Comparison of faculty and student self-assessment scores of aseptic technique skills and the impact of video review on self-awareness for second-year pharmacy students

2018 ◽  
Vol 10 (2) ◽  
pp. 201-205 ◽  
Author(s):  
Eliza A. Dy-Boarman ◽  
Beth Diehl ◽  
Wendy Mobley-Bukstein ◽  
Michelle M. Bottenberg ◽  
Ginelle A. Bryant ◽  
...  
Keyword(s):  
Pharmacy Students ◽  
Self Awareness ◽  
Aseptic Technique ◽  
Self Assessment ◽  
Assessment Scores ◽  
Video Review ◽  
Second Year ◽  
The Impact

scholarly journals Self Evaluation: Building Student Self-awareness and Competence

2018 ◽  
Author(s):  
Denard Lynch
Keyword(s):  
Student Assessment ◽  
Electrical Power ◽  
Engineering Ethics ◽  
Self Awareness ◽  
Self Assessment ◽  
Self Evaluation ◽  
Student Assessments ◽  
Second Year ◽  
The Impact ◽  
Junior Students

This paper discusses the results of two experiments in self assessment and discusses their value in evaluating student consciousness of their competence, and the opportunity to improve self-awareness and competence in students. The data was gathered from two different engineering courses. The first experiment was conducted in a second-year course on basic electronics and electrical power. As part of the final examination, students were asked to assess their confidence in their answer to each question. The student self-assessment was compared to the actual result in an effort to determine the student’s perception of their competence. Student assessment was coded with respect to consciousness and competence. The second experiment was performed on a midterm examination in engineering ethics and professionalism, a senior course discussing the impact and interaction of the engineering profession on society. Students were given an annotated exemplar and a marking rubric and asked to grade their own midterm submissions. The student assessments were compared to the instructor assessment and again the results were coded with respect to consciousness and competence. The results showed a contrast between the second-year and senior courses. For the second-year course, 50.3% were coded as consciously competent or incompetent. In the senior course, 80% of students were coded as consciously competent. The comparison of the two results suggest that senior students, given suitable instruction, are more aware of their competence than junior students suggesting that current methods do develop an improved awareness of competence, although other factors may be relevant. It is suggested that student awareness be formally monitored, and results used to modify pedagogy to improve and accelerate consciousness in graduates.  

scholarly journals The Impact of a Student-Run Journal Club on Pharmacy Students' Self-Assessment of Critical Appraisal Skills

2015 ◽  
Vol 30 (6) ◽  
pp. 356-360 ◽  
Author(s):  
Macayla Landi ◽  
Sydney Springer ◽  
Erica Estus ◽  
Kristina Ward
Keyword(s):  
Critical Appraisal ◽  
Journal Club ◽  
Pharmacy Students ◽  
Self Assessment ◽  
Critical Appraisal Skills ◽  
The Impact

scholarly journals Impact of Transactional Analysis Psychotherapy Training on Self Awareness and Ability for Contact

2011 ◽  
Vol 1 (1) ◽  
Author(s):  
Biljana Van Rijn ◽  
Ciara Wild ◽  
Heather Fowlie ◽  
Charlotte Sills ◽  
Servaas Van Beekum
Keyword(s):  
Psychological Health ◽  
Psychotherapy Training ◽  
Small Scale ◽  
First Year ◽  
Self Awareness ◽  
Transactional Analysis ◽  
Training And Supervision ◽  
Second Year ◽  
The Uk ◽  
The Impact

This research was a small scale quantitative study involving students undergoing Relational Transactional Analysis psychotherapy training at Metanoia Institute in London in the UK between September 2007 and July 2008. The researchers aimed to evaluate the impact of the training on students’ psychological health, using the ‘Autonomy Questionnaire’ (Beekum & Krijgsman, 2000). This allowed measurement of developments in students’ self awareness and ability for contact with others during their second year of training (first year of clinical practice) compared to students in their 4th and final year. The scope of the study and the findings are exploratory. The research raises questions for further research in the areas of psychotherapy training and supervision.

scholarly journals A Cross-Sectional Study Evaluating the Impact of One Year versus Two Years of Exposure to Interprofessional Education on Student Perceptions of Physician-Pharmacist Interprofessional Clinical Education (SPICE)

2016 ◽  
Vol 7 (3) ◽  
Author(s):  
Melissa E Rotz ◽  
Anisha B. Grover ◽  
Amanda Burden ◽  
Laura Pontiggia ◽  
Gladys G. Dueñas
Keyword(s):  
Medical Students ◽  
Student Perceptions ◽  
Interprofessional Education ◽  
Cross Sectional Study ◽  
Pharmacy Students ◽  
Sectional Study ◽  
Cross Sectional ◽  
Second Year ◽  
One Year ◽  
The Impact

