Journal articles: 'Bachelor of Pharmacy'

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Kosari, Sam, Vera H. Buss, Gregory M. Peterson, Kwang Choon Yee, Mark Naunton, Mary Bushell, Leroy Chiu, and Jackson Thomas. "Evaluation of Pharmaceutical Compounding Training in the Australian Undergraduate Pharmacy Curricula." Pharmacy 8, no. 1 (February 26, 2020): 27. http://dx.doi.org/10.3390/pharmacy8010027.

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Introduction: In recent decades the role of the Australian community pharmacist has evolved to focus primarily on pharmaceutical care provision. Despite this, compounding remains an important product service offered by pharmacists. The aim of this study was to qualitatively describe the current integration of training in compounding within Bachelor of Pharmacy courses in Australia. Methods: The Australian Health Practitioner Regulatory Agency website was searched to identify eligible university courses. Subsequently, the educational providers’ homepages were consulted, and Bachelor of Pharmacy handbooks and curricula perused. All relevant information regarding training in compounding was extracted. Results: In total, 16 Bachelor of Pharmacy courses were identified. All of these contain compounding training in their curricula, including laboratory classes. Most curricula have units specifically dedicated to compounding and drug formulation. Three universities offer a curriculum which is organ-systems based, and include compounding relevant to the individual organ systems. Discussion and Conclusions: In Australia, the training in compounding is well integrated into pharmacy curriculum and is more emphasised than in many other developed countries. This is congruent with the International Pharmaceutical Federation’s needs-based approach to local pharmacy education. In Australia there is a need for pharmacists to routinely dispense simple compounded products. Further research is required to evaluate Australian pharmacy graduates’ compounding abilities and how best to promote the achievement of the required knowledge and skills to enable simple compounding.

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Ashames, Akram. "Bachelor of Pharmacy Programs in United Arab Emirates." Universal Journal of Educational Research 7, no. 8 (August 2019): 1650–62. http://dx.doi.org/10.13189/ujer.2019.070804.

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M A, Nurlina, Ku Aizuddin K A, M. M. R. Meor Mohd Affandi, and Ismail M S. "BACHELOR OF PHARMACY INDUSTRIAL TRAINING: PERFORMANCE AND PRECEPTOR PERCEPTION." International Research Journal of Pharmacy 4, no. 5 (May 28, 2013): 86–91. http://dx.doi.org/10.7897/2230-8407.04518.

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Martínez Sánchez, Alina de las Mercedes. "Bachelor of Pharmacy Degree in Cuba: New Educational Challenges." American Journal of Pharmaceutical Education 75, no. 1 (February 10, 2011): 13d. http://dx.doi.org/10.5688/ajpe75113d.

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Maharaj, Sandeep, Aanila D. Balroop, Ameera Ali, Naseema Baksh, Adele Beckles, Nareena Dwarika, Neeshalaa Seetaram, Rian Marie Extavour, and Manthan Janodia. "Bachelor of pharmacy graduates' perceptions of the pharmacy administration curriculum in Trinidad and Tobago." Currents in Pharmacy Teaching and Learning 12, no. 5 (May 2020): 558–63. http://dx.doi.org/10.1016/j.cptl.2020.01.015.

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Lawal, B. K., B. Audu, K. B. David, and A. Haruna. "Experiences and Expectations of Bachelor of Pharmacy Graduates of a Newly Accredited Pharmacy School in Nigeria about Pharmacy Education and Practice." Journal of Basic and Social Pharmacy Research 2, no. 3 (2022): 1–12. http://dx.doi.org/10.52968/27455502.

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Background: Pharmacy education in Africa continually faces challenges that influence students learning experiences making pharmacy students overwhelmed and anxious about life both in school and after school. Objectives: To explore recent pharmacy graduates’ experiences and expectations from university about the workplace. Methods: A qualitative study using semi-structured interviews was conducted via a Google survey form that contained open ended questions. Recent Bachelor of Pharmacy graduates from Kaduna State University (KASU) who were undertaking their internship were invited to participate in the interviews to explore their perceptions about pharmacy education and practice based on their expectations and experiences. Data was analysed using simple thematic analysis. Results: Thirteen (13) participants responded to the online interview. Eight (8) themes were generated which include decision and choice of university, expectations of studying pharmacy at the university, experiences at the faculty, expectations after graduating, experiences as an intern pharmacist, perceptions about degree obtained, perception of Pharmacy practice and theory, and suggestions for improvement. Conclusion: The eight (8) themes deduced from the interviews reflect on the expectations and experiences that the recent graduates of the Faculty of Pharmaceutical Sciences, KASU had regarding pharmacy education and practice. The results could be utilised in improving student teaching and learning and in improving pharmacy education in the school.

