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Thematische Bibliographien / Higher Education of Pharmacy / Dissertationen

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Dissertationen zum Thema „Higher Education of Pharmacy“

Autor: Grafiati

Veröffentlicht am 8. September 2021

Zuletzt aktualisiert am 29. Juli 2025

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1

Bossaer, John B., and Anne P. Spencer. "Preferred Learning Styles of Pharmacy Students at Two U.S. Colleges of Pharmacy." Digital Commons @ East Tennessee State University, 2011. https://dc.etsu.edu/etsu-works/2342.

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Objectives: To characterize the preferred learning styles of pharmacy students at two colleges of pharmacy in the southeastern United States. Method: The Pharmacists’ Inventory of Learning Styles (PILS) was developed and validated as an instrument specific to pharmacists. We administered the PILS via email using Survey Monkey. Pharmacy students at the Medical University of South Carolina (MUSC) or South Carolina College of Pharmacy (SCCP-MUSC campus) were surveyed in 2007. Pharmacy students at the Gatton College of Pharmacy (GCOP) at East Tennessee State University (ETSU) were surveyed in 2010

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Bridges, S. J. "Evaluating and supporting the interculural capabilities of pharmacy undergraduates." Thesis, University of Nottingham, 2014. http://eprints.nottingham.ac.uk/14095/.

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The thesis takes a human development approach to the potential value of international higher education. It evaluates the intercultural capabilities of UK and international pharmacy students in one university. As graduates and professional pharmacists these students will serve a diverse population of patients and work in multi-professional, multi-skilled and multi-cultural teams. Despite internationalised higher education offering a multicultural space in which students could forge a more global outlook, the reality found was that the potential is not realised in the case of many students. The

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Peeters, Michael Joseph. "Using Generalizability Theory to Improve Assessment within Pharmacy Education." University of Toledo / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1571775359957282.

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4

Kim, Myo-Kyoung. "PEER-REPORTING OF ACADEMIC DISHONESTY IN CLASSROOM AND ONLINE EXAMINATIONS: PREVALENCE, EXPERIENCES, PERCEPTIONS, AND BELIEFS OF PHARMACY STUDENTS." Scholarly Commons, 2020. https://scholarlycommons.pacific.edu/uop_etds/3723.

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The purpose of this study was to investigate pharmacy students’ experiences, perceptions, and beliefs regarding peer-reporting of academic dishonesty by adopting a cross-sectional anonymous survey to pharmacy students in the United States. In addition, this study identified factors that may affect pharmacy students’ likelihood of reporting peers’ academic dishonesty including the relationship between the cheater and their observer, the severity of the punishment on the reported cheating, and the reporting systems. Fifty-six out of 271 respondents (20.7%) reported their engagement of academic d

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Hagemeier, Nicholas E., and Matthew M. Murawski. "Junior Pharmacy Faculty Members’ Perceptions of Their Exposure to Postgraduate Training and Academic Careers During Pharmacy School." Digital Commons @ East Tennessee State University, 2012. https://dc.etsu.edu/etsu-works/1467.

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Objective. To determine the perceptions of junior pharmacy faculty members with US doctor of pharmacy (PharmD) degrees regarding their exposure to residency, fellowship, and graduate school training options in pharmacy school. Perceptions of exposure to career options and research were also sought. Methods. A mixed-mode survey instrument was developed and sent to assistant professors at US colleges and schools of pharmacy. Results. Usable responses were received from 735 pharmacy faculty members. Faculty members perceived decreased exposure to and awareness of fellowship and graduate education

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Johanson, Erin L. "Preceptor recruitment, training, and retention---a nation-wide survey of colleges of pharmacy." Thesis, Northern Arizona University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3606815.

