scholarly journals Remote OSCE Experience: What First Year Pharmacy Students Liked, Learned, and Suggested for Future Implementations

Pharmacy ◽  
2021 ◽  
Vol 9 (1) ◽  
pp. 62 ◽  
Author(s):  
Amanda Savage ◽  
Lana M. Minshew ◽  
Heidi N. Anksorus ◽  
Jacqueline E. McLaughlin
Keyword(s):  
Concept Maps ◽  
Response Rate ◽  
Skill Development ◽  
Pharmacy Practice ◽  
Pharmacy Students ◽  
Objective Structured Clinical Examination ◽  
First Year ◽  
Future Work ◽  
Assessment Strategies ◽  
Frequency Counts

During the wake of the COVID-19 pandemic, many schools quickly transitioned their teaching and assessment strategies to online formats. In Spring 2020, a 3-station remote Objective Structured Clinical Examination (OSCE) was implemented for first-year pharmacy students. The day following the remote OSCEs students answered three open-text prompts about the remote OSCE experience: (1) “I liked...”, (2) “I learned…”, and (3) “I suggest…”. Responses were open-coded and frequency counts were calculated to determine the most prevalent codes. Concept maps were created to visualize and explore connections between the codes. Out of 157 students, 156 students completed the reflection assignment, a 99.36% response rate. The three major themes in the Liked data were: Logistics (n = 65, 41.7%), Differences In-person Versus Remote (n = 59, 37.8%), and Skill Development (n = 43, 27.6%). The three major themes in the Learned data were: Technology (n = 66, 42.3%), Communication (n = 58, 37.2%), and Skill Development (n = 56, 35.9%). The three major themes in the Suggest data were: Logistics (n = 89, 57.1%), Technology (n = 31, 19.9%), and Continuation of Remote OSCE (n = 31, 19.9%). Overall, the remote OSCE experience was well-received, and students described it as applicable to their future pharmacy practice. Future work should explore the design, implementation, and outcomes of remote OSCEs.

scholarly journals HIV/AIDS awareness among first year pharmacy students and the role of the university

2007 ◽  
Vol 3 (2) ◽  
Author(s):  
Selente Bezuidenhout ◽  
Rob Summers
Keyword(s):  
The Body ◽  
Pharmacy Students ◽  
First Year ◽  
Tertiary Institutions ◽  
University Of Technology ◽  
Inadequate Knowledge ◽  
Aids Awareness ◽  
The University ◽  
Hiv Aids

As HIV/AIDS continues to spread and affect the lives of millions of people, a sense of urgency has developed about the imperative need to stop the epidemic. Education is the key to change knowledge, attitudes and behaviour. There is currently a gap in educationprogrammes targeting youths of ages 18-24 years, for example, those enrolled in tertiary institutions. The aim of the study was therefore to establish the level of HIV/AIDS awareness among undergraduate pharmacy students at the University of Limpopo (Medunsa Campus)/ Tshwane University of Technology Schools of Pharmacy. A structured questionnaire was administered to pharmacy students on entry to the programme. Although the students of 2003, 2004 and 2005 obtained mean percentage HIV/AIDS awareness scores in the range of 70%-80%, they had inadequate knowledge of some transmission routes, events that occur when HIV invades the body, the “window period” and some symptoms. These knowledge gaps should be addressed by universities by integrating HIV/AIDS policies and education fully into all aspects of their planning, operations andteaching.

scholarly journals The View of Student Teachers on the Teacher’s Profession

2021 ◽  
Vol 11 (3) ◽  
pp. 23-34
Author(s):  
Petra Trávníčková
Keyword(s):  
Student Teachers ◽  
Qualitative Methodology ◽  
Practical Experience ◽  
University Education ◽  
Future Research ◽  
First Year ◽  
Professional Careers ◽  
University Studies ◽  
Research Findings ◽  
Future Work

Abstract Introduction: In recent years, teaching is no longer perceived only as a job, but as a profession. The study focuses on student’s view on the teacher’s profession, which is important in the context of becoming a teacher. During their university studies, student teachers are at the beginning of their professional careers. Their attitudes, values and principles are still evolving. Methods: Building on previous studies, qualitative methodology was applied. The main goals of the research were to describe the changing views of student teachers on the teacher’s profession, and to compare their views in the first and third years of study. Therefore, thematic writing was chosen. Results: The results show that the student teacher’s views change significantly during their university studies. While in the first year, student teachers focus more on the importance of childhood, their own practical experience and the teacher’s influence on a child’s life; in the last year of bachelor´s study, the emphasis is on the teacher’s personality, teaching professionalism and on the teacher as a learner can be observed. This paper can provide evidence that university education for kindergarten teachers is important and it most likely influences their future work. Discussion: The research findings show that it is appropriate to pay attention to how views about the teacher’s profession change. This could broaden the view of the development of the teacher profession concept and could also be a useful tool for modifying the content of future teachers’ education. Limitations: A certain limit of research can be sen in using one method. It would certainly be appropriate to supplement the research with interviews with participants. In my future research I will focus on this issue. Conclusion: 1. The student teachers’ views change significantly during their university studies, 2. The focus moves from their practical experience to the didactic theory. 3. There is a shift from focusing on personality of teachers to their abilities.

scholarly journals Perceived Impact of a Longitudinal Leadership Program for All Pharmacy Students

