Recent Currents in Pharmacy Teaching and Learning Articles
Robin M. Zavod
Bohdan Hromovyk | Artem Horilyk
Abstract: BackgroundNowadays pharmaceutical education in Ukraine is actively modernizing in the light of globalization processes, including the Bologna Process and conversion to lifelong learning.ObjectiveImpartial and versatile assessment of the current state of pharmaceutical education in Ukraine.MethodsInformation retrieval, content analysis, SWOT (an abbreviation of strengths, weaknesses, opportunities and threats) analysis, expert appraisement, and statistical data analysis.ResultsThe lists of four categories of factors (strengths, weaknesses, opportunities and threats) related to pharmaceutical education in Ukraine were created. Based on these lists, a questionnaire for expert appraisal of the expected influence of every element was worked out. The study was conducted by surveying 192 participants—tutors from six universities that train pharmacists. According to the expert estimations in each group of factors, a ranking based on the influence of factors on the status of pharmaceutical education was conducted.ConclusionsThe results of the study demonstrate the current status of pharmaceutical education in Ukraine. Expert evaluation data can be used for elaborating the strategies for reformation of the Ukrainian system of pharmaceutical education in response to the existing strengths and weaknesses, as well as the most significant opportunities and threats.
“Is there a need for social pharmacy courses in Libya?” Findings from a cross-sectional survey among pharmacy practitioners
Omar Saad Saleh Abrika | Mohamed Azmi Ahmad Hassali | Abduelmula R. Abduelkarem
Abstract: ObjectivesThis study was conducted to investigate pharmacy practitioners' perceptions towards the need for social pharmacy education in the existing pharmacy curricula in Libya.MethodsA cross-sectional survey design was used in this study. Using a questionnaire developed following an extensive literature review, a survey was undertaken in Libya from June to September 2010. The respondents' were pharmacists who had graduated from pharmacy school and worked at Libyan community pharmacies, government drug stores, drug companies, and hospital pharmacies.ResultsA total of 600 questionnaires were distributed. A total of 497 respondents (82.8%) completed the questionnaire. The majority of respondents' (60.6%) reported that they were not taught courses related to social pharmacy in their institutions. Only 39.4% indicated that the social pharmacy related courses such as “communication skills, health psychology, and health promotion” were taught in their respective institutions under various alternative headings.ConclusionsThe results obtained from the present study revealed that social pharmacy subjects are not fully thought out and given priority in the Libyan pharmacy curricula. To overcome the challenges of adopting social pharmacy as a field of importance in pharmacy education and practice in Libya, a more proactive and collaborative approach is required, involving all stakeholders and engaging pharmacy practitioners.
Pharmacy students' experience and comfort with herb/dietary supplement (HDS) questions and information resources in the work setting
Lana Dvorkin Camiel | Maria D. Kostka-Rokosz | Erin Medeiros
Abstract: ObjectivesTo evaluate PY3 pharmacy students' work experience as it relates to the use of herbal and dietary supplements (HDS) resources at work site, most useful resources for researching HDS questions, comfort level at answering questions, potential ways of expanding knowledge in this field and students' perception of pharmacists' comfort level related to HDS inquiries.MethodsA 20-question survey was administered during a required course. An automated response system collected anonymous and voluntary responses.ResultsThree hundred and nine students were enrolled in the course, with 306 responding to the survey (not all answered each question). Seventy-eight percent currently held a pharmacy position. Six percent of respondents received questions about HDS on a daily basis, 31% weekly, 42% monthly and 21% never. Only 7% believed that their pharmacy had a sufficient number of resources to handle questions. Forty-six percent of respondents reported not having access to any HDS resources while 35% of respondents reported having no experience with resources at their workplace. Eighty-three percent did not feel comfortable processing HDS questions and 65% believed pharmacists did not have a sufficient level of comfort either.ConclusionHealthcare providers are increasingly asked to respond to patient questions about HDS. Pharmacies should offer sufficient number, quality and access to information resources and provide additional education for their practicing pharmacists and interns. Although pharmacy students in the current curriculum are exposed to these resources, lack of application at work and throughout the curriculum precludes students from further developing and expanding their skills and information base in the HDS field.
Joseph M. LaRochelle | Nicole Riley | Kelly Chapman
Abstract: Didactic learning of pharmacy is an essential part of building the foundation of knowledge needed as a pharmacist. Application of that knowledge is essential to optimal patient care. Pharmacy students in their early professional years do not get adequately exposed to the practice of clinical pharmacy and often have a narrow view of the pharmacy profession, especially pediatrics. Early exposure to clinical pharmacy can help guide students and show first-hand how the curriculum taught in the classroom is applied and impacts patients' lives. As second-year pharmacy students, we describe our experiences on a short clinical shadowing in a Pediatric Intensive Care Unit.
Anita T. Mosley | David F. Maize | Lila P. LaGrange
Abstract: ObjectiveTo determine pharmacy students' perceptions of the potential academic benefit, mandatory attendance policy, notification of and preparation for the sessions and negative stigma related to an academic assistance program at a new school of pharmacy.MethodsAn anonymous, 16-question online questionnaire assessing the study's objective was administered to 137 of 167 first- (P1) and second- (P2) year students enrolled in a Doctor of Pharmacy program.ResultsThe results of this study indicate that students who had been enrolled in the program perceived an academic benefit. Student insight on the mandatory attendance policy, the notification of and preparation for the sessions, and the negative stigma related to an academic assistance program led to changes that were incorporated into the supplemental instruction (SI) design and implementation.ConclusionsThe early detection of high-risk students and immediate and ongoing interaction between these students and course faculty is perceived as a benefit and a unique aspect of our Doctor of Pharmacy program. This study introduces the development and implementation of an SI program and the findings may assist other schools of pharmacy in designing their own SI programs.
A bibliometric review of pharmacy education literature in the context of low- to middle-income countries
Zaheer-Ud-Din Babar | Shane L. Scahill | Muhammad Akhlaq | Sanjay Garg
Abstract: ObjectiveThis review systematically identified published literature on pharmacy education in low- and middle-income countries. Specific aims were twofold: Firstly, to systematically identify and quantify published literature on pharmacy education in the context of low- and middle-income countries. Secondly, to explore and understand the major patterns of dialogue in this literature.MethodsThrough bibliometric review, a cohort of publications were quantitatively analyzed to determine paper types, country context, publication by year, and journal source. Through document analysis a narrative of major themes was identified.ResultsA small number of publications (n = 36) were sourced; the majority being letters to the editor, commentaries or viewpoints (80%). The Asian subcontinent (39%), the Middle East (25%) and low-income countries combined (17%) were the dominant geographic areas. There was a peak in publication during 2008 and 2009; a single journal dominated. From narrative synthesis, seven themes emerged and implications for the relevant literature, policy, practice and future research were considered.ConclusionsAside from rhetoric, this bibliometric review demonstrates that there are few empiric publications in the area of pharmacy education in low- and middle-income countries. There is a need for a robust research agenda in order to address both gaps in the research literature; alongside the implications of the findings for educational policy and practice in this context.
