Experiential Pharmacy Education During a Pandemic: Lessons Learned

2021 ◽  
Vol 36 (8) ◽  
pp. 375-380
Author(s):  
Nicole K. Early ◽  
Andrea Callas ◽  
G. Blair Sarbacker ◽  
Carla J. Bouwmeester ◽  
Macayla A. Bartucca
Keyword(s):  
Experiential Learning ◽  
Experiential Education ◽  
Health Professionals ◽  
Interprofessional Education ◽  
Pharmacy Practice ◽  
Lessons Learned ◽  
Pharmacy Education ◽  
Education For All ◽  
Residency Programs ◽  
The World

The COVID-19 pandemic has radically changed how the world operates and introduced a multitude of unprecedented challenges for all health professionals, especially for those responsible for training learners, including pharmacy residents and students. Due to density and social distancing restrictions, many pharmacy schools and residency programs had to transition to virtual experiential learning–with little to no existing literature, structure, or adequate time for planning. This article offers a variety of approaches to ensure that pharmacy learners meet accreditation requirements, engage in interprofessional education and collaboration, reflect on their learning, prioritize self-care, and are adequately prepared to enter geriatric pharmacy practice despite current challenges with the COVID-19 pandemic. Authors address both challenges, as well as opportunities to expand future experiential education for all pharmacy learners.

scholarly journals Integration of a Virtual Dispensing Simulator “MyDispense” in an Experiential Education Program to Prepare Students for Community Introductory Pharmacy Practice Experience

Pharmacy ◽  
2021 ◽  
Vol 9 (1) ◽  
pp. 48
Author(s):  
Ashley E. Johnson ◽  
Jillian Barrack ◽  
Jill M. Fitzgerald ◽  
Diana M. Sobieraj ◽  
Lisa M. Holle
Keyword(s):  
Community Pharmacy ◽  
Experiential Education ◽  
Self Care ◽  
Pharmacy Practice ◽  
Pharmacy Education ◽  
P Value ◽  
Community Practice ◽  
Practice Experience ◽  
Group A ◽  
Group B

Background: Technology is increasingly used to enhance pharmacy education. We sought to evaluate student learning and preparedness for community introductory pharmacy practice experiences (IPPEs) after implementation of “MyDispense” into experiential education. Methods: Both first-year pharmacy students and assigned community IPPE preceptors were eligible. Students were stratified based on previous community pharmacy experience (< or ≥ 50 h), then randomized to complete MyDispense exercises before IPPE (group A) or after 24–32 h of IPPE (group B). We evaluated preceptors’ assessment of student readiness using a 6-item Likert scale survey and students’ readiness and opinion of MyDispense using an anonymous 9-item survey. Descriptive statistics were used to characterize data. The Mann–Whitney U test was used to compare groups and a p-value < 0.05 was considered statistically significant. Results: Of 177 eligible students, 155 were randomized and 56 completed study. Group A included 32 students; 56.3% had prior community practice experience. Group B included 24 students; 50% had prior community practice experience. Forty-eight preceptors were enrolled. Students who completed exercises before rotation received higher preceptor scores for patient counseling of self-care and of medications (p < 0.05 for both). Students self-assessed their counseling skills lower than all other skills; 30.4% and 42.9% of students felt mostly or always prepared to counsel for self-care and medications, respectively. Students found MyDispense straightforward, realistic, and appreciated the ability to practice in a safe, electronic, community pharmacy, patient-care environment. Conclusion: Simulation-based software, such as MyDispense, can enhance learner understanding of the prescription fill and counseling process in a community pharmacy practice setting.

scholarly journals PHARMACY PROFESSIONS IN INDIADURING COVID-19 PANDEMIC: PRESENT STATUS, FUTURE CHALLENGES AND A WAY FORWARD

2021 ◽  
pp. 32-35
Author(s):  
VIGNESH M. ◽  
GANESH G. N. K.
Keyword(s):  
Observational Studies ◽  
Pharmacy Practice ◽  
Pharmacy Education ◽  
Current Status ◽  
Development Phase ◽  
The Public ◽  
The World ◽  
Pharmacy Council ◽  
Future Challenges ◽  
Process Controls