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Akel, Marwan El, Mohamad Rahal, Mariam Dabbous, Nisreen Mourad, Ahmad Dimassi, and Fouad Sakr. "Experiential Education in Pharmacy Curriculum: The Lebanese International University Model." Pharmacy 9, no. 1 (December 29, 2020): 5. http://dx.doi.org/10.3390/pharmacy9010005.

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Experiential education is an essential component of pharmacy education in order to allow intern students to experience real conditions and training opportunities in different inpatient and outpatient settings. This paper provides a description of the pharmacy practice experiences (PPEs) in the Lebanese International University (LIU) 5-year bachelor of pharmacy (BPharm) and postgraduate doctor of pharmacy (PharmD) programs; focuses on the opportunities and challenges encountered; and presents a model for experiential education in Lebanon. Learning outcomes and thus students’ acquisition of predefined competencies are evaluated in actual practice settings through assessment tools. Our experiential education program aligns with the accreditation/certification criteria set by the Accreditation Council for Pharmacy Education (ACPE) and equips future pharmacists with the knowledge and skills to become major components in the healthcare team.

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Furletti, Simon G., Meredith L. Wiseman, and Kirsten J. Galbraith. "Experiential Education in the Time of COVID-19: An Australian Experience." Senior Care Pharmacist 35, no. 11 (November 1, 2020): 476–78. http://dx.doi.org/10.4140/tcp.n.2020.476.

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The pharmacy degree at Monash University is a four year undergraduate Bachelor of Pharmacy with Honours (BPharm(Hons)), followed by a one year Master of Pharmacy incorporating a preregistration year of supervised practice, known in Australia as internship. The first cohort of the BPharm(Hons) will graduate in 2020. A key principle of the new curriculum was that clinical experiential placements should commence early in the curriculum, be fully integrated with the didactic curriculum, and prepare students for internship by developing their competence in performing useful and relevant tasks in the workplace. Entrustable Professional Activities (EPA) are used as the framework for their experiences.

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Furletti, Simon G., Meredith L. Wiseman, and Kirsten J. Galbraith. "Experiential Education in the Time of COVID-19: An Australian Experience." Senior Care Pharmacist 35, no. 11 (November 1, 2020): 476–78. http://dx.doi.org/10.4140/tcp.n.2020.476.

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The pharmacy degree at Monash University is a four year undergraduate Bachelor of Pharmacy with Honours (BPharm(Hons)), followed by a one year Master of Pharmacy incorporating a preregistration year of supervised practice, known in Australia as internship. The first cohort of the BPharm(Hons) will graduate in 2020. A key principle of the new curriculum was that clinical experiential placements should commence early in the curriculum, be fully integrated with the didactic curriculum, and prepare students for internship by developing their competence in performing useful and relevant tasks in the workplace. Entrustable Professional Activities (EPA) are used as the framework for their experiences.

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Teoh, SiewLi. "Postgraduate study prospect for pharmacy bachelor′s degree holder in Malaysia." Archives of Pharmacy Practice 6, no. 1 (2015): 11. http://dx.doi.org/10.4103/2045-080x.151281.

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Ramadhani, Sri, Sinarsi Meliala, Laksana Tobing, and Epafroditus Sibuea. "PENGARUH PENGGUNAAN MEDIA SOSIAL INSTAGRAM TERHADAP KECENDERUNGAN NARSISME PADA MAHASISWA TINGKAT I PROGRAM STUDI S-1 FARMASI FAKULTAS FARMASI DAN ILMU KESEHATAN UNIVERSITAS SARI MUTIARA INDONESIA." JURNAL PSYCHOMUTIARA 3, no. 2 (December 30, 2020): 22–55. http://dx.doi.org/10.51544/psikologi.v3i2.3328.

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This study aims to examine whether there is an influence of the use of Instagram social media on narcissistic tendencies carried out by students in the Bachelor of Pharmacy study program at Sari Mutiara Indonesia University in Medan. This study uses a quantitative approach. Data collection was conducted at the Sari Mutiara Indonesia University in Medan. The research subjects were students of Sari Mutiara Indonesia University in Medan with a sample of 42 people. The sampling technique of this study was purposive sampling. Data collection tool in the form of Instagram social media scale and narcissistic tendency scale. Test the validity of the instrument using the Corrected Item-Total Corelation test. Instrument reliability test was calculated using Alpha Cronbach formula. Data analysis uses a simple regression technique to test hypotheses with a significance value of 5%. The results showed that there was an influence between the use of Instagram social media on narcissistic tendencies in the students of the Bachelor of Pharmacy study program at Sari Mutiara Indonesia University Medan in the amount of 14.9%. The regression line equation is Y = 58,440 + 1,115 X. The conclusion of this study is that the use of Instagram social media for undergraduate students of Pharmacy Program at Mutiara Mutiara University in Medan Medan is in the high category, narcissistic tendency in the students of the S-1 Pharmacy Study Program at Sari Mutiara University Indonesia Medan is in the low category.

