scholarly journals Strategies for Managing Pharmacy Experiential Education During COVID-19

2020 ◽  
pp. 089719002097773
Author(s):  
Cynthia Moreau ◽  
Stacey Maravent ◽  
Genevieve M. Hale ◽  
Tina Joseph
Keyword(s):  
Higher Education ◽  
United States ◽  
Health Care ◽  
Experiential Education ◽  
Pharmacy Practice ◽  
The United States ◽  
Outpatient Clinics ◽  
Education Faculty ◽  
Online Format ◽  
Difficult Times

In recent months, the coronavirus pandemic has significantly affected almost every industry in the United States, including health care and higher education. Faculty and students at colleges and schools of pharmacy nationwide have needed to quickly adapt as the delivery of curricula has shifted to primarily online format. Additionally, experiential rotations have been significantly affected as practice settings such as hospitals and outpatient clinics have limited students’ interactions with patients or stopped allowing students on-site altogether. Our commentary will explore strategies that have been employed by experiential education coordinators and pharmacy preceptors from various settings to navigate experiential education during these difficult times while ensuring students successfully meet requirements for graduation. These will include descriptions of transitioning advanced pharmacy practice experiences (APPEs) to virtual format, how to safely involve students in the care of COVID-19 patients, and managing scheduling issues.

A Case Study of Transformational Teaching Experiences of Higher Education Faculty in the United States

2014 ◽  
pp. 111-139
Author(s):  
Alex Kumi-Yeboah
Keyword(s):  
Higher Education ◽  
United States ◽  
Transformative Learning ◽  
The United States ◽  
Theoretical Framework ◽  
Transformative Learning Theory ◽  
Education Faculty ◽  
Higher Education Faculty ◽  
Teaching Experiences ◽  
Transformational Teaching

This chapter is a study of teacher experience amongst higher education faculty in the United States, drawing on a theoretical framework shaped by Mezirow's transformative learning theory, which first emerged in the late 1970s and has seen subsequent adaptations. Mixed-method research was used to analyze data on the transformational teaching experiences of faculty and examine the narratives of teacher experience based on this transformative learning theory framework. Data collected from 90 higher education faculty members were analyzed with regard to their transformational teaching experiences. Results indicate that the majority of faculty experienced transformational teaching. Mentoring, dialogue, critical reflection, personal reflection, scholarship, and research emerged as the educational factors shaping these experiences while relocation or movement, life changes, and other cultural influences were revealed as the non-educational factors. In addition to this, the chapter entails discussion of the theoretical framework of transformative learning as it applies to this research.

scholarly journals Online Learning vs. Extreme Learning in Mining Higher Education under COVID

2020 ◽  
Vol 174 ◽  
pp. 04001
Author(s):  
Inna Pevneva ◽  
Paul Edmunds
Keyword(s):  
Higher Education ◽  
United States ◽  
Online Learning ◽  
Distance Learning ◽  
World Wide ◽  
Analytical Data ◽  
The United States ◽  
Current Situation ◽  
Online Format

Mining education, including ESL teaching had to undergo a sudden switch to the distance learning mode in spring 2020 due to COVID-19. The article analyses the challenges that most of teachers had to face and justifies the term “extreme learning” in connection with a sudden shift to a distance mode in higher education world-wide. The analytical data is provided to prove the point and as an effort to evaluate the effectiveness of extreme online learning. Current situation in Russian mining universities can be compared with the results of transition to emergency online format in the United States, UNM University. The necessity for further assessment is underlined in connection with the analysis of prerequisites, needs, and processes rather than the results.

From the Ordinary to Corruption in Higher Education

2016 ◽  
Vol 26 (3) ◽  
pp. 270-279 ◽  
Author(s):  
Mildred A. Schwartz
Keyword(s):  
Higher Education ◽  
United States ◽  
Health Care ◽  
Health Care Professionals ◽  
Environmental Changes ◽  
The United States ◽  
Large State ◽  
Formal Organizations ◽  
Low Levels

Major environmental changes and recurring pressures have made universities in the United States that educate health care professionals vulnerable to corruption. Based on the experiences of one large, state-supported university, this essay argues that, in adapting to pressures, universities rely on the ordinary structures and processes characteristic of large formal organizations. Hierarchy becomes an opening to corruption when it is associated with low levels of transparency, a culture of deference that discourages questioning, and the absence of countervailing centers of authority. Where the need for resources is great and access is uncertain, these can become incentives to ensure access through corrupt means. Embeddedness opens opportunities for misconduct by fostering relations based on narrow loyalties. The ordinariness of the pathways to corruption in higher education can obscure timely recognition of misconduct even by members working in affected organizations. But, once recognized, it is also possible to find equally ordinary solutions.

scholarly journals A Study Of Multiple Intelligences And Higher Education Faculty In The United States

2011 ◽  
Vol 4 (7) ◽  
Author(s):  
Stefanie Denise Wilson
Keyword(s):  
Higher Education ◽  
United States ◽  
Multiple Intelligences ◽  
Quantitative Research ◽  
The United States ◽  
Faculty Members ◽  
Primary Data ◽  
Education Faculty ◽  
Higher Education Faculty ◽  
The Impact

This quantitative research study discovered and identified the degree of relationships between the domains of multiple intelligences: (a) interpersonal, (b) intrapersonal, and (c) linguistic intelligences, and (d) leadership and demographic characteristics such as, (a) age, (b) gender and (c) ethnicity among higher education faculty. Using a survey instrument, primary data was collected from a sample of 205 faculty members within the United States. Furthermore, the researcher examined and analyzed certain aspects of the field of leadership, and the impact Gardner’s multiple intelligences may or may not have on leadership selection, training and development based on the results obtained. This paper provides a summary of the study and its results along with possible implications and recommendations for administrators, managers and leaders in academia.

