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Practical co-activation in the default mode system inside APOE ε4-carriers: A replication research.
Association Involving Graft Selection and also 6-Year Eating habits study Version Anterior Cruciate Plantar fascia Recouvrement from the MARS Cohort.
Objective. To assess the effectiveness of well-being challenges embedded within a pharmacy management course to influence student adoption of positive well-being behaviors. Methods. Four optional, month-long well-being challenges addressing smartphone use, gratitude, sleep, and exercise were designed and administered within a pharmacy management course. Participants completed a reflective survey documenting reasons for participation, prior behaviors, and intentions to continue the behaviors. Results. Ninety-three percent (n=126) of students enrolled in the course participated in at least one well-being challenge, and 82% (n=104) of participants completed two or more challenges. The majority of participants (ranging from 88% to 100% per challenge) indicated they intended to attempt or definitely continue the behaviors after the challenge(s) was completed. Conclusion. A strategy of well-being challenges can be an effective way to influence students to adopt well-being protective behaviors.Objective. To develop, implement, and evaluate a co-curricular activity in which second-year Doctor of Pharmacy (PharmD) students developed an idea for a new clinical pharmacy service. Methods. A brief co-curricular activity based on the television series SharkTank was developed to encourage innovation and entrepreneurship. Second-year pharmacy students worked in assigned teams and were allowed one hour to develop an innovative clinical service to solve a pharmacy-related problem. Students then "pitched" their idea to a panel of four faculty members who served as the "sharks" and graded the teams using a rubric. The rubric which was employed was mapped to the Center for the Advancement of Pharmacy Education (CAPE) Educational Outcomes. A pre- and post-activity survey was administered to students to gather information about changes in their perceptions of innovation and entrepreneurship in pharmacy. Results. Student groups received higher scores on their ability to present background information and the need for their clinical service and lower scores in areas such as tracking outcomes and predicting challenges. On the post-activity survey, 96.7% of students agreed that the activity gave them a better understanding of pharmacists' roles in establishing new clinical services, and 86.7% stated they intend to actively seek out new clinical pharmacy service opportunities in their future career. Conclusion. Results of the survey demonstrate that students understand the importance of innovation and entrepreneurship in pharmacy practice, and almost all students felt that the activity gave them an even better understanding of the pharmacist's role in clinical service development. This activity can serve as a blueprint for schools of pharmacy looking to incorporate creative and fun methods of exposing PharmD students to innovation and entrepreneurship activities.Objective. To explore the lived experiences of pharmacy students undertaking an early preregistration training placement in the United Kingdom, particularly with respect to the development of different aspects of their professionalism. Methods. Fourteen students returning from an early preregistration placement (during the third year of their pharmacy degree) were interviewed, using a semi-structured approach. Grounded theory methods were used to analyze the transcripts and a theory was developed. Results. Developing a professional identity was the core process that occurred during the placement. This included four stages reflection, selection of attributes, professional socialization, and perception of role. As a consequence of developing a professional identity, participants had a strong vision of the kind of pharmacist they wanted to be when qualified. They articulated an increased responsibility as students, and began to see themselves as a "trainee professional." Conclusion. selleck The findings of this study strongly support having an early preregistration period for pharmacy students to develop a sense of professional identity and strengthen their motivation to learn.The ability to follow instructions is an important aspect of everyday life. Depending on the setting and context, following instructions results in outcomes that have various degrees of impact. selleck In a clinical setting, following instructions may affect life or death. Within the context of the academic setting, following instructions or failure to do so can impede general learning and development of desired proficiencies. Intuitively, one might think that following instructions requires simply reading instructional text or paying close attention to verbal directions and performing the intended action afterward. This commentary provides a brief overview of the cognitive architecture required for following instructions and will explore social behaviors and mode of instruction as factors further impacting this ability.Objective. To assess the degree of change in the level of scientific reasoning in first-year pharmacy students by applying active-learning methods during a physics course. Methods. The efficiency of the active-learning methods of experimentation and discussion in the development of scientific reasoning in 90 pharmacy students was determined by comparing it to the efficiency of using traditional learning methods (eg, lecture) with 60 students. The Lawson Classroom Test of Scientific Reasoning was used to measure change. Results. The data from this five-year study showed that of all pharmacy students in the active-learning group who were functioning on a stable or transitional level of thinking at the time of the pretest, 28.6% achieved a shift towards a higher level of scientific thinking. The active-learning group also achieved better overall results in the course. Conclusion. Using active-learning methods (experimentation and discussion) in a physics course enabled pharmacy students to better master the content. By elevating students' level of scientific reasoning, a foundation for using evidence-based medicine was established.Objective. To measure Doctor of Pharmacy (PharmD) students' confidence and assess their performance when processing inpatient medication orders, and to determine students' opinions regarding electronic health record (EHR) technology. Methods. Using an EHR platform, students processed inpatient medication orders during two laboratory sessions and one assessment. Each student was assigned one unique patient per session and was given three inpatient orders to process. Medication errors were randomly imbedded in the medication orders. Students needed to determine if the order was acceptable or required flagging because of an identified error. Pre- and post-activity surveys were administered to assess students' level of confidence and perceptions regarding the simulated EHR activities. Aggregate performance scores were compared between a cohort of PharmD students that used an EHR for the activity versus those who completed the activity the previous year using a paper-based medication form. Results. One hundred eight of 158 students (68%) in the course had pre- and post-activity survey data that could be paired.
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