Charles D. Ponte
Abstract: Academic pharmacy has embraced the concept of peer evaluation as an important means by which its members are rewarded and given guidance regarding career development. However, faculty members are focusing much of their energies and time trying to meet the requirements of the institutions' promotion and tenure guidelines versus attending to those more productive activities that would foster their development and career. Evaluation committees are faced with making subjective judgments using performance indicators that are not validated, subject to interpretation and potentially applied unequally to those under review. More onus should be placed upon the department chair to create the culture where mentorship and career planning are ongoing and his/her role supersedes that of a departmental peer-evaluation committee. The departmental evaluation committee could function in an advisory role to junior faculty throughout the year and would only meet in its traditional role when faculty members are considered for promotion and/or tenure.
The cross-cultural field excursion initiative: An educational approach to promote cultural competency in student pharmacists
Liz Heffernan | Darius Kalvaitis | Prabu Segaran | Edward Fisher
Abstract: As the demographics in the United States (US) are becoming increasingly diverse, it is essential that pharmacists provide culturally competent care to the diverse patient populations they serve. Cultural appreciation is highlighted in the Accreditation Council of Pharmacy Education’s (ACPE) curricular guidelines and addressed in the Center for the Advancement of Pharmaceutical Education (CAPE) supplemental objectives to guide curriculum development.1,2 Therefore, Colleges of Pharmacy are charged with employing effective strategies to help student pharmacists develop cross-cultural skills. The purpose of this study was to determine the effectiveness of cross-cultural field excursion initiatives as a means to encourage cultural competency in student pharmacists. Eighteen student pharmacists participated in a field excursion to Kalaupapa, Molokai to explore the cultural implications of Hansen disease on the population of Hawaii. The excursion included the writing of a pre-trip research paper, a visit to Kalaupapa, Molokai and a presentation to their classmates upon return. Following this experience, 17 of the 18 participants took part in focus group discussions to explore the primary research question “Are cross-cultural field excursion initiatives a viable way to increase cultural competency in student pharmacists?” The findings suggested that an educational format that combines independent research, a field excursion, post-trip presentations and focus-group discussions does promote cultural competency and that the experiential nature of this initiative had a significant impact on the participants. Further research is needed to determine whether the knowledge gained from this experience is carried forward and applied to their clinical practice.
David Stewart | Brian Odle
Abstract: ObjectiveThis pilot study sets out to discover the consumer's attitudes and perceptions about herbal therapy—both before and after viewing student pharmacists' posters that included information on various supplements and herbal therapies.MethodsAn eleven-question survey was distributed among 61 attendees. In addition to demographic information, questions were asked about opinions of safety and efficacy of natural supplements and herbal therapies. Additionally, respondents were asked about their intended future use of herbal therapies.ResultsTwenty-four percent of the survey respondents changed their perception regarding the safety of natural and herbal therapies, (p = 0.23), while 45% changed their perception of efficacy (p = 0.012). Overall, there was not an anticipated change in the use of natural and herbal therapies among the respondents. Prior use of or familiarity with natural or herbal products did not influence future anticipated use.ConclusionStudent pharmacists' poster presentations significantly changed the perception regarding the efficacy of dietary supplements, but not the perception of safety.
Assessment of interprofessional perceptions and attitudes of health professional students in a simulation laboratory setting
Michelle M. Bottenberg | Jane E. DeWitt | Geoffrey C. Wall | Anisa Fornoff | Nora Stelter | Denise Soltis | Darla Klug Eastman
Abstract: ObjectiveTo describe the interprofessional perceptions and attitudes of medical, pharmacy, and nursing students from separate universities involved in a human patient simulation laboratory experience.MethodsA survey instrument was administered to medical, pharmacy, and nursing students to determine if interprofessional simulation labs alter participants' attitudes and perceptions of each other.ResultsSurveys completed by 163 students were analyzed. Some significant differences in perceptions existed between medical and pharmacy students. Review of student comments contributed to understanding survey responses.ConclusionsThis interprofessional interaction in a simulation laboratory was perceived by health professional students from different universities to be a beneficial experience. Implementation of a similar interprofessional simulation could be considered by other colleges and schools of pharmacy, especially with those who are not part of a large, academic health center.
Review of undergraduate research education for pharmacy students in New Zealand, Australia and the United Kingdom
Amanda J. Wheeler | Zahra Ali | Pranit Anand | Daniel Harris | Ali Shakira | Anthony Zhang | Paul Harris | Jeff Harrison | Fiona Kelly
Abstract: This qualitative study explored the views of academic staff responsible for coordinating undergraduate research education in pharmacy programs across Australasia and the United Kingdom (UK) and formulated recommendations. The Heads of School from 43 eligible Schools of Pharmacy were invited to participate and provide contacts for the academic staff member(s) responsible for undergraduate research education. Telephone interviews with participants were audiotaped, transcribed and then thematically analyzed. The ten participants were in agreement about the need and educational aims of undergraduate research education. Working directly with students in a more consultative way was seen as a positive experience for academic staff and students engaged in the research. A common approach to assessment emerged, which included marks weighted toward a written report, followed by presentation, then peer/supervisor assessment. Limited student access based on academic merit versus mandatory program requirement, individual versus team research and duration of the course were key differences between programs. Participants expressed interest in the changing aspects of undergraduate research including student selection and assessment, and most had sought student feedback. Overall, the research experience was perceived as an important and necessary curriculum component. A team-based approach is recommended to address resource issues and prepare students for working in healthcare teams. Limiting the number of projects per academic staff member and recruiting associate supervisors from professional settings would improve student access to supervision, reinforce research partnerships across pharmacy and provide a model for team work. Further research with supervisors and alumni could explore these recommendations.
Lakesha M. Butler | Bonnie T. Brown | Gireesh V. Gupchup
Abstract: Minority enrollment in pharmacy schools across the nation continues to be low despite the increased diversity of the United States population. High school recruitment programs may be a means to increase minority interest and representation within the profession of pharmacy. A summer camp was offered to minority high school students with an interest in a future healthcare career. The goal of the camp was to change the perception of pharmacy as a future career choice in minority high school students. During the camp, students participated in community pharmacy visits, pharmacy practice and pharmaceutical science laboratory activities, campus tours along with faculty and pharmacy student interactions. Students indicated a positive change in their perception of a career in pharmacy after completion of the pharmacy summer camp. The camp may be used as a model to stimulate interest and awareness of pharmacy as a future career option among minority high school students.
Revising senior pharmacy grand rounds to incorporate longitudinal board review to prepare students for licensing examination
Anastasia Rivkin | Hongjun Yin | Lana Borno | Kristin Fabbio | Anne Kugler | Fraidy N. Maltz | Nino Marzella | Monica Mehta | Jadwiga Najib
Abstract: Little is known about the content of senior grand rounds (GR) or senior seminars frequently taught as a component of the Doctor of Pharmacy curriculum. Colleges and schools of pharmacy use GR to educate senior pharmacy students, showcase role models, and promote collegiality. In the past, GR at the Arnold and Marie Schwartz College of Pharmacy and Health Sciences were designed similarly and had vague overall objectives. We redesigned our GR with a focused goal to guide and prepare our graduates for licensing examination (the North American Pharmacist Licensure Examination (NAPLEX)). To assist with reaching this goal, we incorporated disease state reviews, case-based discussions, and questions designed similarly to the NAPLEX format. During the senior year, five GR sessions were conducted with our graduating class of 182 students. Each session focused on major disease state reviews, with an active-learning discussion incorporating profile-based cases and questions that students answered using audience response systems (ARS). A cumulative examination was administered during the last GR session. A survey examining student perceptions of their learning and value of GR was also conducted. Majority of students enjoyed the new pedagogical approach used in GR, and 65% felt that GR contributed to their confidence in being prepared for pharmacy licensing examination. Conclusion: we describe a new approach to senior GR in a large College of Pharmacy with a focus on preparing students for licensing examination. Student survey revealed that the students had favorable views on this revised approach to conducting GR.