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Gergov, K., H. Burgazliev, E. Hristov, G. Shopov, and S. Ognyanov. "Employment of Students From Pharmaceutical Specialties – A Pilot, Retrospective-Prospective, Longitudinal, Questionnaire Survey in Two Centers in Bulgaria." Acta Medica Bulgarica 48, no. 2 (July 1, 2021): 62–71. http://dx.doi.org/10.2478/amb-2021-0025.

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Abstract Aim To investigate the employment, the desire to work, the work habits and preferences of the students from the pharmaceutical specialties in Bulgaria. Secondary objectives: To analyze the possibilities for employment, to assess its lawfulness, to analyze existing vicious practices, to establish the main problem in fitting together the academic learning process and the work activity. Materials and methods This was a pilot, retrospective-prospective, longitudinal survey in two centers. We developed a survey questionnaire containing 28 questions of both the open-ended and closed-ended types. The data collection was done using the “Direct individual poll” method. he target group consisted of 165 students from pharmaceutical specialties – pharmacy students from Faculty of Chemistry and Pharmacy, Sofia University “Sv. Kliment Ohridski”, and Bachelor-pharmacists from the Medical College, University “Prof. Dr. Assen Zlatarov”, Bourgas. The data were processed with the SPSS software. Results The results are presented in two parts: the first part refers to Bachelors of Pharmacy, and the second – to Masters of Pharmacy. In their majority, the pharmacy students work during their academic studies – 86.4%. The main stimulus for starting work is of financial origin. Of all students working, 56.8% were hired on an employment contract, while up to one-third worked without any contract at all. In the case of assistant pharmacists 4 45.3% of the respondents worked, and the majority of the respondents did it for financial reasons (66.7%). 86.2% had a signed employment contract, but 67.9% were insured on the basis of the minimum salary. Most commonly the students were working in the field of their future specialty in the pharmacy network. Conclusion The students indicated difficulties in the process of combining their work activity and their studies, a negative attitude to the legal framework and easily discernible negative attitude towards the main field of fulfillment also by the Masters of Pharmacy – working in a pharmacy.

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Shahiwala, Aliasgar. "Entrepreneurship skills development through project-based activity in Bachelor of Pharmacy program." Currents in Pharmacy Teaching and Learning 9, no. 4 (July 2017): 698–706. http://dx.doi.org/10.1016/j.cptl.2017.03.017.

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Nonyel, Nkem, and Brian O. Ogbonna. "Capacity-building and collaborative curriculum development: A transition from BPharm to PharmD degree at Nnamdi Azikiwe university in Nigeria." Pharmacy Education 22, no. 4 (December 3, 2022): 131–42. http://dx.doi.org/10.46542/pe.2022.224.131142.

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Introduction: The Nnamdi Azikiwe University (NAU) started its Bachelor of Pharmacy (BPharm) programme in the 2006-2007 academic year. However, NAU’s BPharm curriculum was not clinically focused, and NAU lacked expertise in implementing the clinical pharmacy focus of a Doctor of Pharmacy (PharmD) programme. The NAU pharmacy programme set out to transition from the BPharm curriculum to a new PharmD curriculum. Purpose: The purpose of this article is to describe the capacity-building and collaborative development of the new PharmD curriculum at NAU. In consultation and collaboration with an expert Carnegie African Diaspora. Description: During a six-week visit, the collaborators co-designed a model didactic and experiential PharmD curriculum, harmonised course syllabi and content, and revised the Clinical Clerkship Logbook. Conclusion: The Faculty of Pharmaceutical Sciences applied for and obtained University approval for the PharmD degree as a graduate degree. The National University Commission approved the PharmD programme.

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Žufková, Viera, Ján Klimas, Ján Kyselovič, Michal Vivoda, and Marián Šuráb. "ETHICS IN CLINICAL RESEARCH: IS ETHICS INVOLVED INTO THE PHARMACY STUDIES IN EUROPE?" CBU International Conference Proceedings 1 (June 30, 2013): 347–53. http://dx.doi.org/10.12955/cbup.v1.56.

