scholarly journals Student Perceptions of a Basic Medical Science-focused Advanced Pharmacy Practice Experience

2015 ◽  
Vol 2 (2) ◽  
Author(s):  
Marilyn Odom
Keyword(s):  
Student Perceptions ◽  
Medical Science ◽  
Pharmacy Practice ◽  
Basic Medical Science ◽  
Practice Experience ◽  
Basic Medical

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 The Incidence of Agenesis of Palmaris Longus among the Yoruba Tribe in Nigeria

2009 ◽  
pp. 11-14
Author(s):  
G O Mbaka ◽  
A A Akinlolu ◽  
A O Ayanuga ◽  
P D Shallie ◽  
A K Adefule ◽  
...  
Keyword(s):  
Learning Experience ◽  
Medical Science ◽  
Problem Based Learning ◽  
Problem Solving Skills ◽  
Basic Medical Science ◽  
Physiotherapy Student ◽  
Literary Research ◽  
Amount Of Knowledge ◽  
Physiotherapy Students ◽  
Basic Medical

Background: Problem Based leammg (PBL) is increasingly becoming popular worldwide. The Department ofAnatomy at the College of Medicine University of Lagos recently introduced the problem based learning approach as the style of teaching physiotherapy students in their basic medical science year. Objective: This survey investigated the students' view of the programme, its impact on their learning as well as constraining factors. Methods: A questionnaire-based survey was conducted at the end of the basic science academic year. The sample was the whole of a group of physiotherapy student that went through the PBL programme of the Department for one year. Results were collated and data processed using computer Microsoft excel in windows office 2003 software. Results: Astatistically significantproportion ofthe group rated the programme favorably and indicated it was of benefit to their learning experience. Identified areas oftheir learning positively impacted on include; increase in amount of knowledge (81 %), better levels of interaction among colleagues (69%), improved literary research and problem solving skills (72%), higher level of confidence (81 %) and an increased eagerness for clinical school (95%). Conclusion: Problem Based Learning programme can be beneficial to pioneer physiotherapy students in basic medical science year even when it is administered newly by a Department that is still developing in the programme. Key Words: Problem Based Learning, Physiotherapy Students, Anatomy.

scholarly journals Medical Students’ Preference, Attitude and Perception toward Basic Medical Science Subjects in a Public University, East Malaysia

2021 ◽  
pp. 3232-3238
Author(s):  
Tin Moe Nwe ◽  
Belinda Anak Nojeb ◽  
Jeremy Hoo Ting Wang ◽  
Mathilda Frances Anak Julius ◽  
Nurul Izzah Mawaddah Mohamad Johar ◽  
...  
Keyword(s):  
Medical Students ◽  
Pearson Correlation ◽  
Medical Science ◽  
Public University ◽  
Medical Intervention ◽  
Cross Sectional ◽  
Basic Medical Science ◽  
East Malaysia ◽  
Significant Difference ◽  
Basic Medical

Introduction: Medical students build their clinical knowledge from previously obtained basic medical science knowledge during the pre-clinical year. The pre-clinical performances have some predictive value in the clinical discipline. Basic Medical Science (BMS) taught in pre-clinical years also supported the development of clinical reasoning skills and critical analysis of medical intervention. This study explored the preference, attitude and perception toward BMS subjects among the pre-clinical medical students. Materials and methods: An institution-based cross-sectional study was conducted among 189 pre-clinical students in a public university in East Malaysia by using the nine-scale statements questionnaires by West and co-workers. An independent sample t-test, one-way ANOVA, Pearson correlation and simple linear regression were used to analyze the data. Results: Among 10 BMS subjects, anatomy (29.1%) is the most preferred, followed by pathology (24.9%). Subject preference is influenced by the interesting curriculum with the highest frequency of 100%, followed by clinically useful (75.0%). The majority of students found poor attitude and perception in some items. There is no significant difference in attitude and perception toward BMS subjects between Year 1 and Year 2 students, male and female, different pre-university programs, students with scholarship and self-finance, and having family members in the medical field and those without. Conclusions and recommendation: Different teaching styles of medical faculty along with coordination with clinical departments may help the students to be more interested in learning medical education. Further study on the teaching techniques that aid in positive attitude and perception of pre-clinical students should be done.

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