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<p> Recent changes surrounding the profession of pharmacy resulted in a growing number of new pharmacy programs as well as expansion of existing class sizes. This extreme growth, coupled with changes to accreditation standards which require volunteer licensed pharmacists to supervise student interns for a minimum of thirty percent of the Doctor of Pharmacy curriculum, have created a great burden amongst higher education administrators to meet these requirements, specifically in terms of recruiting, training, and retaining a qualified and committed pool of preceptors. </p><p> The purpose of

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Hagemeier, Nicholas E., Tandy Branham, and Nasar Ansari. "Personal Finance Beliefs and Behaviors: A Longitudinal Analysis of Pharmacy Graduates." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/1443.

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Objectives: 1) Describe personal finance (PF) perceptions of the East Tennessee State University (ETSU) Gatton College of Pharmacy Class of 2014 upon and 1-year post-graduation; 2) Examine the association between PF elective course completion during pharmacy school and post-graduation PF behaviors. Method: Students enrolled in the ETSU Class of 2014 completed a self-administered questionnaire that assessed student characteristics (e.g, participation in a PF elective during school), PF characteristics (e.g., student loan indebtedness), perceptions (e.g., confidence in ability to manage PF), and

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Poloyac, Samuel M., Jane E. Cavanaugh, Nicholas E. Hagemeier, et al. "Breaking Down Barriers to Pharmacy Graduate Education: The Report of the 2017-2018 Research and Graduate Affairs Committee." Digital Commons @ East Tennessee State University, 2018. https://doi.org/10.5688/ajpe7147.

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The 2017-2018 Research and Graduate Affairs Committee (RGAC) was given three charges aimed at helping academic pharmacy address barriers that must be overcome by both students and schools to attract, retain, and support the development of a diverse, well-rounded, and successful graduate student population. These charges were (1) identifying teaching methodologies, tools and opportunities that graduate programs can introduce into curriculum to overcome barriers to success of today’s and tomorrow’s learners; (2) developing a strategy for achieving member support of the 2016-2017 recommended grad

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Lucas, Cherie. "The Relationship between Reflective Practice, Learning Styles and Academic Performance in Pharmacy Education." Thesis, The University of Sydney, 2016. http://hdl.handle.net/2123/15246.

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Introduction: Reflective thinking is conceptualised as a higher order thinking process that challenges one’s own beliefs and assumptions in order to come to new insights and understandings, thus making better informed decisions (Boud et al., 1985; Dewey, 1910; Dewey, 1933; Kolb, 1984; Mezirow, 1991; Schon, 1995; Tsingoset al., 2014). Developing reflective skills in pharmacy education is crucial, yet the current literature in this area is scant (Tsingos et al., 2014). AimsThis research aimed to (i) investigate reflective practices to enhance pharmacy education and, (ii) develop, test and evalu

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Flores, Emily K., and Linsey A. Courtney. "Development of a Partnership for International Rural Advanced Pharmacy Practice Experiences." Digital Commons @ East Tennessee State University, 2014. https://dc.etsu.edu/ijhse/vol2/iss1/5.

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Objective. To design a faculty-guided international elective Advanced Pharmacy Practice Expereince (APPE) in partnership with a medical relief organization. To expose students to pharmacy-related opportunities in non-traditional settings focused on an indigent population, while obtaining a global perspective on healthcare. Methods. The College of Pharmacy partnered with an international medical relief organization utilizing their resources for trip planning and in-country logistics to provide a framework for a pharmacy student rotation. The international trip is a portion of the calendar month

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Brown, Stacy D., and Nicholas E. Hagemeier. "Effective Research Mentoring Strategies for Pharmacy Students." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/1420.

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Stewart, David W., Peter C. Panus, James Thigpen, Nicholas E. Hagemeier, and Lauren K. Brooks. "Pharmacy Student Self-testing as a Predictor of Exam Performance." Digital Commons @ East Tennessee State University, 2012. https://dc.etsu.edu/etsu-works/1465.