People in every country became exposed to COVID-19 pandemic and cannot able to find a right solution and strategies to overcome from it. Pharmacy is the most important, dynamic and versatile health care profession in the world, whereas its scope and importance are always being emerging at any situation. Pharmacy professionals (PPs) working proactively for the public even in this pandemic situation. Since dependency is high, the responsibility and preference also high for PPs especially in this pandemic situation. Current status in pharmacy education and emerging future challenges of PPs in all aspects, particularly in thispandemic situation were addressed based on observational studies among various pharma industries and published news of Pharmacy Council of India (PCI). While in the development phase it has crossed many barriers, not only in the economic level,but also involves regulations, duration, process controls, legal hurdles and situational defects. The purpose of this review discusses the evolution and updates in pharmacy, education, pharmacy practice, regulations, and types of challenges along with recommendations for PPs in India in light of the COVID-19 pandemic. This review was carried out to summarize knowledge about the updates and challenges in pharmacy professions in all aspects. Sources were retrieved from relevant guidelines and published articles in Google scholar, Pubmed and Science direct of articles up to June 2020. The keywords used for gathering information were listed below.

scholarly journals Advancing Pharmacy Practice in Tanzania: A Descriptive Report of Pharmacy Education and Practice Models in 3 Institutions

2021 ◽  
Vol 58 ◽  
pp. 004695802199993
Author(s):  
Christian Mbilinyi ◽  
Deus Buma ◽  
Solobi Ngasa ◽  
Rose Maingu ◽  
Betty Maganda ◽  
...  
Keyword(s):  
Best Practices ◽  
Pharmacy Practice ◽  
Lessons Learned ◽  
Pharmacy Education ◽  
Middle Income ◽  
Specific Patient ◽  
Middle Income Countries ◽  
Time Commitment ◽  
Practice Models ◽  
And Training

Understanding models of pharmacy education and practice in low-to-middle income countries (LMIC) can drive best practices and resource utilization. However, there is a paucity of literature in this setting. The purpose of this report is to describe the length and breadth of pharmacy education and training in Tanzania as well as pharmacy practice models at 3 institutions. Lessons learned and implications for global pharmacy practice described herein aim to advance the profession and pharmacists’ impact in LMIC settings. The Muhimbili campus is located in Dar es Salaam, the largest city in Tanzania, a LMIC in East Africa, and is comprised of 3 institutes and a health professions school. Despite variance in patient populations, all Muhimbili institutions have developed pharmacy services in outpatient and inpatient pharmacies, central pharmacy stores, intensive care units, and operating theaters. Unique pharmacy practice areas result from a variance in patient populations serviced and include services in pharmacovigilence/drug information, compounding, oncology, nephrology, and emergency departments. Medication availability and the complexity and time commitment of patient billing are consistent challenges, and multidisciplinary collaboration a common strength across the 3 institutions. Pharmacists at Muhimbili perform innovative and critical functions to support optimal patient care tailored to specific patient populations. The detailed review of these services can serve as a model for pharmacy practice at other health systems in LMIC and beyond.

scholarly journals Four Themes to Enhanced Interprofessional Education Integration: Lessons Learned from Early Implementation and Curricular Redesign

2016 ◽  
Vol 7 (2) ◽  
Author(s):  
Margaret De Voest ◽  
Lisa Meny ◽  
Kali VanLangen ◽  
Susan DeVuyst-Miller ◽  
Lisa Salvati ◽  
...  
Keyword(s):  
Interprofessional Education ◽  
Medical Center ◽  
Academic Medical Center ◽  
Lessons Learned ◽  
Pharmacy Education ◽  
Implementation Planning ◽  
Academic Medical ◽  
Early Implementation ◽  
Case Study Report

With the release of the Accreditation Council for Pharmacy Education (ACPE) Standards 2016, interprofessional education (IPE) has become more formalized and needs to be embedded into the curricula of colleges and schools of pharmacy. While IPE is not new to the practice and training of pharmacists, the call for IPE has become more robust over the last several years creating challenges to widespread implementation. The purpose of this Case Study Report is to describe a twelve-year progression of IPE implementation at a college of pharmacy without an academic medical center. Focused strategies for the development, integration, and expansion of IPE are provided through the context of four themes: working through program differences; collaborators and effective collaboration; attention to implementation planning; and prebriefing and debriefing. Each theme is defined and reviewed using specific examples and lessons learned. Finally, in consideration of the ACPE Standards 2016, potential next steps are discussed.   Type: Case Study

scholarly journals Reinforcement of the Framework for Experiential Education in Healthcare in Serbia: Post-Implementation Project Review within Pharmacy Education