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One of the key questions in medicine nowadays is the ethics and its maximum involvement into medical profession. The absence of ethics is very notable in public and professional relations. In spite of the fact that the pharmacy profession was separated from the medical profession in the 13th century by the emperor Frederic II, the ethics is involved into pharmacy study in minimum amount. In the article there is presented the ethics inclusion into pharmacy study in 31 Universities of the European Union (EU). The method of our research was the analysis of 31 WebPages of Faculties of Pharmacy in the EU. The ethics is taught in the 45% study programmes. It is mostly a part of syllabus of master programme (Czech Republic, Estonia and Portugal) or bachelor programme (Slovakia). We have not managed to find a full study plan in 13% of study plans. As the ethics remains the crucial part of the pharmacy profession, there is a great importance of its involvement into the pharmacy study. The Code of Conduct for Pharmacy students with its seven principles shall be a part of ethical preparation of future pharmacists in Europe.

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Rasool, Bazigha K., and Sabeena Salam. "The design of a history of pharmacy course in the bachelor of pharmacy curriculum in the UAE experience." International Journal of Medical Education 7 (March 12, 2016): 81–82. http://dx.doi.org/10.5116/ijme.56d5.aa8d.

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Davis, Erin, Richard Braha, Shannon McAlorum, and Debbie Kelly. "A brief history of pharmacy admissions in North America." Canadian Pharmacists Journal / Revue des Pharmaciens du Canada 152, no. 6 (August 5, 2019): 370–75. http://dx.doi.org/10.1177/1715163519865571.

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The move from a Bachelor of Science in Pharmacy to a Doctor of Pharmacy degree, both in the United States and in Canada, has been accompanied by a general move towards increased prepharmacy admission requirements and longer pharmacy programs. Historically, the most thoroughly researched pharmacy admissions variables include grade point average (GPA), Pharmacy College Admissions Test (PCAT), interviews and critical thinking tests. Most programs now require a combination of academic (GPA ± PCAT) and nonacademic characteristics (e.g., interviews, volunteering, critical thinking tests, essays). This review focuses on GPA and the PCAT as academic admissions measures and the interview (both traditional and the multiple mini-interview) and critical thinking tests as nonacademic measures. There is evidence that prepharmacy GPA, the PCAT and admissions interviews are correlated with academic success in a pharmacy program. Repeating a prepharmacy course is a negative predictor of academic success. The multiple mini-interview and various critical thinking tests have been studied in pharmacy admissions, but the evidence to date does not support their use for predicting success. Several areas require further research, including finding an effective measure of reasoning and critical thinking skills. The relationship between admission test scores and clinical performance also requires further study, as academic achievement in pharmacy programs has been the main measure of success to date.

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Tee, Lisa, Sonia Ferns, and Jeffery D. Hughes. "The capabilities that count for early professional success in Pharmacy: A case study of graduates, employer and course teaching team perspectives." Journal of Teaching and Learning for Graduate Employability 9, no. 1 (February 20, 2018): 23. http://dx.doi.org/10.21153/jtlge2018vol9no1art679.

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This study gathered and analysed the perceptions of graduates, employers, and the course team regarding graduate capabilities required for early professional success in pharmacy and the extent to which these capabilities are demonstrated in new graduates. The Graduate Employability Indicator (GEI) surveys were administered online to gather stakeholders’ perceptions about the Bachelor of Pharmacy offered at a large Australian university. The GEI asks graduates the extent to which their course experience contributed to achievement of the capabilities, and asks employers and course teams about the extent to which new graduates demonstrated the capabilities. This study also assessed the incentives and disincentives of the course team for assisting to develop work-related skills, attributes and personal qualities. In total, 95 graduates, 109 employers and 42 members of the course team participated in the survey. The findings indicated that graduates preferred earlier professional placement in the course. Employers identified communication and professional skills as the most useful capabilities for new graduates. Members of the course team identified benefits to the students, industry and university as the main incentives for developing graduate employability. Both employers and course team members perceived the use of technology demonstrated by the graduates as important, however the graduates perceived this as much less important compared to other capabilities This study provided an evidence-based approach to engage the course team in curriculum renewal for the Bachelor of Pharmacy program. Data collected using the GEI tool provided valuable information for reshaping the curriculum structure.

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Mills, Shaylee, Lynne Emmerton, and Tin F. Sim. "Immunization training for pharmacy students: a student-centered evaluation." Pharmacy Practice 19, no. 3 (August 29, 2021): 2427. http://dx.doi.org/10.18549/pharmpract.2021.3.2427.

