main challenge identified by both groups was inaccessibility to the EEF due to illness, vacation, or competing clinical responsibilities. CONCLUSIONS: EEFs within inpatient practice settings are valued for their involvement in providing on-site support for students and PEs. Orientating students to the site, facilitating teaching sessions, and supporting student evaluation were perceived as beneficial and addressed some of the key needs identified by inpatient stakeholders.


Assuntos
Educação em Farmácia , Farmácia , Estudantes de Farmácia , Humanos , Pacientes Internados , Estudos Prospectivos
20.
Artigo em Inglês | MEDLINE | ID: mdl-36078618

RESUMO

Background: Self-learning (SL) is a process in which individuals take the initiative to acquire knowledge with or without the help of others. Knowledge about herbal and dietary supplements (HDS) is important for pharmacists. Unfortunately, there is limited coverage of topics relating to HDS in the pharmacy curricula. The present focus group study applies the Theoretical Domains Framework (TDF) to explore pharmacy students' practices and beliefs regarding SL about HDS (SL-HDS). Methods: Focus group interviews (FGIs) were conducted between April and May 2019 among a sample of undergraduate pharmacy students at a public university (n = 20). Four FGI sessions were conducted, each lasting about 60 to 75 min, and all the sessions were audio-recorded. The interviews were transcribed verbatim and analysed using thematic content analysis. Results: Beliefs about SL-HDS were categorised into 12 domains based on the TDF. Students showed positive attitudes towards SL-HDS and agreed that their involvement in SL-HDS was instrumental in improving their knowledge about various aspects of HDS including indications, adverse effects, and HDS-drug interactions. Various facilitators and barriers influencing students' participation in SL-HDS were uncovered (e.g., access to the internet, time, availability of reference resources). The students demanded to be equipped with critical appraisal skills, as they had limited confidence in assessing literature or information about HDS. Conclusion: This study revealed that the students saw the benefits of SL-HDS. They also perceived that engaging in SL-HDS is compatible with the role of pharmacy students. The findings showed students' readiness and willingness to conduct SL-HDS.


Assuntos
Educação em Farmácia , Estudantes de Farmácia , Currículo , Suplementos Nutricionais , Humanos , Farmacêuticos
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