scholarly journals Utilizing an Innovative Preceptor Video Mini-Series to Prepare Students for Experiential Rotations: Does it Work?

2017 ◽  
Vol 8 (2) ◽  
Author(s):  
Craig D Cox ◽  
Nephy G Samuel
Keyword(s):  
Financial Incentives ◽  
Teaching Method ◽  
Conflicts Of Interest ◽  
Pharmacy Practice ◽  
Training Model ◽  
Original Research ◽  
Innovative Teaching ◽  
Professional Students ◽  
Strongly Agree ◽  
Viewing Sessions

Objectives: To determine whether an innovative Mini-Series training model originally developed for preceptors could be beneficial to pharmacy students prior to and/or after beginning their introductory or advanced pharmacy practice experiences. Methods: This program consists of twelve incremental video episodes, each ranging from five to eight minutes in length. It tells the story of a young pharmacy preceptor as she guides a third and fourth year student through a challenging six-week clinical hospital rotation. Two to three reflection questions were written for each individual episode, focusing on student issues portrayed in the videos. Two-hour viewing sessions, consisting of all (12) video episodes and facilitated student reflection were held for 2nd – 4th year professional students on two campuses. At conclusion of each session, students completed a short evaluation to gauge the effectiveness and potential application of the Mini-Series program. Results: Fifty-six (56) students (22 fourth-year, 6 third-ear, and 28 second-year) participated in the voluntary viewing sessions. All students either agreed or strongly agreed that the Mini-Series program was entertaining and educational. In addition, 82% of students strongly agreed this program would be beneficial for students prior to taking their first experiential rotation, while only 47% strongly agreed it would be beneficial after they had started rotations. On a 5-point Likert scale (1=strongly disagree, 5=strongly agree), participants reported a mean of 4.6 that this medium is more effective than traditional lecture orientations held by the Office of Experiential Programs. On three open-ended questions, students provided a diversity of suggestions for enhancing the Mini-Series to make it more effective for students. Implications: The “Mini-Series” model was well received by students as a training medium to deliver educational content. As a result, more programs are being developed utilizing this innovative teaching method to help prepare students for future experiential rotations. Conflict of Interest The authors report no conflicts of interest or financial incentives to disclose related to this project. Dr. Craig D. Cox conceptualized, developed, and directed the Mini-Seriesprogram described in the manuscript. All funding for and all income generated by the program studied is the property of the Texas Tech University Health Sciences Center School of Pharmacy.   Type: Original Research

scholarly journals Use of an Innovative Interprofessional Mini-Series Movie to Train Preceptors

2017 ◽  
Vol 8 (2) ◽  
Author(s):  
Craig D Cox ◽  
Nephy G Samuel ◽  
Jongpil Cheon
Keyword(s):  
Confidence Level ◽  
Financial Incentives ◽  
Conflicts Of Interest ◽  
Program Completion ◽  
Original Research ◽  
Perceived Learning ◽  
Confidence Levels ◽  
Texas Tech University ◽  
Strongly Agree ◽  
Learning Score

Objectives: To evaluate the effectiveness of the innovative “Preceptor Mini-Series: Adventures in Interprofessional Precepting” movie program in training pharmacy preceptors on interprofessional competencies and to determine pharmacy preceptors’ perceptions of the effectiveness of the Mini-Series format. Methods: Chronicled by two preceptor experts, the Mini-Series movie follows the challenges of pharmacy, nursing, and medicine students and their preceptor during six-week experiential rotations. Pharmacy preceptors were invited to events held at movie theatres or local classrooms in three different cities. Participants were asked to provide basic demographic information and answer four “pre-program” and “post-program” survey questions focused on working in an interprofessional environment on a 5 point scale, 1=strongly disagree, 5=strongly agree. The post-program survey also included six additional questions to assess participant’s attitudes toward the effectiveness of this medium. Results: Fifty-eight (58) individuals attended the movie events. The majority had more than ten years of preceptor experience (n = 21, 36.2%), were female preceptors (n = 40, 69.0%), and practiced in an interprofessional environment (n = 48, 82.8%). The participants’ scores on all four interprofessional confidence level questions were significantly increased after viewing the Mini-Series movie and the overall mean increased from 4.47 (pre-confidence level) to 4.79 (post-confidence level, p < 0.001). There were no significant differences of confidence levels based on gender, location, or number of students a preceptor took on rotation each year. However, participants with fewer years of preceptor experience (0-10 years) had a significantly higher perceived learning score than those with more preceptor experience (>10 years) (4.89 vs. 4.63, p = 0.020). The mean for satisfaction (4.9, 3 questions) was slightly higher than the means for perceived learning (4.8, 1 question), and instructional approach (4.87, 3 questions). Implications: After program completion, pharmacy preceptors indicated an increase in confidence level for precepting in an interprofessional environment. The Mini-Series movie program also yielded positive feedback on its delivery format and suggests the medium may be effective to use for similar future training initiatives. Conflict of Interest The authors report no conflicts of interest or financial incentives to disclose related to this project. Dr. Craig D. Cox conceptualized, developed, and directed the Mini-Seriesprogram described in the manuscript. All funding for and all income generated by the program studied is the property of the Texas Tech University Health Sciences Center School of Pharmacy.   Type: Original Research

scholarly journals Preceptors' Need For Support In Tutoring Pharmacy Students in Finnish Community Pharmacies

