scholarly journals Attitudes to proposed assessment of pharmacy skills in Korean pharmacist licensure examination

2017 ◽  
Vol 14 ◽  
pp. 6 ◽  
Author(s):  
Joo Hee Kim ◽  
Ju-Yeun Lee ◽  
Young Sook Lee ◽  
Chul-Soon Yong ◽  
Nayoung Han ◽  
...  
Keyword(s):  
Patient Care ◽  
Faculty Member ◽  
Clinical Experience ◽  
Test Scores ◽  
Professional Competencies ◽  
Skills Assessment ◽  
Licensure Examination ◽  
Skills Testing ◽  
Subject Areas ◽  
Question Survey

Purpose: The survey aimed to obtain opinions about a proposed implementation of pharmacy skills assessment in Korean pharmacist licensure examination (KPLE).Methods: A 16-question survey was distributed electronically to 2,738 people including 570 pharmacy professors of 35 pharmacy schools, 550 preceptors from 865 practice sites and 1,618 students who graduated in 2015. The survey solicited responses concerning the adequacy of the current KPLE in assessing pharmacy knowledge/skills/attitudes, deficiencies of pharmacy skills testing in assessing the professional competencies necessary for pharmacists, plans for pharmacy skills tests in the current KPLE, and subject areas of pharmacy practice.Results: A total of 466 surveys were returned. The current exam is not adequate for assessing skills and attitudes according to 42%–48% of respondents. Sixty percent felt that skills test is necessary to assess qualifications and professional competencies. Almost two-thirds of participants stated that testing should be implemented within 5 years. More than 60% agreed that candidates should be graduates and that written and skills test scores can be combined for pass-fail decisions. About 70% of respondents felt that the test should be less than 2 hours in duration. Over half of the respondents thought that the assessor should be a pharmacy faculty member with at least 5 years of clinical experience. Up to 70% stated that activities related to patient care were appropriate and practical for the scope of skills test. Conclusion: Pharmacy skills assessment was supported by the majority of respondents.

Predicting success in teacher education: Revisiting the influence of high school GPA, admission, and standardized test scores on academic and licensure performance

2020 ◽  
Vol 10 (2) ◽  
pp. 1-17
Author(s):  
Apler J. Bansiong ◽  
Janet Lynn M. Balagtey
Keyword(s):  
High School ◽  
Teacher Education ◽  
Grade Point Average ◽  
Test Scores ◽  
Standardized Test ◽  
Standardized Test Scores ◽  
Degree Programs ◽  
Licensure Examination ◽  
Grade Point ◽  
Admission Variables

This predictive study explored the influence of three admission variables on the college grade point average (CGPA), and licensure examination ratings of the 2015 teacher education graduates in a state-run university in Northern Philippines. The admission variables were high school grade point average (HSGPA), admission test (IQ) scores, and standardized test (General Scholastic Aptitude - GSA) scores. The participants were from two degree programs – Bachelor in Elementary Education (BEE) and Bachelor in Secondary education (BSE). The results showed that the graduates’ overall HSGPA were in the proficient level, while their admission and standardized test scores were average. Meanwhile, their mean licensure examination ratings were satisfactory, with high (BEE – 80.29%) and very high (BSE – 93.33%) passing rates. In both degree programs, all entry variables were significantly correlated and linearly associated with the CGPAs and licensure examination ratings of the participants. These entry variables were also linearly associated with the specific area GPAs and licensure ratings, except in the specialization area (for BSE). Finally, in both degrees, CGPA and licensure examination ratings were best predicted by HSGPA and standardized test scores, respectively. The implications of these findings on admission policies are herein discussed.

scholarly journals Effect of operator variability on microleakage with different adhesive systems

2013 ◽  
Vol 07 (S 01) ◽  
pp. S060-S065 ◽  
Author(s):  
Emel Karaman ◽  
A. Ruya Yazici ◽  
Burak Aksoy ◽  
Erdem Karabulut ◽  
Gul Ozgunaltay ◽  
...  
Keyword(s):  
Faculty Member ◽  
Clinical Experience ◽  
Undergraduate Student ◽  
Composite Resin ◽  
Research Assistant ◽  
Single Bond ◽  
Basic Fuchsin ◽  
Adhesive Systems ◽  
Adhesive Material ◽  
Class V