Career path and skill set for PharmDs as successful clinical pharmacology scientists: A case study and perspective of a former industry scientist☆
Available online 11 April 2013
Adel H. Karara
Abstract: ObjectiveMost pharmacy graduates are not fully informed of the highly specialized opportunities in the pharmaceutical industry. The purpose of this report is to outline a career path and define the skill set for PharmDs who want to pursue a career as clinical pharmacology (CP) scientists.MethodsThree case studies are presented of PharmDs who enrolled in postgraduate fellowship programs and gained employment in the industry as clinical pharmacologists. They were followed up after being on the job for at least two years with a questionnaire on training, mentorship and career path.ResultsData showed areas needing additional training included, how to efficiently design and run clinical studies, effective communication with team members, advanced pharmacokinetics/pharmacodynamics (PK/PD) analysis and interpretation, dosage forms and bioavailability issues, and metabolism and transporter issues.ConclusionsInitiatives by academia and industry are needed to coordinate the training of PharmD scientists preparing to pursue careers in CP. Efforts should include academic institutions offering electives and redesigning fellowships to address today's complex drug-development needs.
Available online 10 April 2013
Dana Carroll | Sharon McDonough | Jessica Starr | Miranda Andrus | T. Lynn Stevenson | Anne Marie Liles
Abstract: ObjectiveTo compare a numeric grade-based rubric, previously developed by the Auburn University, Harrison School of Pharmacy for assessing fourth-year Doctor of Pharmacy student professional seminar presentations, to a newly developed pass/fail rubric.MethodsA research group was assembled for this study that consisted of five faculty members and the school's assessment director. The research group reviewed a random sampling of 25% (n = 32) of the 2011 graduating class's seminar presentations using the newly developed pass/fail rubric. Of those selected, the seminar presentation was viewed via digital or DVD recordings and graded by three members of the research group. These assessments were then compared to the actual grade received with the old, numeric-based rubric in 2010–2011. The Wilcoxon matched-pairs signed-ranks test for paired comparisons was employed to compare the scores with the old and new grading rubrics.ResultsNone of the students in the sample failed the professional seminar with utilization of the old, numeric-based rubric. However, the failure rate increased significantly [65.6% (n = 21), p<0.001] with utilization of the new pass/fail rubric. Overall, the strongest performance categories with the new rubric were Delivery (34% received highest distinction and 6% failed) and Printed and Audiovisual Materials (28% received highest distinction and 9% failed). The weakest areas of performance with the new rubric were Summary (50% failure) and Seminar Content (44% failure).ConclusionsUtilization of the new pass/fail rubric provides a more rigorous system of grading student presentations than the old numeric-based rubric.
Service and education within a student-run pharmacy: An evaluation of the Butler University Community Outreach Pharmacy
Available online 10 April 2013
Eliza A. Dy | Tyler D. Trueg | John M. Mulvaney | Kristal L. Williams
Abstract: ObjectiveTo evaluate the quality of activities rendered through the service and education domains of Butler University Community Outreach Pharmacy's (BUCOP) mission statement.MethodsAnonymous evaluations of service and education amongst patients receiving prescriptions from BUCOP and student–pharmacists volunteering at BUCOP were performed respectively. Patient's confidence in students' ability to render retail-based pharmaceutical care was assessed via a questionnaire. A student questionnaire solicited feedback on pharmacy practice experiences (PPE) obtained through BUCOP volunteering. Descriptive statistics are reported where appropriate. Responses are reported as likelihood ratios (Chi-squared).ResultsApproximately 80% of the patients reported favorable experiences at BUCOP. The majority (97.9%) of patients stated that they would use BUCOP again and would refer to BUCOP. Patients viewing services as “Very Good” or “Excellent” expressed confidence in the students' ability to explain medical conditions (80.43%; LR = 42.02; df = 9; p<0.001); explain medications (78.72%; LR = 50.93; df = 9; p<0.001); and how to take medication (81.25%; LR = 9.72; df = 3; p = 0.021). All student–pharmacists (n = 21) who were surveyed reported increased confidence counseling/interacting with patients secondary to this experience. Regarding interdisciplinary interaction, 70% of the student–pharmacists felt “Very” or “Somewhat” utilized by the student–physicians and 70% felt that the interactions with student–physicians were either “Very” or “Somewhat” beneficial. All students stated that they would volunteer again and recommend other student–pharmacists to volunteer.ConclusionResults suggest a positive experience on student learning and patient satisfaction with this student-run pharmacy. While quality improvements can be made, BUCOP is fulfilling its service and education mission statements.
Experience and evaluation of oral examinations in a therapeutics course for second-year pharmacy students
Available online 9 April 2013
Justine Schuller Gortney | Lisa M. Lundquist
Abstract: ObjectiveTo develop, implement, and assess a patient case-based oral examination in a second-year therapeutics course.MethodsDuring a two-year period, a patient case-based oral examination encompassing cumulative disease states was administered. The oral examination case encompassed up to five disease states which students had been previously tested on by written examination. Students' oral examination answers were evaluated by a standardized rubric and performance was compared to that on a written examination covering similar material. During year two, prior to the administration of corresponding written and oral examinations, students completed a perception of preparedness questionnaire rating themselves on a 4-point Likert scale. Data was evaluated to determine if relationships existed between performance on examination types, course grades, and perceptions of preparedness.ResultsAverage performance on oral examinations was>90% in both the years and did not correlate to performance on the written examinations (r = 0.12, r = 0.10). Students felt “prepared” for both oral (3.00±0.45) and written examinations (2.99±0.14); however, performance on both oral (r = 0.13) and written (r = 0.43) examinations had minimal relationship to perception of preparedness. A relationship was seen between written examination scores and course grades. Benefits and limitations of the process are described.ConclusionWhile there was no relationship between performance on the oral and written examination, incorporation of a patient case-based oral examination in a therapeutics course offers an additional method of student assessment to reinforce students' clinical knowledge and skills. Utilizing an oral examination with additional focus on oral communication skills evaluation has been suggested for future research.
