scholarly journals What do pharmacy students need to know about biochemistry?

2020 ◽  
pp. 324-335
Author(s):  
Kevin R Kearney ◽  
Melany P Puglisi ◽  
Esther P Black ◽  
Pramod B Mahajan
Keyword(s):  
Clinical Practice ◽  
Learning Objectives ◽  
Pharmacy Students ◽  
Clinical Rotations

Objective: The goal of this study was to determine what students need to know about biochemistry in order to practice pharmacy. Methods: With reference to a list of learning objectives, educators interviewed students during their advanced clinical rotations, asking if they had used each item in practice. Each item was then rated according to the number and strength of affirmative responses. The ratings were used to identify the elements of biochemistry most strongly recognised as relevant to clinical practice. Results: All of the learning objectives received affirmative responses, indicating that each was recalled or used by some respondent(s). The most highly rated objectives indicate aspects of biochemistry most closely related to clinical practice. Conclusion: The results provide guidance to educators for designing biochemistry courses, highlighting recognisable connections between biochemistry and clinical practice, and areas where relevance may need to be made clearer or re-evaluated.

El debriefing, aprendizaje reflexivo en la simulación interprofesional

2019 ◽  
Vol 62 (0) ◽  
pp. 45-53
Author(s):  
Hugo E. Olvera ◽  
Argimira Vianey Barona Nuñez ◽  
Laura S. Hernández Gutiérrez ◽  
Erick López León
Keyword(s):  
Clinical Practice ◽  
Communication Skills ◽  
Learning Objectives ◽  
Complex Activity ◽  
Learning Space ◽  
Daily Lives ◽  
Reaction Phase ◽  
Analysis Phase ◽  
Simulation Scenario ◽  
Basic Standards

In the field of interprofessional simulation, an important element for achieving the stated objectives of the simulation scenario is the debriefing. The debriefing is a complex activity that requires certain skills, experience and knowledge from the facilitator or facilitators, who are known as debriefer/s. Their function is to make the participants reflect on the reasons for their actions, their decisions, and how they acted as a team or individually. Its purpose is the acquisition of a significant learning (achieving the learning objectives) that can subsequently be applied in their daily lives. The interprofessional debriefing styles are varied, but basically its structure integrates: a reaction phase, an analysis phase and an application phase; keeping in mind that the basic standards must be maintained when carrying out a debriefing: time, the construction of a safe learning space, identification, and the closure of knowledge gaps. The advantages of performing an interprofessional debriefing goes beyond the objectives of the simulation, since it favors the acquisition of effective communication skills, teamwork, leadership, the notion of error, etc., which can later be applied in the daily clinical practice.

scholarly journals Assessing Readiness for Clinical Practice: Students’ Perspectives of their Veterinary Curriculum

2016 ◽  
Author(s):  
L. Sanchez ◽  
Alison Kwiatkowski ◽  
Jeff Abbott ◽  
Dana Zimmel ◽  
Linda Behar-Horenstein
Keyword(s):  
Clinical Practice ◽  
Focus Group ◽  
Patient Involvement ◽  
Student Perspective ◽  
Veterinary Students ◽  
Clinical Rotations ◽  
Effective Feedback ◽  
Perceived Preparedness ◽  
Clinical Curriculum ◽  
Veterinary Curriculum

Studies describing the effectiveness of a veterinary curriculum from the student perspective are currently sparse. The overall purpose of this investigation was to describe students’ perceived preparedness for clinical practice. Three focus group meetings with fourth year veterinary students were conducted. Data were open-coded and categorized to identify themes. Four main themes emerged: Challenging communications, Un/appreciating curricular experiences, Documenting demands impede case involvement, and Hungering for timely, effective feedback. Overall students felt comfortable talking to clients about medicine but less comfortable discussing euthanasia or money; they appreciated the split clinical curriculum but questioned the value of the 1st/2nd year courses; they felt that paperwork on clinical rotations negatively impacted patient involvement; expressed the need for well-defined expectations regarding grading/assessment and autonomy on clinical rotations. Despite the reported issues, students expressed satisfaction with the split curriculum and readiness to enter their chosen field of study.

