scholarly journals Evaluation and revision of an introduction to experiential rotations course

2014 ◽  
pp. 34-45 ◽  
Author(s):  
Eliza Anne Dy ◽  
Sarah A Nisly
Keyword(s):  
Learning Styles ◽  
Student Perceptions ◽  
Pharmacy Practice ◽  
Study Groups ◽  
Initial Study ◽  
Perceived Usefulness ◽  
Practice Experience ◽  
Survey Results ◽  
Initial Survey

ObjectiveThe objectives of this study were to evaluate the perceived student value of topics taught in a university’s Introduction to Experiential Rotations (RX500) course, implement course revisions to address any perceived weaknesses, and to reassess the course following implementation of those course revisions.MethodsAdvanced Pharmacy Practice Experience (APPE) students from the university’s 2012 doctorate of pharmacy class were initially surveyed to assess the perceived usefulness and design of RX500.  Based on the findings of the initial data, course revisions were developed and implemented for the following semester’s RX500 course.  In order to assess for potential changes in the perceived value of the course following implementation, a follow-up survey was sent to students completing the revised course in the fall of 2012.ResultsFifty-eight students completed the initial survey in the fall of 2011, and 34 completed the follow-up survey in the fall of 2012.  The majority of students in the both groups had completed at least four APPE experiences at the time of survey completion.  Both of the study groups rated hands-on activities and visual presentations as their most beneficial learning styles within a classroom setting.  Based on the initial survey findings, two topics were removed from the course, two topics were revised within the course, and three topics were added to the course.  The follow-up survey results indicated an increased perceived usefulness of the two revised topics; however, the three new topics added to the course had mixed results.ConclusionsData from the initial study period identified perceived areas for improvement in the course’s ability to prepare pharmacy students for the APPE year.  Following course revisions based on student perceptions, follow-up surveys indicated improvements in the perceived values of the revised topics.  Faculty can continue, however, to work on delivery of newer topics being added to the APPE preparation course.

Oncology boot camp: A preparatory curriculum for advanced pharmacy practice experience students

2021 ◽  
pp. 107815522110191
Author(s):  
Bethannee Horn ◽  
Lyn Wells ◽  
Zachery Halford
Keyword(s):  
Student Perceptions ◽  
Pharmacy Practice ◽  
Boot Camp ◽  
Primary Objective ◽  
Comfort Level ◽  
Post Intervention ◽  
Student Knowledge ◽  
Survey Tool ◽  
Practice Experience ◽  
Drug Knowledge

Introduction The primary objective of this study was to evaluate the effectiveness of an autonomous oncology boot camp on Advanced Pharmacy Practice Experience (APPE) student knowledge. Secondary objectives included assessing student perception of the virtual learning experience and overall comfort level with the material. Methods APPE students rotating through our institution between November 2019 and March 2020 were voluntarily enrolled in a 4-hour oncology-focused boot camp, which included five PlayPosit (Denver, CO, USA) interactive video lectures embedded with case-based application questions followed by one comprehensive web-based Quandary (Victoria, BC, Canada) action-maze case. Student learning was measured by a pre- and post-intervention exam. A web survey tool (Qualtrics, Provo, UT, USA) collected student perceptions evaluating their comfort with oncology-specific drug knowledge and APPE rotations tasks. Results Fifty students enrolled in the oncology boot camp, with 100% completing the pre- and post-intervention assessments. Overall, pre-intervention exam scores (mean: 55.4%, SD: 21.8%) improved by 23.2% following the boot camp (mean: 78.6%, SD: 19.2%; p < 0.001). Students performed better on all 10 exam questions, with 6 questions showing a statistically significant improvement (p < 0.05). Forty-five students (90%) completed the perception surveys. Of those, 93% agreed that it effectively reinforced important oncology knowledge, 91% supported the autonomous design, and 82% would recommend the oncology boot camp for future students. Conclusion The boot camp proved to be a beneficial educational tool that enhanced student knowledge and confidence in navigating common oncology concepts. Students valued the ability to independently complete the activities and supported its continuation.

scholarly journals A Precepting-Focused Advanced Pharmacy Practice Experience in Academia

2020 ◽  
Vol 11 (4) ◽  
pp. 11
Author(s):  
Andrew Darley ◽  
Ashley N. Hannings ◽  
Linda D. Logan ◽  
Kay L. Brooks
Keyword(s):  
Student Perceptions ◽  
Pharmacy Practice ◽  
Faculty Members ◽  
Job Responsibilities ◽  
Quality Of Instruction ◽  
Practice Experience ◽  
Article Type ◽  
Potential Strategy ◽  
Faculty Instruction

