scholarly journals Medical/Pharmacy Students Interprofessional Older Adult Medication Interactions/Contraindications Project

2021 ◽  
Vol 5 (Supplement_1) ◽  
pp. 828-828
Author(s):  
Marilyn Gugliucci ◽  
Victoria Thieme
Keyword(s):  
New England ◽  
Student Experiences ◽  
First Year ◽  
Medication List ◽  
Student Collaboration ◽  
Geriatrics Education ◽  
Medication Reviews ◽  
College Of Osteopathic Medicine ◽  
The University ◽  
First Year Medical Students

Abstract The University of New England College of Osteopathic Medicine (UNECOM) Geriatrics Education Mentors [GEM] program, established in 2014, pairs UNECOM students with older community living adults. GEM assignments focus on health review, medical humanities, and geriatrics training. Each year approximately 90 older adults participate in GEMs. In 2019, the GEM program was expanded with Geriatrics Workforce Enhancement Program (GWEP) grant funding to: include first year medical students, include 2 additional assignments (4 assignments over 10 months to 6 assignments over 18 months), and to create interprofessional student collaboration. In the new GEM Assignment 4: Medication Interactions/Contraindications, UNECOM students with their GEM compiled details on the GEM’s medication list (prescriptions, herbal, OTC); one of 4 Ms of Age Friendly Health Care. UNECOM students (84 pairs) were then assigned to UNE School of Pharmacy (SOP) students (42 SOP students had 2 UNECOM pairs) to conduct a “Lexicomp” (App) medication interactions and Beers Criteria review. UNECOM students documented findings with the SOP student partner; discussed the processes of review with their GEM and the resultant findings; documented the GEM’s questions and how the UNECOM student answered those questions; and discussed next steps for the GEM regarding options for different medications - especially follow up with their prescribing physician(s) for any noted interactions/contraindications. For GEMs with few medications, a mock medication list was assigned to ensure student experiences with medication reviews and GEM discussion. Although time intensive preparation is required, UNECOM & SOP students attained significant learning as did the GEM mentors.

scholarly journals Building Learning Communities in Residential Colleges

2009 ◽  
Vol 6 (2) ◽  
pp. 54-68
Author(s):  
Robyn L. Muldoon ◽  
◽  
Ian Macdonald ◽  
Keyword(s):  
New England ◽  
Learning Communities ◽  
Learning Strategies ◽  
First Year ◽  
First Year Students ◽  
Low Socioeconomic ◽  
Regional University ◽  
Traditional Lectures ◽  
The University ◽  
Senior Students

This paper addresses the retention issues presented when large numbers of students from low socioeconomic backgrounds and associated disadvantaged educational histories live together on-campus. It reports research in progress on a new approach taken at the University of New England (UNE), Australia, aimed at encouraging the growth of learning communities in colleges through the training and subsequent support of senior students charged with helping first year students negotiate the transition to successful university study. It outlines the issues faced by both the first year students and the senior students, strategies implemented, outcomes to date and plans for further change. UNE is a regional university with 5,000 on-campus students, half of whom live in seven residential colleges. It appears that for these students, traditional lectures and workshops on learning strategies and techniques are not as effective as layered, personal ‘at the elbow’ learning support in a non-threatening, social environment.

scholarly journals Forum on Conservation

2008 ◽  
Vol 14 (4) ◽  
pp. 228
Author(s):  
Harry F. Recher
Keyword(s):  
New England ◽  
Media Coverage ◽  
Data Gathering ◽  
Front Page ◽  
First Year ◽  
Media Report ◽  
First Year Students ◽  
The Media ◽  
The University ◽  
Beach Pollution

