scholarly journals Transitioning Competency-Based Communication Assessments to the Online Platform: Examples and Student Outcomes

Pharmacy ◽  
2021 ◽  
Vol 9 (1) ◽  
pp. 52
Author(s):  
Sarah Scoular ◽  
Ashley Huntsberry ◽  
Toral Patel ◽  
Sara Wettergreen ◽  
Jason M. Brunner
Keyword(s):  
Student Performance ◽  
Virtual Environment ◽  
Outcome Data ◽  
Pharmacy Education ◽  
Student Outcome ◽  
Patient Counseling ◽  
University Of Colorado ◽  
Objective Structured Clinical Examinations ◽  
Competency Based ◽  
The University

In light of the COVID-19 pandemic, pharmacy education has shifted from in-person teaching and assessments to the virtual environment. Many education programs had previously adopted objective structured clinical examinations (OSCEs) to assess communication abilities in-person with standardized patients (SPs). However, comparative student outcome data between virtual and in-person methods as well as guidance on how to conduct communication-based OSCEs in the virtual environment is lacking. The University of Colorado Skaggs School of Pharmacy and Pharmaceutical Sciences (SSPPS) describes its methods of conducting two types of communication-based OSCEs (patient counseling and gathering a medical history). Student performance data from the two virtual OSCEs in 2020 was compared to results from two 2019 in-person OSCEs using Mann Whitney U Tests. The 2020 cohort scored significantly higher than the 2019 cohort in all variables (i.e., using effective verbal and non-verbal communication, using patient friendly education, organizing the encounter, demonstrating empathy, establishing trust, professionalism) and in overall score. However, the effect size for these findings indicate the differences between performances are generally small and more likely due to changes in grading patterns due to the pandemic.

scholarly journals The Pharmacy Game-GIMMICS® a Simulation Game for Competency-Based Education

Pharmacy ◽  
2020 ◽  
Vol 8 (4) ◽  
pp. 198
Author(s):  
Tanja Fens ◽  
Claudia M. Dantuma-Wering ◽  
Katja Taxis
Keyword(s):  
Pharmacy Practice ◽  
Pharmacy Education ◽  
Learning Goals ◽  
Simulation Game ◽  
Patient Counseling ◽  
Competency Based Education ◽  
Number Of Patients ◽  
Wide Range ◽  
Competency Based ◽  
The University

The profile of the profession of pharmacists has profoundly changed over the last decades. Pharmacy education has moved towards competency-based education. The pharmacy game, called GIMMICS®, developed at the University of Groningen, is unique in combining simulation with serious gaming to teach a wide range of competencies. In this article, we describe the learning goals, the assessment methods, the teaching tools, and the students’ view of the pharmacy game. The learning goals are to train the competencies of collaboration, leadership, communication, and pharmaceutical expertise. The core of the game is the simulation of community pharmacy practice activities, such as patient counseling, processing of prescriptions, and collaboration with other health professionals. Students are assessed individually and as a pharmacy team. The pharmacy team, with the largest number of patients wins the game. Student evaluations show that they value the course. Currently, seven universities from around the globe have adopted the pharmacy game in their curriculum, adjusting the course to their country’s pharmacy practice and educational system.

scholarly journals EVALUATING THE BENEFITS OF PROVIDING ARCHIVED ONLINE LECTURES TO IN-CLASS MATH STUDENTS

2008 ◽  
Vol 12 (3) ◽  
Author(s):  
Radu C Cascaval
Keyword(s):  
Student Performance ◽  
Learning Process ◽  
Performance Enhancement ◽  
Web Survey ◽  
Attitudes And Behaviors ◽  
University Of Colorado ◽  
Online Lectures ◽  
The University ◽  
The Impact ◽  
Math Students

The present study examines the impact of the online archiving system developed at the University of Colorado at Colorado Springs on the in-class students enrolled in traditional math courses. A web survey has been designed for collecting data on potential changes in attitudes and behaviors (such as study habits), on the dynamics of professor-student relation, and on overall student performance enhancement. The results indicate that the presence of the archived lectures and lecture notes adds significant value to the learning process with notable improvements in the perceived student performance and overall experience in the class.

scholarly journals Students’ Feedback on the Development of a Competency-Based Pharmacy Education (CBPE) at the University of Tartu, Estonia