Pharmacy ◽  
2019 ◽  
Vol 7 (3) ◽  
pp. 92
Author(s):  
Marina Odalović ◽  
Jelena Parojčić ◽  
Dragana Vasiljević ◽  
Danijela Đukić Ćosić ◽  
Ljiljana Tasić
Keyword(s):  
Experiential Education ◽  
Interprofessional Education ◽  
Academic Staff ◽  
Pharmacy Education ◽  
Health Science ◽  
Competency Development ◽  
Professional Competency ◽  
Project Outcomes ◽  
Project Objectives ◽  
The Impact

Background: The Erasmus+ project “Reinforcement of the Framework for Experiential Education in Healthcare in Serbia” (ReFEEHS) has been undertaken with the aim to: (i) reinforce and modernize experiential education (ExEd) in the health sciences curricula, (ii) introduce interprofessional education (IPE), and (iii) promote teaching competency development of academic staff and teacher practitioners/clinician educators. The aim of this paper is a post-implementation review of the project activities and outcomes with the emphasis on the impact and sustainability in pharmacy education. Methods: Project Logical framework matrix has been employed as planning, monitoring and evaluation tool which summarizes the main project objectives, project outcomes, relevant activities, indicators of progress, sources of verification, assumptions and risks. Results: The key project outcomes are: (i) update of competency-based curricula and development of quality assurance framework for students professional practice placements; (ii) development and introduction of interprofessional teaching and learning activities through joint curriculum delivery; and (iii) development and implementation of Teaching Certificate in Health Professions Education (TCinHPE) study program. The short-term impact of project activities and outcomes has been assessed based on the feedback received from relevant stakeholders, as well as self-evaluation of participants enrolled in new/updated curricula. Sustainability of project results is necessary in order to achieve long-term impact envisioned as increased level of professional competency of health science students; increased level of teaching competency of academic staff and teacher practitioners; improved patient healthcare and harmonisation with the EU practice and policies. Conclusions: The project outcomes contributed to building capacity at the Serbian universities involved in terms of collaboration between the healthcare professions and, in curriculum and academic staff development. It is expected that improved curricula will positively impact professional competency development of pharmacy students, graduates employability and increased workforce mobility. Meeting the quality standards of the European Higher Education Area will contribute to visibility of Serbian universities and their internationalisation, which is one of the strategic aims of improvement.

scholarly journals Design Thinking In Pharmacy Education: Inspiring Creative Problem Solving in the Next Generation of Pharmacists

2018 ◽  
Vol 9 (2) ◽  
pp. 10 ◽  
Author(s):  
Robert Salvatore Pugliese ◽  
Gianna Girone
Keyword(s):  
Problem Solving ◽  
Health Professionals ◽  
Design Thinking ◽  
Service Innovation ◽  
Pharmacy Education ◽  
Next Generation ◽  
Creative Problem Solving ◽  
The World ◽  
Creative Problem

Born from the world of product and service innovation, design thinking is gaining popularity as a method for introducing creative problem solving into the education of health professionals. Mindsets developed through practicing design thinking can help learners and educators address complex healthcare issues in a whole new way. This article aims to introduce the concepts of design thinking to the pharmacy educator, give examples of its use in pharmacy education, and discuss the value of including it in pharmacy education from both an educator and a student’s perspective.   Topic: Commentary  

A Critical Review of the Impact of Continuing Breastfeeding Education Provided to Nurses and Midwives

2011 ◽  
Vol 27 (4) ◽  
pp. 381-393 ◽  
Author(s):  
Kathryn Nicole Ward ◽  
Jennifer P. Byrne
Keyword(s):  
Health Professionals ◽  
Clinical Skills ◽  
World Health ◽  
Education For All ◽  
Baby Friendly Hospital Initiative ◽  
Breastfeeding Education ◽  
The World ◽  
Health Organization ◽  
The Impact ◽  
Nurses And Midwives

