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Physical Activity Surgery as well as their Effects in Mental Purpose inside Those with Dementia: A planned out Evaluate as well as Meta-Analysis.
Wide variability was found in the design, purpose, and outcomes of capstone experiences. Study authors described the capstone experiences at their institution in terms of the viability, feasibility, desirability, and challenges faced.Conclusion. Capstones can play an important role in assessing student progress and practice readiness in pharmacy education. The findings of this study can be used to help pharmacy schools design capstone experiences that are effective and sustainable.Objective. To determine student pharmacists' perceptions of a leadership development program for student organization officers and report the changes in their Emotional Intelligence Appraisal (EIA) scores.Methods. Between 2015-2018, three different cohorts of Doctor of Pharmacy students participated in a voluntary leadership development program that spanned six academic quarters. The program included a variety of self-assessments and large-group topic discussions, followed by quarterly individual written reflections with feedback from faculty mentors. These activities primarily addressed the topics of emotional intelligence, strengths-based leadership, and continuous leadership development. Participants' EIA scores near the beginning and end of the program were compared. An anonymous online survey of participant perceptions was administered at the end of the program.Results. One hundred sixty-six student pharmacists completed all program activities. Each cohort's final mean overall, self-awareness, self-management, and social awareness EIA scores were higher than their corresponding mean initial scores. The overall response rate for the online survey was 61%. All respondents either strongly agreed or agreed that participating in the program enhanced their leadership skills. The majority of respondents additionally rated each of the program's activities as being either beneficial or very beneficial. The emotional intelligence assessment and strengths-based leadership assessment were the activities that were most frequently cited as being very beneficial.Conclusion. The pilot implementation of this leadership development program appears to have been both impactful and well received. Programs structured like this one may provide an effective way of increasing the emotional intelligence of student pharmacists, particularly within accelerated pharmacy programs.Objective. To examine the placement of pathophysiology, anatomy, and physiology within the curricula of US pharmacy schools and colleges for variations in program length, prerequisites, institution type, geographic region, and establishment date.Methods. The websites of 146 pharmacy programs were examined for information related to pathophysiology, anatomy, and physiology courses and instruction. Eight programs listed uninterpretable or incomplete website data and were excluded, producing a final sample size of 138 programs. Data were analyzed to determine differences in curricular placement, credit hours, and integration.Results. The majority (65.3%) of pathophysiology courses were incorporated into the curriculum by integration, while some (14.5%) had both stand-alone and integrated pathophysiology courses. The remaining programs (20.2%) had stand-alone pathophysiology courses only. Of those with stand-alone pathophysiology courses, the mean number of credit hours was 5. Most programs (76.1%) required anatomy and/or physiology as a prerequisite or as part of the professional program, with significantly more public programs than private programs requiring it as a prerequisite (77.9% vs 48.6%).Conclusion. Pathophysiology is taught in diverse formats throughout US pharmacy schools, with the only consensus among programs being that it belongs in the professional curriculum. While the majority of programs teach pathophysiology as an integrated course, stand-alone courses are also common. There is also great diversity in the type of instruction used in anatomy and physiology courses. While every program requires students to complete anatomy and physiology courses, these are commonly taught as part of the professional curriculum or are prerequisites. Overall, there are few significant differences in the instruction of these subjects among US pharmacy schools.Objective. To determine pharmacy students' preferences for and perceptions of in-person and video evaluations.Methods. A mixed methods survey was administered to 447 first-, second-, and third-year students enrolled in a public US Doctor of Pharmacy program. A survey instrument with 14 quantitative items and four qualitative items was used to measure student perceptions. Eight response choice items measured preferences. Paired t tests were used to compare students' perceptions. Independent t tests were used to compare perceptions between students who experienced and had not experienced video evaluations. Two researchers performed thematic content analysis of the qualitative responses.Results. Students (n=444, 99.3% response rate) perceived in-person evaluations more positively for all items except nervousness. Students who experienced video technology felt significantly more positive about video evaluations than students who had little or no experience using video technology on nine items. The students who experienced video technology felt significantly less positive toward video evaluations in terms of quality (1.24 vs. 0.83) and amount (1.14 vs 0.77) of written feedback. Although students valued the interaction with a larger, more diverse pool of evaluators that was made possible by video evaluations, they did not view video technology as applicable