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Genomic Approach to the actual Evaluation involving Negative effects of Particulate Issues on Cancer of the skin and Other Disorders as well as Underlying Molecular Components.
Assessment scores on topics of focus were compared between the group that attended the event vs. the group that did not attend. FINDINGS Based on the 153 pooled anonymous survey results, the majority of participants were less then 25 years of age, female, and did not have children. Perception data from the surveys were universally positive. Most assessment score comparisons of PPE attendees vs. non-attendees were not statistically significant. Immunology showed improved scores in event attendees. SUMMARY Although attending PPEs did not significantly improve assessment scores in most courses, students recognized the benefits of the events. Future research could study the overall impact of these events and best practices for hosting them. BACKGROUND AND PURPOSE Self-evaluation is a critical step in professional development. Peer evaluation may enhance student learning and help peer evaluators recognize their own limitations. However, these evaluations may not accurately assess performance. This study's purpose is to evaluate differences between faculty, self-, and peer evaluations of student journal club (JC) presentations during advanced pharmacy practice experiences (APPEs). EDUCATIONAL ACTIVITY AND SETTING Student JC presentations for three APPE sites were identified between May 2015 and April 2018 and included if at least one faculty, self-, and peer evaluation were complete. Overall grades and individual rubric ratings were compared. FINDINGS Seventy-four students had complete data sets. The mean overall scores for JC presentations were 82.72%, 86.05%, and 91.01% for faculty, self-, and peer evaluations, respectively. Self-evaluation ratings were significantly higher than faculty on each domain, except for "presentation and communication skills" (mean difference -0.2, p = .034) and "ability to answer questions" (mean difference -0.1, p = .247). Linear regression showed a statistically significant relationship between self-evaluation and faculty evaluation ratings for ability to answer questions (beta = 0.5, p less then .001). Peer evaluation ratings were significantly higher than faculty and self-evaluations (p less then .05). SUMMARY Faculty scores on JC presentations completed during APPEs were lower compared to student evaluations of themselves and their peers. Further incorporation of self- and peer evaluation throughout pharmacy school curricula may improve student competence in performing these evaluations. Formal training is needed to improve students' ability to complete self and peer evaluations. INTRODUCTION As the profession of pharmacy has evolved, pharmacy education has developed to include competencies and skills related to pharmacy administration services. Competencies taught in pharmacy administration courses are expected to provide graduates with skills to effectively undertake administrative functions. Our study aimed to assess perceptions about knowledge and skills gained by the pharmacists during the Pharmacy Administration course at the School of Pharmacy, the University of the West Indies (UWI), Trinidad and Tobago. METHODS A cross-sectional survey was carried out among pharmacists working in hospitals and community pharmacies in Trinidad using non-probability convenience sampling. A structured questionnaire was distributed to 262 pharmacists who completed the Pharmacy Administration course. Two-hundred eighteen (83%) usable responses were included for analysis. RESULTS Many (45.4%) respondents agreed that the course provided them with the knowledge of running a business, 78% said they were able to apply the skills in their practice, and 80% mentioned that the course should be mandatory. Pharmacists found that the course on business management enhanced their knowledge in the fields of managing human resources, conflict management, marketing, project management, corporate turnaround, inventory, and financial management. CONCLUSIONS The Pharmacy Administration course in the bachelor of science degree in pharmacy programme at the School of Pharmacy, UWI remains relevant in the areas of marketing, human resource management, and inventory management. The programme can be extended to a full time masters course to interested pharmacy graduates. INTRODUCTION To better elucidate the impact of cooperative learning outside the classroom, a student-initiated research project was conducted to explore the effects of participating in peer-led study groups (PLSGs) on student examination scores and perceptions. METHODS First-year pharmacy students were given the opportunity to participate in weekly PLSGs for a pharmacogenomics course during spring 2016 and spring 2017. Student exam performance was stratified by those who attended vs. those who did not. Optional pre- and post-course surveys examined student perceptions of PLSGs. RESULTS No significant differences were seen between the attendance groups in spring 2016. In spring 2017, student attendees were significantly more likely to pass two of their six exams (p = .04, p = .0029) and to have higher exam scores on one exam (p = .02) in comparison to non-attendees. Overall exam score averages were significantly different between attendees and non-attendees during spring 2017 (p = .03) but not during spring 2016 (p = .38). Perception surveys indicated students believed participation helped them to demonstrate competency and build confidence. Additionally, students reported they felt more comfortable clarifying questions during the study groups vs. during class time. CONCLUSIONS The impact of study group participation on student exam performance was minimal over the two years of data collection, but there were instances where exam scores were positively impacted. Students perceived value in study group participation even if it did not translate directly to improved exam performance on all exams. INTRODUCTION Accreditation Council for Pharmacy Education (ACPE) Standards 2016 emphasize