2016 ◽  
Vol 7 (4) ◽  
Author(s):  
Ulla Löfhjelm ◽  
Katja Pitkä ◽  
Sanna Passi ◽  
Marja Airaksinen
Keyword(s):  
Conflicts Of Interest ◽  
Qualitative Content Analysis ◽  
Pharmacy Practice ◽  
Original Research ◽  
Reflective Dialogue ◽  
Assessment Of Learning ◽  
Financial Interests ◽  
Care Guidelines ◽  
Need For Support ◽  
Giving Feedback

A pharmacy degree in Finland includes a six-month obligatory internship. The internship is integrated with theoretical studies and adds up to 30 European Credit Transfer and Accumulation System (ECTS) credits of the BSc (Pharm) degree. Learning is supported by reflective assignments from the university. The preceptors have an important role in organizing the internship and tutoring students successfully in community pharmacy settings. Objective: to assess whether the preceptors of University of Helsinki’s teaching pharmacies need pedagogic support in tutoring and if so, in which core pharmaceutical tasks or tutoring skills. Methods: The survey was sent to all preceptors of University of Helsinki´s teaching pharmacies (n=326) in 2011 (response rate 58%, n=190). The data was analyzed statistically using Excel (version 12.3.6). The open-ended questions were analyzed by qualitative content analysis. Results: The majority of preceptors found their skills in tutoring the students mainly good. However, assessment of learning (27% of the respondents), giving feedback (23%) and organizing the learning situations supportive for learning (23%) were the areas in which the preceptors mostly indicated a need for support. Teaching current care guidelines and pharmaceutical care (36%) and multi-professional collaboration (28%) were the areas in which the preceptors expressed that they needed to update their skills. Conclusions: The faculty should focus the support on the pedagogic skills of preceptors, particularly in improving their skills in assessment of learning and in reflective dialogue. In addition, their skills in teaching clinical and patient care aspects of pharmacy practice should be enhanced. 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 Third-Year Pharmacy Students’ Work Experiences and Attitudes

2017 ◽  
Vol 8 (2) ◽  
Author(s):  
Mark V Siracuse ◽  
Bartholomew E Clark
Keyword(s):  
Community Pharmacy ◽  
Work Environment ◽  
Student Attitudes ◽  
Conflicts Of Interest ◽  
Pharmacy Practice ◽  
Pharmacy Students ◽  
Original Research ◽  
Hospital Inpatient ◽  
Work Schedule ◽  
Electronic Survey

Objectives. To describe pharmacy students’ work experience for pay; examine student attitudes towards work; examine student perceptions of how pharmacist preceptors feel about their jobs; and determine how pharmacy student work environment influences career aspirations and whether or not gender or academic pathway have any influences. Methods. An electronic survey was administered to third-year doctor of pharmacy (PharmD) students at a Midwestern school of pharmacy over five consecutive years. Results. Four hundred eighty nine students (response rate = 61.0%) completed the electronic survey instrument. Over 90% reported working in a pharmacy by the time their advanced pharmacy practice experiences (APPEs) began. Of these respondents, 67.4% reported working in a community pharmacy while 23.0% reported working in hospital inpatient pharmacy. Students working for independent pharmacies were most likely to feel that this type of practice site would offer an optimal work schedule and work environment for their career. Conclusions. Most students are working in community pharmacy practice. Having a fulfilling career and a desirable work schedule was the variable most strongly associated with optimal career choice. 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 Multiple Bosses: Challenges and suggestions to improve organizational environments in academic settings.

