scholarly journals Development of Professional Attributes through Integration of Science and Practice at First-Year Pharmacy Level

Pharmacy ◽  
2020 ◽  
Vol 9 (1) ◽  
pp. 4
Author(s):  
Theo J. Ryan ◽  
Sheila A. Ryder ◽  
Deirdre M. D’Arcy ◽  
John M. Quigley ◽  
Nyin N. Ng ◽  
...  
Keyword(s):  
Group Work ◽  
Core Competency ◽  
World Health ◽  
First Year ◽  
Integrated Learning ◽  
Student Survey ◽  
Curricular Integration ◽  
Who Analgesic Ladder ◽  
Personal Skills ◽  
Time Required

The design, implementation and evaluation of a year 1 pharmacy-integrated learning component, using the World Health Organisation’s (WHO) analgesic ladder as a scaffold for case-based learning, is described. A novel aspect of the integrated component is the mapping of the cases to the national Core Competency Framework (CCF) for Pharmacists in Ireland and to the school’s own cross-cutting curricular integration themes. The integrated cases were student led and delivered through peer-to-peer teaching for 68 first-year pharmacy students. The integrated cases mapped strongly to three of the CCF’s domains, namely, personal skills, organisation and management skills and supply of medicines. With regard to the school’s curricular integrative themes, the cases mapped strongly to the curricular integration themes of professionalism and communications; medicines sourcing, production and use; and safe and rational use of medicines. Highlights from an anonymous online student survey were the recognition by students of the importance of core science knowledge for practice, the enabling of integrated learning and the suitability of the integrated component for entry-level. While a majority of students were found to favour individual work over group work, future iterations will need to consider a greater degree of group work with a view to reducing the volume of content and time required to complete the cases.

scholarly journals Bridging the Gap: Understanding the Differing Research Expectations of First-Year Students and Professor

2012 ◽  
Vol 7 (3) ◽  
pp. 4 ◽  
Author(s):  
Meg Raven
Keyword(s):  
Undergraduate Students ◽  
Academic Research ◽  
First Year ◽  
First Year Students ◽  
High Expectations ◽  
Research Students ◽  
Time Required ◽  
Instruction Strategies ◽  
Research Instruction ◽  
The University

Objective: This study sought to better understand the research expectations of first-year students upon beginning university study, and how these expectations differed from those of their professors. Most academic librarians observe that the research expectations of these two groups differ considerably and being able to articulate where these differences are greatest may help us provided more focused instruction, and allow us to work more effectively with professors and student support services. Methods: 317 first-year undergraduate students and 75 professors at Mount Saint Vincent University in Halifax, NS were surveyed to determine what they each expected of first-year student research. Students were surveyed on the first day of term so as to best understand their research expectations as they transitioned from high school to university. Results: The gulf between student and professor research expectations was found to be considerable, especially in areas such as time required for reading and research, and the resources necessary to do research. While students rated their preparedness for university as high, they also had high expectations related to their ability to use non-academic sources. Not unexpectedly, the majority of professors believed that students are not prepared to do university-level research, they do not take enough responsibility for their own learning, they should use more academic research sources, and read twice as much as students believe they should. Conclusions: By better understanding differing research expectations, students can be guided very early in their studies about appropriate academic research practices, and librarians and professors can provide students with improved research instruction. Strategies for working with students, professors and the university community are discussed.

scholarly journals Features of Adaptation of Non-Resident Students to the University Learning Environment

2020 ◽  
pp. 53-58
Author(s):  
Olga Viktorovna Bodenova ◽  
Lyudmila Pavlovna Vlasova
Keyword(s):  
Well Being ◽  
First Year ◽  
Adaptation Period ◽  
Subjective Well Being ◽  
State University ◽  
Student Survey ◽  
First Year Students ◽  
Resident Students ◽  
New Type ◽  
The University