co-curricular programming to complement formal curriculums. Programming engagement through student pharmacist organizations is foundational to many schools' co-curriculum. Adequate funding, membership engagement, and governance structures are vital factors that, in turn, help these groups thrive over time. However, minimal literature exists depicting financial support, governance, and membership engagement for benchmarking purposes. The current study's objective was to examine these parameters at a national level among schools of pharmacy. Etomoxir cell line METHODS Student affairs personnel identified through the American Association of Colleges of Pharmacy Student Services Special Interest Group received a link to an anonymous Qualtrics survey. Survey data comparing programs were analyzed descriptively and via t-test (continuous data) and Fisher's exact test (nominal data) using Graph Pad Prism 8. RESULTS Seventy-three schools completed the survey. The majority (53%) were public institutions. Limiting the number of organizations allowed on campus occurred at 39.7% of schools. Regarding formation/funding policies, 75% published policies for organization formation, and 53% published policies for financial support. Use of an "umbrella" format for governance was present in 36% of responding schools. The average number of organizations per school was 11, conducting an average of 10.4 chapter meetings/month. The percent of enrolled students on average belonging to a given organization ranged from 2.2% to over 40%. Ninety-three percent reported that organizations assist in the inculcation of professionalism among student pharmacists. CONCLUSIONS Pharmacy schools are inconsistent in their approach to student organization formation, funding policies, and governance. OBJECTIVE The decision to disable item review, or 'backward navigation,' during computerized-fixed item tests proved controversial among faculty at our institution. We sought to determine the effect of disabling backward navigation on performance of individual exam items and overall exam performance across multiple courses within a doctor of pharmacy program. METHODS Exam items that were administered unchanged and without error or adjustment of scoring between 2016 and 2017 were eligible for inclusion. Included items were evaluated for change in difficulty index, point biserial, and discrimination index for the year when backward navigation was enabled to the year after the function was disabled. Performance on matching exam pairs in each time frame was compared for any changes. RESULTS We screened 2033 items and identified 576 which met study inclusion criteria. There were no significant differences in overall item difficulty index, point biserial, discrimination index or performance of the 27% lowest-scoring students. There was a decrease of 0.95% for the highest-scoring students (z = -2.93, p = 0.003). We identified 15 pairs of exams that contained at least 30% identical items from 2016 to 2017. No difference was found in the percent score minimum, maximum, mean, median, or standard deviation. CONCLUSIONS Although there was a statistically significant decrease in item performance for students with the highest scores on the exam, we were unable to demonstrate that disabling backward navigation had a significant impact on overall item performance or exam results. INTRODUCTION This study sought to determine pharmacy students' self-assessment of their level of competency in specified global health statements across various schools. It also evaluated attributes associated with competency and perception of importance, as well as explored students' perspectives on how best to incorporate global health content into pharmacy education. METHODS Cross-sectional survey administered online to pharmacy students from three pharmacy schools in the United States. RESULTS The self-assessed competency of pharmacy students in global health topic areas was low. Current or prior exposures outside of the PharmD curriculum to the global health content presented in the survey were significant indicators of self-assessed competency scores. Within individual participating schools, demographic characteristics such as gender, age category, speaking a non-English language, and progression through the PharmD curriculum were also significantly associated with competency scores reported. Most respondents (96%) agreed that relevant global health education should be incorporated into the pharmacy curriculum. CONCLUSIONS Pharmacy students generally perceive global health competencies to be of great importance in practice, but acknowledge their deficiencies in this area. The current burden of global health education at the schools surveyed relies on individual student experience rather than curricular support. Ensuring that future pharmacists understand their role in global health teams and are able to achieve the necessary level of competency to function in interdisciplinary initiatives will require more strategic incorporation of relevant content into the curriculum. OBJECTIVE To describe the disproportionality of racial and ethnic people of color (i.e., minorities) among the student body in schools and colleges of pharmacy (COPs) compared to county-specific United States Census Bureau data. METHODS Data were obtained from national databases and published reports from the American Association of Colleges of Pharmacy. In addition, demographic information for enrollees of minority-serving institutions and predominantly white institutions was obtained and racial disproportionality was assessed to determine the degree of concordance between enrollees and the demographics of people within the county that the school was located. Data were evaluated using descriptive statistics. RESULTS Compared to the general population in counties where COPs are located, Asians are over-represented while all other students of color are underrepresented. The top schools that have a negative disproportionality rate for Black students included Thomas Jefferson University (-40.49), Wayne State University (-40.
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