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Background: Persistent and emerging public health challenges mean Pharmacy students require training in immunization services. Curtin University, Australia, integrated blended-delivery immunization training into the final-year Bachelor of Pharmacy (Hons) and graduate-entry Master of Pharmacy curricula in 2019 and 2020, utilizing materials licenced from the Pharmaceutical Society of Australia. Objective: This study evaluated changes in students’ attitude, confidence, self-perceived knowledge and self-perceived skills pre- and post-training delivered in 2020. Methods: Pre- and post-training questionnaires featured 42 opinion statements grouped under headings ‘Attitudes’, ‘Confidence’, ‘Self-Perceived Knowledge’ and ‘Self-Perceived Skills’, and answered using five-point Likert scales (1 = strongly disagree to 5 = strongly agree). Completed pre- and post-training questionnaires were matched using respondent-generated codes. Data were subjected to descriptive and multivariate regression analysis to test pre-post changes and associations and changes in mean scores. Results: 128 (95.5%) and 132 (98.5%) students completed the pre- and post-training questionnaires, respectively. Immunization training resulted in significant (p<0.05) improvement in students’ mean Confidence score (3.33 vs 3.96), Self-Perceived Knowledge score (3.08 vs 4.47) and Self-Perceived Skills score (2.81 vs 4.55). Improvement in students’ mean Attitude score was also statistically significant (4.45 vs 4.61), yet more positively skewed pre-training. No significant pre-post differences were found between the Bachelor and Master students. Post-training, all respondents agreed that the training program increased their attitude, confidence, perceived knowledge and perceived skills, rating the training experience as either Excellent (91.6%) or Good (8.4%). Conclusions: Immunization training integrated into final-year BPharm (Hons) and MPharm curricula improved Attitudes, Confidence, Self-Perceived Knowledge and Self-Perceived Skills, all key to further role development in public health. This method is recommended to other Pharmacy schools to determine the impact and acceptability of immunization training programs amongst students.

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Moni, Roger W., Deanne H. Hryciw, Philip Poronnik, Lesley J. Lluka, and Karen B. Moni. "Assessing core manipulative skills in a large, first-year laboratory." Advances in Physiology Education 31, no. 3 (September 2007): 266–69. http://dx.doi.org/10.1152/advan.00020.2007.

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Responding to the concern from our faculty that undergraduate students do not have robust laboratory skills, we designed and implemented a strategy to individually teach and assess the manipulative skills of students in first-year laboratories. Five core laboratory skills were selected for the course entitled Human Biology, a large, first-year class of students, most of whom were enrolled in Bachelor of Pharmacy and Human Movement Studies. Here, we report details for the 365 students enrolled primarily in Pharmacy and Human Movement Studies bachelor degree programs in semester 1 of 2006. We designed a specific strategy to assess five core laboratory skills: 1) accurate and precise use of a micropipette, 2) calculation of dilutions and preparation of diluted samples of saline, 3) accurate representation of data using a graph, 4) use of a light microscope, and 5) acquisition of digital data by measuring the latent period for the Achilles reflex. Graduate tutors were trained to teach and assess each student on each skill. The development of competency was tracked for all students across all five skills. Most students demonstrated proficiency on their first attempt. The development of proficiency across the core skills depended on both the skill and degree program. In semester 2 of 2006, 854 students mostly enrolled in the Bachelor of Science degree program and were similarly taught and assessed on the same five core skills. This approach was an effective teaching and assessment strategy that, when applied beyond first year, should increase the level of laboratory skills across undergraduate programs in physiology.

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Abdu-Aguye, S. N., M. M. Suleiman, A. Shehu, and E. N. A. Mohammed. "Factors influencing choice of a pharmacy degree and career preferences of final year pharmacy students in Northern Nigeria: A multi-institutional study." Nigerian Journal of Pharmaceutical Research 18, no. 2 (February 12, 2023): 125–34. http://dx.doi.org/10.4314/njpr.v18i2.4.

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Background: Over the years, the scope of practice for the pharmacy profession has considerably broadened and several practice areas can now be chosen by young pharmacy graduates. However, not much is known about the career preferences of Nigerian pharmacy students.Objectives: To explore factors influencing the choice of a pharmacy degree, career preferences and perceptions of pharmacy practice areas in final year pharmacy students at selected universities in Northern Nigeria.Methods: A cross sectional study using a structured paper-based questionnaire to collect data from consenting students of six Northern Nigerian universities, was conducted from May to August 2021. Descriptive statistics were used to report the results obtained.Results: A total of 226 questionnaires were retrieved. Many of the respondents were male (57.5%) and studying for the Bachelor of Pharmacy degree (88%). Pharmacy was the first-choice course of study for almost 70% of the respondents, and the most common factors influencing their choice were personal interest (59.7%) and good job prospects (50.4%). Majority of respondents perceived that community pharmacy practice would provide them with the most financially rewarding career (32.7%), best work environment (33%) and best job opportunities (20%). Most of them also perceived themselves as having a heavy workload if they worked in hospital pharmacy (47.8%) and the best work schedule if they worked in academia (28.9%). Respondents’ top four career choices were community pharmacy, hospital pharmacy, public health pharmacy and industrial pharmacy.Conclusion: This study identified factors influencing the choice of a pharmacy degree and career preferences of respondents. Structured career counselling for young pharmacists is recommended.

