scholarly journals Developing advanced hospital pharmacy practice experiences in a Bachelor of Pharmacy programme in Jordan: A novel training programme and evaluation of student perceptions

2021 ◽  
pp. 334-343
Author(s):  
Yazan S. Batarseh ◽  
Michael J. Rouse ◽  
Rowan AlEjielat ◽  
Anas Khaleel ◽  
Mohammad Aluwidi ◽  
...  
Keyword(s):  
Student Perceptions ◽  
Clinical Training ◽  
Patient Adherence ◽  
Pharmacy Practice ◽  
Training Programme ◽  
Pharmacy Education ◽  
Pharmacy Students ◽  
Main Challenge ◽  
Study Population ◽  
The University

Objective: To describe, introduce, and assess student perceptions of a structured clinical training programme for pharmacy students that meets the expectations of advanced pharmacy practice experiences of Doctor of Pharmacy (Pharm.D.) programmes accredited by the Accreditation Council for Pharmacy Education. Methods: A clinical training programme was held from July to September 2019. Training included hands-on hospital rotations focusing on essential pillars of pharmaceutical care including ensuring proper medical indication, effectiveness, safety, and patient adherence (total of 160 hours). The study population included 35 senior pharmacy students from the University of Petra. Results: Qualitative answers from students showed positive responses associated with the programme’s pre-training orientation, clinical training, preceptors involved, and student’s clinical knowledge and skills. Conclusion: The piloted introduction of a structured clinical training programme for pharmacy students was successful. Students reported positive evaluations and perceptions of clinical training sites and staff as well as their clinical and practical skills. The main challenge students encountered was transportation to the practice site.

Expanding Experiential Opportunities Through Patient Care Services

2010 ◽  
Vol 23 (6) ◽  
pp. 575-578 ◽  
Author(s):  
Denise Soltis ◽  
Schwanda K. Flowers
Keyword(s):  
Patient Care ◽  
Pharmacy Practice ◽  
The United States ◽  
Pharmacy Education ◽  
Pharmacy Students ◽  
University Of Arkansas ◽  
Medical Sciences ◽  
Care Services ◽  
Immunization Services ◽  
The University

A new set of standards, ACPE Standards 2007, adopted by the Accreditation Council for Pharmacy Education (ACPE), required all pharmacy programs to include introductory pharmacy practice experiences (IPPEs) to represent 5% of the curriculum and advance pharmacy practice experiences (APPEs) to represent 25% of the curriculum. This required many pharmacy programs to revise their curriculum to meet these requirements. The challenge of satisfying the increased accreditation requirements along with the increased number of new pharmacy programs in the United States has resulted in increased competition for experiential sites. Drake University College of Pharmacy and Health Sciences and the University of Arkansas for Medical Sciences (UAMS) College of Pharmacy utilized innovative immunization services to help meet the ACPE Standards 2007. Drake utilized P2 and P3 students who were trained to give immunizations in an IPPE patient care elective in order to help experiential sites in their immunization efforts. Senior pharmacy students at UAMS were involved in expanding APPE opportunities by developing immunization clinics and providing immunizations at their experiential sites. Both pharmacy programs were successful in expanding experiential opportunities by focusing on immunizations. Students, preceptors, and patients all benefit from utilizing student pharmacist at experiential sites to provide patient care services.

scholarly journals A Novel Approach to Pharmacy Practice Law Instruction

Pharmacy ◽  
2021 ◽  
Vol 9 (2) ◽  
pp. 75
Author(s):  
Matthew Deneff ◽  
Lisa M. Holle ◽  
Jill M. Fitzgerald ◽  
Kathryn Wheeler
Keyword(s):  
Student Perceptions ◽  
Pharmacy Practice ◽  
Pharmacy Education ◽  
Survey Study ◽  
State Laws ◽  
Institutional Review ◽  
Novel Approach ◽  
Study Results ◽  
Course Changes ◽  
Main Component

Pharmacy law instruction is often taught as a didactic course; however practical application of pharmacy law is a main component of pharmacy practice. Technology-based simulations are becoming more frequently used to enhance didactic pharmacy education. The goal of this study was to evaluate the utility of and student perceptions on the usefulness of MyDispense community pharmacy simulation for additional law instruction that if successful might prompt curricular revamping. This Institutional Review Board–approved, two-year, qualitative, prospective, survey study was conducted in a case study class where students completed MyDispense exercises focused on common legal issues that arise in practice, both individually before and within groups during class. Participating students completed a qualitative survey directed at use of MyDispense for pharmacy law review, which included a series of close-ended questions graded on a Likert scale and open-ended questions thematically grouped. Thirty-eight (41%) and twenty-eight (31%) students completed surveys in 2017 and 2018, respectively. The majority of respondents felt exercises improved their understanding of pharmacy laws, focused on challenging areas, and were more interesting than additional lectures. However, certain topics were reported as irrelevant based on practice experiences or not ideal for simulation, and students desired exercises on state laws versus pharmacy policies. Students reported the MyDispense simulation exercises helped them to recall pharmacy laws and focus on topics that were challenging. These study results prompted curricular revamping to incorporate MyDispense throughout the curriculum for practice in recognizing and solving legal scenarios, along with didactic course changes.