The article is devoted to the overview of one of the most current problems that arise in the process of supporting the adaptation of students. The paper reveals the content of the adaptation process, its content and procedural characteristics, describes the types and stages, and directions of diagnostics. The aim of the work is to identify the features of adaptation in first-year students, including the description of the specifics of difficulties of non-resident students’ adaption. The study was conducted at the Institute of Pedagogy and Psychology “Petrozavodsk State University” with first-year students studying in the fields of education 44.03.02 Psychological and pedagogical education, 44.03.01. Pedagogical education, 44.03.03 Special (defectologic) education. The following methods were used to test the hypothesis: «I am a student» survey, «Scale of subjective well-being» method, analysis of documents (medical records of students), quantitative and qualitative analysis. The results of the study. Analysis of the results of the study showed that non-resident students have both general and specific difficulties of adaptation due to the breakdown of previous family and friendships, lack of emotional support, difficult living conditions, a new neighborhood, a new type of settlement, etc. The obtained results are used for development and implementation of measures to support students during the adaptation period.

scholarly journals Global Governance and the WHO’s Mandate Post-COVID-19 Crisis

2021 ◽  
Author(s):  
Jean Vilbert
Keyword(s):  
Global Health ◽  
Negative Relationship ◽  
World Health ◽  
First Year ◽  
Health Crisis ◽  
Nation States ◽  
Democratic Principle ◽  
The World ◽  
Distribution Of Power ◽  
Health Organization

The COVID-19 has renovated the debate about global health governance. A number of scholars have proposed that the World Health Organization should assume the position of a central coordinator with hierarchical powers, demanding nation-states to “share their sovereignty”. This article presents four main objections to this project. First, when international institutions receive leverage, they use to impose “one-size-fits-all” policies, which conflicts with the characteristic heterogeny across countries. Second, geopolitical questions and the distribution of power in multilateral institutions put developing countries in a position of vulnerability within a hierarchical order. Third, the risk of crowding out parallel initiatives, especially from non-state actors. Fourth, decisions about health can have a major impact on countries, which may thwart the internal democratic principle. A Pareto improvement would be possible by strengthening the WHO’s operational capacity and its ability to issue technical guidance and coordinate with countries. To test this hypothesis, this study analyses the possible influence of the WHO’s guidance in the first year of the coronavirus health crisis, from January 2020 to January 2021, in 37 countries reported in the World Values Survey Wave 7 (2017-2020). The OLS regression performed shows a statistically significant negative relationship between the trust in the WHO, assumed as a proxy for the level of the organization's penetration, and the number of cases of COVID-19 (per million people) in the countries of the sample. These findings reinforce the hypothesis that there is a valid case for the countries to strengthen the WHO’s mandate post-COVID-19, but they should enhance the operations of provision of reliable information and support. Nation-states, in particular the developing ones, should eschew the temptation to create a hierarchical global health structure, which may not only fail due to countries’ asymmetries but is likely to create losers in the process.

Boundless Writing

2011 ◽  
pp. 135-151 ◽  
Author(s):  
Jimmy Jaldemark
Keyword(s):  
Group Work ◽  
First Year ◽  
Educational Settings ◽  
Educational Design ◽  
Undergraduate Thesis ◽  
Transactional Approach

This chapter discusses the application of a transactional approach to educational design. Its purpose is to describe how such an approach could be applied to a thesis course. To fulfill this purpose the chapter unfolds by indicating that the practice of supervision faces challenges from changes in society. Technology-enhanced participation in supervision is one answer to these challenges. Inspired by scholars such as Bakhtin, Dewey, and Vygotsky the applied transactional approach expands on ideas such as dialogues and educational settings. The implementation of these ideas into the educational design intersects within two principles, group-work, and open and public exchanges of information. The transactional approach is then illustrated with the help of a first-year undergraduate thesis course in the discipline of Education.