Description of the Opportunity: Traditional advanced pharmacy practice experiences (APPEs) in academia provide students exposure to job responsibilities and expectations of pharmacy faculty members. The purpose of this manuscript is to describe the development and structure of a precepting-focused academic APPE, APPE student perceptions of the experience, and introductory pharmacy practice experience (IPPE) student perceptions of being precepted by APPE students. Innovation: An academic pharmacy APPE was developed to emphasize preceptor development in addition to traditional academic pharmacy topics and responsibilities. Pre- and post-experience surveys were completed by APPE students to collect perceptions of academic pharmacy and precepting. During the experience, APPE students, under the supervision of faculty, precepted IPPE students, who were given the opportunity to assess the APPE student’s precepting ability by completing a survey following the experience. Descriptive statistics were used to analyze the results. Findings: Nine students completed the academic APPE and the corresponding pre- and post-surveys. All students indicated the rotation increased their understanding of academia, and the majority (7/9) indicated an increased confidence in their precepting ability. Eighty-five IPPE students evaluated the APPE students, and the majority (78%) rated the quality of instruction from APPE students as “similar” to faculty instruction. Conclusion: The structure of this experience allowed APPE students to gain exposure to academia and increase confidence in precepting, while facilitating the delivery of the IPPE program. Results indicate offering an academic APPE with an emphasis on experiential teaching is a potential strategy to prepare future pharmacy preceptors.   Article Type: Note

scholarly journals Teachers' Voices: Pandemic Lessons for the Future of Education

2021 ◽  
Vol 15 (1) ◽  
pp. 4-19
Author(s):  
Lesley Eblie Trudel ◽  
Laura Sokal ◽  
Jeff Babb
Keyword(s):  
Survey Study ◽  
Educational Institutions ◽  
Similar Response ◽  
Entire Study ◽  
Survey Results ◽  
Initial Survey ◽  
Based Instruction ◽  
K 12 ◽  
Future Of Education

In late 2019 and early 2020, governments around the world closed educational institutions due to the COVID-19 pandemic. A similar response occurred in Canada and resulted in a sudden pivot by teachers from classroom-based instruction to remote teaching. During and shortly after this time, we undertook a survey study of over 2000 Canadian teachers, as well as follow-up interviews with a representative sub-set of those who took part in the initial round of the survey, to gain perspectives on teaching during the pandemic crisis. We summarize the foundations of the entire study and focus on the analysis and discussion of interview data to provide enhanced understanding of initial survey results. This study presents five lessons from the voices of teachers in the initial stages of COVID-19 in Canadian K-12 schools. Each lesson addresses a reality of teaching that was magnified by the pandemic and is highlighted for future consideration of educators in times of uncertainty and change.

scholarly journals Use of a Structured Method of Antimicrobial Stewardship at a City Hospital by Pharmacy Students

Pharmacy ◽  
2020 ◽  
Vol 8 (4) ◽  
pp. 188
Author(s):  
Kimberly E. Ng ◽  
Nicole Bradley
Keyword(s):  
Student Perceptions ◽  
Antimicrobial Stewardship ◽  
Pharmacy Practice ◽  
Pharmacy Students ◽  
City Hospital ◽  
Student Knowledge ◽  
Exact Test ◽  
Practice Experience ◽  
Before And After ◽  
Review Form

The objective of this study was to determine the utility of a structured method of antimicrobial stewardship by Advanced Pharmacy Practice Experience students and assess student perceptions of the tool. Pharmacy students on rotation were trained to utilize a structured team antibiotic review form (TARF) as a tool to participate in antimicrobial stewardship. Students completed anonymous evaluations regarding their confidence in performing stewardship after completing their rotation, and preceptors quantified total student interventions. Data analysis was conducted using descriptive statistics. The Fisher’s Exact Test was used to compare students’ confidence before and after using TARFs. Twenty-six students participated in antimicrobial stewardship using TARFs, resulting in 889 interventions. Nearly 96% of students reported that TARFs helped them evaluate patient antibiotics in a way that was easy to follow and that TARFs provided them with an organized and structured way to systematically evaluate antibiotics. All students felt that the TARFs increased their knowledge on how to evaluate antibiotics. Significantly more students were confident in participating in antimicrobial stewardship after using the TARF. TARF use allowed students to substantially contribute to stewardship, and provided them with a structured guide allowing for improved student knowledge and confidence.