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Ogaji, Ikoni, Jackson Lubayo, and Fullaila O. Aliyu. "Willingness of Bachelor of Pharmacy (B.Pharm.) students to be custodians of Complementary and Alternative Medicine (CAM): case study of Kenyatta University, Nairobi." Journal of Pharmacy & Bioresources 18, no. 1 (May 28, 2021): 53–63. http://dx.doi.org/10.4314/jpb.v18i1.8.

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Appropriate training on standardization of quality characteristics of complementary and alternative medicine (CAM) practices has the potential to pave way for integrative and collaborative healthcare delivery in African health facilities. The purpose of this study was to understand how willing pharmacy students are to taking on the custody of CAM, especially provision of expertise services on traditional medicines. A questionnaire on the willingness of Bachelor of Pharmacy students to be trained and certified as CAM experts in an integrated health system was administered to one hundred and nineteen (119) pharmacy students of Kenyatta University, Nairobi, Kenya. Ninety-four respondents (78.99 %) were excited to be trained on CAM and become experts on CAM alongside orthodox but not solely on CAM. Majority of the respondents acknowledged the important role of CAM in the nation’s healthcare delivery systembut were not ready to be trained solely as such without the commitments of governments for better status. The study revealed that with necessary support from governments and stakeholders, specialists from those desiring to study pharmacy can be developed to focus on safety, purity and efficacy of CAM, especially traditional medicines, to enhance their incorporation into the national healthcare system. Keywords: Pharmacy students; CAM; Experts; Integrative healthcare system

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Ryan, Greg, Jane Hanrahan, Ines Krass, Erica Sainsbury, and Lorraine Smith. "Best Practices Assessment to Guide Curricular Change in a Bachelor of Pharmacy Program." American Journal of Pharmaceutical Education 73, no. 1 (September 2009): 12. http://dx.doi.org/10.5688/aj730112.

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Hariharan, Sivaram. "The Inadequacy of the 4-Year Bachelor of Pharmacy Degree Program in India." American Journal of Pharmaceutical Education 75, no. 5 (June 2011): 103. http://dx.doi.org/10.5688/ajpe755103.

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Yang, Chang-qing, and Madiha. "What is Missing in the Bachelor of Science Clinical Pharmacy Program in China?" American Journal of Pharmaceutical Education 78, no. 3 (April 17, 2014): 65. http://dx.doi.org/10.5688/ajpe78365.

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Zainal, Imas Nur Amelia, Nur Amirah Abd Karim, Yee Chang Soh, Amal K. Suleiman, Tahir Mehmood Khan, Mohammed Abdul Hameed, Long Chiau Ming, and Qi Ying Lean. "Key Elements of Pharmacoinformatics for the Degrees of Bachelor and Master of Pharmacy." Therapeutic Innovation & Regulatory Science 51, no. 4 (July 2017): 419–25. http://dx.doi.org/10.1177/2168479017701977.

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Holmes, Sandra, Mackenzie Williams, and Virginia Ford. "A collaborative approach to embedding cultural competence into the Bachelor of Pharmacy curriculum." Research in Social and Administrative Pharmacy 12, no. 5 (September 2016): e27-e28. http://dx.doi.org/10.1016/j.sapharm.2016.05.069.

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Egieyeh, Elizabeth Oyebola, Angeni Bheekie, Mea van Huyssteen, and Renier Coetzee. "Development and Implementation of an Integrated Framework for Undergraduate Pharmacy Training in Maternal and Child Health at a South African University." Pharmacy 9, no. 4 (October 8, 2021): 163. http://dx.doi.org/10.3390/pharmacy9040163.

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The South African Pharmacy Council (SAPC) regulates undergraduate pharmacy education and pharmacy practice. The SAPC Good Pharmacy Practice manual describes the role of pharmacists in maternal and child health (MCH) in line with the recommendation of international health regulatory bodies. However, baseline study findings in 2017 supported literature from around the world that indicated a need for curriculum review and integration to address the knowledge and skills gap in pharmacists’ MCH training. This paper describes the development and implementation of an integrated framework for MCH training across the four years of a Bachelor of Pharmacy program. The intervention included didactic lectures, skills practical on infant growth assessment, and an experiential learning component at primary health care clinics and pharmacies. Knowledge and skills assessment on contraception, maternal and antenatal care, and neonatal and child care were carried out pre, eight weeks post, and two years post intervention using the same questionnaire. ANOVA and post hoc analyses showed that participants’ knowledge and skills increased post intervention but decreased significantly two years later except in contraception where students experienced longitudinal integration of the MCH component. Generally, participants performed above the university average except in maternal and antenatal care.