Development and implementation of a multitiered health informatics curriculum in a college of pharmacy

2016 ◽  
Vol 23 (4) ◽  
pp. 844-847 ◽  
Author(s):  
Elizabeth A Breeden ◽  
Kevin A Clauson
Keyword(s):  
Clinical Practice ◽  
Health Informatics ◽  
Core Competencies ◽  
Health Professions ◽  
Pharmacy Education ◽  
Pharmacy Students ◽  
Advanced Training ◽  
Accreditation Council ◽  
The Us ◽  
Training Opportunities

Abstract Standards requiring education in informatics in pharmacy curricula were introduced in the last 10 years by the Accreditation Council for Pharmacy Education. Mirroring difficulties faced by other health professions educators, implementation of these requirements remains fragmented and somewhat limited across colleges of pharmacy in the US. Clinical practice and workforce metrics underline a pronounced need for clinicians with varying competencies in health informatics. In response to these challenges, a multitiered health informatics curriculum was developed and implemented at a college of pharmacy in the Southeast. The multitiered approach is structured to ensure that graduating pharmacists possess core competencies in health informatics, while providing specialized and advanced training opportunities for pharmacy students, health professions students, and working professionals interested in a career path in informatics. The approach described herein offers institutions, administrators, faculty, residents, and students an adaptable model for selected or comprehensive adoption and integration of a multitiered health informatics curriculum.

scholarly journals Otolaryngology Education in the Setting of COVID-19: Current and Future Implications

2020 ◽  
Vol 163 (1) ◽  
pp. 70-74 ◽  
Author(s):  
Brett T. Comer ◽  
Nikita Gupta ◽  
Sarah E. Mowry ◽  
Sonya Malekzadeh
Keyword(s):  
United States ◽  
Clinical Practice ◽  
Resident Education ◽  
Upper Airway ◽  
The United States ◽  
Stanford University ◽  
Patient Acuity ◽  
Clinical Rotations ◽  
International Attention ◽  
Future Education

The COVID-19 pandemic continues to garner extensive international attention. The pandemic has resulted in significant changes in clinical practice for otolaryngologists in the United States; many changes have been implemented to mitigate risks identified by otolaryngologists in other countries. COVID-19–induced limitations include social distancing and triaging of patient acuity. Additionally, a recent publication by Stanford University has drawn attention to the risks that otolaryngologists may face with regard to manipulation of the upper airway and mucosal disruption. As a result of COVID-19 recommendations, multiple institutions have overhauled resident clinical rotations and resident education. The result has been a rapid and significant change in resident education at most academic institutions. This commentary outlines the development of the otolaryngology resident education consortiums, with implications for future education within and outside of otolaryngology.

scholarly journals Clinical practice guidelines appraisal and utilisation by Pharm.D. students

2020 ◽  
pp. 375-378
Author(s):  
Dixon Thomas ◽  
Seeba Zachariah ◽  
Julie Akers
Keyword(s):  
Clinical Practice ◽  
Clinical Practice Guidelines ◽  
Practice Guidelines ◽  
Pharmacy Students ◽  
P Value ◽  
Cross Sectional Survey ◽  
Agree Ii ◽  
Cross Sectional ◽  
Cognitive Levels ◽  
Agree Ii Instrument

Objective: To assess the appraisal and utilisation of clinical practice guidelines (CPGs) by pharmacy final-year students. Methods: Four CPGs of 2017 were appraised by pharmacy students using the AGREE-II instrument. The utilisation of CPGs by pharmacy students was assessed using a cross-sectional survey and results were analysed using the Wilcoxon Signed Ranks test. Results: Of the six AGREE-II domains for CPGs, two domains were mid to high (>90%), two domains 76% each, and the last two domains <60%. The utilisation of CPGs by pharmacy students as a reference in reports/presentations were high. Students felt that they are relatively better able in lower Bloom's cognitive levels (knowledge and comprehension) than the higher abilities of application, evaluation, and creation of clinical guidelines, (p-value 0.006). Conclusions: Among AGREE-II domains, lower scores for CPGs were in editorial independence and applicability. Evaluation of CPGs by students is a useful tool to comprehend differences in their quality. More CPGs-related training in higher Bloom's cognitive levels is required for the Pharm.D. students.

scholarly journals Experiences and Perceptions of Pharmacy Students on Practical Skills and Education During Clinical Rotations in India