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Objectives: To determine if benefit exists in allowing students to self-test over relevant material as they progress through a professional course. Method: A total of 1,342 multiple choice questions were developed for pharmacy students to self-test for a pathophysiology course. Prior to each examination, students were allowed to take online quizzes which were randomly generated and related to the exam content. Quizzes were scored immediately, and students were shown the incorrect questions along with all answer choices. A matrix of intercorrelations and repeated measures ANOVA were generated u

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Brown, Stacy D., Nicholas E. Hagemeier, David Hurley, Ralph Lugo, David S. Roane, and Larry Calhoun. "Engaging PharmD Students through a Concentration in Pharmacy Research Program." Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etsu-works/1450.

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The startup of the Bill Gatton College of Pharmacy has allowed the introduction of novel means of engaging students in a variety of programs. The Concentration in Pharmacy Research (CPRx) is designed to give students focused experience in conducting research in Pharmaceutical Sciences and Pharmacy Practice. Initiated by faculty desire to engage PharmD students productively in the lab to augment our degree program, the CPRx arose because of student desire for recognition of their research efforts. The CPRx was formalized by developing a proposal that contained input from students, faculty and s

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Carter, Jean Theresa 1956. "Development and validation of an evaluation instrument to assess the costs and consequences of pharmacy clerkship programs." Diss., The University of Arizona, 1997. http://hdl.handle.net/10150/282477.

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The purpose of this study was to develop and validate an evaluation instrument that would provide information to sites and schools about the costs and consequences of participating in a pharmacy clerkship program. The evaluation instrument for estimating the learning opportunities at the sites was based on Kolb's theory of experience as a source for learning and development and Bandura's social cognitive theory of thought and action. The evaluation instrument for estimating impact of student training on practice sites was based on the Nonemployee and Employee Models of the student-preceptor re

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Hagemeier, Nicholas E. "Cents Making: Improving Student Pharmacists’ Personal Finance Skills and Behaviors." Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etsu-works/1425.

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II. Electing to Change the Profession: Educating to Influence Change Interested in influencing change? Instructors are often creative in the selection of topics, educational methodologies and technology about how to influence change. This session will focus on creative approaches or subjects that educate about how to influence change in schools and in practice. Facilitators at each roundtable will describe how they try to influence change and the lessons learned from their experiences. Learning Objectives: 1. Discuss how to use students to change practitioners and practice.2. Develop ideas for

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Hagemeier, Nicholas E. "The Road to Here." Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etsu-works/5414.

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Hagemeier, Nicholas E. "Information Fluency." Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etsu-works/1435.

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Clavier, Cheri W. "Academic Performance of First-Year Students at a College of Pharmacy in East Tennessee: Models for Prediction." Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etd/1106.

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With the increase of students applying to pharmacy programs, it is imperative that admissions committees choose appropriate measures to analyze student readiness. The purpose of this research was to identify significant factors that predict the academic performance, defined as grade point average (GPA) at the end of the first professional year, of pharmacy students. The population consisted of 466 students enrolled in a Doctor of Pharmacy Program in northeast Tennessee over a 5-year period. Statistical procedures included bivariate correlations, t-tests for independent samples, and multiple re

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Hagemeier, Nicholas E., and Erin L. Hankins. "The Note-Taking Service: Perceptions of Service Implementation in a College of Pharmacy." Digital Commons @ East Tennessee State University, 2012. https://dc.etsu.edu/etsu-works/1463.

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Objectives: To assess student perceptions of a student-initiated note-taking service (NTS) upon implementation of a NTS in the first professional year of the Doctor of Pharmacy curriculum in a college of pharmacy. Method: A survey instrument assessing perceptions of a NTS was developed and administered to first professional year students (N = 75, 92.6% response rate) prior to the conclusion of the first semester in which the student-initiated service was implemented. Topics addressed in the survey instrument included: service quality, perceived impact on course attendance, grades and student-f

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Kiersma, Mary E., Nicholas E. Hagemeier, Aleda M. H. Chen, Brittany Melton, Marwa Noureldin, and Kimberly S. Plake. "A Graduate Student Mentoring Program to Develop Interest in Research." Digital Commons @ East Tennessee State University, 2012. https://dc.etsu.edu/etsu-works/1468.