ABSTRACTObjective: The objective of this study was to evaluate the effect of operator variability on microleakage with different adhesive systems. Materials and Methods: A total of 180 standardized Class V cavities were prepared on facial and lingual of 90 extracted human premolar teeth and randomly assigned to five groups according to the adhesive systems used (n = 36): Prime and Bond NT (PB), Single Bond (SB), Futura Bond NR, Xeno III (XE) and Adper Prompt-L-Pop (LP). The adhesive groups were then further subdivided into three operator groups according to level of clinical experience (n = 12): An undergraduate student, a research assistant and a faculty member. All cavities were restored with same composite resin. The restored teeth were thermocycled (500 cycles, 5-55°C) then immersed in 0.5% basic fuchsin and measured for leakage under a stereomicroscope. Statistical analyses were performed with the Kruskal-Wallis and Mann-Whitney U tests. Results: Significant inter-operator variation was found in the enamel margins in the XE group with significantly higher microleakage when used by the undergraduate student (p < 0.05). Although no significant differences in microleakage were found between adhesive systems for the research assistant and faculty member (p > 0.05), significant differences were observed between PB and LP, PB and XE, SB and LP and SB and XE in the enamel margins for the undergraduate student (p < 0.05). Conclusions: Microleakage of adhesive systems is more dependent on interactions between the operator and adhesive material than on the choice of adhesive material.

scholarly journals Development of Speaking Skills Assessment Criteria for Engineering Students

2021 ◽  
Author(s):  
Zoia Kornieva ◽  
Olha Vashchylo
Keyword(s):  
Statistical Methods ◽  
Mechanical Engineering ◽  
Engineering Students ◽  
Industrial Engineering ◽  
Assessment Criteria ◽  
Skills Assessment ◽  
Applied Mechanics ◽  
Teaching English ◽  
Subject Areas ◽  
The Subject

The purpose of the article is to put forward English monologue production assessment criteria to verify the efficiency of the devised methodology of teaching English for future mechanical engineers. In the course of the research, theoretical, empirical, and statistical methods have been used. Various approaches to identifying the assessment criteria have been thoroughly analyzed. Seven criteria to assess the monologue production skills, five primary and two secondary ones, have been suggested. The allocation of the points by every criterion according to the devised scales have been elucidated. The proposed assessment criteria were used in the methodological experiment that was held at Igor Sikorsky Kyiv National Technical University. The experiment in question aimed to verify the efficiency of the devised methodology of teaching English monologue production to students majoring in mechanical engineering. Three experimental groups, 34 students in total, studying in their final year of Bachelor studies within the Subject Areas of Applied Mechanics and Industrial Engineering, participated in the methodological experiment. The conducted experiment confirmed the efficiency of the methodology proposed.

scholarly journals The Relationship Of College Admission Test And Mock Board Examination To The Licensure Examination For Customs Brokers

2015 ◽  
Vol 2 ◽  
pp. 227-232
Author(s):  
Karenina P. Depamaylo
Keyword(s):  
Admission Policy ◽  
Entrance Examination ◽  
College Level ◽  
Licensure Examination ◽  
Board Examination ◽  
International Trade Agreements ◽  
Cargo Handling ◽  
Study Results ◽  
Subject Areas ◽  
Admission Test

Admission tests in college assess students’ readiness for the college level education while mock board examination evaluates readiness for the licensure examination. The performance of BS Customs Administration students in these two tests and their relationship to their performance in the Licensure Examination for Customs Brokers (LECB) were considered in the investigation. Using inferential statistics, scores in the entrance examination and ratings in the mock board examination of BSCA students for the past four years were correlated with their ratings in the LECB. A total of 66 students who graduated from 2011 to 2014 who took the licensure examination and with complete entrance exams and mock board exam records served as respondents of this study. Results revealed a positive significant relationship between the composite score in the admission test and students’ scores in the four subjects of the LECB: Customs Laws and Implementing Rules and Regulations; Tariff Laws and International Trade Agreements; Warehousing, Transportation and Cargo Handling Operations; and Practical Computations of Customs Duties, Taxes, and other charges. Ratings in the four subject areas of the mock board examination were also significantly related to scores in the equivalent subject areas of the LECB. The study concludes the importance of entrance tests as part of the admission policy in the BSCA program and the mock board examination in improving the performance of graduates in the Licensure Examination for Customs Brokers.