Pharmacy ◽  
2021 ◽  
Vol 9 (1) ◽  
pp. 45
Author(s):  
Daisy Volmer ◽  
Kristiina Sepp ◽  
Ain Raal
Keyword(s):  
Pharmacy Education ◽  
Pharmacy Students ◽  
Theoretical Knowledge ◽  
Spring Semester ◽  
Patient Centered ◽  
Transferable Skills ◽  
Competency Based ◽  
Pharmacy Curriculum ◽  
Fixed Structure ◽  
The University

Increasing need in society to provide collaborative and patient-centered pharmaceutical care has to be addressed in curriculum development. Principles of competency-based pharmacy education (CBPE) could be seen as one solution to the new professional challenges of pharmacists. At the University of Tartu (UT), the Pharmacy curriculum was updated in 2019 to introduce principles of CBPE. The aim of this study was to gather initial students’ feedback on the development of CBPE at the UT. The survey was conducted in the spring semester of the 2019/2020 academic year to collect feedback about all curricula at the UT. All 1st, 3rd, and 5th year pharmacy students (n = 67) were invited and 70.1% (N = 47) of them also participated in this study in order to evaluate the Pharmacy curriculum. Pharmacy students were more complacent with the content and less with the fixed structure of the Pharmacy curriculum. Students emphasized more theoretical knowledge and less practical and transferable skills of the competencies developed over the studies. Initial student feedback on the development of CBPE in Estonia demonstrated that theoretical knowledge needs to be more integrated with practice throughout the curriculum. In the future, more attention should be paid to the development of transferable skills, including digital skills.

scholarly journals Design and implementation of a novel doctor of pharmacy curriculum

2021 ◽  
pp. 538-545
Author(s):  
Sharon Youmans ◽  
Marcus Ferrone
Keyword(s):  
Student Performance ◽  
San Francisco ◽  
The Public ◽  
Grading Policy ◽  
Continuous Quality ◽  
Healthcare Needs ◽  
Competency Based ◽  
Doctor Of Pharmacy ◽  
Pharmacy Curriculum ◽  
The University

Introduction: The University of California San Francisco School of Pharmacy has a rich tradition of transforming curricula to graduate pharmacists who are equipped to serve the current and future healthcare needs of the public. Description of programme: This paper describes the process of the design, build, and implementation of a three-year, year-round, competency-based, integrated, Doctor of Pharmacy curriculum with a pass/no pass grading policy. Evaluation: A variety of data streams are in place to collect data on courses, teaching, and student performance as part of continuous quality improvement activities. Future Plans: In addition to traditional evaluation metrics of the curriculum the school will implement a career outcomes project to track students’ career and employment placements. The results of the evaluation and assessment activities will be shared in future manuscripts.

scholarly journals Repurposing asynchronous video interview software for virtual pharmacy OSCEs during the COVID-19 pandemic

2021 ◽  
pp. 373-381
Author(s):  
Denise L. Hope ◽  
Sean R. Alcorn ◽  
Gary D Rogers ◽  
Gary D. Grant ◽  
Michelle A. King
Keyword(s):  
Learning Outcomes ◽  
Virtual Environment ◽  
Pharmacy Education ◽  
Pharmacy Students ◽  
Self Reflection ◽  
Objective Structured Clinical Examinations ◽  
Research Interviews ◽  
Artificial Nature ◽  
Formative Learning ◽  
Video Interview

Background: The COVID-19 pandemic required pharmacy educators to seek creative and innovative ways of delivering learning outcomes in the virtual environment. Objective Structured Clinical Examinations (OSCEs) have been particularly challenging to deliver online. Objective: To explore the use of asynchronous video interview software as a platform for virtual OSCEs in pharmacy education, and for conducting brief structured research interviews. Method: Fourth year Bachelor of Pharmacy students at an Australian university, were interviewed via asynchronous video interview software (Big Interview) about their perceptions of using the platform for virtual OSCEs. Results: 37 students (92.5%) used Big Interview to complete at least one summative OSCE case during a team-based simulation. Seven research interviews were recorded by six students. Positive comments focussed on facilitation of self-reflection and self-correction in patient questioning and counselling. Negative views concerned the lack of authenticity, including the robotic and artificial nature of interactions. Conclusion: Asynchronous video interview software for pharmacy OSCEs may assist formative learning and self-reflection, offering an adjunct to, but not replacement of, in-person communication

scholarly journals The Benefits of Using Clickers in Small-Enrollment Seminar-Style Biology Courses