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Suwandi, Edi, and Khoirul Wafa. "Developing English Syllabus for Pharmacy Students." IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature 8, no. 2 (December 10, 2020): 426–34. http://dx.doi.org/10.24256/ideas.v8i2.1598.

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Starting with the Hutchinson and Walter (1994:18) that said if ESP is an approach to language learning based on the students’ need. Moreover, knowing the reason for the students learn English is the fundamental reason. As the writer’s experience to teach English in Pharmacy Unugiri Bojonegoro that there was no developed syllabus based on the students’ need but only based on the lecturer’ experience and knowledge. This research was at knowing the students’ need and developing it to English in pharmacy syllabus. The procedures are to break down , to depict the purpose for the syllabus, to choose the syllabus type, to compose the syllabus content, to validate the created syllabus with the expert , to assess and redesign the syllabus. The subject of this study were fifty students of the second semester of the pharmacy program at Unugiri Bojonegoro that consist of 44 female and 6 male students and an English lecturer. Besides that some questioners were given to the students. The result of this study shows that if the students need the topics that related their future career and real life in their environment. The last result for this research is English in Pharmacy syllabus for bachelor students of Pharmacy program at Unugiri Bojonegoro.

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Nelson, Nicholas R., Rebecca B. Carlson, Amanda H. Corbett, Dennis M. Williams, and Denise H. Rhoney. "Feedback for Learning in Pharmacy Education: A Scoping Review." Pharmacy 9, no. 2 (April 23, 2021): 91. http://dx.doi.org/10.3390/pharmacy9020091.

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Feedback is an effective pedagogy aimed to create cognitive dissonance and reinforce learning as a key component of clinical training programs. Pharmacy learners receive constant feedback. However, there is limited understanding of how feedback is utilized in pharmacy education. This scoping review sought to summarize the breadth and depth of the use of feedback within pharmacy education and identify areas for future research. PubMed, Embase, Scopus, and Web of Science were searched for English articles since January 2000 to identify studies related to feedback in pharmacy education. Sixty-four articles were included for analysis, stratified by moderate and major theory talk, where moderate theory talk explicitly included feedback into study design and major theory talk included feedback into both study design and analysis. Feedback was provided in Bachelor (14%), Master (15.6%), Doctor of Pharmacy (67.2%) and post-graduate programs (4.7%) on a variety of curricular objectives including communication and patient work up in didactic, objective structured clinical examination (OSCE), and experiential settings, and career/interview preparation in the co-curriculum. Feedback comments were mostly written in didactic courses, and both written and verbal in OSCE, experiential, and co-curricular settings. The pharmacy education feedback literature lacks depth beyond student perceptions, especially with respect to assessing the effectiveness and quality of feedback for learning. While feedback has been utilized throughout pharmacy education across myriad outcomes, several areas for inquiry exist which can inform the design of faculty and preceptor development programs, ensuring provision of effective, quality feedback to pharmacy learners.

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Miere, Doina, Oana Stanciu, and Lorena Filip. "The evolution of Nutrition and Dietetics Bachelor Program from Faculty of Pharmacy, “Iuliu Haţieganu” University of Medicine and Pharmacy Cluj-Napoca." Procedia - Social and Behavioral Sciences 180 (May 2015): 1398–405. http://dx.doi.org/10.1016/j.sbspro.2015.02.284.

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Collins, Jack Charles, Carl Richard Schneider, Clare Louise Naughtin, Frances Wilson, Abilio Cesar de Almeida Neto, and Rebekah Jane Moles. "Mystery shopping and coaching as a form of audit and feedback to improve community pharmacy management of non-prescription medicine requests: an intervention study." BMJ Open 7, no. 12 (December 2017): e019462. http://dx.doi.org/10.1136/bmjopen-2017-019462.

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ObjectivesTo determine whether repeated mystery shopping visits with feedback improve pharmacy performance over nine visits and to determine what factors predict an appropriate outcome.DesignProspective, parallel, repeated intervention, repeated measures mystery shopping (pseudopatient) design.SettingThirty-six community pharmacies in metropolitan Sydney, Australia in March–October 2015.ParticipantsSixty-one University of Sydney pharmacy undergraduates acted as mystery shoppers. Students enrolled in their third year of Bachelor of Pharmacy in 2015 were eligible to participate. Any community pharmacy in the Sydney metropolitan region was eligible to take part and was selected through convenience sampling.InterventionRepeated mystery shopping with immediate feedback and coaching.Outcome measuresOutcome for each given scenario (appropriate or not) and questioning scores for each interaction.ResultsFive hundred and twenty-one visits were analysed, of which 54% resulted in an appropriate outcome. Questioning scores and the proportion of interactions resulting in an appropriate outcome significantly improved over time (P<0.001). Involvement of pharmacists, visit number, increased questioning score and the prescribed scenario were predictors of an appropriate outcome (P=0.008, P=0.022, P<0.001 and P<0.001, respectively). Interactions involving a pharmacist had greater scores than those without (P<0.001).ConclusionsRepeated mystery shopping visits with feedback were associated with improved pharmacy performance over time. Future work should focus on the role of non-pharmacist staff and design interventions accordingly.