scholarly journals Evaluation of Dentists' Practice in Obtaining and Recording Medical and Pharmacological History of Patients in Yazd City in 2020

2022 ◽  
Author(s):  
Samira Hajimaghsoodi ◽  
Ozra Mohiti ◽  
Shadi Paknejad
Keyword(s):  
Patient Care ◽  
Clinical Experience ◽  
Pearson Correlation ◽  
Legal Responsibility ◽  
P Value ◽  
Cross Sectional ◽  
Significant Difference ◽  
History Of ◽  
The Mean ◽  
Yazd City

Introduction: Dental profession has an ethical and legal responsibility in patient care. A properly maintained patient record is a very important aspect of this patient care. The aim of this study was to evaluate dentists' practice in obtaining and recording the medical and pharmacological history of patients in Yazd City in 2020. Methods: In this descriptive cross-sectional study, 197 dentists working in Yazd City were selected during the study and their practice in obtaining and recording medical history was evaluated using a valid questionnaire. Data were analyzed by SPSS23 statistical software t-test and Pearson correlation coefficient. Results: Out of 197 dentists participating in this study, 93 (52.8%) were male and 104 (47.2%) were female. Their mean age was 39.37± 8.36 years and their mean clinical experience was 6.5± 9.25 years. The mean score of dentists' practice in obtaining and recording the medical and pharmacological history was 61.30±4.95 (range 45-72) out of 72 points. There was no statistically significant difference between the mean score of dentists' practice by gender, clinical experience, university of study and degree (P-value>0.05), but there was a statistically significant relationship between dentists' age and their practice score (P-value=0.040). Conclusion: Based on the results of the present study, the mean practice source of dentists in obtaining and recording the medical and pharmacological history of patients was good. The effect of gender, university of study and degree on dentists' practice was not significant. However, with increasing age and experience in dentistry, the practice score of dentists was lower.

Epistemic Curiosity and Man's Higher Nature

1968 ◽  
Vol 23 (2) ◽  
pp. 615-624 ◽  
Author(s):  
Ellis Beecher Little ◽  
James W. Creaser
Keyword(s):  
High School ◽  
Test Scores ◽  
Vocabulary Test ◽  
Rank Ordering ◽  
Epistemic Curiosity ◽  
Subject Areas ◽  
Group 2 ◽  
Mean Differences ◽  
Stable Memory ◽  
Group 1

This study examines Gordon's thesis that curiosity is one of the drives associated with the kinds of behavior central to the development of culture, knowledge, and art or in other words the formulation of man's higher nature Two groups ( Ns = 26, 38) were given a pretest, posttest, and retest. Items answered correctly on the retest and not answered on either the pre- or posttest were used as a measure of the student's curiosity. Correlations were determined between the curiosity scores and scores for the Iowa High School Content Examination, scores for the Michigan Vocabulary Test, scores for stable and fluctuating memory, and scores for incorrect responses. Mean differences between the 10 highest and the 10 lowest curiosity scores for Group 1 and between the 14 highest and 14 lowest scores for Group 2 were significant. Rank ordering of scores (highest to lowest) showed that individuals with high scores for curiosity consistently scored high in most subject areas tested, possessed a stable memory, and made very few incorrect responses. The evidence seems to support Gordon's contention.

Patient Generated Dysphoria in Psychiatric Residents

1987 ◽  
Vol 16 (4) ◽  
pp. 395-400 ◽  
Author(s):  
David B. Herzog ◽  
Grace Wyshak ◽  
Theodore A. Stern ◽  
Jennifer M. Rathbun
Keyword(s):  
Patient Care ◽  
Clinical Experience ◽  
First Year ◽  
Psychiatric Residents ◽  
Care Research ◽  
Quality Of Patient Care

Caring for patients can induce intense emotions in psychiatrists. Although clinical experience suggests that such feeling can become a source of stress for the psychiatrists, particularly the first year resident, and interfere adversely with patient care, research in this area has been lacking. We studied a group of psychiatric residents in order to identify what patient conditions or characteristics induce the greatest dysphoria and adversely affect the quality of patient care. Serious medical illnesses induced the greatest dysphoria.

