scholarly journals Skills Development Using Role-Play in a First-Year Pharmacy Practice Course

2011 ◽  
Vol 75 (5) ◽  
pp. 84 ◽  
Author(s):  
Deepa Rao
Keyword(s):  
Role Play ◽  
Pharmacy Practice ◽  
Skills Development ◽  
First Year

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 Study On The Use Of Oral Drills And Role-Play Method In Improving Students’ Interactive Speaking Achievement

2017 ◽  
Vol 2 (1) ◽  
pp. 24-45
Author(s):  
Kelvri L. Sinambela ◽  
Debora Chaterin Simanjuntak
Keyword(s):  
Experimental Method ◽  
Quantitative Research ◽  
Role Play ◽  
P Value ◽  
First Year ◽  
First Year Students ◽  
Significant Difference ◽  
Post Test ◽  
Experimental Group

This study examines whether the use of Oral Drills and Role-Play method could improve students’ interactive speaking achievement. This study used quantitative research using pre-experimental method with one group pre and posttest design. The study was conducted in SMP Advent II, Setia Budi, Bandung. The participants of this study were 30 students from the first year students at SMP Advent II Setia budi, Bandung as the sample and they were grade VII at SMP Advent II Setia Budi, Bandung. This study used one experimental group as the sample. A pre-test and post-test were done. The experimental group was given treatment (Oral Drill and Role-Play Method). The data gathered was then statistically calculated and analysed. According to the interpretation, if p Value (Sig.) ≤ 􀟙 (0.05) then HA is accepted and H0 is rejected and If p Value (Sig.) ≥ 􀟙 (0.05) then H0 is accepted and HA is rejected. After calculating the data it was known that the p-value = 0.000 lesser than alpha 0.05. Result of the study showed that there is a significant difference in improving students’ interactive speaking achievement after using oral drills and role-play method.   Keywords: Interactive Speaking, Oral Drills, Role-Play Method

Implementing innovative, learner-centered methods to teach oncology fellows how to face difficult conversations.

2016 ◽  
Vol 34 (26_suppl) ◽  
pp. 27-27
Author(s):  
Andrew Shaw ◽  
Matthew Reilley ◽  
Jennifer Leigh McQuade ◽  
Walter F. Baile ◽  
Daniel E. Epner
Keyword(s):  
Communication Skills ◽  
Role Play ◽  
Narrative Medicine ◽  
Life Transitions ◽  
Average Score ◽  
First Year ◽  
Large Group ◽  
Learner Centered ◽  
Clinical Scenarios ◽  
Key Skills

27 Background: Oncologists engage in emotionally charged conversations with patients and families about prognosis, goals of care, and end of life transitions. Many oncologists lack key skills for guiding patients through such conversations. Key skills include posing open ended questions to elicit the patient’s perspective, using silence effectively, and responding to emotion with empathy. We previously described a communication skills curriculum for first year medical oncology fellows consisting of a series of one hour monthly seminars (Epner and Baile, Academic Medicine, 2014). We now describe improvements in the curriculum based on extensive feedback from learners and teaching assistants. Methods: Anonymous feedback from first year fellows indicated longer sessions would allow for sufficient warm up and more in depth reflection and opportunity to practice. We therefore consolidated the sessions into quarterly 4 hour workshops. Several fellows also expressed discomfort with participating in role play of clinical scenarios in front of colleagues, so we implemented small group learning in which 3-4 fellows practiced communication skills in facilitated role play scenarios. We also replaced large group role play with narrative medicine techniques, such as reading and discussing medically-themed short stories and reflective writing exercises to allow the greatest amount of participation among learners. Results: Fellows completed anonymous surveys on which they rated items on a 4 point scale, with 1 being best and 4 worst. The average score of the two survey items pertaining to large group role play was 2.6. After changes in the curriculum, items pertaining to narrative medicine averaged 1.3, which was very favorable. Items pertaining to relevance and value of the curriculum also averaged less than 1.5 for all years. Attendance was 100% with the exception of fellows who were on vacation. Conclusions: Learner-centered, interactive innovations to our previous communication skills curriculum were highly rated by fellows and addressed issues of enhanced participation in a learning environment in which fellows felt safe to actively participate, reflect, and interact extensively with their peers.