Perceived impact of clinical placements on students' preparedness to provide patient-centered care in Malaysia
Available online 6 April 2013
Syed Shahzad Hasan | Pei Se Wong | Syed Imran Ahmed | David Weng Kwai Chong | Chun Wai Mai | Peter Pook | Therese Kairuz
Abstract: ObjectiveOver the last two decades the pharmacy profession has seen a major revision to patient-focused teaching and practice. This study evaluated the perceived impact of experiential clinical pharmacy placements on students' preparedness to provide patient-centered care.MethodsThis cross-sectional study among Bachelor of Pharmacy (BPharm) final-year students used a validated self-administered questionnaire, administered before and after the students' clinical placements undertaken at hospitals. Subjects' responses were rated on a 7-point Likert scale anchored at 1 (not at all) and 7 (very well prepared). The Wilcoxon test was applied to assess the differences in pre- and post-mean scores of individual items.ResultsOne hundred six students agreed to participate in the study. Despite the low percentage of clinical curricular content coverage, significant augmentation in post-placement overall mean scores in aspects of patient-centered care was found; therapeutic (4.8 vs 3.5; 38.3% change), psycho-social (4.9 vs 4.1, 19.5% change) and communication skills (5.05 vs 3.9, 30.8% change) aspects of patient-centered care were noted. The mean score for each item in the three aspects increased from pre- to post-clinical placements and were statistically significant (p<0.05).ConclusionPerceived patient centered care skills grow as the students' complete coursework, and changes to that coursework, including clinical learning, can impact both actual and perceived patient-centered-care competencies. The findings highlight areas for curriculum improvement and this evaluation reinforces the need for experiential placements in the BPharm curriculum. There is value in the development of pharmacy practice skills which occurs during undergraduate placements through experiential learning.
Available online 6 April 2013
Sarah E. Grady | Kathleen M. Vest | Timothy J. Todd
Abstract: ObjectiveTo evaluate student attitudes toward the use of games to promote learning when introducing the students to a brand new subject topic prior to a lecture, when reviewing a previously taught subject topic, or when being used as the sole method for teaching a new subject topic.Design“Who Wants to Be a Millionaire®”, “Jeopardy®”, and “Survivor®” games were utilized as a component of three of nine lectures in an advanced psychiatric pharmacy elective course. These games either replaced or supplemented traditional didactic lecture. A survey was administered during the final course session. Survey items ascertained if the games effectively introduced, reviewed, or taught different psychiatric topics. Survey items also assessed student attitudes toward learning style, group selection and availability of prizes.AssessmentThe majority of the students agreed that games were an effective way to promote learning when introducing and reviewing a topic. However, students indicated that they learn more from a traditional lecture versus a game format.ConclusionUsing games as an adjunct to traditional lecture in the large classroom setting may be effective when introducing or reviewing a subject. Additional studies that assess the value of the game methodology when teaching a new subject need to be conducted.
Available online 6 April 2013
Tara Storjohann | Erin Raney | Elizabeth Pogge | Kim Cauthon
Abstract: Peer grading has been used in higher education to assist in the evaluation process and enhance student learning. One form of active learning relevant to pharmacy practice is written documentation using the subjective, objective, assessment, plan (SOAP) format. The purpose of this study was to evaluate the peer-grading process utilized for three SOAP note assignments for pharmacy students enrolled in a skills-based course sequence entitled Professional Skills Development (PSD).Objectivewere to compare student and faculty scores for assignments and gather the students' perceptions about the peer grading sessions. To each SOAP note was graded by a blinded peer in a class session and graded independently by the faculty instructor. A survey was given to the students after the third SOAP note session to assess their perceptions of the grading sessions.ResultsFor each of the sessions, the peer SOAP note score was lower than the faculty score (p<0.001). Seventy-nine percent of the students (n = 98) completed the survey. The majority strongly agreed or agreed that the instructions were clear, the checklists were easy to follow, their learning was enhanced, faculty guidance allowed them to effectively grade a peer's SOAP note, and peer grading should be used more frequently in the curriculum.ConclusionPeer grading is useful in evaluating student SOAP note assignments and perceived by students as a valuable learning exercise.
Available online 6 April 2013
Kristen L. DiDonato | Maqual R. Graham
Abstract: ObjectiveAn interactive laboratory experience was designed to improve perceived student knowledge and confidence when recommending and educating patients about home testing products.MethodsTwenty-two small groups of students were assigned to 1 of 11 stations and afforded 30minutes to evaluate home testing products. One student was assigned to teach the class what was learned, which included what the product measures, the process by which the test produces a result, what might interfere with the test result, and how a patient should be taught to use the home test. A patient case scenario was also discussed, and selected case questions required audience response. Students completed a pre- and post-laboratory experience survey (5-point Likert scale) to determine if they felt useful and applicable information was learned, if the utilized format enhanced their learning, and if their confidence in recommending and educating patients about home testing products improved.ResultsTwo hundred twenty-two students (88%) completed the survey prior to the home testing interactive experience, where 211 (84%) completed the post-survey. All post-survey results significantly improved when compared to results obtained from the pre-interactive lab survey, [median response 4 (IQR 4–5)]. More than two-thirds (77%) of students felt the laboratory format enhanced perceived knowledge and confidence in their ability to apply product information.ConclusionThis innovative learning activity is an effective teaching strategy that improves students' perceived knowledge of home testing products and perceived confidence in their applying learned information to patient case scenarios.
Robin M. Zavod
Using a marketing-team approach to introduce students to pharmaceutical advertising and promotion: A focus on direct-to-consumer advertising appeals and executions
David J. Mihm
Abstract: ObjectiveBy using a student marketing-team approach in a college of pharmacy professional elective, many of the course-learning objectives were achieved by the application of a marketing-team development of a hypothetical new product launch and preparation of an abbreviated marketing plan, with a partial focus upon development of an FDA compliant direct-to-consumer (DTC) advertisement for a prescription drug product. A variety of advertising appeals and creative execution styles were chosen by the students to sell their products. This assessment compiles such advertising appeals and creative executions used during 10 years of these projects.MethodsThe team creates a hypothetical prescription drug product or is given a project concept drug and develops an abbreviated marketing plan for the product, consisting in part of a 60-second FDA-compliant DTC TV commercial designed to sell the product to the consumer. In this study, the author identifies the appeal and execution style used, based upon literature definitions, personal and participant evaluation postproduction, and review of past commercials by current students.Results/outcomesThis article gives descriptions of the products hypothesized by the students, identification of the advertising appeal and advertising creative execution styles used in their FDA-compliant DTC advertising TV commercials.ConclusionsStudents apply many specific course-learning objectives, gain an appreciation of marketing concepts, experiment with their creative/artistic side, and gain a better understanding of the need for FDA regulation of DTC advertising.
Brett Williams | Ted Brown | Jamie Etherington
Abstract: ObjectivesIt has been identified that health science students and in particular undergraduate pharmacy students have distinctive learning needs. When university educators are aware of the unique learning styles of undergraduate pharmacy students, they will have the capacity to adjust their teaching approaches to best fit with their students' learning preferences. The purpose of this study was to investigate the learning style preferences of a group of undergraduate pharmacy students enrolled at one Australian university.MethodsThe Kolb Learning Style Inventory, the Index of Learning Styles and the Success Types Learning Style Type Indicator were distributed to 900 students enrolled in an undergraduate pharmacy degree at one metropolitan Australian university.ResultsA total of 240 questionnaires were returned, providing a response rate of 26.7%. The results indicated the Assimilator, Active-Reflective and Introverted, Intuitive, Feeling, Judging (INFJ)/Extroverted, Intuitive, Feeling, Judging (ENFJ) learning styles to be most frequently preferred by pharmacy students.ConclusionsIt is recommended that educators take into consideration the learning style preferences of undergraduate pharmacy students when developing curricula and evaluating teaching approaches, especially when planning, implementing and evaluating education initiatives in order to create an effective, contemporary learning environment for their students.