Background: Evaluating student perceptions of interprofessional education (IPE) is important to meet accreditation standards. The objective of this study was to evaluate the impact of one year versus two years of exposure to IPE on student perceptions, as well as evaluate differences between professions. Methods: In this cross-sectional study, first and second year medical and pharmacy students enrolled in an interprofessional experiential course series at each of their respective institutions completed a perceptions instrument prior to a standardized objective behavioral assessment. Student demographics and perception scores were summarized using descriptive statistics. Chi-squared tests and Cochran-Mantel-Haenszel tests were used to assess differences in demographic variables. Between-group differences in perception scores were assessed using Wilcoxon Rank-Sum tests. Results: 155 students completed the instrument out of the 163 students enrolled in the course series. Overall, the median scores were ≥4 (4=Agree, 5=Strongly Agree) for all SPICE items and factors. No significant differences were observed between first and second year students in response to any of the SPICE items or factors. When comparing professions, significant differences were observed between pharmacy students and medical students that IPE “enhances my education” (p=0.003), “improves patient satisfaction” (p=0.001), and “enhances my future ability to collaborate” (p=0.001). Significant differences were also observed between pharmacy students and medical students for 2 of the 3 factors: teamwork (p=0.001) and patient outcomes (p=0.005). For all of the differences in items and factors, pharmacy students reported higher levels of agreement. Conclusions: Two years of exposure to IPE compared to one year (i.e. second year students vs. first year students) did not result in higher levels of agreement; however, agreement was high across all students which may have limited the ability to detect a difference. When perceptions are high early in the curriculum, maintaining the same level of agreement longitudinally may be a more appropriate educational outcome. Pharmacy students had higher levels of agreement compared to medical students for certain items. Further research is needed to determine if these differences have an impact on interprofessional collaboration. Conflict of Interest We declare no conflicts of interest or financial interests that the authors or members of their immediate families have in any product or service discussed in the manuscript, including grants (pending or received), employment, gifts, stock holdings or options, honoraria, consultancies, expert testimony, patents and royalties.   Type: Original Research

scholarly journals Assessing the Effects of a Paired TBL Session and Patient Simulation on Pharmacy Student HIV Treatment Knowledge

2020 ◽  
Vol 11 (1) ◽  
pp. 5 ◽  
Author(s):  
Juanita A Draime ◽  
Anna M Staudt ◽  
Nicole Stute ◽  
Zachary Jenkins
Keyword(s):  
Patient Simulation ◽  
Hiv Treatment ◽  
Pharmacy Students ◽  
Patient Treatment ◽  
Initial Assessment ◽  
Team Based Learning ◽  
Treatment Knowledge ◽  
Second Year ◽  
Knowledge Scale ◽  
The Impact

Description of the Problem: Pharmacists can play a crucial role in monitoring, counseling, and providing adherence checks across practice pharmacy settings; but they may not gain experience in this area until after graduating from pharmacy school. Statement of Innovation:  Students participated in an intentionally aligned team-based learning session followed by completion of an HIV patient treatment worksheet and an HIV patient care simulation. This sequence was assessed using the HIV Treatment Knowledge Scale. Description of the Innovation: Second-year pharmacy students (N=48, 98% response rate) participated in a baseline knowledge assessment before a four-hour HIV team-based learning (TBL) session, which included the use of an online HIV Patient Management Simulator. Students were administered the scale again post-session. Three days before the simulation, students had access to an HIV patient treatment worksheet that was required to be completed before the simulation. Ten days after the initial assessment, students participated in an HIV patient simulation where they proposed a new antiretroviral plan while also addressing monitoring, barriers, and maximizing adherence for the patient. Post-simulation, students were again administered the scale. Data were analyzed using descriptive statistics, Wilcoxon and paired t-tests, as appropriate. Critical Analysis: A total of 48 second-year pharmacy students participated.  HIV knowledge increased significantly post-TBL (p < 0.001). Post-simulation, scores improved, but not significantly (p = 0.291). Knowledge on 15 of the 21 items on the HIV Treatment Knowledge Scale significantly improved from pre-TBL to post-simulation (p ≤ 0.025). Next Steps: Future investigation should focus on the impact that HIV simulation training has on skills, abilities, confidence, and empathy.   Article Type: Note

scholarly journals Using mock interviews to prepare pharmacy students for professional placement: Results from a pilot study

2021 ◽  
pp. 292-297
Author(s):  
Sam Kosari ◽  
Mary Bushell ◽  
Stephanie Mulhall ◽  
Jackson Thomas ◽  
Zubin Austin ◽  
...  
Keyword(s):  
Pilot Study ◽  
Community Pharmacy ◽  
Student Satisfaction ◽  
Real Life ◽  
Community Pharmacists ◽  
Pharmacy Students ◽  
Perceived Impact ◽  
Second Year ◽  
Multiple Domains ◽  
The Impact