scholarly journals Feedback for Learning in Pharmacy Education: A Scoping Review

Pharmacy ◽  
2021 ◽  
Vol 9 (2) ◽  
pp. 91
Author(s):  
Nicholas R. Nelson ◽  
Rebecca B. Carlson ◽  
Amanda H. Corbett ◽  
Dennis M. Williams ◽  
Denise H. Rhoney
Keyword(s):  
Student Perceptions ◽  
Study Design ◽  
Scoping Review ◽  
Clinical Training ◽  
Pharmacy Education ◽  
Future Research ◽  
Development Programs ◽  
Quality Feedback ◽  
English Articles ◽  
Work Up

Feedback is an effective pedagogy aimed to create cognitive dissonance and reinforce learning as a key component of clinical training programs. Pharmacy learners receive constant feedback. However, there is limited understanding of how feedback is utilized in pharmacy education. This scoping review sought to summarize the breadth and depth of the use of feedback within pharmacy education and identify areas for future research. PubMed, Embase, Scopus, and Web of Science were searched for English articles since January 2000 to identify studies related to feedback in pharmacy education. Sixty-four articles were included for analysis, stratified by moderate and major theory talk, where moderate theory talk explicitly included feedback into study design and major theory talk included feedback into both study design and analysis. Feedback was provided in Bachelor (14%), Master (15.6%), Doctor of Pharmacy (67.2%) and post-graduate programs (4.7%) on a variety of curricular objectives including communication and patient work up in didactic, objective structured clinical examination (OSCE), and experiential settings, and career/interview preparation in the co-curriculum. Feedback comments were mostly written in didactic courses, and both written and verbal in OSCE, experiential, and co-curricular settings. The pharmacy education feedback literature lacks depth beyond student perceptions, especially with respect to assessing the effectiveness and quality of feedback for learning. While feedback has been utilized throughout pharmacy education across myriad outcomes, several areas for inquiry exist which can inform the design of faculty and preceptor development programs, ensuring provision of effective, quality feedback to pharmacy learners.

Accomplishing CAPE Domain 3 During APPE Rotations: Student Perceptions

2021 ◽  
pp. 089719002110006
Author(s):  
Susan M. Smith ◽  
Jamielynn Sebaaly ◽  
Lisa Brennan ◽  
Wesley Haltom ◽  
Lisa Meade ◽  
...  
Keyword(s):  
Problem Solving ◽  
Student Perceptions ◽  
Learning Experiences ◽  
Pharmacy Practice ◽  
Private University ◽  
Patient Advocacy ◽  
Pharmacy Education ◽  
Geographical Regions ◽  
Care Outcomes ◽  
Domain 3

Introduction: The purpose of this study is to examine student perceptions of accomplishment among 6 subdomains of Center for Advancement of Pharmacy Education (CAPE) Domain 3 “Approach to Practice and Care” outcomes in Advanced Pharmacy Practice Experiences (APPE) across distinct geographical regions. Methods: An 18-item electronic survey was distributed to 88 student pharmacists at a private university completing APPEs in 5 distinct regions and 2 concentrated learning experiences during their penultimate rotation. The survey assessed whether students had at least 1 opportunity to achieve Domain 3 outcomes. Students were prompted to report a percentage of perceived successful accomplishment of outcomes if they stated they had at least 1 opportunity for achievement. Results: Survey response rate was 52% (n = 46). Respondents reported a median accomplishment of at least 85% for each question. For 2 questions, respondents reported a median accomplishment of 99%. Students perceived successful accomplishment for most of the questions related to communication outcomes, while the lowest completion percentages were noted in outcomes related to patient advocacy (85%) and problem solving (88%). Student perceptions of accomplishment among the 6 subdomains were similar across regions and concentrated learning experiences. Conclusions: Students felt confident in accomplishing the outcomes associated with CAPE Domain 3. Regional assignments did not impact student perceptions of outcome accomplishment. Preceptors may play a pivotal role in providing students with opportunities to further polish their skills and increase confidence, specifically in the areas of patient advocacy and problem solving.

scholarly journals Ethics Education for Contemporary Clinical Pharmacy Practice in Nigeria: Shortfalls and Needs

2020 ◽  
Vol 10 (1) ◽  
pp. 1-5
Author(s):  
Roland N. Okoro
Keyword(s):  
Clinical Pharmacy ◽  
Curriculum Design ◽  
Ethics Education ◽  
Ethical Issues ◽  
Healthcare Providers ◽  
Pharmacy Practice ◽  
Pharmacy Education ◽  
Pharmacy Students ◽  
Pharmacy Ethics

The past decade has witnessed a shift in the ambitions of pharmacists away from the core role of dispensing medicines towards more interesting and rewarding relationships and responsibilities with other healthcare providers and patients. The patient-centred role of pharmacists has allowed ethical issues experienced in medical practice to surface in pharmacy practice, resulting in an increase in the number and variety of ethical dilemmas that pharmacists face in their routine pharmacy practice. Pharmacy education prepares pharmacy students for practice and must be in tune with the professional dynamics. Many countries that provide patient-centered pharmacy services have redesigned pharmacy ethics education while others are in various stages of revision of their curriculum in order to adequately equip future pharmacists with the rudiments required to handle ethical issues in clinical pharmacy practice. In contrast, in Nigeria, little or no pharmacy ethics is taught to pharmacy students and the challenge lies with the curriculum design and method of teaching.