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Objective. To assess the impact of a graduate student mentoring program on student interest in research and postgraduate education and on graduate student confidence in mentoring. Methods. Undergraduate and pharmacy students (mentees) and graduate students (mentors) were matched and participated in the study, which required them to engage in at least 2 discussions regarding research and careers. Mentees completed a pre- and post-assessment of their perceptions of research, postgraduate training plans, and perceptions about mentors. Mentors completed a pre- and post-assessment of their percept

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Stewart, David W., Peter C. Panus, and Nicholas E. Hagemeier. "An Analysis of Student Performance with Podcasting and Active Learning in a Pharmacotherapy Module." Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etsu-works/1471.

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Objectives: The objective was to determine the effect of podcasting, with resultant increased in-class active learning time, on student performance. Methods: In an effort to increase in-class active learning time and improve understanding of the material in a third-year pharmacotherapy course, podcasts were developed to cover specific topics and were made available outside-of-class for students in 2010. Students in the same course in the year 2009 had received identical in-class didactic instruction for these topics. End-of-course exam scores were adjusted using analysis of covariance and co

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Slawson, Deborah L., and Nicholas E. Hagemeier. "Scientific Writing. Mastering the Art of Verbal Communication." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/1416.

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23

Thigpen, James, Peter C. Panus, Nicholas E. Hagemeier, L. K. Brooks, and David W. Stewart. "Self-Testing Improves Exam Scores Regardless of Self-Testing Average." Digital Commons @ East Tennessee State University, 2012. https://dc.etsu.edu/etsu-works/1466.

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Objectives: To determine if there is a relationship between the number of self-testing attempts and subsequent exam grade in a pharmacy course. Method: A total of 1,342 multiple choice questions were developed for pharmacy students to self-test for a pathophysiology course. Prior to each examination, students were allowed to take online quizzes which were randomly generated and related to the exam content. Quizzes were scored immediately, and students were shown the incorrect questions along with all answer choices. A matrix of intercorrelations and repeated measures ANOVA, with post hoc tests

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Hagemeier, Nicholas E., Matthew M. Murawski, and Nicholas G. Popovich. "The Influence of Faculty Mentors on Junior Pharmacy Faculty Members’ Career Decisions." Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etsu-works/1470.

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Objective. To assess junior faculty members’ perceptions regarding the impact of past faculty-mentoring relationships in their career decisions, including the decision to pursue postgraduate training and ultimately an academic career. Methods. A mixed-mode survey instrument was developed and an invitation to participate in the survey was sent to 2,634 pharmacy faculty members designated as assistant professors in the American Association of Colleges of Pharmacy (AACP) directory data. Results. Usable responses were received from 1,059 pharmacy faculty members. Approximately 59% of respondents

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Crabtree, B. L., Nicholas E. Hagemeier, L. A. Bynum, et al. "Faculty Citizenship in the Academy: What is it and What Do We Do with It?" Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/1421.

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Hagemeier, Nicholas E. "Shedding Light on Five Common Grad School Misconceptions." Digital Commons @ East Tennessee State University, 2012. https://dc.etsu.edu/etsu-works/1485.

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Stewart, David, Peter Panus, Nicholas E. Hagemeier, Jim Thigpen, and Lauren Brooks. "Pharmacy Student Self-Testing as a Predictor of Examination Performance." Digital Commons @ East Tennessee State University, 2014. https://dc.etsu.edu/etsu-works/1473.

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Objectives. To determine if student self-testing improves performance during a doctor of pharmacy course. Methods. Students were given access to online quizzes with a large pool of randomly selected questions specific to upcoming examination content. Quizzes were electronically scored immediately upon completion and students were provided corrective feedback. Results. Examination scores following implementation of the practice quizzes were significantly higher in all but the last testing period. The upper fiftieth percentile of students scored higher on both the practice quizzes and subseque

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Miller, Stacy E., Nicholas E. Hagemeier, and Leonard B. Cross. "Assessing Content of Law Curriculum in Colleges of Pharmacy in the United States." Digital Commons @ East Tennessee State University, 2012. https://dc.etsu.edu/etsu-works/1464.