2016 ◽  
Vol 7 (2) ◽  
Author(s):  
Agnes Ann Feemster ◽  
T. Joseph Mattingly
Keyword(s):  
Conflicts Of Interest ◽  
Pharmacy Practice ◽  
Job Dissatisfaction ◽  
Additional Stress ◽  
Original Research ◽  
Organizational Environments ◽  
Academic Settings ◽  
Financial Interests ◽  
Reporting Structure ◽  
Teaching Responsibilities

Practice faculty members are often supervised by more than one individual, creating a reporting structure that mirrors a matrix organization. They are tasked with balancing administrative and teaching responsibilities established by the school with expectations of maintaining a pharmacy practice site. A matrix reporting structure offers opportunities for enhanced development, but risks of additional stress from the organizational complexity must be mitigated to reduce job dissatisfaction. Frequent and consistent communication, mutual agreement and alignment of expectations and priorities, and the ability to manage conflict and adapt to change will aid pharmacy practice faculty in managing the relationship between their primary employer (the school) and the contracted entity. 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

Effect of Concept Mapping as an Innovative Teaching Method on Senior School Students’ Interest in Chemistry

2019 ◽  
pp. 66-74
Author(s):  
Offor E. N.
Keyword(s):  
Concept Mapping ◽  
Teaching Method ◽  
Mapping Method ◽  
Control Group ◽  
School Students ◽  
Innovative Teaching ◽  
Chemistry Students ◽  
Lecture Method ◽  
Significant Difference ◽  
Innovative Teaching Method

The study was designed to explore the effect of concept mapping as an innovative teaching method on senior school students‟ interest in chemistry. The pre -test post- test quasi experimental design was adopted for the study. The population for the study comprised 1425 senior secondary two (SS2) chemistry students in Agbani Education Zone. A total of 189 SS2 chemistry students were drawn from three secondary schools selected in the zone through purposive sampling method. Two research questions and two hypotheses guided the study. In each of the schools used for the study, all the chemistry students in their intact classes were used. The experimental group was taught using concept mapping while the control group was taught using the lecture method of teaching. The treatment lasted for six weeks. The instrument for data collection was Chemistry Interest Scale (CIS). The CIS was validated by three experts. Before the treatment commenced, a pre- interest scale was administered and a reliability coefficient of 0.72 was established using Cronbach Alpha. The data collected was analyzed using analysis of co variance (ANCOVA). The result of the data analysis showed that there is a significant difference between the mean interest scores of students taught chemistry with concept mapping and those taught with lecture method. The study concludes by recommending that concept mapping method of teaching should be adopted in teaching of chemistry as this has helped to stimulate interest in chemistry which will help to enhance their achievement.

Student Pharmacists Self-Perceived Confidence in Communication Skills With Healthcare Practitioners Before and After a Seminar Course

2021 ◽  
pp. 089719002110184
Author(s):  
Kimberly L. Barefield ◽  
Caroline Champion ◽  
Lucy Yang ◽  
Brent Rollins
Keyword(s):  
Survey Design ◽  
Research Question ◽  
Pharmacy Practice ◽  
Course Evaluation ◽  
Internship Experience ◽  
Before And After ◽  
Student’S T ◽  
Strongly Agree ◽  
Pharmacy Curriculum ◽  
Question Survey

Introduction: Competent pharmacy practice requires the ability to critically evaluate the medical literature and communicate pharmacotherapy information and recommendations to healthcare practitioners. Given the limited research on how these skills are taught, a seminar course in the third year of the pharmacy curriculum was designed to strengthen these skills and abilities. Methods: This was a prospective, pre- and post-cohort survey design. Students were informed of the study’s intent with participation being voluntary and not affecting their course grade. Students received the same survey at the beginning and end of the semester. The 20-question survey assessed self-perceived confidence in the domains of communication and literature evaluation using a 5-point, Likert-type Strongly Disagree-Strongly Agree Scale. Demographic information and students’ previous pharmacy work and internship experience were collected as a part of the survey. Descriptive statistics and Student’s t-test were used to assess the research question and comparisons of student demographics. Results: Sixty-eight of a possible 91 students (75% response rate) completed both the pre- and post-survey. There was no statistically significant differences between any of the measured demographics. Overall, students slightly agreed they were confident in their communication and literature evaluation skills in the pre-course evaluation, with communicating drug interactions as the least confident area. Post-course, students were significantly more confident in all but 5 of 20 measured areas. Conclusion: The Seminar course resulted in a positive change in students’ perception of confidence to communicate with healthcare professionals and ability to evaluate drug literature.

Development of Competitive Skills in Future Mechanical Engineers

2010 ◽  
Author(s):  
F. Jorge Lino ◽  
Teresa P. Duarte
Keyword(s):  
Teaching Method ◽  
Scientific Article ◽  
Good Tool ◽  
Teaching Methodologies ◽  
Innovative Teaching ◽  
Continuous Evaluation ◽  
University Courses ◽  
Scientific Report ◽  
The Web ◽  
Innovative Teaching Method

Nowadays, the Web is a common tool for students searching information about the subjects taught in the different university courses. Although this is a good tool for the first rapid knowledge, a more deep study is usually demanded. After many years of teaching one course about ceramic and composite materials, the authors, used the Bologna reformulation of the mechanical engineering course to introduce new teaching methodologies based on continuous evaluation. One of the main innovations is one practical work that comprises the study of a recent ceramic scientific article, using all the actual available tools, elaboration of a scientific report, present the work and participate in a debate. With this innovative teaching method the enrolment of the students was enhanced with a better knowledge about the ceramics subject and the skills related with the CDIO competences.