When Malcolm Jones and I taught first year students in Resource Management at the University of New England early in the 1990s, we set a major project based on an analysis of media coverage of environmental issues. I particularly remember a report on water pollution on Sydney?s beaches. Using column inches, size of headlines, location in the newspapers, and frequency of reporting, the report showed with considerable statistical certainty that Sydney?s ocean waters were pristine prior to the start of the swimming season (no or few reports in the papers), became increasingly polluted as summer progressed (more column inches, bigger headlines), reached its highest levels at the height of summer (front page coverage) and then returned to purity as the summer waned and people returned to work and school (no or few reports in the papers). Total nonsense of course. In those days, before the deep water outfalls, beach pollution was a year round problem for Sydney, but the media reported the pollution only in summer when the maximum number of people were likely to be at the beaches and therefore interested in beach conditions and more likely to buy papers highlighting water quality issues. The media report events, whether they are politics, conflict, carnage, sex or the environment, which sell newspapers or attract viewers and listeners to television and radio. Our term project at UNE was designed not only as an exercise in data gathering, analysis and reporting, but was part of our programme of producing media savvy graduates.

Prediction of University Success: A Follow-up Study of the 1977 Internal Intake to the University of New England

1979 ◽  
Vol 23 (3) ◽  
pp. 301-303 ◽  
Author(s):  
David Watkins
Keyword(s):  
New England ◽  
Predictive Power ◽  
First Year ◽  
Study Methods ◽  
School Certificate ◽  
Follow Up Study ◽  
The University ◽  
University Success ◽  
First Year University

A follow-up study of 275 first year university entrants showed that a measure of good study methods made a worthwhile contribution to the prediction of tertiary performance beyond the level of the Higher School Certificate alone. Other possible predictors included in this study (satisfaction with university and various personality measures) showed little predictive power.

Physical Fitness Appraisal and Guidance

PEDIATRICS ◽  
1949 ◽  
Vol 3 (3) ◽  
pp. 370-370
Author(s):  
THOMAS E. SHAFFER
Keyword(s):  
Physical Fitness ◽  
First Year ◽  
Test Results ◽  
University Of Illinois ◽  
Health Counseling ◽  
Social And Emotional ◽  
Motor Efficiency ◽  
Normal Individuals ◽  
The University ◽  
First Year Medical Students

Professor Cureton and his associates in physical education at the University of Illinois present in this volume a wealth of information and experience in the field of estimating physical fitness. Certainly welcome at any time, the book is especially appropriate now when interest in positive improvement of health, i.e., fitness, is increasing. Total fitness, of course, implies more than freedom from physical disease or disability; and omission of sections on mental, social and emotional fitness is recognized by the authors early in the book. This volume comprises a review of the literature on testing physical fitness, an analysis of 22 tests for appraisal of physique, organic efficiency and motor efficiency applied in 1945 to 110 first-year medical students and the use of test results in health counseling. Attention is focused on the challenge to improve the health of supposedly normal individuals.

AN APPROACH TO TEACHING MEDICAL CHEMISTRY THAT HIGHLIGHTS INTERDISCIPLINARY NATURE OF SCIENCE

2015 ◽  
Author(s):  
Aris Kaksis ◽  
◽  
Agnese Brangule ◽  
Mihails Halitovs ◽  
◽  
...  
Keyword(s):  
Teaching And Learning ◽  
First Year ◽  
Physics Students ◽  
University Curriculum ◽  
Interdisciplinary Nature ◽  
Separate System ◽  
Approach To Teaching ◽  
Medical Chemistry ◽  
The University ◽  
First Year Medical Students

Thermodynamics is a branch of physics that deals with questions concerning energies and work of a system. It is one of the key topics for understanding processes in the universe as well as any separate system like a gas mixture or a single cell in a biological system. Thermodynamics is included in the university curriculum for engineering, chemistry and physics students as well as medical student curriculum. This paper outlines the problems faced by first year medical students learning thermodynamics at Riga Stradinš University. We describe a medically relevant context based approach to teaching that demonstrates the interdisciplinary nature of medical chemistry, molecular biology and biochemistry. Our method provides a model in which disciplinary barriers are diminished and increased effectiveness of teaching is achieved. Key words: interdisciplinary teaching, medical chemistry, thermodynamics, teaching and learning thermodynamics.

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