scholarly journals Use of a Comic Book to Assist Pharmacy Student Learning of the Affordable Care Act (ACA)

2018 ◽  
Vol 9 (2) ◽  
pp. 12
Author(s):  
Jagannath Muzumdar ◽  
Somnath Pal
Keyword(s):  
Treatment Group ◽  
Student Learning ◽  
Affordable Care Act ◽  
Comparison Group ◽  
Comic Books ◽  
Comic Book ◽  
Pharmacy Students ◽  
Pharmacy Student ◽  
The Mean ◽  
The Affordable Care Act

  Purpose:  To assess the pedagogical effectiveness of a comic book in pharmacy student learning of the Affordable Care Act (ACA).   Methods: Comparative-group, matched pre-posttest survey design was used to measure pharmacy students’ comprehension of ACA. PharmD students (P-1year) from two sections of a Pharmacy and US Healthcare course participated in this study. Treatment group students received a comic book on ACA. The comparison group received the textual information, without pictures, from the book in a typed document. A posttest survey was administered later in the semester, before the instructor discussed ACA in class. Fourteen questions, developed from the information in the book and document, assessed pharmacy students’ comprehension of ACA. Response options included a visual analogue scale. Independent sample t-test was used to assess the differences in the mean pre-posttest scores between the two groups. Results: A total of 103 (n = 49 comparison vs. n = 54 treatment group) students completed the survey. No statistically significant differences were found in the pre-test mean scores between the groups. Differences in the pre-post test mean scores of treatment group were significantly higher than the differences in the mean scores of the comparison group. Students agreed that the comic book format gave them a better understanding of ACA and increased their interest in learning more about the Act.  Conclusion: Comic books were found to be effective in student learning of the ACA. The positive response from students highlight the point that pharmacy faculty could use comic books as supplemental reading in pharmacy courses.   Conflict of Interest This research was made possible through the faculty start-up funds awarded by the College of Pharmacy and Health Sciences, St. John’s University. Treatment of Human Subjects: IRB review/approval required and obtained Type: Original Research

scholarly journals Empowering Student Learning Through Rubric-Referenced Self-Assessment*

2012 ◽  
Vol 26 (1) ◽  
pp. 24-31 ◽  
Author(s):  
Xiaohua He ◽  
Anne Canty
Keyword(s):  
Treatment Group ◽  
Student Learning ◽  
Student Performance ◽  
Assessment Tool ◽  
Comparison Group ◽  
Learning Tool ◽  
Self Assessment ◽  
Chiropractic Students ◽  
Assessment Results

Purpose: The purpose of this study was to investigate the effect of rubric-referenced self-assessment on performance of anatomy assignments in a group of chiropractic students. Methods: Participants (N = 259) were first-quarter students who were divided into a treatment group (n = 130) and a comparison group (n = 129). The intervention for both groups involved the use of rubrics to complete the first draft of assignments. General feedback was given by the instructor, and then the students had the opportunity to amend the assignments before resubmission (second draft). The treatment group, however, was also asked to perform rubric-referenced self-assessment of their assignments during their second draft. Although the comparison group was also provided with the identical rubrics for the assignments, the students in this group did not perform rubric-referenced self-assessment. Results: The results revealed that the students in the treatment group who used a rubric-referenced self-assessment learning tool received statistically significant higher scores than the comparison group, who did not use this rubric-referenced self-assessment tool. Conclusion: This study suggests that practicing rubric-referenced self-assessment enhances student performance on assignments. However, educators continue to face the challenge of developing practical and useful rubric tools for student self-assessment.

Oral care in the adult intensive care unit

1999 ◽  
Vol 8 (5) ◽  
pp. 314-318 ◽  
Author(s):  
JA Fitch ◽  
CL Munro ◽  
CA Glass ◽  
JM Pellegrini
Keyword(s):  
Intensive Care Unit ◽  
Intensive Care ◽  
Treatment Group ◽  
Comparison Group ◽  
Oral Care ◽  
Dental Hygienist ◽  
Assessment Data ◽  
Oral Assessment ◽  
Care Protocol ◽  
The Mean