2011 ◽  
Vol 10 (1) ◽  
pp. 14-17 ◽  
Author(s):  
Michelle K. Smith ◽  
Caleb Trujillo ◽  
Tin Tin Su
Keyword(s):  
Student Performance ◽  
Performance Data ◽  
Undergraduate Biology ◽  
University Of Colorado ◽  
Large Lecture ◽  
Peer Discussion ◽  
Biology Courses ◽  
The University ◽  
Student Performance Data

Although the use of clickers and peer discussion is becoming common in large-lecture undergraduate biology courses, their use is limited in small-enrollment seminar-style courses. To investigate whether facilitating peer discussion with clickers would add value to a small-enrollment seminar-style course, we evaluated their usefulness in an 11-student Embryology course at the University of Colorado, Boulder. Student performance data, observations of peer discussion, and interviews with students revealed that adding clickers to a small-enrollment course 1) increases the chance students will do the required reading before class, 2) helps the instructor engage all students in the class, and 3) gives students a focused opportunity to share thinking and to learn from their peers.

The 1-MeV Electron Microscope Installation at the University of Colorado

1973 ◽  
Vol 31 ◽  
pp. 8-9 ◽  
Author(s):  
Mircea Fotino
Keyword(s):  
Electron Microscopy ◽  
Developmental Biology ◽  
Transmission Electron Microscopy ◽  
Electron Microscope ◽  
National Institutes Of Health ◽  
Experimental Program ◽  
University Of Colorado ◽  
Transmission Electron ◽  
The University ◽  
Research Resources

A new 1-MeV transmission electron microscope (Model JEM-1000) was installed at the Department of Molecular, Cellular and Developmental Biology of the University of Colorado in Boulder during the summer and fall of 1972 under the sponsorship of the Division of Research Resources of the National Institutes of Health. The installation was completed in October, 1972. It is installed primarily for the study of biological materials without many of the limitations hitherto unavoidable in standard transmission electron microscopy. Only the technical characteristics of the installation are briefly reviewed here. A more detailed discussion of the experimental program under way is being published elsewhere.

Student Preparation for Dysphagia Practice: Universities and Practicum Sites Supporting a Common Outcome

2016 ◽  
Vol 1 (13) ◽  
pp. 122-129 ◽  
Author(s):  
Wendy Chase ◽  
Lucinda Soares Gonzales
Keyword(s):  
Health Care ◽  
Student Performance ◽  
Classroom Setting ◽  
Medical Settings ◽  
Student Preparation ◽  
Health Care Settings ◽  
The University ◽  
University Of Connecticut

This article will describe the approach to dysphagia education in a classroom setting at the University of Connecticut (UCONN), explore the disparity between student performance in schools vs. health care settings that was discovered at UCONN, and offer suggestions for practicum supervisors in medical settings to enhance student acquisition of competence.

Discourse Mapping

2019 ◽  
Vol 2 (1) ◽  
Author(s):  
Joanna BOEHNERT
Keyword(s):  
Environmental Politics ◽  
Technology Policy ◽  
Policy Research ◽  
Mapping Method ◽  
Science And Technology Policy ◽  
Design Practice ◽  
Analysis Method ◽  
Environmental Sciences ◽  
University Of Colorado ◽  
The University

This workshop will create a space for discussion on environmental politics and its impact on design for sustainable transitions. It will help participants identify different sustainability discourses; create a space for reflection on how these discourses influence design practice; and consider the environmental and social implications of different discourses. The workshop will do this work by encouraging knowledge sharing, reflection and interpretative mapping in a participatory space where individuals will create their own discourse maps. This work is informed by my research “Mapping Climate Communication” conducted at the Centre for Science and Technology Policy Research (CSTPR) in the Cooperative Institute for Environmental Sciences (CIRES), the University of Colorado, Boulder. With this research project I developed a discourse mapping method based on the discourse analysis method of political scientists and sustainability scholars. Using my own work as an example, I will facilitate a process that will enable participants to create new discourse maps reflecting their own ideas and agendas.

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