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.

Development, Implementation, and Evaluation of Introductory Pharmacy Practice Experiences at an Academic Medical Center

2018 ◽  
Vol 33 (4) ◽  
pp. 408-414
Author(s):  
Ashley Thompson-Quan ◽  
Judie T. Tran ◽  
Valerie Clinard
Keyword(s):  
Medical Center ◽  
Academic Medical Center ◽  
Pharmacy Practice ◽  
Pharmacy Education ◽  
Pharmacy Students ◽  
Rotational Structure ◽  
Program Structure ◽  
Point Scale ◽  
Accreditation Council ◽  
Academic Medical

Purpose Introductory pharmacy practice experiences (IPPEs) for pharmacy students are required by the Accreditation Council for Pharmacy Education, but guidance for rotational structure is limited. Objective To describe the design, implementation, and evaluation of IPPE rotations at a large, multisite, academic medical center. Conclusion A large IPPE program was successfully implemented and sustained. Rapid cycle changes were made based on post rotational surveys completed by both preceptors and IPPE students to assess and modify the rotations until the average experience was rated at least a 4 on a 5 point scale, illustrating a mutually beneficial collaboration between the Medical Center and the School of Pharmacy. The IPPE program structure and capacity has continued to grow at the Medical Center in a collaborative manner.

Learning Style Preferences of Pharmacy Students

2013 ◽  
Vol 4 (1) ◽  
pp. 119-129
Author(s):  
Zoriah Aziz ◽  
Tey Xin Yi ◽  
Syireen Alwia ◽  
Chong Nyuk Jet
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
Learning Experience ◽  
Learning Preferences ◽  
Pharmacy Education ◽  
Pharmacy Students ◽  
Internal Reliability ◽  
Learning Style Preferences ◽  
Style Preferences ◽  
The University

Students have preferences about how they like to learn. Available evidence suggests that understanding students’ learning style is helpful in providing them a successful learning experience. The aim of the study was to determine the learning styles preferences of pharmacy students. The Honey and Mumford’s Learning Style Questionnaire (LSQ) was administered twice to all undergraduate pharmacy students (n=240) in the University of Malaya, Malaysia. The LSQ covered four different learning preferences: activist, reflector, theorist and pragmatist. The LSQ showed satisfactory test-retest correlation (0.57 to 0.66) and moderate internal reliability (0.53 to 0.61). Reflector learning style was the most common among the students (60.4%) followed by theorist and pragmatist (both 8.8%) and activist (6.2%). Another 15.8% of the students did not show any dominant learning styles. The preferred learning styles were statistically independent of the demographic variables examined such as level of academic year, sex, race and pre-university qualifications. A range of teaching methods and learning activities should be provided in pharmacy education in order to match the variety of learning styles.

Well-Being and Functional Status of Pharmacy Students: A Preliminary Assessment

1997 ◽  
Vol 13 (2) ◽  
pp. 84-88
Author(s):  
Eric T Edgell ◽  
Michael D Caplette ◽  
Karl J Gregor ◽  
Mark T Flynn ◽  
Stephen Joel Coons
Keyword(s):  
Health Status ◽  
Negative Impact ◽  
Emotional Problem ◽  
Well Being ◽  
Research Process ◽  
Pharmacy Education ◽  
Pharmacy Students ◽  
First Year ◽  
Student Functioning ◽  
The University

Objective: To initiate the research process of investigating how pharmacy education affects the health status of pharmacy students. Design: Student functioning and well-being were assessed within two pharmacy classes at two points in time. Setting: College of Pharmacy, The University of Arizona, Tucson, AZ. Participants: Students enrolled in either their first (class of 1997) or third (class of 1995) professional year of The University of Arizona's 4-year Doctor of Pharmacy degree program. Main Outcome Measure: The RAND 36-Item Health Survey 1.0. Results: No significant mean score differences were found between the classes, and the mean scores for the first-year class remained stable during the semester. The third-year class's mean scores for the emotional well-being and emotional problem-related role functioning scales decreased significantly during the semester. Conclusions: Pharmacy school may affect students' functioning and well-being in different and unique ways compared with medical school. Additional research should be conducted to assess changes in pharmacy student health status and to develop mechanisms to help counter any negative impact that may occur during pharmacy school.

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.

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