Illness Performed and Imagined: An elective course using Humanities to teach student pharmacists about illness
J. Russell Teagarden | Michelle Assa-Eley | Ruth E. Nemire
Abstract: ObjectiveTo describe an elective course featuring the use of the Humanities to provide students with an understanding of the illness experiences people face from their health problems and as they are distinct from disease processes.MethodsThe course was delivered mostly through online media and online class chat sessions as well as asynchronous discussions. In between these sessions, students studied assigned Humanities works in literature, film, drama, and television. Students were evaluated and assessed through class discussion, written papers, discussion board contributions, and final projects. Student surveys were administered to assess specific aspects of the course.ResultsThe course was well received and considered highly valuable by both students and college faculty as discerned from student and faculty surveys as well as other mechanisms available for input from students.DiscussionPharmacy education puts an understandable emphasis on the pathophysiological basis of disease and on the pharmacological basis of treatment. As a result, students focus most of their attention on biomedical elements of health problems while giving little attention to the illness experiences people face. Our course aims to give students a way to give more attention to the illness experience, and the course draws from the Humanities for this content. The positive response from students and faculty suggest that providing more education about the illness experience through the use of Humanities could be effective in producing more empathetic and caring pharmacists.
Assessment of student preferences for small versus large group discussions and access to learning materials
Tonya Crawford | Atenea Robles | Benjamin Booth | Nicholas G. Popovich
Abstract: ObjectiveAssess pharmacy student's perceptions of small group (n=10) versus large group discussion during recitation (n =>80) and perceived learning benefits based on access to patient cases.MethodsRespondents selected responses on a 5-point Likert scale regarding their access to patient cases prior to recitation. Respondents ranked their preference for small versus large group discussion based on the setting in which patient cases were reviewed. Respondents were able to express their thoughts in writing for five items.ResultsOne-hundred seventeen second professional year Doctor of Pharmacy students participated. Small group discussions in separate rooms and reviewing patient cases as a group in the separate room was least preferred by respondents regardless of if they received patients cases prior to (p<0.001) or during recitation (p<0.001). Most respondents preferred a large group discussion in an auditorium and reviewing patient cases as a whole class if provided patient cases prior to recitation (p=0.0094). Respondents favored small group discussions in an auditorium and reviewing patient cases as a whole class if they received patient cases during recitation (p<0.001).ConclusionsPreference for small or large group recitation discussions was dependent on when respondents received patient cases. Faculty may coordinate the group setting in recitation based on pharmacy students' access to course material.
Expanding pharmacists' roles in breastfeeding support: A pilot study of an online breastfeeding tutorial for student pharmacists
Roger A. Edwards
Abstract: ObjectivesA 2011 report to the US Surgeon General by the US Public Health Service Chief Pharmacist provides rationale and a compelling discussion to support health reform through pharmacists delivering expanded patient care services. With their highly visible role in the community, frequent interactions with soon-to-be and new parents, and knowledge of medication safety, pharmacists can be a key component in the promotion and support of breastfeeding, an important, and underutilized health behavior. This expanded role in breastfeeding support would be consistent with the pharmaceutical care concept. Exposing student pharmacists to breastfeeding information beyond traditional medication and lactation information can facilitate the early shaping of their attitudes and understanding.MethodsWe created and pilot-tested an online tutorial that complements existing medication–lactation education at three schools of pharmacy. A survey was conducted to understand pharmacy students' attitudes regarding their roles in infant feeding.ResultsAfter the online tutorial, student pharmacists most commonly expressed moderate confidence in answering questions that parents have on breastfeeding (47% moderately confident, 39% extremely or very confident, and 14% not very or not at all confident) and on introducing solid foods (41% moderately confident, 35% extremely or very confident, and 24% not very or not at all confident). Almost all student pharmacists felt they had an important role in providing breastfeeding information and support.ConclusionsLeveraging pharmacists to address unmet preventive health needs is especially important in our current health care delivery environment. A short online tutorial is a feasible mechanism for expanding student pharmacist awareness about breastfeeding.
Victoria E. Sansom | Emily A. Cox
Abstract: The value of experiential education and its importance in the development of the student pharmacist is acknowledged by the Accreditation Council for Pharmacy Education (ACPE). In June 2010, the ACPE adopted a policy allowing colleges of pharmacy to replace up to 20% of introductory pharmacy practice experiences (e.g., 60h) with simulated activities. As third professional-year student pharmacists, we recognize the importance of simulated experiences and their strategic placement throughout the curriculum. Simulated patient encounters are important bridges that assist in preparing student pharmacists for future patient-centered practice. Although a valuable teaching tool, simulated patient encounters lack an element of reality. In this manuscript, we describe how a unique experience in our second professional year, focused solely on a real-world patient-care experience, accelerated our professional growth and patient-care skills. We gained several valuable insights through this real-world patient-care experience including a change in our approach to simulated experiences, an enhanced perspective on therapeutic course work, and an increased value on patient-centered care. Although there are challenges for emerging pharmacy schools to establish new experiential education sites for students, we encourage colleges of pharmacy to overcome the challenges by creating new and innovative alternative direct patient-care opportunities. A patient-centered pharmacy curriculum that facilitates learning in a real-world environment should be available to every student pharmacist.
Zachary A. Stacy | Abigail M. Yancey | Allison E. High | Amie D. Brooks | John M. Burke
Abstract: The demand for residencies by Doctor of Pharmacy Students continues to increase at a rate faster than residency programs are created. This mismatch of residency supply and demand has resulted in hundreds of students unmatched each year. A residency preparation series was designed for fourth-professional-year (P4) students interested in post-graduate residency training. The faculty at the St. Louis College of Pharmacy (STLCOP) expanded efforts to help students prepare for the process of seeking a residency position. The content and timeline of this formalized residency preparation series is described in this review.
Amy J. Skyles | Helen R. Tamer | Kimberly A. Redic | Rivka Siden | Angela Loo | Nancy A. Mason
Abstract: Although the Accreditation Council for Pharmacy Education (ACPE) and the American College of Clinical Pharmacy (ACCP) provide standards and guidelines for required APPEs (community pharmacy, hospital or health system pharmacy, inpatient/acute care general medicine, and ambulatory care) and there are some published descriptions of other elective APPEs, there is little information regarding the provision of an elective APPE focusing on Investigational drug service (IDS) and/or clinical research. The purpose of this paper is to describe the IDS APPE that was developed by the University of Michigan Health System (UMHS) IDS pharmacists in conjunction with the University of Michigan College of Pharmacy (UM COP). The IDS APPE is a four-week full-time program consisting of interaction with various IDS team members, topic discussions, opportunities for writing, and participation in IDS operations. Each week of the IDS APPE features a specific central theme, which includes both discussion topics and hands-on activities. While IDS practices may vary in size and scope, they all fulfill core regulatory requirements related to management of drugs used in clinical trials. Therefore, the IDS APPE description can be adapted and applied to other IDS practices in an effort to provide structure and foundation to the education of pharmacy students on an IDS APPE rotation. Further, it can be adapted into a general clinical research rotation with emphasis on the role of the pharmacist in the management of clinical trials and conduction of research for institutions that do not have a dedicated pharmacy service for clinical research (i.e., IDS).