BACKGROUND: Nurses have not been formally trained in assessing the oral status of patients in intensive care units, and no oral care protocols for these patients are available. OBJECTIVES: To assess the oral status of patients in an intensive care unit, evaluate the effects of a defined oral care protocol on the oral health status of patients in an intensive care unit, and compare oral assessments of a dental hygienist with those of intensive care nurses. METHODS: A nonequivalent comparison group, longitudinal design with repeated measures was used. In phase 1, oral assessment data on the comparison group were collected by a dental hygienist. In phase 2, nurses were instructed in oral assessment and an oral care protocol. In phase 3, the oral care protocol was implemented in the treatment group, and oral assessment data were collected separately by the dental hygienist and by nurses. RESULTS: The mean inflammation score was significantly lower (t test P = .03) in the treatment group (mean, 3.9; SEM, 3.0) than in the comparison group (mean, 12.4; SEM, 2.2). Although not significant, the mean scores of the treatment group were also lower than those of the comparison group on scales of candidiasis, purulence, bleeding, and plaque. Correlations between scores for individual items on the oral assessment tool obtained by the dental hygienist and those obtained by nurses were all greater than 0.6386. CONCLUSION: Implementation of a well-developed oral care protocol by bedside nurses can improve oral health of patients in the intensive care unit.

scholarly journals Pengaruh pemberian makanan tambahan (PMT) pada ibu hamil terhadap berat lahir bayi

2014 ◽  
Vol 11 (2) ◽  
pp. 61
Author(s):  
Hana Shafiyyah Zulaidah ◽  
Istiti Kandarina ◽  
Mohammad Hakimi
Keyword(s):  
Birth Weight ◽  
Treatment Group ◽  
Antenatal Care ◽  
Pregnant Women ◽  
Comparison Group ◽  
Supplementary Feeding ◽  
Health Centers ◽  
Third Trimester ◽  
The Third ◽  
The Mean

Background: Anemia causes fetal growth disorders that affect birth weight. Antenatal care (ANC) coverage and provision of high Fe if not followed by a decrease in the incidence of anemia can result indirectly in the risk of low birth weight. Supplementary feeding is expected to resolve the issue.Objective: To assess the effect of supplementary feeding on the third trimester of pregnancy on birth weight.Method: This was a quantitative study with a study design of quasi-experiment and non-equivalent control group. The given intervention was fish-processed feeding for 30 days. The study population was pregnant women in the third trimester in all health centers in the City of Yogyakarta and the samples were 104 pregnant women in some health centers with convenience sampling technique. The subjects were divided into two, namely the treatment group (PMT) and the comparison group (non-PMT). Birth weight was weighed immediately after the baby was born. Statistical analysis used t-test and logistic regression. Results: The mean birth weight of infants in the treatment group and the comparison group was 3248 g and 2974 g, respectively, so that the difference in the mean birth weight of both groups was 274 g (p=0.0002; 95%C:131-416). Thus, supplementary feeding was shown significantly affect the birth weight. The extraneous variables that significantly influenced birth weight were pregnancy interval. Other extraneous variables were age, mid-upper-arm circumference (MUAC), education, occupation, economic status, parity, protein intake, compliance of Fe tablet intake, antenatal care, gestational age at delivery and anemia status were not proven statistically significant to affect birth weight. Conclusion: Supplementary feeding effect on birth weight.

scholarly journals Use of A Comic Book to Assist Student Learning of Dimensions of Patient-Centered Care

2016 ◽  
Vol 7 (4) ◽  
Author(s):  
Jagannath Muzumdar
Keyword(s):  
Student Learning ◽  
Comic Books ◽  
Conflicts Of Interest ◽  
Pharmacy Practice ◽  
Comic Book ◽  
Patient Centered Care ◽  
Supplemental Reading ◽  
Patient Centered ◽  
Centered Care ◽  
Pharmacy Curriculum

Objective: To evaluate the use of comic books as a supplemental reading to assist student learning of the dimensions of patient-centered care. The Innovation: A comic book titled Mom’s Cancer was used as a supplemental reading in a course that introduced 2nd year pharmacy students (in a 0-6 year program) to the social aspects of pharmacy practice. Students read the book and provide their reflections about the book and topic covered in it. Critical Analysis: A total of 100 students registered in two sections of the course provided their responses. Student responses to the comic book activity were overwhelmingly positive. More than half of the student reflections included their personal experience with the healthcare system. The comic book format helped illustrate patient experiences with chronic illness to students. The range of comic books is not enough to give a comprehensive coverage of all the topics in the pharmacy curriculum. Getting the appropriate comic book for the respective topic could be challenging. Also, the effectiveness of comics as an education tool may be limited, if readers are less likely to take information provided via this medium seriously. Next Steps: The positive responses from students highlight the point that pharmacy faculty could use comic books in their pharmacy courses. Further research is needed to determine topics that would be effectively addressed by comic books and best practices for comic book use in pharmacy curriculum. Conflict of Interest The author declares 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: Note

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