Notes

Hydrolysis involving FTOH precursors, a simple strategy to are the cause of many of the not known PFAS.
ir competence in applied and geriatric pharmacotherapy.
The results indicate remarkable gaps in community pharmacists' current competence in medication risk management, particularly in their competence in applied and geriatric pharmacotherapy.
Reliability is critical validation evidence on which to base high-stakes decision-making. Many times, one exam in a didactic course may not be acceptably reliable on its own. But how much might multiple exams add when combined together?

To improve validation evidence towards high-stakes decision-making, Generalizability Theory (G-Theory) can combine reliabilities from multiple exams into one composite-reliability (G_String IV software). https://www.selleckchem.com/products/PP242.html Further, G-Theory decision-studies can illustrate changes in course-grade reliability, depending on the number of exams and exam-items.

101 first-year PharmD students took two midterm-exams and one final-exam in a pharmaceutics course. Individually, Exam1 had 50MCQ (KR-20=0.69), Exam2 had 43MCQ (KR-20=0.65), and Exam3 had 67MCQ (KR-20=0.67). After combining exam occasions using G-Theory, the composite-reliability was 0.71 for overall course-grades-better than any exam alone. Remarkably, increased numbers of exam occasions showed fewer items per exam were needed, and fewesions for educators is developing fewer items per exam and fewer items over all exams.
Obtaining patient medication histories during emergency department (ED) admissions is an important step towards identifying potential errors that could otherwise remain in the patient's active medication list. This is a descriptive report of a standardized, electronic data collection tool created to document potential medication errors in patients receiving high-risk medications during ED admissions.

Trained pharmacy technicians completed a survey following medication history collection using a secure web platform called REDCap®. Data collected included patient-specific information, the number and type of high-risk medications, and potential medication errors identified in the collection process.

During a pilot period of April 2019 to October 2020, 191 patient records were completed using the survey tool. Out of a total of 1088 medications recorded, 41% were considered high-risk medications. 42% of potential medication errors were classified as high-risk medication errors. Results from this survey tool utcomes by developing virtual processes that may result in fewer medication related events.
This web-based survey tool has improved the quality and efficiency of potential error identification during medication history collection by pharmacy technicians. This information can be easily retrieved and aid in discussions regarding medication reconciliation at the leadership level and impact patient treatment outcomes by developing virtual processes that may result in fewer medication related events.
While many public pharmacy schools have an adjoining health-system to accommodate their students, some pharmacy programs form partnerships with non-affiliated health-systems to precept students. These health-systems often afford students the opportunity to complete multiple rotations within a single organization, offering decreased onboarding time and more longitudinal experiences.

Two autonomous partnerships were developed with independent healthcare systems for concentrated learning experiences during the advanced pharmacy practice experiences year. Each program differs in student requirements and is overseen by the practice site, with participation by area faculty.

A survey assessed professional skill set development, achievement of program goals during the experiential year, and student satisfaction of a concentrated learning experience. A comparison between programs was completed to assess for consistency in student experiences. Nineteen students (83%) responded to the survey. Students from both health-systems reported similarities in professional skill growth. Likewise, all students reported achievement of program goals and overall satisfaction with their experiential training.

Independently managed concentrated learning experiences provided evidence of consistent growth in student professional development and achievement of programmatic goals. Partnerships with non-affiliated healthcare systems can provide a rich training ground for student learners.
Independently managed concentrated learning experiences provided evidence of consistent growth in student professional development and achievement of programmatic goals. Partnerships with non-affiliated healthcare systems can provide a rich training ground for student learners.
The success of flipped classrooms is dependent upon students' preparation prior to class, the lack of which is the most common challenge associated with this teaching methodology. To mitigate this limitation, it is important to develop and assess methods of engaging learners during pre-class activities.

To determine if quiz delivery method (embedded throughout versus after pre-class videos) affects students' knowledge retention, grades, and video viewing behavior.

Participating students were randomized to take quizzes, either during pre-class videos via Panopto
(EQV) or after pre-class videos in the traditional manner via Moodle
(TMM). Outcomes assessed included students' knowledge retention, scores on pre- and post-class quizzes, and pre-class video viewing behavior (total views and minutes viewed per student) during a three-week period. Having experienced both quizzing modalities during the semester, the perceptions from students in the EQV group were surveyed.

Baseline assessment results of botpre-class videos and their preparation for flipped classes.
Students' knowledge retention and performance were similar in both EQV and TMM groups, though students in the EQV group were more engaged with videos and most of them preferred this quiz delivery. Using embedded quizzes for formative rather than summative assessment might be an appropriate mechanism to encourage students' viewing of pre-class videos and their preparation for flipped classes.
The purpose of this project was to evaluate the experience of organizations who participated in a medication management learning collaborative and their perceptions of the different implementation strategies that were employed.

Using a utilization-focused evaluation approach, qualitative interviews were conducted with former participants (clinicians, managers, or other key stakeholders) of medication management learning collaboratives organized and delivered by Alliance for Integrated Medication Management (AIMM). The purpose of the learning collaboratives was to provide structure and facilitation to accelerate the implementation of medication management services. One-on-one semi-structured interviews were carried out with a lead member of 11 different organizations that participated in an AIMM collaborative about their experience in the collaborative and the different implementation strategies that were used.

Three themes emerged (1) perspectives on the implementation strategies, (2) external facilitators, and (3) additional benefits of being in the collaborative.
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