Essential Training, Resources, and Skills of First-Year and Junior Pharmacy Practice Faculty Needed in the Development of an Individual Research Program

2017 ◽  
Vol 31 (6) ◽  
pp. 617-622 ◽  
Author(s):  
Anthony E. Zimmermann ◽  
Michael C. Thomas
Keyword(s):  
Research Program ◽  
Research Training ◽  
Pharmacy Practice ◽  
Early Career ◽  
First Year ◽  
Training Support ◽  
Research Areas ◽  
Training Resources ◽  
Conducting Research ◽  
Level Of Importance

Objective: To describe types of current training/support received and elicit opinions on the level of importance of specific skills and resources needed to build confidence in conducting research for early-career pharmacy practice faculty. Methods: A survey instrument regarding available resources, levels of importance of resources, and skills needed to improve research confidence was sent to all new early-career practice faculty members with 3 or less years of experience in academia at 129 US colleges and schools of pharmacy. Results: Few respondents indicated a formal research training existed at their institution. Overall, a majority of respondents identified at least 14 specific developmental areas as moderately to very important in building confidence. Over 75% of respondents rated 15 basic skills as moderately to very important in successfully starting an individual research program. Conclusion: Although different types of research training programs are available, confidence in conducting research in both informal and formal ones is low. Both groups of respondents identified similar important developmental research areas that would increase their confidence and skills in achieving their early research goals.

scholarly journals المنهجية الوسيطة في تعليم المحادثة / The Intermediate Method in Teaching Speaking Skill

1970 ◽  
Vol 7 (1) ◽  
Author(s):  
محمود بولعراس الجمعي
Keyword(s):  
Elementary School ◽  
Role Play ◽  
The Other ◽  
First Year ◽  
Suggested Approach ◽  
Standard Arabic ◽  
Oral Expression ◽  
Speaking Skill ◽  
Speed Up ◽  
Linguistic Means

ملخص البحث:هذا المقترح يرتكز إلى دروس محددة ومقصورة على أهداف معطاة لكل طالب ذي قدرة لغوية كافية ليصبح قادر ا علىالاحتفاظ ببعض هذه المواضيع، وليكن من المستوى الأخير من الابتدائي والأول من المتوسط، يبقى اختلاق جو مفضل لهذهالمحادثة، فلا يكفي أن نستدعي أيّ كان للكلام أو أن نطرح عليه بعض الأسئلة، مثل أن نستدعي طالب ا لا يعرف عنالموضوع أشياء كثيرة، فأولا يجب أن نضع المحادثة موضعها الفضائي والمفضل للمحادثة؛ أي يجب استدعاء الطالب للكلامبقول شيء ما، هنا وفي هذه اللحظة للقسم، وبالمقابل فممارسة هذين الدورين الذي ليس له معنى بالنظر إلى جهة أخرى - -افتراضي لاحق ا ، مثلا أن يتكلم في يوم قضاه في بلد ما، وهذا الفضاء سيجعل المتعلم باللهجة يهجرها إلى استعمال الفصيحمن اللغة العربية، وذلك باستدعاء استعجال الكلام بكل ما أوتي من قوة، وذلك بتوظيف المفردات والنحو في خدمة المعنى،ويسرّع ذلك بالتقدم في المحادثة، ونقدم في الأولوية تبعا لذلك أسئلة الوسائل اللغوية، ونأخذ بعين الاعتبار أن الشفهي ليسهو الكتابي، ومنه تتطلب هذه المحادثة عرض المصادر المهمة خاصة لأجل المحادثة التي هي مهمّة للتعرف عليها لأجل أنتكون أكثر طلاقة وأكثر تح رر ا وأكثر تنوّع ا . وأخيرا توصلت الدراسة إلى أن هذا المقترح قد لاقى استحسانا في ملاءمة الثقافةالمدرسية التي تمثل الكلام المفضل لدى الطلبة، وهي تلائم الأعداد الكبيرة في القسم عادة والتوقيت الموجز والعمل الموازيالمحدود الانجاز في المنزل، ويبقى المعلم هو مصدر المادة اللغوية وكذلك الطلبة، وقد تقوم هذه المقاربة على استقلالية مريحة حقاللطالب.الكلمات المفتاحية: المنهجية الوسيطة تعليم المحادثة مهارة. Abstract:The paper is a suggestion focusing on certain lessons that have the objectives to enable students to understand some of the topics of those lessons. They are from the final level of  the elementary school and form from first year secondary. The created atmosphere is favorable to the students that no question needs to be asked or initiated in order for them to start conversing. A student who does not know the topic much was called for instance and the conversation need to be initiated in an exciting and interesting context; he is called to say something there and then in the class. This role play- that perhaps is meaningless to the other party- is based on assumption. For example, he might be asked to talk about the day he spend his holiday in a certain country. This would make him abandons his dialect to talk with the standard Arabic. This can be done by hastening to talk as much as he could by making both the words and grammar to serve the meaning. This would speed up the progress of the discussion .We present as the priority the questions on linguistic means taking into consideration that the oral expression is not the written one, because the criteria of correction are not the same. On the other hand, grammar cannot be translated in its realistic nature. This discussion requires the use of important sources, especially for the conversation which is essentially need to be made more fluent, spontaneous and varied. Finally, the study found out that this suggested approach was received favorably in appropriating the school cultural aspect that is preferable to the students and it also suits the big number of students in a classroom. It consumes less time and suitable as homework. The teacher in this regard still is the source of the language material and the students can perform it as they wish .Keywords: The Intermediate – Method – Teaching - Speaking - Skill Abstrak:Kajian ini mengemukakan satu cadangan yang memberikan fokus kepada beberapa pelajaran yang berobjektifkan kefahaman pelajar terhadap kandungan pelajaran tersebut. Pelajar terdiri daripada tahap akhir sekolah rendah dan tahap permulaan sekolah menengah. Keadaan yang diwujudkan amat digemari oleh pelajar sehinggakan tidak timbul keperluan memberikan soalan-soalan untuk memulakan mereka bertutur. Seseorang pelajar yang didapati kurang memahami sesuatu pelajaran boleh dipanggil secara terus dan satu perbualan boleh dimulakan dalam suasana yang menarik secara langsung diwaktu dan tempat pembelajaran itu dilakukan. Permainan peranan ini- yang mungkin tidak bermakna kepada pelajar tersebut- dijalankan berdasarkan kepada asumsi topik tertentu. Contohnya pelajar ditanya tentang percutiannya. Ini akanmenjadikannya bertutur dengan dialek standard dan melupakan dialek pertuturannya. Perbualan adalah pantas dengan menjadikan perkataan dan tatabahasa menyampaikan maksud. Ini akan mempercepatkan lagi perkembangan perbincangan pelajaran tersebut. Sebagai keutamaan, soalan-soalan yang terdapat kriteria linguistic sambil mengambil kira yang kesalahan bahasa dalam pertuturan adalah berbeza dengan kesalahan bahasa dalam penulisan. Tambahan pula, aspek tatabahasa tidak akan dapat direalisasikan dengan mudah dalam perbualan. Perbincangan tersebut memerlukan sumber-sumber penting terutama dalam perbualan yang perlu mencapai tahap kelancaran yang lebih, spontan dan pelbagai. Akhirnya, kajian ini mendapati pendekatan ini mendapat reaksi positif dalam menampilkan aspek kebudayaan sekolah yang disukai pelajar serta bersusaian dengan jumlah murid dalam kelas yang agak ramai. Ia juga tidak memakan masa dan boleh dijadikan kerja rumah ringan. Guru dalam praktis ini tetap menjadi sumber bahan bahasa berkenaan dan pelajar pula boleh melakukannya mengikut cara yang mereka inginkan .Katakunci: Pertengahan, Metod, Pengajaran, Pertuturan, kemahiran Katakunci: Pertengahan – Metod – Pengajaran – Pertuturan – kemahiran.

