scholarly journals A Continuing Professional Development Program for Pharmacists Implementing Pharmacogenomics into Practice

Pharmacy ◽  
2020 ◽  
Vol 8 (2) ◽  
pp. 55
Author(s):  
Natalie Crown ◽  
Beth A. Sproule ◽  
Miles J. Luke ◽  
Micheline Piquette-Miller ◽  
Lisa M. McCarthy

A continuing professional development (CPD) program for pharmacists practicing in community and team-based primary care settings was developed and evaluated using Moore’s framework for the assessment of continuing medical education. The program had three components: online lectures, a two-day training workshop, and patient case studies. Knowledge (pre-post multiple choice test); attitudes, readiness, and comfort with applying pharmacogenomics in their practices (pre-post surveys); and experiences of implementing pharmacogenomics in practice (semi-structured interviews) were assessed. Twenty-one of 26 enrolled pharmacists successfully completed the program, and were satisfied with their experience. Almost all achieved a score of 80% or higher on the post-training multiple choice test, with significantly improved scores compared to the pre-training test. Pre- and post-training surveys demonstrated that participants felt that their knowledge and competence increased upon completion of the training. In the follow-up, 15 pharmacists incorporated pharmacogenomics testing into care for 117 patients. Ten pharmacists participated in semi-structured interviews, reporting strong performance in the program, but some difficulty implementing new knowledge in their practices. This multi-component CPD program successfully increased pharmacists’ knowledge, readiness, and comfort in applying pharmacogenomics to patient care in the short-term, yet some pharmacists struggled to integrate this new service into their practices.

2015 ◽  
Vol 2 (1) ◽  
pp. 65
Author(s):  
Gloria Racha

<p><em>This study aims to investigate student teachers</em><em>’</em><em> perceptions of their curriculum-based assessments. Specifically, it attempts to identify their perceptions of their four assessment tasks in a first year university course on Human Development. These tasks are a multiple choice test, article review, research paper and a formal written final examination. Data collection is done by means of semi-structured interviews and written comments. The results show broad general agreement among student teachers about both the traditional and the alternative assessment tasks. They had negative perceptions of the multiple choice test and the final examination, especially with respect to authenticity and quality of learning. Their views on the article review and the research paper were more positive as they perceived them to be highly authentic and to promote deep learning. However, they indicated concerns about some aspects of these two tasks.</em></p>


1968 ◽  
Vol 11 (4) ◽  
pp. 825-832 ◽  
Author(s):  
Marilyn M. Corlew

Two experiments investigated the information conveyed by intonation from speaker to listener. A multiple-choice test was devised to test the ability of 48 adults to recognize and label intonation when it was separated from all other meaning. Nine intonation contours whose labels were most agreed upon by adults were each matched with two English sentences (one with appropriate and one with inappropriate intonation and semantic content) to make a matching-test for children. The matching-test was tape-recorded and given to children in the first, third, and fifth grades (32 subjects in each grade). The first-grade children matched the intonations with significantly greater agreement than chance; but they agreed upon significantly fewer sentences than either the third or fifth graders. Some intonation contours were matched with significantly greater frequency than others. The performance of the girls was better than that of the boys on an impatient question and a simple command which indicates that there was a significant interaction between sex and intonation.


1967 ◽  
Vol 10 (3) ◽  
pp. 565-569 ◽  
Author(s):  
Kenneth G. Donnelly ◽  
William J. A. Marshall

2015 ◽  
Vol 4 (3) ◽  
Author(s):  
Nadun Nadun ◽  
Dian J Permana

<p>The purpose of this study was to determine the contribution of logical intelligence and interest in learning to Mathematics achievement. The method used in this study from survey and the study was conducted in SMA Depok municipality. Techniques used in the data collection done by using a questionnaire written test multiple choice test and questionnaire. Analysis of the data in this study using descriptive statistical methods with multiple regression testing.where this research results showed in: there is a significant influence jointly between logical intelligence variables (X1) and interest in learning (X2) on mathematics achievement (Y),which means learners have a good logical <br />intelligence and has been interested in Mathematics will greatly affect the learning achievement in SMA Depok municipality</p>


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