to their future practice.Conclusion. Students viewed in-person evaluations significantly more positively than video evaluations. This effect was mitigated by greater exposure to video technology, suggesting that concerns regarding video evaluations are based on conjecture rather than experience. this website This study highlights the need to reduce the technological issues associated with video evaluations and improve the written feedback provided to students.Objective. To examine pharmacy students' performance on and perceptions regarding the use of an interactive online tool for practicing to take objective structured clinical examinations (OSCEs).Methods. The Monash OSCE Virtual Experience (MOVE), an online module consisting of 20 pharmacy case scenarios with virtual patients, was piloted with final-year pharmacy students at Monash University campuses in Australia and Malaysia. A mixed methods approach that included reviewing user attempts and comparing grades, collecting student-administered questionnaires, and holding focus groups was used to examine students' perception and performance.Results. More than 99% of all students attempted at least one online case scenario in preparation for their final in-person OSCE, and 81% attempted all 20 scenarios two or more times. Ninety percent of students at the Malaysia campus and 70% of students at the Australia campus reported that MOVE was a helpful study tool for their OSCE preparation. However, a raw comparison of user attempts and OSCE grades did not find a direct correlation between online module attempts and assessment grades. Self-administered questionnaire and focus group results indicated that MOVE prepared students for targeted and time-restricted history-taking and problem-solving skills. Overall, students perceived MOVE to be a useful learning tool and a less overwhelming learning experience than were face-to-face sessions. Nevertheless, students still preferred face-to-face OSCE practice with simulated patients over online practice with virtual patients.Conclusion. The Monash OSCE Virtual Experience was perceived by our students as a flexible and useful online learning aid in preparing for their final-year OSCE However, there was no direct correlation between online practice attempts and students' exam grades.Objective. To incorporate ethics content into nine courses across three years of the didactic pharmacy curriculum and in introductory and advanced pharmacy practice experiences to ensure Doctor of Pharmacy (PharmD) students are prepared to address ethical issues.Methods. A free-standing, one-credit ethics course from the existing curriculum was eliminated. Partnering with course directors from nine required PharmD courses across all three years of the didactic curriculum and with the Office of Experiential Education, an Integrated Ethics syllabus was created that provided each class of approximately 170 students with at least one credit of didactic ethics instruction and added ethics activities to the experiential curriculum. Learning approaches included lecture, case analysis, and discussion with preceptors. Assessment approaches included written case analyses, tests with multiple-choice and true/false questions, case vignette-based short-answer essay questions, and student discussions with preceptors.Results. The newly integrated curriculum provided students with opportunities to discuss and apply ethics concepts several times throughout their coursework. The integration also ensured that ethics topics were relevant to the material students were learning in the host course at the time. The majority of students consistently rated the ethics sessions as useful, but some found the repeated application of the ethics problem-solving framework to be tedious and duplicative.Conclusion. It is possible to embed ethics topics within different courses in the PharmD curriculum rather than offering a stand-alone ethics course at a single point in the curriculum. Challenges remain to assessing students' ability to apply ethics principles once they are presented.Objective. To assess pharmacy student learning from co-curricular activities and map this to Accreditation Council of Pharmacy Education (ACPE) standards and the institution's curricular outcomes.Methods. Student representatives of professional organizations at one college of pharmacy were asked to complete a 16-item questionnaire on behalf of their members about each cocurricular activity their organization completed. Descriptive statistics were used to characterize the results. Content analysis was conducted on open-ended questions, and resulting codes were mapped to ACPE Standards 2016 and curricular outcomes.Results. The majority (74%) of the 152 unique cocurricular activities reported were designated as community outreach events and an average of 15 (SD=43) student members participated in each activity. The most frequently selected domain by student representatives was "promoted professionalism" for 86% of activities. Upon distilling student representatives' open-ended responses regarding their members' learning, each response was assigned to one or more of 34 codes. The most frequently assigned codes to learning descriptions (36%) were for patient education and counseling.Conclusion. Representatives of student organizations characterized their members' participation in cocurricular activities as opportunities for learning. The results from the content analysis aligned with the quantitative data collected. Cocurricular activities provide opportunities for Doctor of Pharmacy students to enhance their skills, knowledge, and attitudes in both pharmacy practice and personal areas that map to ACPE Standards 2016 and the college's own curricular outcomes.
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