2017 ◽  
Vol 81 (6) ◽  
pp. 109 ◽  
Author(s):  
Akshaya Srikanth Bhagavathula ◽  
Deepak Kumar Bandari ◽  
Sudhir Kumar Gogikar ◽  
Asim Ahmed Elnour ◽  
Abdulla Shehab
Keyword(s):  
Pharmacy Students ◽  
Practical Skills ◽  
Clinical Rotations

National Standards in Pathology Education: Developing Competencies for Integrated Medical School Curricula

2014 ◽  
Vol 138 (3) ◽  
pp. 328-332 ◽  
Author(s):  
Moshe Sadofsky ◽  
Barbara Knollmann-Ritschel ◽  
Richard M. Conran ◽  
Michael B. Prystowsky
Keyword(s):  
Clinical Practice ◽  
Medical Students ◽  
Medical School ◽  
Organ System ◽  
Learning Objectives ◽  
National Standards ◽  
Rapid Expansion ◽  
Disease Mechanisms ◽  
Basic Competencies ◽  
Diagnostic Medicine

Context.—Medical school education has evolved from department-specific memorization of facts to an integrated curriculum presenting knowledge in a contextual manner across traditional disciplines, integrating information, improving retention, and facilitating application to clinical practice. Integration occurs throughout medical school using live data-sharing technologies, thereby providing the student with a framework for lifelong active learning. Incorporation of educational teams during medical school prepares students for team-based patient care, which is also required for pay-for-performance models used in accountable care organizations. Objective.—To develop learning objectives for teaching pathology to medical students. Given the rapid expansion of basic science knowledge of human development, normal function, and pathobiology, it is neither possible nor desirable for faculty to teach, and students to retain, this vast amount of information. Courses teaching the essentials in context and engaging students in the learning process enable them to become lifelong learners. An appreciation of pathobiology and the role of laboratory medicine underlies the modern practice of medicine. As such, all medical students need to acquire 3 basic competencies in pathology: an understanding of disease mechanisms, integration of mechanisms into organ system pathology, and application of pathobiology to diagnostic medicine. Design.—We propose the development of 3 specific competencies in pathology to be implemented nationwide, aimed at disease mechanisms/processes, organ system pathology, and application to diagnostic medicine. Each competency will include learning objectives and a means to assess acquisition, integration, and application of knowledge. The learning objectives are designed to be a living document managed (curated) by a group of pathologists representing Liaison Committee on Medical Education–accredited medical schools nationally. Conclusions.—Development of a coherent set of learning objectives will assist medical students nationally to gain the basic competencies in pathology necessary for clinical practice. Having national standards for competencies preserves schools' independence in specific curriculum design while assuring all students meet the evolving needs of medical practice.

scholarly journals Dietetic interns’ perceptions and use of evidence-based practice: an exploratory study

2018 ◽  
Vol 106 (1) ◽  
Author(s):  
Rachel J. Hinrichs
Keyword(s):  
Clinical Practice ◽  
Focus Group ◽  
Exploratory Study ◽  
Evidence Based Practice ◽  
Group Discussion ◽  
Future Research ◽  
Evidence Based ◽  
Clinical Rotations ◽  
Focus Group Data ◽  
Dietetic Interns

Objective: This study explored dietetic interns’ perceptions and knowledge of evidence-based practice (EBP), their use and observation of EBP principles during their clinical rotations, and their intentions to use EBP in their careers.Methods: A mixed methods design combining a survey and focus group was employed. Dietetic interns (n=16) from a large Midwestern university were recruited in person and via email to participate in the survey, focus group, or both. Perceptions and experiences of EBP were analyzed through the focus group (qualitative), and EBP knowledge and clinical practice behaviors were analyzed through the survey (quantitative). The focus group discussion was recorded, transcribed, and analyzed using thematic analysis.Results: Four major themes emerged from the focus group data: (1) observations of EBP in clinical practice, (2) use of EBP during clinical rotations, (3) barriers to EBP, and (4) perceived use of EBP as future registered dietitians. Interns considered EBP important for their profession and future careers. They struggled, however, with the discrepancies between current research and practice, and highlighted differences that they observed and barriers that they experienced across different clinical settings.Conclusions: This exploratory study is the first to examine dietetic interns’ perceptions of and experiences with EBP in the clinical setting. Future research is needed to identify how dietetics educators, librarians, and preceptors can address the barriers that interns perceive in applying EBP in their internships.

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