This review of 15 studies from nine different countries analyzes the practice of continuing education on breastfeeding for health professionals, with a specific focus on nurses and midwives. Continuing breastfeeding education improves the knowledge, clinical skills and practices, and counseling skills of nurses and midwives, and it improves the Baby-Friendly Hospital Initiative compliance of institutions. Education of any duration is beneficial; however, findings support the recommendation of the World Health Organization that at least 18 hours’ education for all health professionals who advise pregnant women and mothers should be undertaken.

scholarly journals Experiential Education in Pharmacy Curriculum: The Lebanese International University Model

Pharmacy ◽  
2020 ◽  
Vol 9 (1) ◽  
pp. 5
Author(s):  
Marwan El Akel ◽  
Mohamad Rahal ◽  
Mariam Dabbous ◽  
Nisreen Mourad ◽  
Ahmad Dimassi ◽  
...  
Keyword(s):  
Experiential Education ◽  
Pharmacy Practice ◽  
Pharmacy Education ◽  
Assessment Tools ◽  
Healthcare Team ◽  
International University ◽  
Pharmacy Curriculum ◽  
Outpatient Settings ◽  
Training Opportunities ◽  
And Training

Experiential education is an essential component of pharmacy education in order to allow intern students to experience real conditions and training opportunities in different inpatient and outpatient settings. This paper provides a description of the pharmacy practice experiences (PPEs) in the Lebanese International University (LIU) 5-year bachelor of pharmacy (BPharm) and postgraduate doctor of pharmacy (PharmD) programs; focuses on the opportunities and challenges encountered; and presents a model for experiential education in Lebanon. Learning outcomes and thus students’ acquisition of predefined competencies are evaluated in actual practice settings through assessment tools. Our experiential education program aligns with the accreditation/certification criteria set by the Accreditation Council for Pharmacy Education (ACPE) and equips future pharmacists with the knowledge and skills to become major components in the healthcare team.

Recomendações de equipamentos de proteção individual no combate ao COVID-19

2020 ◽  
Vol 10 (31) ◽  
pp. 87-95
Author(s):  
Nicole Maria Miyamoto Bettini ◽  
Fabiana Tomé Ramos ◽  
Priscila Masquetto Vieira de Almeida
Keyword(s):  
World Health Organization ◽  
Personal Protective Equipment ◽  
Health Professionals ◽  
Health Personnel ◽  
Healthcare Professionals ◽  
World Health ◽  
Protective Equipment ◽  
Effective Strategy ◽  
The World ◽  
Health Organization

A Organização Mundial da Saúde - OMS confirmou a circulação internacional do novo Coronavírus em janeiro de 2020, nomeando-o como COVID-19 e, declarando uma pandemia. É de extrema importância que durante a pandemia, os profissionais de saúde tenham acesso e conhecimento sobre o uso correto dos Equipamentos de Proteção Individual (EPIs) e suas indicações, tomando assim, as devidas precauções na prevenção de infecções. O presente estudo buscou identificar a padronização mundial quanto ao uso dos EPIs utilizados no atendimento a pacientes suspeitos e/ou confirmados de COVID-19 no Brasil, EUA, China, Espanha, Itália e demais países europeus. Os guidelines apresentam a padronização quanto ao uso dos EPIs utilizados no atendimento a suspeitos e/ou confirmados de COVID-19, indo ao encontro das recomendações fornecidas pela OMS. Até o momento, o uso de EPIs é sem dúvida a estratégia mais importante e eficaz para proteger os profissionais de saúde durante a assistência ao paciente com COVID-19.Descritores: Infecções por Coronavírus, Equipamento de Proteção Individual, Pessoal de Saúde, Enfermagem. Recommendations for personal protective equipment to combat COVID-19Abstract: The World Health Organization - WHO confirmed the international circulation of the new Coronavirus in January 2020, naming it as COVID-19 and declaring a pandemic. It is extremely important that during the pandemic, health professionals have access and knowledge about the correct use of Personal Protective Equipment (PPE) and its indications, thus taking appropriate precautions to prevent infections. The present study sought to identify the worldwide standardization regarding the use of PPE utilized to take care of suspected and confirmed patients with COVID-19 in Brazil, USA, China, Spain, Italy and other European countries. The guidelines present a standardization regarding the use of PPE utilized to take care of suspected and confirmed with COVID-19, in line with the recommendations provided by WHO. To date, the use of PPE is undoubtedly the most important and effective strategy to protect healthcare professionals during care for patients with COVID-19.Descriptors: Coronavirus Infections, Personal Protective Equipment, Health Personnel, Nursing. Recomendaciones para el equipo de protección personal para combatir COVID-19Resumen: La Organización Mundial de la Salud - La OMS confirmó la circulación internacional del nuevo Coronavirus en enero de 2020, nombrándolo COVID-19 y declarando una pandemia. Es extremadamente importante que durante la pandemia, los profesionales de la salud tengan acceso y conocimiento sobre el uso correcto del Equipo de Protección Personal (EPP) y sus indicaciones, tomando así las precauciones adecuadas para prevenir infecciones. El presente estudio buscó identificar la estandarización mundial con respecto al uso de EPP utilizado para atender a pacientes sospechosos y/o confirmados con COVID-19 en Brasil, Estados Unidos, China, España, Italia y otros países europeos. Las pautas presentan la estandarización con respecto al uso de EPP utilizado para cuidar COVID-19 sospechoso y/o confirmado, de acuerdo con las recomendaciones proporcionadas por la OMS. Hasta la fecha, el uso de EPP es, sin duda, la estrategia más importante y efectiva para proteger a los profesionales de la salud durante la atención de pacientes con COVID-19.Descriptores: Infecciones por Coronavirus, Equipo de Protección Personal, Personal de Salud, Enfermería.