Midwifery Students’ Learning Styles in Iran: A Review Study Based on Kolb’s Learning Theory

2021 ◽  
Vol 30 (1) ◽  
pp. 52-63
Author(s):  
Hadis Sourinejad ◽  
◽  
Fariba Haghani ◽  
Marjan Beigi ◽  
Elham Adibmoghaddam ◽  
...  
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
Learning Theory ◽  
Teaching Methods ◽  
Teaching Method ◽  
Important Research ◽  
Innovative Teaching ◽  
Review Study ◽  
Kolb's Learning Theory ◽  
Selection Of

Background: Identifying the factors that contribute to learning is one of the most important research goals. Learning style is one of these important and effective factors. The predominant learning styles of students in different universities of Iran are different. Objective: This study aimed to review the learning styles of midwifery students in Iran based on Kolb’s learning theory. Materials and Methods: In this review study, a search was conducted in Scopus, PubMed, Google Scholar, SID, and MagIran databases on articles published during 2000-2020 by using the keywords: Learning styles, midwifery students, and Kolb’s theory in Persian and English. Out of 28 eligible articles, 9 articles were finally reviewed. Results: Learning in midwifery students is usually done by using different styles, the most common of which was convergent style followed by assimilative style. Conclusion: The predominant learning styles of midwifery students in Iran are convergent and assimilative styles. While considering individual differences, educational planning and selection of teaching method should be done in a way that is appropriate for different learning styles of midwifery students and a variety of new and innovative teaching methods should be used.

scholarly journals Time and Motion Study of Influenza Diagnostic Testing in a Community Pharmacy

2014 ◽  
Vol 5 (2) ◽  
Author(s):  
Donald Klepser ◽  
Allison Dering-Anderson ◽  
Jacqueline Morse ◽  
Michael Klepser ◽  
Stephanie Klepser ◽  
...  
Keyword(s):  
Community Pharmacy ◽  
Clinical Laboratory ◽  
Vital Signs ◽  
Pharmacy Practice ◽  
Original Research ◽  
Pharmacy Technician ◽  
Time And Motion Study ◽  
Time And Motion ◽  
Motion Study ◽  
Time Required

Background: It has been shown that use of rapid diagnostic tests (RDTs) is able to reduce costs and improve the prescribing practice of antivirals (i.e. oseltamivir) among patients with influenza-like illnesses (ILIs). Using existing Clinical Laboratory Improvement Amendment (CLIA)-waived RDTs and collaborative practice agreements, similar to those used to allow pharmacists to administer vaccines, it is possible for patients to seek point-of-care treatment for influenza or flu-like symptoms at a local pharmacy. Following a review of the patient's symptoms by a trained pharmacist, the qualified patient is offered an RDT to determine if the influenza virus is the cause of the symptoms. Based on the results of the RDT, the patient is provided with the appropriate treatment as defined by an approved practice agreement. Objective: The aim of this study was to evaluate the feasibility of incorporating an RDT for influenza into community pharmacy practice. Methods: This time and motion study was conducted at three community pharmacy locations, and a total of eight simulated patient visits were completed utilizing a standardized patient. In addition to determining a total time of the encounter, each simulation was divided into nine timed sub-categories. For data analysis, the time spent in each of the nine sub-categories was assigned to the pharmacist, pharmacy technician, or patient. Time and motion methodologies were used to estimate the total time required to provide the RDT service, to determine the amount of active time required of the pharmacist and pharmacy technician, and to evaluate the ability of the staff to provide the service within its existing workflow. Results: The average total time to complete the entire patient encounter for an influenza assessment utilizing an RDT was 35.5 minutes (± 3.1 minutes). On average, the pharmacist spent 9.4 minutes (± 3 minutes) per encounter or about 26.5% of the entire encounter. When the pharmacy technician collected the vital signs, the pharmacist-required time was reduced to 4.95 minutes (± 2.7 minutes), which was about a 48% reduction. Conclusions: The results indicate that an RDT program for influenza assessment required no more than a modest amount of pharmacist time and could be successfully incorporated into regular workflow with little to no disruption of other activities. As such, this approach to influenza management may be a feasible service for community pharmacies to offer patients. This was especially true if the pharmacy had well-trained technicians on staff that could support the service with collection of patient histories and vital signs.   Type: Original Research

Sign in / Sign up

Export Citation Format

Share Document