scholarly journals Using role play and explicit strategy instruction to improve first-year students’ academic reading proficiency

2021 ◽  
Vol 12 (1) ◽  
Author(s):  
Naomi A.Y. Boakye
Keyword(s):  
Reading Ability ◽  
Role Play ◽  
Strategy Instruction ◽  
Reading Proficiency ◽  
First Year ◽  
Social Phenomena ◽  
First Year Students ◽  
Academic Reading ◽  
Explicit Strategy Instruction ◽  
High Level

Background: Many first-year students find the reading of academic texts to be challenging and overwhelming. In particular, first-year students studying sociology at the South African institution where the study was conducted complain of comprehension challenges. This may be due to the presence of numerous theoretical and abstract concepts in sociology texts, which have to be unpacked in order to gain a greater understanding of social phenomena. A high level of reading proficiency is required in the reading of sociology texts; however, some students are poor readers and find it difficult to cope.Objectives: The article reports on a support programme aimed at improving first-year sociology students’ academic reading proficiency.Method: In addition to explicit strategy instruction, which has been used by many researchers to improve reading comprehension, role play was introduced to the reading of sociology texts during tutorials in order to promote deep reading and improve comprehension. Pre-tests and post-tests, together with closed-ended and open-ended questionnaires, were used to determine the efficacy of the intervention. The tests were analysed using t-tests, and the questionnaires were analysed using descriptive statistics for the closed-ended section and content analysis for the open-ended questions.Results: The findings showed that a significant number of students had improved their reading proficiency and reported both cognitive and affective benefits.Conclusion: Recommendations are made in relation to the use of role play in addition to explicit strategy instruction in order to maximise the improvement of students’ academic reading ability.

scholarly journals Tutorials for Enhancing Skills Development in First Year Students Taking Biological Sciences

2012 ◽  
Vol 20 (1) ◽  
pp. 68-83
Author(s):  
Nicola J. Cousins ◽  
Martin Barker ◽  
Catherine Dennis ◽  
Sarah Dalrymple ◽  
Lindsay R. McPherson
Keyword(s):  
Biological Sciences ◽  
Skills Development ◽  
First Year ◽  
First Year Students
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