Introduction: Mock interviews were introduced into a second-year pharmacy course with an embedded pharmacy placement. The aim was to prepare pharmacy students for interviews with possible preceptors when seeking community pharmacy placements. This study aimed to assess students’ perspectives on the impact of this activity. Methods: Second year pharmacy students (n = 35) were provided with general interview guidance and participated in mock placement interviews conducted by community pharmacists. After participating in the mock interview, students were invited to complete two online questionnaires. The first questionnaire was completed following the mock interview and the second questionnaire was completed after students had secured professional placements. Both surveys contained multiple domains including student approach to placement, perceived impact of the mock interview on confidence and preparation, application of the feedback on their real-life interview, understanding employer priorities, linkage with the curriculum and overall student satisfaction. Results: Following the mock interview, most participants (89.5%, n = 17) indicated that they felt better prepared to approach a placement preceptor and for the interview process. All participants who completed the first questionnaire (100%, n = 19) agreed that the feedback following the mock interview was helpful. After securing a placement, more than half (56.5%, n = 13) indicated that they used the skillsets developed during the mock interview when approaching a placement preceptor. Conclusion: The inclusion of mock interviews in the pharmacy curricula was found beneficial and conducive to enhanced skills and confidence in students’ career development.

The Impact Of Emotional Intelligence On Leadership Excellence Of Executive Empoloyees In Public Sector Organizationin Ampara District Of Sri Lanka

2019 ◽  
Vol 118 (9) ◽  
pp. 52-60
Author(s):  
Dr.S. Gunapalan ◽  
Dr.K. Maran
Keyword(s):  
Emotional Intelligence ◽  
Public Sector ◽  
Vital Role ◽  
Public Organization ◽  
Self Awareness ◽  
Public Sector Organization ◽  
Expression Of Emotion ◽  
Asking Questions ◽  
Private Sector Organizations ◽  
The Impact

Emotional Intelligence is play a vital role to decide  leadership excellence. So this paper to study the  impact of emotional intelligence on leadership excellence of executive employee in public sector organization.Hence the objective of this  research   is to identify the  impact of emotional intelligence on leadership excellence of executive employee in Public Sector Organization in Ampara districtof Sri Lanka.emotional intelligence includes the verbal and non-verbal appraisal and expression of emotion, the regulation of emotion in the self and others, and the utilization of emotional content in problem solving. Cook (2006)[1]. Emotional intelligence is one of the  essential skill for leaders to manage their subordinate. Accordingly although there is some research done under “Emotional intelligence on leadership excellence of the executive employee in the public organization in Ampara district so this study full filed the gap. Based on the analysis, Self-awareness, Self-management, Social-awareness and Relationship management are the positively affect to the Leadership excellence. So, executive employees should consider about the Emotions of their subordinators when they completing their targets. leaders should pay the attention for recognize the situation, hove to impact their feelings for the performance & recognized their own feelings. Leaders should consider and see their own emotions when they work with others by listening carefully, understand the person by asking questions, identifying non-verbal expressions and solving problems without helming someone’s. Leadersshould consider their subordinators emotions when they find a common idea, government should give to moderate freedom to executive employees in public organization to take the decision with competing the private sector organizations.

Self-assessment by medical workers of the degree of influence of working conditions on the development of occupational diseases

2019 ◽  
pp. 463-467 ◽  
Author(s):  
N. N. Petrukhin ◽  
O. N. Andreenko ◽  
I. V. Boyko ◽  
S. V. Grebenkov
Keyword(s):  
Health Care ◽  
Working Conditions ◽  
Occupational Diseases ◽  
Health Workers ◽  
Medical Personnel ◽  
Long Term Memory ◽  
Self Assessment ◽  
Medical Institutions ◽  
Care Workers ◽  
The Impact

Introduction. The activities of health workers are associated with the impact of many harmful factors that lead to loss of health. Compared with other professional groups, health care workers are ill longer and harder, which may be due to polymorbidity pathology.The aim of the study based on the survey data to study the representation of health workers about working conditions and to identify their impact on the formation of occupational diseases.Materials and methods. In order to get a real idea of the attitude of medical workers to their working conditions in 2018, an anonymous survey was conducted of 1129 doctors and 776 employees of secondary and junior medical personnel working in health care institutions in St. Petersburg, Moscow, Krasnoyarsk, Vologda and Orel.Results. Research of working conditions and health of physicians allowed to establish that work in medical institutions imposes considerable requirements to an organism of working, its physical condition and endurance, volume of operational and long-term memory, ability to resist to mental, moral and ethical overloads.Conclusions: The most important method of combating the development of occupational diseases is their prevention. Organizational and preventive measures should be aimed primarily at monitoring the working conditions and health of medical staff .

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