Student perceptions about developing an evidence-based public health program directed toward a vulnerable population
Margarita V. DiVall | Roger A. Edwards | Craig A. Stevens | Elina Zilberman | Mark D. Watanabe | Jennifer L. Kirwin
Abstract: ObjectivesWe aimed to develop, implement, and assess a project designed to expand student pharmacists' knowledge of public health principles and increase confidence in designing public health outreach programs.MethodsAs part of a pharmacotherapeutics seminar, students designed a public health program that addressed a given health issue in a vulnerable population in a Boston-area neighborhood, taking into account population-specific cultural, economic, and lifestyle factors. Students constructed a patient-targeted pamphlet and delivered a professional presentation describing the program design, implementation strategies, and intended outcomes. Pre- and post-tests assessed students' confidence in creating, implementing, and evaluating a program during the first 2 years of implementation.ResultsSurvey participation was ≥96% for both surveys each year. Students' confidence in their ability to influence vulnerable population health significantly increased after this activity. They reported an increase in their ability to: find and interpret epidemiological data as it pertains to population health, create educational materials for patients, and create a feasible outreach program on a selected health issue taking into account patient-specific cultural, economic, and lifestyle factors (P<0.001). Additionally, students' confidence in preparing a professional presentation improved, along with their ability to identify appropriate and measurable outcomes for program evaluation (P<0.001). A majority of the students liked that the project allowed them to express creativity and felt that it was valuable.ConclusionsThe addition of this activity to the pharmacotherapeutics seminar curriculum improved student pharmacists' confidence in their abilities to address public health needs and improved the skills necessary to create and assess interventions targeted at vulnerable populations.
An educational strategy to enhance pharmacy students' attitudes toward addressing health literacy of patients
Kate Wilcoxen | Sean R. King
Abstract: ObjectivesEvaluate the impact of an educational intervention based on Theory of Planned Behavior (TPB), on enhancing pharmacy students' attitudes toward health literacy, perceived behavioral control and intentions concerning communicating with patients possessing inadequate health literacy.MethodsThis TPB-based, educational approach consisted of two 50-minute sessions and employed a pretest/posttest control group design. During the first session, experimental students were provided a 50-minute presentation and two out-of-class assignments. The second session included discussion of the assignments, in-class demonstrations, and small group learning activities. The intervention was administered to third year pharmacy students (n = 40). Second year pharmacy students (n = 42) served as controls. Three scales measured the TPB constructs.ResultsAnalyses revealed significant improvements over time within the experimental group for attitudes toward health literacy (p = 0.033) and perceived behavioral control concerning communicating with patients possessing inadequate health literacy (p = 0.033). Intentions to communicate were high for both groups at pretest and no differences were found to exist for this construct in any analyses.ConclusionsGiven the number and severity of negative health related consequences associated with inadequate health literacy, it is imperative that schools of pharmacy be proactive and in preparing students to address patients' health literacy needs. This TPB-based, educational intervention may assist other pharmacy programs in their efforts of incorporating health literacy into their curriculums. The intervention may also be modified and implemented in advanced pharmacy practice experiences, residency programs and continuing education programs.
Available online 25 March 2013
Timothy Ulbrich | Anne H. Metzger | Kristen Finley Sobota | James W. McAuley
Abstract: ObjectiveTo describe pharmacy preceptors' use of Facebook and compare the perspectives of those with and without Facebook profiles regarding student–preceptor relationships.MethodsA survey was sent electronically to pharmacy practice preceptors (n = 2523) at four colleges of pharmacy asking them to provide their opinions on the student–preceptor Facebook relationship. If respondents answered “yes” to having a Facebook profile, they were asked 12 questions. If respondents answered “no”, they were asked two questions. Demographic data were collected from all the respondents. Two reminder emails were sent before the survey closed after 24 days.ResultsOf the 612 total respondents (response rate = 24.3%), 413 preceptors (67%) currently maintain a Facebook page, while 199 (33%) do not. The majority of those with a Facebook profile (93%) use it for social networking, 27% use it for professional networking or campaigning, and 6% use it to collaborate with colleagues. Fifty-four percent of the preceptors with a Facebook profile are not friends with students on Facebook, while 46% are, although 10% of responders do limit what the student can view on their profile. Responses were highly varied when asked how they would handle a “friend request,” including accept it right away, after some thought, or simply decline it.ConclusionAs the use of these social media sites increases, the need arises for preceptors to discuss and/or clearly define the appropriateness of social networking relationships without compromising the line between the personal and professional relationships with pharmacy students.
Robin M. Zavod
Jeff Cain | Doneka R. Scott | Amy M. Tiemeier | Paige Akers | Anne H. Metzger
Abstract: ObjectivesThis study examined social media use by pharmacy faculty members and their strategies for Facebook friending of students. Additional objectives included determining faculty members' opinions regarding e-professionalism, how they responded to e-professionalism transgressions, and their use of social media for teaching, learning, and professional interests.MethodsA 32-item questionnaire was sent to 358 pharmacy faculty members at five schools via a web-based survey tool.ResultsOne hundred and fifty-nine faculty members completed the questionnaire for a 44.4% response rate. Almost 65% (N=103) of the respondents use Facebook. The most common (37.6%, N=38) Facebook-friending philosophy was not to accept any student friend requests. Half (N=27) of the faculty members who have viewed student profiles noticed an e-professionalism transgression. Fifty-nine (50.1%) faculty members responded that they were either likely or very likely to use social media for teaching. A little less than half (46.6%, N=54) of the respondents reported using social media for professional networking purposes.ConclusionsA majority of pharmacy faculty members have an online social media presence, with Facebook being the most common application. Strategies for Facebook-friending students varied, but in general they were very conservative. The majority does not accept any Facebook friend requests from students, or accepts them only when students have graduated. Most faculty members agreed that social media connections with students might compromise the instructor–student relationship boundary. It is important that higher education faculty adapt to the paradigm and examine the appropriate contexts of use for professional, educational, and networking purposes.
Teresa W. Wilborn | Erin M. Timpe | Susanna Wu-Pong | Michael L. Manolakis | James A. Karboski | David R. Clark | Ralph J. Altiere
Abstract: BackgroundTeaching workloads are often not clearly defined at academic institutions. Within health professional programs, the existence of both didactic and experiential teaching assignments make equitable distribution of teaching workloads more complex. Several reports in the literature have described the development of workload allocation formulas that have been predicted to improve faculty perceptions of fairness. Additional factors such as faculty shortage and lack of teaching support can influence faculty perceptions of workload.ObjectivesThe primary objective of this study was to investigate the relationship between the presence of workload measurement and allocation formulas and faculty satisfaction with workload. A secondary objective was to investigate the influence of several factors such as teaching support on workload dissatisfaction.MethodsUpper level administrators at six schools of pharmacy were interviewed in order to identify variables associated with workload assignments. This information was incorporated into a survey instrument to access faculty perceptions of teaching workload, and a link to the survey was sent via email to 690 faculty members at 12 pharmacy schools, with a request for their participation.ResultsThe survey response rate was 43%.ConclusionsThe presence of workload measurement and workload allocation formulas were indicated by 37% and 14% of the respondents, respectively. The ability to participate in teaching schedule development appeared to improve workload satisfaction, whereas the presence of a workload allocation formula appeared to improve workload satisfaction and perceptions of fairness. A shortage of teaching support was the major factor associated with teaching workload dissatisfaction.