2014 ◽  
Vol 5 (3) ◽  
Author(s):  
Jane R. Mort ◽  
Joe D. Strain ◽  
David L. Helgeland ◽  
Teresa M. Seefeldt
Keyword(s):  
Positive Impact ◽  
Leadership Skills ◽  
Pharmacy Students ◽  
First Year ◽  
Leadership Perceptions ◽  
Leadership Program ◽  
Leadership Potential ◽  
Professional Business ◽  
Perceived Impact

Objective: To describe a longitudinal leadership program involving all students and report the perceived impact. Design: The program included a first year Leadership Interview, a third year Report of Leadership, and a fourth year Professional Business Meeting Attendance. Activities involved guided reflection. Assessment: Students (n=138) indicated the activities helped them recognize the importance of leadership and their leadership potential (e.g., 72.5% and 62.3% of students due to meeting attendance, respectively). Students participated in leadership activities that they would not have pursued otherwise, either in response to the activity (27.7% due to interview) or as a requirement of the activity (51.1% for leadership report). Students reported developing specific leadership skills through the activities. Most students planned to be involved in a district/regional (72.5%), state (84.1%), and national (51.4%) meeting in the five years following graduation. Conclusion: Students reported a positive impact on leadership perceptions and participation. The report is a preliminary step in the development and assessment of a longitudinal curricular initiative involving all pharmacy students.   Type: Case Study

scholarly journals Team-Based Decision-Making in an Objective Structured Clinical Examination (OSCE)

2018 ◽  
Vol 9 (3) ◽  
pp. 14 ◽  
Author(s):  
Renee Dagenais ◽  
Shane A Pawluk ◽  
Daniel C Rainkie ◽  
Kyle Wilby
Keyword(s):  
Decision Making ◽  
Student Performance ◽  
Clinical Examination ◽  
Rank Order ◽  
Pharmacy Students ◽  
Competency Framework ◽  
Objective Structured Clinical Examination ◽  
Future Research ◽  
Reflective Journal ◽  
Students Attitudes

  Evaluation of pre-licensure students’ competency in team-based decision-making is lacking. The purposes of this study were to evaluate pre-licensure pharmacy students’ competency in team-based decision-making in the context of an objective structured clinical examination (OSCE), and to determine whether performance correlated with reflective assignment scores. Students’ self-assessment and conceptualization of team-based decision-making in practice was also evaluated. Twenty-three pre-licensure pharmacy students’ competency in team-based decision-making was evaluated in an OSCE station and with a reflective journal assignment; rubric scores for both evaluations were compared using Spearman’s rank order analysis. Students completed an 18-item questionnaire regarding attitudes, confidence, and perceptions related to team-based decision-making. Descriptive statistics and construct analysis with open coding were used to analyse questionnaire results. Mean OSCE station and reflective journal scores were 45% and 66.3%, respectively, and were not correlated. Students’ attitudes toward team-based decision-making were positive, and they reported performing associated behaviours during experiential education rotations. Students appropriately defined ‘team-based decision-making’ and were highly confident in performing related activities. However, students’ conceptualization of team-based decision-making did not align with the pharmacy program’s competency framework.  Three key themes were identified through the study analyses: 1) student performance is dependent on assessment context when evaluating collaborator-related competencies; 2) there is a mismatch between students’ perceived competency and objectively measured competence when collaborator outcomes were assessed within an OSCE; and 3) students’ perceptions of team-based decision-making do not align with the program’s competency framework. Future research is necessary to assess competency and perceptions of team-based decision-making in students from other healthcare professions, and to further evaluate whether pre-licensure students are “collaborative practice ready”.   Article Type: Case Study

scholarly journals A new experimental community pharmacy internship module for undergraduate pharmacy students in western Nepal: overview and reflections

2017 ◽  
Vol 14 ◽  
pp. 18 ◽  
Author(s):  
Sangita Timsina ◽  
Bhuvan K.C. ◽  
Dristi Adhikari ◽  
Alian A. Alrasheedy ◽  
Mohamed Izham Mohamed Ibrahim ◽  
...  
Keyword(s):  
Community Pharmacy ◽  
Adverse Drug Reaction Reporting ◽  
Pharmacy Practice ◽  
Pharmacy Students ◽  
Community Pharmacies ◽  
Case Presentation ◽  
Business Plans ◽  
Inappropriate Use ◽  
Hands On

Community pharmacies in Nepal and other South Asian countries are in a mediocre state due to poor regulation and the fact that many pharmacies are run by people with insufficient training in dispensing. This has led to the inappropriate use of medicines. The problems due to poor regulation and the mediocre state of community pharmacies in South Asia encompass both academia and clinical practice. In this paper, a 2-week community pharmacy internship programme completed by 2 graduating pharmacy students of Pokhara University (a Nepalese public university) at Sankalpa Pharmacy, Pokhara, Nepal is illustrated. During the internship, they were systematically trained on store management, pharmaceutical care, counselling skills, the use of medical devices, pharmaceutical business plans, medicine information sources, and adverse drug reaction reporting. An orientation, observations and hands-on training, case presentation, discussion, and feedback from 2 senior pharmacists were used as the training method. A proper community pharmacy internship format, good pharmacy practice standards, and a better work environment for pharmacists may improve the quality of community pharmacies.

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