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Objectives: Bill Gatton College of Pharmacy at East Tennessee State University is interested in using innovative teaching methods to incorporate pharmacy law concepts throughout the curriculum in a longitudinal nature. This project seeks to characterize law curricula at US institutions of pharmacy based on the following criteria: teaching methods, curricular placement and integration, and instructor credentials. Method: A survey about law curricula was sent electronically to individuals at 127 colleges of pharmacy. The survey inquired about curricular placement, amount of time dedicated to for

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Essack, Azeezah. "Moving towards social accountability in pharmacy education: what is the role of the practising pharmacist?" University of the Western Cape, 2020. http://hdl.handle.net/11394/7268.

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Magister Pharmaceuticae - MPharm<br>The World Health Organisation (WHO) has stated that “there is no health without a workforce” (Campbell et al., 2013). The health workforce is essential for every health care system. The availability, accessibility and quality of health care workers play an important role in improving and overcoming health system challenges, in particular the call to universal health coverage (UHC) as stipulated in sustainable development goal 3. It has been observed that there is limited collaboration between healthcare systems and academic institutions. According to an arti

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Hagemeier, Nicholas E., and M. M. Murawski. "Residency, Fellowship, and Graduate Education Career Decision Making: A National Study of Pharmacy Academicians Regarding Their Exposure to Postgraduate Training and Academic Careers." Digital Commons @ East Tennessee State University, 2012. https://dc.etsu.edu/etsu-works/1437.

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Hagemeier, Nicholas E., Sarah Melton, and Leonard B. Cross. "Design, Implementation, and Evaluation of a Self-Awareness Focused Contemporary Pharmacy Practice Course." Digital Commons @ East Tennessee State University, 2014. https://dc.etsu.edu/etsu-works/1455.

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Objectives: Foster personal and professional development through implementing a 1st-professional year course focused on increasing student self-awareness related to themselves, their chosen profession, and their future careers. Method: Eighty-nine students enrolled in a required 2-credit hour Contemporary Practice of Pharmacy I course during the Fall 2013 semester. Course content aligned closely with the CAPE 2013 Self-Awareness subdomain. Topics included, but were not limited to: effective learning strategies, achievement motivation, finance and time management, professional communication and

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Tarasidis, Andrew, Karilynn Dowling, Anh Dinh, Pooja Subedi, Daniel Ventricelli, and Nicholas E. Hagemeier. "Residency, Fellowship, and Graduate School Value Beliefs among Student Pharmacists." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/1439.

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Objectives: To compare pharmacy students’ value beliefs across residency training, fellowship training, and graduate education with research and non-research emphases using expectancy-value theory as a framework. Method: First through fourth professional year (P1-P4) students (N=263) completed the 26-item Postgraduate Training Value Instrument (PTVI) for four postgraduate training paths. Items were responded to using a 5-point Likert scale. Intrinsic, attainment, utility, financial value and perceived cost scores were calculated for each training path. Using SAS 9.0, ANOVA procedures were empl

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Hagemeier, Nicholas E., and W. Fitzgerald. "Are You Still Smarter than a Student Pharmacist? A Case Law Review." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/1410.

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Fitzgerald, W., and Nicholas E. Hagemeier. "Are You Smarter than a Student Pharmacist? A Case Law Review." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/1422.

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Cwati, Vuyo Buhle Zamathole. "Moving towards social accountability in pharmacy education: Exploring service-learning outcomes and opportunities with Cape Town community health forum representatives." University of the Western Cape, 2020. http://hdl.handle.net/11394/7271.

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Magister Pharmaceuticae - MPharm<br>The University of the Western Cape (UWC), School of Pharmacy has embedded service-learning in the undergraduate curriculum in an attempt to align activities with the social accountability values. Third-year pharmacy students are expected to provide pharmaceutical services for a week per semester at local community healthcare centres located across the Cape Town Metropole region. This study explored the experiences, opinions, input, and challenges of the service-learning in Pharmacy (SLiP) program from local communities’ perspective. An objective of the study

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Knoell, Daren, Victor Nizet, Erica Rosemond, and Nicholas E. Hagemeier. "Engaging the Next-Gen Research Workforce." Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etsu-works/5416.