Designing Meaningful Learning Environments in a Work-Integrated-Learning Course Using a DOCC Design

2016 ◽  
pp. 1-17
Author(s):  
Kathy Jordan ◽  
Jennifer Elsden-Clifton
Keyword(s):  
Higher Education ◽  
Teacher Education ◽  
Learning Environments ◽  
Teacher Education Program ◽  
Space And Place ◽  
First Year ◽  
Integrated Learning ◽  
Distributed Framework ◽  
Bachelor Of Education ◽  
Work Integrated Learning

As Higher Education increasingly moving towards a plethora of blended and fully online learning, questions are raised around the space and place of Work-Integrated Learning (WIL). This chapter reports on one institution's efforts to design and deliver a WIL course in a Teacher Education program adopting an open and distributed framework. The redesigned course, Orientation to Teaching, was a first year course in a Bachelor of Education (Primary) program at RMIT University, Melbourne, Australia. The redesign of the course was underpinned by a Distributed Open Collaborative Course (DOCC) design and as the workplace also became the site of learning, the theory of effective WIL curriculum (Orrell, 2011) also informed the design. This chapter examines the complexity of DOCC design in WIL contexts and uses Khan's 8 dimensions to frame the discussion.

scholarly journals Dental Anxiety and Its Possible Effects on Caries Prevalence Among Group of Dental Students In Kathmandu Medical College

2019 ◽  
Vol 17 (2) ◽  
pp. 78-81
Author(s):  
Deepak Kumar Roy ◽  
Punam Basnet Dixit ◽  
Siddharth Ghimire ◽  
Roshan Kumar Roy ◽  
Aashish Pandey ◽  
...  
Keyword(s):  
Oral Health ◽  
Positive Impact ◽  
Dental Anxiety ◽  
Dental Students ◽  
World Health ◽  
First Year ◽  
Caries Prevalence ◽  
Medical College ◽  
Dental Hospital ◽  
The Mean

Introduction: The prevalence of high dental anxiety varies from 2% to 30% worldwide depending on the study population, the methods applied, and the cut-off scores used. There is strong evidence that dental anxiety is associated with dental attendance; it has been reported that individuals with higher dental anxiety tend to visit the dentist irregularly, which in turn may lead to deterioration in oral health. Studies have demonstrated that dental anxiety is associated with poor self-reported and clinically assigned oral health, more decayed and missing teeth, fewer filled teeth and worse periodontal health. Dental students are the future dental doctors who will be dealing with fearful patients in future. Knowing the facts on dental anxiety will have positive impact while treating and dealing such patients. Objectives: The overall objectives of the study were to assess level of anxiety and its possible effect on prevalence of caries among dental students studying at Kathmandu medical college and Dental hospital. Specific: To access the level of anxiety among dental students of different years (from first year to final year) along it was further focused to analyse the level of anxiety among male and female dental students. Methodology: A cross sectional study was conducted to choose a random convenient sample. The data were collected from dental students of first year to final year studying at Kathmandu medical college dental hospital–KMCDH. A structured questionnaire based on modified dental anxiety scale was used to collect the data. Patients were examined for dental caries prevalence using decay, missing and filled teeth (DMFT) index according to World Health Organisation guidelines. Results: The highest MDAS was seen among the younger batches and the mean values for MDAS declined with higher batch of dental students. The mean dental anxiety score for males was 8.9 and 15.5 for females. The difference was statistically significant the most fearful stimulus in dental clinic for both genders was local anesthetic injection, followed by drilling of teeth. Conclusion: Dental anxiety remains a significant problem for many patients of both gender and different age groups of examined students. Dental anxiety has a negative effect on oral health status by increasing the prevalence of decayed teeth. Further studies should be carried out using large random samples before generalizing this conclusion.  

Acute pain in the elderly

2011 ◽  
Author(s):  
Adrian Wagg ◽  
Shashi Gadgil
Keyword(s):  
Pain Management ◽  
Side Effects ◽  
Acute Pain ◽  
Health Care Professionals ◽  
The Elderly ◽  
World Health ◽  
Close Monitoring ◽  
Who Analgesic Ladder ◽  
Co Morbidity ◽  
Pain In The Elderly

Physiological changes that occur with age affect the pharmacokinetics and pharmacodynamics of drugs used in acute pain management. Elderly patients are often reluctant to complain of pain and seek treatment and may sometimes be unable to express pain due to impaired cognition or language. Evidence suggests the elderly as a group that receive inadequate analgesia and are often in pain. Health care professionals are often reluctant to administer sufficient analgesia due to fear of encouraging addiction or inducing side effects. The approach to pain management in this group should follow the World Health Organization (WHO) analgesic ladder with close monitoring for potential side effects and with escalation of treatment till sufficient analgesia is achieved. Choice of drugs and the route of administration should be tailored to the individual patient and should consider the nature of their pain and any disability or co-morbidity that will affect their response to the chosen agent. Non-steroidal anti-inflammatory drugs (NSAIDs) should be used with extreme caution, monitoring for potential gastrointestinal (GI) and renal side effects and long-term use should be avoided if possible. Opioids are effective analgesics and should not be denied to the elderly but their use should be monitored carefully and side effects such as nausea and constipation anticipated and treated.