Higher Education Faculty Characteristics and Trends in the United States and Europe

Education ◽  
2019 ◽  
Author(s):  
Liudvika Leišytė ◽  
Nadine Zeeman
Keyword(s):  
Higher Education ◽  
United States ◽  
The United States ◽  
Higher Education Governance ◽  
Tenure Track ◽  
Education Faculty ◽  
Higher Education Faculty ◽  
Employment Contracts ◽  
Education Governance ◽  
Faculty Positions

The characteristics of higher education faculty described in the literature include gender, disciplinary affiliation, institutional affiliation, type of contract, and rank. This bibliography will focus on the literature characterizing the faculty in these categories. Specific attention will be paid to the faculty situation in the United States and in Europe, including country cases within Europe. The concentration on the United States and Europe provides interesting insights, as the characteristics of faculty are influenced by the higher education governance model in place. On both sides of the Atlantic, the governance arrangements and working conditions differ to some extent, and this determines the types of faculty positions and their characteristics. In the United States the higher education system is characterized by a departmental model, whereas in most European countries a chair model can be observed in academia. Both employment contracts and the division of labor are influenced by the higher education governance system in place. Faculty employment contracts can take various forms and be permanent or temporary. In the US system, tenure-track faculty positions have been common, where tenure is achieved based on performance within the same institution. In European systems traditionally, faculty and especially professors have been civil servants and had to win an open competition to get the position. Further, variations of contracts appear, as faculty can either have a part-time or full-time position. Faculty are involved in teaching and research, and more recently in service and knowledge commercialization. These employment contracts and faculty activities have changed over time due to changes in higher education governance systems, including the increasing massification, marketization, and privatization of higher education. Studying higher education faculty change over time, we observe a number of trends. An increasing percentage of faculty in the United States are on non-tenure-track appointments with teaching-only responsibilities. In Europe, precarious faculty positions are also on the rise across a number of higher education systems. Overall, a diversification of faculty roles and activities, as well as intensification of work, can be observed.

scholarly journals Community-Based Pharmacy Practice Innovation and the Role of the Community-Based Pharmacist Practitioner in the United States

Pharmacy ◽  
2019 ◽  
Vol 7 (3) ◽  
pp. 106 ◽  
Author(s):  
Jean-Venable Goode ◽  
James Owen ◽  
Alexis Page ◽  
Sharon Gatewood
Keyword(s):  
United States ◽  
Health Care ◽  
Patient Care ◽  
Pharmacy Practice ◽  
The United States ◽  
Community Based ◽  
Care Services ◽  
Patient Health

Community-based pharmacy practice is evolving from a focus on product preparation and dispensing to becoming a health care destination within the four walls of the traditional community-based pharmacy. Furthermore, community-based pharmacy practice is expanding beyond the four walls of the traditional community-based pharmacy to provide care to patients where they need it. Pharmacists involved in this transition are community-based pharmacist practitioners who are primarily involved in leading and advancing team-based patient care services in communities to improve the patient health. This paper will review community-based pharmacy practice innovations and the role of the community-based pharmacist practitioner in the United States.

A Case Study of Transformational Teaching Experiences of Higher Education Faculty in the United States

2018 ◽  
pp. 1367-1388
Author(s):  
Alex Kumi-Yeboah
Keyword(s):  
Higher Education ◽  
United States ◽  
Transformative Learning ◽  
The United States ◽  
Theoretical Framework ◽  
Transformative Learning Theory ◽  
Education Faculty ◽  
Higher Education Faculty ◽  
Teaching Experiences ◽  
Transformational Teaching

This chapter is a study of teacher experience amongst higher education faculty in the United States, drawing on a theoretical framework shaped by Mezirow's transformative learning theory, which first emerged in the late 1970s and has seen subsequent adaptations. Mixed-method research was used to analyze data on the transformational teaching experiences of faculty and examine the narratives of teacher experience based on this transformative learning theory framework. Data collected from 90 higher education faculty members were analyzed with regard to their transformational teaching experiences. Results indicate that the majority of faculty experienced transformational teaching. Mentoring, dialogue, critical reflection, personal reflection, scholarship, and research emerged as the educational factors shaping these experiences while relocation or movement, life changes, and other cultural influences were revealed as the non-educational factors. In addition to this, the chapter entails discussion of the theoretical framework of transformative learning as it applies to this research.

Health Outcomes and Health Care Utilization Among Obstetric Deliveries With Concurrent CKD in the United States

2020 ◽  
Vol 75 (1) ◽  
pp. 148-150 ◽  
Author(s):  
Andrea L. Oliverio ◽  
Lindsay K. Admon ◽  
Laura H. Mariani ◽  
Tyler N.A. Winkelman ◽  
Vanessa K. Dalton
Keyword(s):  
United States ◽  
Health Care ◽  
Health Care Utilization ◽  
Health Outcomes ◽  
The United States ◽  
Care Utilization
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