Offenses and Defenses against Patients: A Psychoanalyst's View of the Borderline between Empathic Failure and Malpractice

1993 ◽  
Vol 38 (4) ◽  
pp. 265-273 ◽  
Author(s):  
John A. Sloane
Keyword(s):  
Social Change ◽  
Patient Care ◽  
Clinical Experience ◽  
Public Interest ◽  
Social Process ◽  
Mutual Trust ◽  
Vicious Cycle ◽  
The Public ◽  
Do So

The behaviour of physicians is increasingly coming under scrutiny and attack, both from patients and from institutions that represent the public interest. This social process is partly a necessary and healthy quest for healing and partly a retaliatory response to inevitable failures on the part of physicians to live up to the standards expected of them. The process can assume such ruthless and pervasive forms that physicians are becoming exposed to impossible demands and even abuse at the hands of those they are trying to help. As a result, many physicians become defensive, withdrawing from patient care or reasserting their own needs in regressive ways that further offend or injure their patients. This increases public anxiety and outrage resulting in regressive and even violent “solutions” creating a vicious cycle in which mutual trust and respect is eroded and true health eludes our grasp. Physicians who practise psychotherapy are particularly aware of such regressive emotional pressures and therefore their experience can be taken as a bellwether of social change. Stirred by recent encounters with colleagues who have undergone public inquisition, humiliation and punishment, and drawing on personal clinical experience with patients whose regressive self-expression could at times be considered “borderline”, the author attempts to understand the nature of the emotional forces being experienced by members of the profession at large. As in therapy, so in social change; the outcome depends on how well we understand, contain and channel the powerful feelings that underlie whatever actions are taken. Failure to do so makes the situation worse, while recognition of empathic failure at all levels can provide an opportunity for healing and for reintegration rather than polarization of opposing forces at the border between what is acceptable and what is not.

scholarly journals 2546. The Mentor Model: Improving Fellow-Level Transitions of Patient Care

2019 ◽  
Vol 6 (Supplement_2) ◽  
pp. S884-S885
Author(s):  
Anita R Modi ◽  
Carlos M Isada
Keyword(s):  
Infectious Disease ◽  
Patient Care ◽  
Faculty Member ◽  
Structural Changes ◽  
Training Programs ◽  
First Year ◽  
Post Discharge ◽  
Model Block ◽  
Mentor Model

Abstract Background Our infectious disease fellows rarely see follow-up patients. Yet longitudinal patient care teaches the fellow how to approach chronic illnesses, continued clinical decline, and adverse effects of antimicrobial therapy. Fellows at our institution typically rotate with a different faculty member every 1–2 weeks. Follow-up visits are scheduled with the faculty member. While this model exposes the fellow to a variety of cases and management styles, it limits fellow follow-up opportunities. We developed a model to solve this problem. Methods The Mentor Model involves 12-week blocks during which the fellow and a faculty member share the same schedule, facilitating fellow participation in post-discharge visits, re-consultations, and repeat outpatient appointments. We queried our electronic medical record for a list of all consult notes written by fellows during both Mentor Model and traditional (non-Mentor Model) blocks. The number of repeat encounters, or evaluations of an established patient, were tallied and divided by the number of total encounters to determine each fellow’s follow-up rate. This value was compared between Mentor Model and non-Mentor Model blocks. Results Historically, our fellows have reported 1–2 follow-ups each over the course of his or her training. Four first-year fellows rotated through two Mentor Model blocks totaling 23 weeks and several non-Mentor Model blocks totaling 14 weeks within the study period. Fellow follow-up rates ranged from 5–12% during non-Mentor Model blocks. One fellow demonstrated increased rates during the first Mentor Model block (5% vs. 9%) and three demonstrated increased rates during the second Mentor Model block (5–11% vs. 9–18%). The most encounters noted for a single patient was five. The majority of repeat encounters occurred in the outpatient setting. Conclusion We describe a rotation model designed to improve continuity of patient care among first-year Infectious Disease fellows at our institution. Compared with our previous rotation schedule, the Mentor Model increased fellow follow-ups. Structural changes to promote longitudinal patient care experiences are described in outpatient-heavy training programs. Further interventions to improve fellow follow-up rates in all training programs are merited. Disclosures All authors: No reported disclosures.

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