scholarly journals Makerspaces in First-Year Engineering Education

2019 ◽  
Vol 10 (1) ◽  
pp. 8
Author(s):  
Pooya Taheri ◽  
Philip Robbins ◽  
Sirine Maalej
Keyword(s):  
Engineering Students ◽  
Evaluation Criteria ◽  
Applied Science ◽  
First Year ◽  
Maker Movement ◽  
Student Survey ◽  
Group Project ◽  
Main Component ◽  
Diploma Program ◽  
The Impact

Langara College, as one of the leading undergraduate institutions in the province of British Columbia (BC), offers the “Applied Science for Engineering” two-year diploma program as well as the “Engineering Transfer” two-semester certificate program. Three project-based courses are offered as part of the two-year diploma program in Applied Science (APSC) and Computer Science (CPSC) departments: “APSC 1010—Engineering and Technology in Society”, “CPSC 1090—Engineering Graphics”, and “CPSC 1490—Applications of Microcontrollers”, with CPSC 1090 and CPSC 1490 also part of the Engineering Transfer curriculum. Although the goals, scopes, objectives, and evaluation criteria of these courses are different, the main component of all three courses is a group-based technical project. Engineering students have access to Langara College’s Makerspace for the hands-on component of their project. Makerspaces expand experiential learning opportunities and allows students to gain a skillset outside the traditional classroom. This paper begins with a detailed review of the maker movement and the impact of makerspace in higher education. Different forms of makerspace and the benefits of incorporating them on first-year students’ creativity, sense of community, self-confidence, and entrepreneurial skills are discussed. This paper introduces Langara’s engineering program and its project-based design courses. Langara’s interdisciplinary makerspace, its goals and objectives, equipment, and some sample projects are introduced in this paper in detail. We then explain how the group-project component of APSC 1010, CPSC 1090, and CPSC 1490 are managed and how using makerspace improves students’ performance in such projects. In conclusion, the paper describes the evaluation of learning outcomes via an anonymous student survey.

scholarly journals Performance of three pilot-scale hybrid constructed wetlands for total coliforms and Escherichia coli removal from primary effluent – a 2-year study in a subtropical climate

2014 ◽  
Vol 13 (2) ◽  
pp. 446-458 ◽  
Author(s):  
Florentina Zurita ◽  
Alejandra Carreón-Álvarez
Keyword(s):  
Escherichia Coli ◽  
Constructed Wetlands ◽  
Pilot Scale ◽  
World Health ◽  
First Year ◽  
Subtropical Climate ◽  
Total Coliforms ◽  
E Coli ◽  
Stage System ◽  
Health Organization

Three pilot-scale two-stage hybrid constructed wetlands were evaluated in order to compare their efficiency for total coliforms (TCol) and Escherichia coli removal and to analyze their performances in two 1-year periods of experimentation. System I consisted of a horizontal flow (HF) constructed wetland (CW) followed by a stabilization pond. System II was also configured with a HF CW as a first stage which was then followed by a vertical flow (VF) CW as a second stage. System III was configured with a VF CW followed by a HF CW. In the first year of evaluation, the HF–VF system was the most effective for TCol removal (p < 0.05) and achieved a reduction of 2.2 log units. With regard to E. coli removal, the HF–VF and VF–HF systems were the most effective (p < 0.05) with average reductions of 3.2 and 3.8 log units, respectively. In the second year, the most effective were those with a VF component for both TCol and E. coli which underwent average reductions of 2.34–2.44 and 3.44–3.74 log units, respectively. The reduction achieved in E. coli densities, in both years, satisfy the World Health Organization guidelines that require a 3–4 log unit pathogen reduction in wastewater treatment systems.

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