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 Assessment of outcomes associated with a Moodle-based lesson design for a research course in pharmacy education: An experimental pilot process validation study

2021 ◽  
pp. 642-650
Author(s):  
Syed Wasif Gillani ◽  
Shabaz Mohiuddin Gulam ◽  
Jumana Al-Salloum ◽  
Rizah Anwar Assadi
Keyword(s):  
Completion Time ◽  
Pool Analysis ◽  
Research Process ◽  
Pharmacy Education ◽  
Pharmacy Students ◽  
Lesson Design ◽  
Mean Values ◽  
Self Reflection ◽  
Average Completion Time ◽  
And Performance

Background: This study aims to evaluate the effectiveness of an online Moodle-based lesson for pharmacy students developed and designed for a research course focused on different methodologies, study variables, and research process applications. Methods: An experimental research methodology was used to determine the effectiveness of the Moodle-based lesson. All fourth term Pharm.D. students were required to complete and provide self-reflection reports. The outcome variables were cluster-based completion time, earned score, subjective feedback on contents, gender differences, and performance. Mean values were used to conduct statistical analysis, and a logistic regression model was applied to identify the significance of independent variables. Results: A total of 35 students completed the Moodle-based lesson. The mean earned score for the module was 81.0%, with an average completion time of 28.5 (range 26.8-30.1) hours. Females showed completion in less time compared to males. The reported knowledge and understanding showed a significant (p<0.001) pre-post increase in mean percentages in all three clusters. The intragroup pool analysis also reported significant (p<0.001) differences among gender and performance. The general feedback was limited to technical difficulties and self-reflection questions. Conclusions: The findings of this study showed that the online Moodle-based lesson module for a research course is an effective and validated tool to improve the knowledge and understanding of pharmacy students.

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 Emergence of AGHE's Basic-Competencies Guidelines in Gerontology

2020 ◽  
Vol 4 (Supplement_1) ◽  
pp. 553-553
Author(s):  
Robert Maiden
Keyword(s):  
Learning Outcomes ◽  
Program Analysis ◽  
Student Learning Outcomes ◽  
Program Review ◽  
Self Reflection ◽  
Living Entity ◽  
Geriatric Education ◽  
Basic Competencies ◽  
Basic Competency ◽  
Improve Instruction

Abstract This presentation will explore the development of AGHE’s major contemporary contribution: AGHE’s basic-competency guidelines and their role in program review and program enhancement. The presenter will describe in detail the steps in creating objective student learning outcomes and will explore how meeting these competencies improve instruction, self-reflection, program analysis and faculty discussion and ultimately gerontology programs. These guidelines and policies embody a living entity that is always evolving. Future iterations will be anticipated and discussed. Part of a symposium sponsored by the Geriatric Education Interest Group.

scholarly journals Perception of pharmacy students towards their community pharmacy training experience: a cross-sectional study from Jordan

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Rana Abu Farha ◽  
Eman Elayeh ◽  
Needa Zalloum ◽  
Tareq Mukattash ◽  
Eman Alefishat ◽  
...  
Keyword(s):  
Positive Feedback ◽  
Cross Sectional Study ◽  
Pharmacy Education ◽  
Pharmacy Students ◽  
Sectional Study ◽  
Training Experience ◽  
Patient Centered ◽  
Cross Sectional ◽  
Positive Attitudes ◽  
Need To Evaluate

Abstract Background The fact that pharmacists are in the front line of patients’ care gives a great responsibility to focus on education and training of pharmacy students to build a ‘patient-centered’ clinicians. Unfortunately, pharmacy education in the developing countries, have been lagging behind actual practice delivered by pharmacists. This highlighted the need to evaluate the perceptions of undergraduate pharmacy students regarding their current pharmacy training practices and experiences. Methods This is a cross-sectional study that was conducted in Jordan during the period from August 2018 to October 2018. During the study period, a questionnaire was distributed to pharmacy students to collect information regarding 1) pharmaceutical care services provided by them during their experiential training, 2) their perceptions towards training sites, 3) their perceptions of the outcomes of their training experience, 4) information about their training site and 5) their demographics characteristics. Results A total of 202 pharmacy students responded to the questionnaire. The majority of them reported having the opportunity to dispense refill or new prescriptions (73.8%, n = 149), and conduct patient interviews (69.8%, n = 141, but they were not provided good opportunities to create electronic patient profiles using the information obtained (53.0%, n = 107), perform required dose calculations based on patient information (37.6%, n = 76), and interact with other healthcare professionals (34.6%, n = 70). In addition, students showed positive attitudes toward training sites, positive feedback about the outcomes of their training experience (median scores range between 4 and 5 for all statements (IQR = 1 for all)). Conclusion Students showed positive feedback about the outcomes of their training experience, but they felt that the selected training sites do not have adequate resources to meet their training competencies. Memorandums of understanding development is needed to specify the purpose of training and define the responsibility for both parties of the training process.