Acceptance of a Pharmacy-Based, Physician-Edited Hospital Pharmacy and Therapeutics Committee Newsletter

1992 ◽  
Vol 26 (7-8) ◽  
pp. 886-889 ◽  
Author(s):  
David J. Ritchie ◽  
Robert F. Manchester ◽  
Michael W. Rich ◽  
Mary M. Rockwell ◽  
Paul M. Stein
Keyword(s):  
Drug Class ◽  
Tertiary Care ◽  
Hospital Setting ◽  
Perceived Usefulness ◽  
New Drugs ◽  
University Hospital ◽  
Care Hospital ◽  
Survey Results ◽  
Initial Survey

OBJECTIVE: To assess the level of physician acceptance and perceived usefulness of a pharmacy-prepared, physician-edited pharmacy and therapeutics (P&T) committee newsletter. DESIGN: Two separate surveys conducted after 7 and 24 months of publication, respectively. SETTING: 500-bed, university-affiliated, tertiary-care hospital. MAIN OUTCOME MEASURES: The initial survey was mailed to physicians after 7 months of publication and they were requested to rate various aspects of the newsletter, including timeliness of articles, usefulness of articles, quality of writing and design, and overall value of the publication on a scale of 1–4: (1 = excellent, 2 = good, 3 = fair, 4 = poor). Physicians were also asked to rank different categories of articles (articles on new drugs, drug-class reviews, topical reviews, formulary news, and articles providing P&T committee information) and were encouraged to provide comments. A separate follow-up survey conducted at 24 months asked physicians to indicate whether they (1) regularly received the newsletter, (2) regularly read the newsletter, (3) found the information in the newsletter to be useful, and (4) desired to continue receiving the newsletter. RESULTS: Initial survey results yielded mean newsletter quality scores ranging from 1.54 to 1.66. Respondents preferred, in descending order, articles on new drugs, drug-class reviews, topical reviews, formulary news, and P&T committee information. The 24-month survey revealed that 96 percent of the physicians regularly receiving and reading the newsletter found the information useful and 97 percent felt that the newsletter should continue to be published. Favorable comments were also received from several prominent physicians. CONCLUSIONS: The results indicate strong physician acceptance of a pharmacy-prepared, physician-edited newsletter and provide information about the types of articles preferred by physicians in a university hospital setting.

scholarly journals Evaluation of a Resident-led Residency Preparation Series for Fourth Year Pharmacy Students

2019 ◽  
Vol 10 (4) ◽  
pp. 12
Author(s):  
Katelyn Elizabeth Brammer ◽  
Lisa Brennan ◽  
Diep Phan ◽  
Lauren Walter ◽  
Asima Ali ◽  
...  
Keyword(s):  
North Carolina ◽  
Student Perceptions ◽  
Pharmacy Practice ◽  
Pharmacy Students ◽  
Application Process ◽  
Residency Programs ◽  
Practice Experience ◽  
Article Type ◽  
Perceived Impact ◽  
Residency Application

Description of Problem: The increased interest in residency programs nationwide has made the application process more competitive and complex. Statement of Innovation: In 2015, Wake Forest Baptist Health (WFBH) created a resident-led residency preparatory series (RPS) to assist advanced pharmacy practice experience (APPE) students in preparing for residency applications. This study sought to evaluate the perceived value of the resident-led RPS by fourth year APPE students. Innovation: This single-center, survey-based, descriptive study aimed to evaluate the perceived impact of a resident-led RPS. All APPE students during the 2016-2017 and 2017-2018 academic years who completed rotations in the Triad region of North Carolina were invited to participate in the RPS. Surveys were sent to eligible students and data was captured for respondents who indicated an interest in pursuing residency and attendance to at least one RPS. Survey questions evaluated satisfaction with the RPS. Survey data was collected and analyzed using Qualtrics©. Critical Analysis:  A total of 84 students were invited to attend the RPS. Thirty-three respondents participated in the RPS and indicated an interest in applying for a residency. The resident-led RPS was consistently well received by the majority of students over the course of two years, with over two-thirds of all respondents finding every session extremely or very useful. The majority of students agreed or strongly agreed with all confidence statements. Conclusion A resident-led RPS resulted in positive student perceptions and increased confidence in the residency application process.   Article Type: Note

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