Development and student evaluation of an inquiry-based elective course on drug discovery and preclinical drug development
Irma Meijerman | Gert Storm | Ed Moret | Andries Koster
Abstract: ObjectivesTo describe the design, contents, and student evaluation of an Inquiry-Based (IB) elective course on Drug discovery and preclinical drug development in an undergraduate Pharmacy curriculum.MethodsThe course ‘Development of New Drugs’ is an elective course for third-year Bachelor of Pharmacy and Life Science students at Utrecht University, Department of Pharmaceutical Sciences. The course is a 7.5-credit hour course dedicated to an introduction into drug discovery and preclinical development. To stimulate, challenge, and motivate students into deep learning the course is designed according to the principles of Inquiry-Based Learning (IBL). The course consists of four group assignments and one individual assignment.ResultsThe student evaluations of three consecutive years, 2008–2010, show a high appreciation of the course (7.7±0.7 on a 10-point scale (90% respondents, n = 47)). Furthermore, students have spent on average 18.5±6.0h of the expected 20hours per week on the course (87% respondents, n = 45). The students are highly motivated for the course and stimulated into critical thinking and problem solving.ConclusionThe course is a successful way of introducing students to preclinical Drug Discovery and Development and underpins and supports the use of IBL in Pharmacy education.
Andrea N. Edginton | Mary Power | Angela Stark | Jane Holbrook
Abstract: ObjectiveTo gather feedback from students about learning activities that would help them engage more fully in a clinical biochemistry component of a second year core pharmacy course and, following the implementation of a blended approach, measure any gains in engagement and learning.MethodsFollowing traditional lecture-based content delivery in 2010, student suggestions on learning activities that would improve engagement were assessed through a questionnaire. Based on feedback, online modules inclusive of narrated and non-narrated presentations, animations, self-assessments, and virtual video-based field trips were offered in 2011 in conjunction with a face-to-face case-based tutorial activity to create a blended learning experience. Student engagement and perceived learning gains were again assessed in 2011 through a similar questionnaire. The impact of the clinical biochemistry redesign on the final grades of the two cohorts was also compared.ResultsStudent feedback from 2010 indicated that their engagement with clinical biochemistry would be increased by adding more case studies and self-assessments. Students in 2011 reported an increase in perceived learning gains and performed at a significantly higher level on assessments after the introduction of a blended approach that included more case studies and self-assessments, but did not report significant increases in engagement.ConclusionThe components most effective for content understanding were those suggested by the previous student cohort, namely case studies and self-assessments, whereas the virtual field trips and online discussions were less effective. The student-driven blended learning model correlated positively with increased interest and perceived and actual learning gains.
Karen L. Hardinger | Stephanie Schauner | Maqual Graham | Linda Garavalia
Abstract: ObjectivesThe purpose of this study was to identify admission variables associated with dismissal for academic reasons.MethodsA retrospective review of students accepted from 2000–2009 was conducted (n = 1,019). The students included traditional students (1–5, n = 817) and provisional students (admitted directly from high school, 0–6, n = 202).ResultsFor traditional students, Pharmacy College Admission Test, interview, pre-pharmacy grade point average (GPA), and pre-pharmacy science/math hours were associated with failure to complete the program for academic reasons. For provisional students, overall GPA, science/math GPA, English American College Testing (ACT), and reading ACT predicted failure to complete the program for academic reasons. However, composite ACT score did not predict academic dismissal for provisional students.ConclusionPredictors of academic dismissal may vary for professional degree programs depending upon students' entry point into the program (e.g. immediately post-high school, 1–2 years of college). However, GPA for prior coursework, college or high school, may be a consistent predictor across entry points into the program.
Use of electronic learning modules for teaching pharmacy and nursing staff: How to locate and utilize drug information sources in a poison control center
Kristie Williams | Tracy M. Hagemann | Scott Schaeffer
Abstract: ObjectiveThe primary purpose of this study was to help pharmacist and nursing specialists in poison information (SPIs) recognize the variety of electronic references available that could supplement Micromedex® to aid them with their calls at the poison control center (PCC). A secondary objective was to ascertain whether the training modules were an effective way to educate SPIs about electronic resources and how to use them effectively.MethodsSelf-paced electronic training was presented in five modules: eFacts, Lexi-comp, AccessMedicine/AccessPharmacy/STAT!Ref, Medline Part 1, and Medline Part 2. After reviewing the objectives, the SPI was directed to a pre-test designed to establish current understanding of the material in that module. They then progressed through a slide show, designed to give information about the resource and application in finding information related to poisonings and toxicity. A post-test was administered to evaluate the knowledge gained and the application of that knowledge in answering typical questions from callers.ResultsFourteen of 20 employees took the assessment: eight pharmacists, two nurses, one physician's assistant, and three students. Post-test scores were increased for all modules except in Module 3: Access Medicine/Access Pharmacy/STAT!Ref, with the highest increase in scores occurring for the Medline modules. Feedback was overall positive, and all employees said they had learned something that they did not know before taking the assessment.ConclusionsThis training program helped SPIs to recognize electronic references that could aid in finding information relating to calls at the PCC, and it appeared to be an effective way to educate SPIs about these electronic resources.
Richard O'Brocta | Scott Swigart
Abstract: ObjectivesTo describe the unique teaching format of a Top 200 Medication Course, evaluate student performance, and describe student perceptions of the course.MethodsSeventy one first year students enrolled in a required Top 200 Medication Course were asked to complete an electronic survey assessing the student's perception of the active learning format of the class. In particular team work, workload, and testing methods were evaluated.ResultsDirect and indirect assessments indicated that students achieved the outcomes of the course. Student perceptions were assessed via an intra-semester and end of year survey with positive results.ConclusionsThe active learning techniques were viewed favorably by students in a Top 200 Medication Course. Further study of these techniques in a Top 200 Medication Course should occur in order to maximize their benefits.