scholarly journals Problems In HOTS Application: A Study of Teacher’s Reflection and Decision Making

JET ADI BUANA ◽  
2021 ◽  
Vol 6 (02) ◽  
pp. 163-170
Author(s):  
Intan Riza Aprilya ◽  
Muhammad Saifuddin
Keyword(s):  
Decision Making ◽  
Learning Outcomes ◽  
Learning Process ◽  
Teaching And Learning ◽  
Higher Order Thinking ◽  
Thinking Skill ◽  
Teaching Activities ◽  
Self Reflection ◽  
Qualitative Research Design ◽  
Critical Problems

Higher Order Thinking Skill (HOTS) is a demanded strategy to be applied in any teaching activities, including English teaching and learning process. This HOTS application offers attainable learning outcomes to the teachers when conducting teaching activities. Teachers are able to see how far students can learn based on cognitive, affective, and psychomotor aspect. However, there were problems which teachers found and challenged them to encounter the problems to keep the implementation of HOTS successful. This research was carried out to figure out teacher’s self-reflection on problems found and to determine decisions how to encounter them. In line to the research purpose, a qualitative research design was applied within interview and questionnaire. Furthermore, based on teacher’s reflection, it was revealed that during learning activities the students acted unmotivated and lack of confidence; they lacked English interest; and HOTs was not applied properly based on its stages. Then, decision making was established in terms of teaching strategies and lesson planning. In conclusion, despite the importance of creating HOTS to invite students to be creative and critical, problems still remained. Thus, self-reflection did assist teacher to analyze and figure out what teaching weaknesses are and imply to the HOTS application to improve teaching and learning process.

scholarly journals An Instructor Learning Analytics Implementation Model

2017 ◽  
Vol 21 (3) ◽  
Author(s):  
Holly McKee
Keyword(s):  
Learning Outcomes ◽  
Learning Analytics ◽  
Teaching And Learning ◽  
Research Problem ◽  
Self Reflection ◽  
Implementation Model ◽  
Design And Development Research ◽  
Pedagogical Intent ◽  
And Performance ◽  
Support Students

With the widespread use of learning analytics tools, there is a need to explore how these technologies can be used to enhance teaching and learning. Little research has been conducted on what human processes are necessary to facilitate meaningful adoption of learning analytics. The research problem is that there is a lack of evidence-based guidance on how instructors can effectively implement learning analytics to support students with the purpose of improving learning outcomes. The goal was to develop and validate a model to guide instructors in the implementation of learning analytics tools. Using design and development research methods, an implementation model was constructed and validated internally. Themes emerged falling into the categories of adoption and caution with six themes falling under adoption including: LA as evidence, reaching out, frequency, early identification/intervention, self-reflection, and align LA with pedagogical intent and three themes falling under the category of caution including: skepticism, fear of overdependence, and question of usefulness.  The model should enhance instructors’ use of learning analytics by enabling them to better take advantage of available technologies to support teaching and learning in online and blended learning environments. Researchers can further validate the model by studying its usability (i.e., usefulness, effectiveness, efficiency, and learnability), as well as, how instructors’ use of this model to implement learning analytics in their courses affects retention, persistence, and performance.

Big stories co-constructed

2010 ◽  
Vol 20 (2) ◽  
pp. 274-295 ◽  
Author(s):  
Sarah Helsig
Keyword(s):  
Narrative Research ◽  
The Self ◽  
Self Reflection ◽  
Analytical Point ◽  
Research Interviews ◽  
Small Story ◽  
Methodological Procedures ◽  
Point Of Departure