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The 2019 Research Symposium will bring together leaders in research and training from colleges and schools of pharmacy to discuss opportunities and challenges in research training at pharmacy schools. Symposium topics will include engaging pharmacy students in research projects and strengthening the pipeline for pharmacy research, integrating basic and clinical sciences in pharmacy schools, the value of research experience for building professional competencies and more. Through a mix of presentations, panel discussion and open forums, symposium participants will share experience and ideas and

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Poloyac, Samuel M., Kristen F. Block, Daniel R. Touchette, et al. "Suit Up: Power Skills for Successful Research Careers." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/5420.

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“Soft skills” are soft no longer; when it comes to leading research endeavors in academic or industry settings, the most successful researchers are those who can harness their ability to mentor, advocate, manage and adapt to enhance their scientific skills. This session for graduate program faculty, administrators and trainees will showcase the universal nature of “power skills” across job sectors and explore how colleges of pharmacy can incorporate these skills into their research training programs.

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Bossaer, John, Samuel C. Karpen, Adam C. Welch, Nicholas E. Hagemeier, and Jeffrey A. Gray. "Didactic Performance Before and After Implementation of an Integrated Curriculum." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/5430.

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Smith, S. K., April Stidham, Sarah Melton, M. Lee, and Christine M. Mullins. "Building Capacity for the Interprofessional Management of Multiple Chronic Conditions: The Role of Interprofessional Student Clinics." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/7136.

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Panus, Peter C., David W. Stewart, James Thigpen, Nicholas E. Hagemeier, and L. K. Brooks. "Self-Testing Improves Student Scores on Subsequent Exams." Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etsu-works/1461.

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Hagemeier, Nicholas E., and Matthew M. Murawski. "An Instrument to Assess Subjective Task Value Beliefs Regarding the Decision to Pursue Postgraduate Training." Digital Commons @ East Tennessee State University, 2014. https://dc.etsu.edu/etsu-works/1472.

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Objectives. To develop and validate an instrument to assess subjective ratings of the perceived value of various postgraduate training paths followed using expectancy-value as a theoretical framework; and to explore differences in value beliefs across type of postgraduate training pursued and type of pharmacy training completed prior to postgraduate training. Methods. A survey instrument was developed to sample 4 theoretical domains of subjective task value: intrinsic value, attainment value, utility value, and perceived cost. Retrospective self-report methodology was employed to examine res

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Panus, Peter C., David W. Stewart, Nicholas E. Hagemeier, Jim C. Thigpen, and Lauren Brooks. "A Subgroup Analysis of the Impact of Self-testing Frequency on Examination Scores in a Pathophysiology Course." Digital Commons @ East Tennessee State University, 2014. https://dc.etsu.edu/etsu-works/1474.

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Objective: To determine if the frequency of self-testing of course material prior to actual examination improves examination scores, regardless of the actual scores on the self-testing. Methods: Practice quizzes were randomly generated from a total of 1342 multiple-choice questions in pathophysiology and made available online for student self-testing. Intercorrelations, 2-way repeated measures ANOVA with post hoc tests, and 2-group comparisons following rank ordering, were conducted. Results: During each of 4 testing blocks, more than 85% of students took advantage of the self-testing proc

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Hagemeier, Nicholas E., Chad Gentry, Leonard B. Cross, Daniel L. Rose, Gentry E. Miller, and Chelsea E. Phillips. "Student Pharmacists’ Personal Finance Perceptions, Projected Student Loan Indebtedness, and Career Decision Making." Digital Commons @ East Tennessee State University, 2014. https://dc.etsu.edu/etsu-works/1456.