Michelle D. Richard | Nancy C. Brahm | Tamra S. Davis
Abstract: ObjectivesPersons facing substance abuse and addiction are ubiquitous in all areas of pharmacy practice. Some colleges of pharmacy (COP) do not report didactic coursework in substance abuse. An off-site elective was developed to offer students an experience in immersion learning on this topic. The elective objectives were (1) to facilitate professional pharmacy student development by challenging student perceptions of people regarding addiction and substance abuse concerns and (2) to elicit input on the course structure and activities to improve entry-level pharmacist preparation. Participation in the second goal was optional.MethodsEleven pharmacy students participated. Surveys and on-site student reports were evaluated for common themes of student learning and substance abuse knowledge. This project maintained participant anonymity and was approved by the University's institutional review board.ResultsThe most common self-reported experience was recognizing addiction as a disease. Secondly, students reported increased knowledge in the following areas: healthcare provider risk, disease prevention, and treatment options for impaired healthcare professionals. Students included personal reflections on the entire experience, assigned personal goals for service delivery, considered this education essential for adequate pharmacist preparation, self-reported changes in knowledge and understanding of substance abuse and addiction following completion of the elective, reported the experience would influence their practice as pharmacists, and opined more students should have access to this educational experience.ConclusionPilot study data supported substance abuse education inclusion in core curricula. COPs are encouraged to use published curriculum guidelines as a road map for development.
Experience applying the Pharmacist Learning Styles Inventory (PILS) to experiential clerkships as a preceptor: A reflection
Abstract: The learning styles inventory categorizes student preference for acquisition and processing of information. The learning styles inventory has the potential to positively influence the learning environment with pharmacy education. Yet, little exploration of this area has been done. This article is a reflection on the potential applications of the Pharmacist's Inventory of Learning Styles in an experiential environment.
Natalie A. DiPietro | Michael J. Rush | David R. Bright | Kelly R. Kroustos | Michael M. Milks
Abstract: Provisions focused on wellness, disease prevention, and chronic disease state management are hallmarks of The Patient Protection and Affordable Care Act and amendments included in the Health Care and Education Reconciliation Act of 2010. Among other wellness and prevention initiatives, the Act includes funding for federal grants to small businesses (<100 employees) to institute workplace wellness programs and for technical assistance to employers (of any size) to evaluate outcomes of existing worksite wellness programs. In addition, the Prevention and Public Health Fund established through the Act is providing support for a national project to create and assess comprehensive workplace health programs. There are numerous opportunities for pharmacists, pharmacy residents, and pharmacy students to provide direct patient care and patient education and to evaluate outcomes of worksite wellness programs. Clinicians and educators alike may find that involving students and residents in these roles provide valuable opportunities toward achieving educational goals and furthering clinical practice objectives, yet not a lot of literature on strategies to do so has thus far been published. This paper describes innovative introductory and advanced pharmacy practice experiences (IPPE/APPE) and residency programs that have been developed through the worksite-based health and wellness program at Ohio Northern University (ONU HealthWise). Students and residents are also afforded opportunities to strengthen research skills, utilizing health outcomes and patient satisfaction data generated by ONU HealthWise. Involving pharmacy students and residents in the many aspects of comprehensive worksite-based wellness programs equips them with the necessary skills to assume the future responsibility of developing and administering such programs.
Using student produced videos to increase knowledge of self-care topics and nonprescription medications
Jeanne E. Frenzel | Elizabeth T. Skoy | Heidi N. Eukel
Abstract: ObjectiveTo develop and implement a video production project to increase student knowledge of self-care and nonprescription medication topics.MethodsFaculty created an innovative instructional design in which students produced videos to teach the public about common self-care topics and nonprescription medications. Videos were viewed by student peers, faculty, and community pharmacists. Before viewing the videos, a pre-exam was administered on a volunteer basis to second- and third-year pharmacy students to assess the baseline knowledge of self-care topics and nonprescription medications for second-year students and to assess the retention of knowledge learned regarding self-care topics and nonprescription medications of third-year students. Immediately after viewing the videos, a post-exam was administered to both groups. The exam evaluated students' knowledge of 14 self-care topics before and after the self-care video viewing.ResultsSixty-nine (84%) second-year students participated in a pre/post exam. Results were analyzed using a two-sided Fisher's exact test under the null hypothesis that students would not gain additional knowledge from viewing student-produced self-care videos. Second-year students' scores increased in 12 of the 14 subject areas after viewing the self-care videos.ConclusionsImplementation of a video production project improved pharmacy students' knowledge of self-care and nonprescription medication topics.
Jennifer Tilleman | Kelli L. Coover | Elaine Blythe | Joy Doll | Karen O'Brien | Ann Ryan Haddad
Abstract: ObjectiveTo assess the relevant outcomes of a required service-learning experience in a didactic course.DesignIn 2005, a course assignment was developed to introduce students to values reflected in the Creighton University mission and the School of Pharmacy and Health Professions' Ability Based Outcomes. Third-year pharmacy students were required to select a service activity, respond to reflection questions, and participate in both online and classroom discussions.AssessmentAfter service activity participation, students reflected on how the service affected them personally and what skills they developed because of their experiences. During the large group classroom discussion, students were invited to reflect upon the Ignatian values and their future roles in the practice of pharmacy.ConclusionsThe service activities provided opportunities for students to interact with persons of diverse cultures and socioeconomic status, similar to potential future patient populations. Although 73% of the students participated in non–health-related endeavors, most were able to associate their experience with professional growth.
Abstract: ObjectivesAlthough the use of computer simulations in pharmacokinetics courses is not new, the data on the effects of simulation on student learning are scarce. The objective of this study was to design and evaluate the use of web-based simulations on the learning of pharmacokinetic concepts by doctor of pharmacy students.MethodsSix online modules were designed to allow the instructor and students to use ‘what-if' scenarios for understanding the effects of various dosage regimens and/or pharmacokinetic parameters on the plasma concentration time courses of drugs. The designed modules were intravenous and oral pharmacokinetic concepts, bioavailability, intravenous infusion, multiple dosing, nonlinear pharmacokinetics, and hepatic clearance. The effects of simulation modules on student learning were tested in pre- and post-tests for the multiple dosing module and in midterm assessments for the hepatic clearance concepts. Additionally, the students' perceptions of the effectiveness of the modules were determined using a survey.ResultsCompared with a pre-test, a 10-minute use of the multiple dosing module in class by students resulted in a 21% improvement in the performance of the students in a post-test. Additionally, the use of the hepatic clearance module outside the classroom was associated with a 16% improvement in their performance in a midterm assessment. Finally, the students' responses to an attitudinal survey indicated that students believe the use of modules improves their learning of pharmacokinetic concepts.ConclusionsOnline simulation modules dealing with pharmacokinetic concepts improve student learning of pharmacokinetics.
The effects of synchronized distance education on anxiety, depression, and academic achievement in first year doctor of pharmacy students in an accelerated curriculum
Scott Massey | Louise Lee | Susan White | Carroll-Ann W. Goldsmith
Abstract: ObjectivesTo compare depression, anxiety, and academic achievement in a pilot study of two cohorts of first year doctor of pharmacy students in an accelerated curriculum, one receiving the majority of class content via synchronized distance education, the other via traditional delivery (TD).MethodsDepression and anxiety were measured using Beck Depression Inventory-II and Brief Symptom Inventory-18 surveys at the beginning and end of students' fall and spring trimesters and at the end of the summer trimester. Academic achievement was measured by final course averages across the curriculum.ResultsDepression, anxiety, and academic achievement were not significantly different between synchronized distance education and TD cohorts. Depression scores for all students significantly increased during each trimester and over the academic year.ConclusionsNo significant differences in depression, anxiety, or academic success were found between synchronized distance education and TD students. All students experienced significant increases in depression over time, regardless of mode of instruction.