Tying up to previous narrative work that is concerned with the interrelations between big story and small story research (Bamberg, 2006; Freeman, 2006; Georgakopoulou, 2006b), this article aims to demonstrate that big story research can profit from methodological procedures that understand narrative research interviews as interactional encounters and positions assigned to the narrator during this encounter as impinging on the biographic accounts they deliver. For that purpose, I take the interaction between the interviewer and the interviewee — both before and during the actual interview — as an analytical point of departure and argue that the self-constructions that narrators undertake when engaging in (auto)biographic self-reflection have to and can only be understood against the background of this embedding interaction.

scholarly journals How Similar are Pharmacy Students and White Blood Cells? Curricular Content Reinforced Through Personification

2019 ◽  
Vol 10 (3) ◽  
pp. 12
Author(s):  
Kenric Ware
Keyword(s):  
Blood Cells ◽  
Statistical Significance ◽  
White Blood Cells ◽  
Pharmacy Education ◽  
Pharmacy Students ◽  
First Year ◽  
Roles And Responsibilities ◽  
Curricular Content ◽  
Article Type ◽  
And Gender

Description: This initiative sought to evaluate the use of personification to reinforce immunology concepts among pharmacy students.  A two-part question posed to first year pharmacy students asked if they could physically become two white blood cells (WBCs), which would they choose and why. Students received instruction in immunology prior to providing their feedback. Demographics included campus of enrollment and gender designation. Student ratings 1 to 5 reflected approval levels toward this activity’s usefulness (1: least; 5 most). Key Findings: One hundred and ten of 117 students selected two WBCs they would physically become if possible (94%). Less than two-thirds of students were female (63%) and the Columbia campus featured approximately a quarter of the students (24%). The most and least common WBCs chosen, as first selections by campus and gender, were statistically significant being neutrophils and basophils, lymphocytes and eosinophils, respectively. The median approval values of the WBC personification activity by campus and gender were similar and did not reach statistical significance, 4.5 and 5, respectively. Conclusion: Pharmacy students commended the personification activity for helping them learn the roles and responsibilities of WBCs. Unique and insightful rationales for the choices made for WBCs persisted among the students. In light of these favorable reviews, this type of activity can be adapted to other areas of pharmacy education.   Article Type: Note

The Challenges Faced by Pharm.D Students in Online Learning due to Covid-19 Pandemic and its Impact on their Mental Health in the Northern Border Region of Saudi Arabia

2021 ◽  
Vol 15 (9) ◽  
pp. 2819-2822
Author(s):  
Anwar A Alshammari ◽  
Abdulrahman M Alshammari ◽  
Nawaf M. Alotaibi ◽  
MD Ali Mujtaba ◽  
MD Tauquir Alam
Keyword(s):  
Mental Health ◽  
Online Learning ◽  
Online Education ◽  
Pharmacy Education ◽  
Border Region ◽  
Pharmacy Students ◽  
Poor Sleep ◽  
Face To Face ◽  
Northern Border ◽  
Teaching Learning

Objective: The purpose of the survey was to gather information from students on their learning preferences prior to the COVID-19 outbreak, barriers to online education during the pandemic, and the mental and psychological effects of COVID-19 on students. Method: Applying Google Forms, a cross-sectional pharmacy student-targeted online questionnaire designed to develop. In order to ensure that only pharmacy students responded, an introductory opening inquiry of the program name used to select out non-pharmacy students. Following that, these few demographic questions are asked to the participant's present institution and program year in which the participants currently in. Results: A total 260 pharmacy students received the survey, out of total 186 replies were received from professional pharmacy students, resulting in a response rate of around 71.5%. Almost half of the students (94%) chose traditional face-to-face training, while 32.8% preferred a combination of online and face-to-face instruction, and only 16.7% liked online instruction alone. The difficulties to online education during the COVID-19 pandemic outbreak show that, Issues with in-person communication (23.7%), pandemic-related anxiety and stress (22%), time management (19.9%), experience in online education (16.7%). The majority of respondents (87%) intended to incorporate online knowledge gained during the COVID-19 pandemic outbreak into their teaching/learning techniques. During the COVID-19 epidemic, we discovered that practically all students were plagued by symptoms of sadness, anxiety, tension, and poor sleep quality, with the majority suffering from significant depression (31.2 %). Conclusion: This study concludes that most of the students are in favor of incorporation and applications of online learning experiences in teaching/learning practices garnered during pandemic. Furthermore, the majority of students had changed their behavior as a result of coronavirus, while nearly half of those polled experiencing an increase in anxiety and tension. Keywords: COVID-19 pandemic, online learning, mental health, Pharm.D students, Pharmacy education, face to face learning.

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