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Objectives: 1) Describe relationships between student pharmacists’ personal finance perceptions and projected post-graduation indebtedness; 2) Examine the association between personal finance perceptions, demographic characteristics, and post-PharmD career intentions. Method: Student cohorts at two colleges of pharmacy (N= 226) completed a self-administered 39-item questionnaire assessing personal finance perceptions, behaviors, student loan indebtedness, and post-PharmD career intentions. Parametric and nonparametric independent t-test and one-way ANOVA equivalents, and logistic regression te

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Harirforoosh, Sam, John B. Bossaer, Stacy D. Brown, Brooks B. Pond, Victoria P. Ramsauer, and David S. Roane. "Plagiarism Among Applicants for Faculty Positions." Digital Commons @ East Tennessee State University, 2011. https://dc.etsu.edu/etsu-works/2310.

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To the Editor. Recently, Dr. DiPiro published an article in the Journal1 that discussed several aspects pertinent to the process of faculty recruitment, emphasizing an individual's “fit” within the culture of the hiring institution. In the present article, we discuss another aspect of “fitness” that became evident to our search committee during the 2010-2011 academic year...

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Hagemeier, Nicholas E., Nasar Ansari, Tandy Branham, Daniel L. Rose, Richard Hess, and Reid B. Blackwelder. "Teaching Patient-Centered Communication Skills to Medical and Pharmacy Students Using an Interprofessional Blended Learning Course." Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etsu-works/1448.

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Objectives: 1) To evaluate the impact of an interprofessional blended learning course on pharmacy and medical students’ communication skills; 2) To compare pre- and post-course communication skills across cohorts. Method: Pharmacy (N = 57) and medical (N = 67) students enrolled in a required Communication Skills for Health Professionals course completed asynchronous online modules and face-to-face standardized patient interview sessions over the course of 1 semester. Students completed pre- and post-course objective structured clinical examinations with standardized patients and were evaluated

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Hagemeier, Nicholas E., and Leonard B. Cross. "Financial Literacy Showcase – ETSU Gatton College of Pharmacy Personal Finance for Future Pharmacists Course." Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etsu-works/1436.

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This session will feature the best financial literacy solutions in higher education, straight from the mouths of the college administrators who have implemented the programs! By the end of this presentation, you will be an expert in the various solutions that are available, as well as having a good idea of what will work best for your institution. In this session, you will find out: (1) How the college decided on its financial literacy program, (2) How each school is integrating the resources, (3) What practices have been the most successful.

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Lee, M., April Stidham, Sarah Melton, and Christine M. Mullins. "Interprofessional Team Development in Student Led Clinics in Rural Northeast Tennessee." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/7133.

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Bossaer, John B., and Sarah T. Melton. "Max Dose Opioids: How High Can You Go?" Digital Commons @ East Tennessee State University, 2012. https://dc.etsu.edu/etsu-works/2333.

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Learning Objectives: Describe the rationale for the belief that opioids have no maximum dose Describe the data supporting the rationale that high doses of opioids increase toxicity Describe the data supporting the rationale that high doses of opioids do not improve outcomes Identify potential safety concerns with patients taking high doses of opioids

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Bossaer, John B., Peter Panus, David W. Stewart, Nick E. Hagemeier, and Joshua George. "Student Performance in a Pharmacotherapy Oncology Module Before and After Flipping the Classroom." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/1477.

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Objective. To determine if a flipped classroom improved student examination performance in a pharmacotherapy oncology module. Design. Third-year pharmacy students in 2012 experienced the oncology module as interactive lectures with optional case studies as supplemental homework. In 2013, students experienced the same content in a primarily flipped classroom. Students were instructed to watch vodcasts (video podcasts) before in-class case studies but were not held accountable (ie, quizzed) for preclass preparation. Examination questions were identical in both cohorts. Performance on examinati

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Oltmann, Carmen. "A critical realist account of a mentoring programme in the Faculty of Pharmacy at Rhodes University." Thesis, Rhodes University, 2009. http://eprints.ru.ac.za/1718/.

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