THE LAPBOOK AS A DIDACTIC TOOL TO IMPLEMENT INTEGRATED TRAINING IN NATURAL SCIENCE AND TECHNOLOGY AND ENTREPRENEURSHIP AT PRIMARY SCHOOL LEVEL

2018 ◽  
Vol 28 (3) ◽  
pp. 959-963 ◽  
Author(s):  
Yordanka Peycheva ◽  
Snezhana Lazarova
Keyword(s):  
Natural Science ◽  
Lessons Learned ◽  
Point Of View ◽  
School Level ◽  
Integrative Approach ◽  
Educational Goals ◽  
Knowledge And Skills ◽  
Global Issues ◽  
Highly Active ◽  
The World

The formation of comprehensive and in-depth notions of objects and phenomena in the world can be achieved when the mastery of knowledge and skills is carried out in a system realized in the context of integration of different scientific directions. One of the main issues in modern education is related to the contradiction - on one hand between the need to form the skills necessary for the orientation and adaptation of the personality in the dynamics of the globalizing world and on the other - the education which is largely based on unilateral acquiring of knowledge and skills within the different subject areas. This influences the development of a worldview and the formation of an adequate attitude towards the problems under consideration and the world as a whole. The knowledge and skills acquired today are often “locked” in the respective direction. The cross-curricular unity in the curriculum is of a recommended nature, but even if it is realized, it does not fully meet the need for a comprehensive and multifaceted consideration of global issues, as a result of which the student not only understands, reflects, but also applies the lessons learned in the process of creating a product - ideal or material. Combining the intellectual nature of the cognitive process with the practice activity are conditions in which the students are highly active and achieve better learning outcomes. Therefore, it is expedient for the different directions to correspond more closely to each other and to carry out effective cross-curricular integration. The concept of applying an integrative approach in the current paper is based on the idea of creating pedagogical conditions for reconciling the goals and expected outcomes of technology and entrepreneurship and natural sciences studied at the initial stage of the primary education. Integration can take place on two levels - knowledge and skills. We believe that the lapbook as an innovative didactic tool contains the necessary potential for effective realization of the educational goals in both directions in terms of achieving the expected results. In the course of its elaboration, new information is acquired in the field of engineering and technology, specific skills underlying the curricula of technology and entrepreneurship programs are developed. At the same time, a number of subjects from the learning content, which are considered from the natural science point of view, are enriched and perceived in a technological way, after which they find place in an attractive book - a lapbook, made by the students themselves. Its utilitarian value is multiplied by the personal contribution to its creation - not only as an object but also as content. The main topics that are of interest to the students are exploring and preserving nature, jobs, modern technical achievements, holidays and customs. As a result of the adequate integration of competences, tailored to curricula, a number of skills are formed, such as: skills for searching on their own, systematization and presentation of information, and application of the lessons learned in a new situation.

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