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Volmer, Daisy, Kristiina Sepp, An Raal, and Jeffrey Atkinson. "Pharmacy Practice and Education in Estonia." Pharmacy 7, no. 3 (July 10, 2019): 87. http://dx.doi.org/10.3390/pharmacy7030087.

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The Pharmacy Education in Europe (PHARMINE) project studied pharmacy practice and education in the European Union (EU) member states. The work was carried out using an electronic survey forwarded to selected pharmacy representatives at community and hospital pharmacies, in the pharmacy industry and at drug authorities. The surveys of the individual member states are now being published as reference documents for students and staff interested in research on pharmacy education in the EU, and in mobility. This paper presents the results of the PHARMINE project on pharmacy practice and education in Estonia. In this paper, we examine the harmonisation of practice and education in Estonia with EU norms. Community pharmacies in Estonia provide traditional and extended services, of which influenza vaccination, the evaluation of the risk of diabetes, and medication use review have been introduced recently. Pharmacists (in Estonian proviisor) study at the University of Tartu for five years and graduate with a Master of Pharmacy (MSc Pharm) degree. A pharmacist can be the owner of a pharmacy, or work as a pharmacy manager or chief pharmacist in either a community or a hospital pharmacy. Assistant pharmacists (in Estonian farmatseut) study at the Tallinn Health Care College for 3 years; after graduation, they are mainly employed in community pharmacies. The University of Tartu is the only university in Estonia providing higher education in pharmacy at university level. The pharmacy curriculum is an integrated (bachelor followed by master), pharmaceutical product-oriented study programme. It was last updated in 2019. On that occasion, several changes were made such as the introduction of competency-based modules; novel methods in education and training based on the constructive alignment and the restructuring of the six-month traineeship. Several new courses focus on the concepts of clinical pharmacy and on patient-centred communication. In the current pharmacy curriculum, there is a balance between chemical and medical subjects. The traineeship is provided for six months at a community and/or hospital pharmacy in the 5th year. Currently, the pharmacy curriculum at the University of Tartu does not offer specialization in subjects such as hospital or industrial pharmacy.

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McNulty, Robert M., and Jay M. Mirtallo. "Postgraduate Academic Desires: Senior Doctor of Pharmacy Students." Drug Intelligence & Clinical Pharmacy 22, no. 5 (May 1988): 422–24. http://dx.doi.org/10.1177/106002808802200512.

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Senior Doctor of Pharmacy (Pharm.D.) students were surveyed by questionnaire to glean information about academic training, and residency, fellowship, or practice positions sought after graduation. There were 227 (27 percent of total surveys) responses. Of those responding, 71 percent were Bachelor of Science graduates, 29 percent were Pharm.D. primary degree students, and 18 percent completed a residency either before or during Pharm.D. training. Fifty percent had an average of three years of clinical services work experience prior to their Pharm.D. education. There was strong interest in postgraduate education by respondents: 41 percent for residencies and 26 percent for fellowships. Of resident candidates, 18 percent and 49 percent, respectively, considered research essential and important to the program. Areas of greatest interest in residencies were general medicine, infectious disease, and pharmacokinetics. Important to the selection of a fellowship was the research proposal and concurrent clinical practice. Pharm.D. students are interested in postgraduate training as residents (60 percent), fellows (38 percent), or both (2 percent). Desired activities are research and clinical practice independent of residency or fellowship interest.

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Ardakani, Adel, and Iman A. Basheti. "Medicinal chemistry and the Bachelor of Pharmacy curriculum: Assessment of student’s perspectives, needs and barriers." Tropical Journal of Pharmaceutical Research 17, no. 5 (June 4, 2018): 927. http://dx.doi.org/10.4314/tjpr.v17i5.24.

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Khan, Yasmine, Lia Kritiotis, Renier Coetzee, Jane McCartney, and Shirley-Anne Boschmans. "An Antimicrobial Stewardship Curriculum to Incorporate in the South African Bachelor of Pharmacy Degree Program." American Journal of Pharmaceutical Education 84, no. 7 (December 12, 2019): ajpe7669. http://dx.doi.org/10.5688/ajpe7669.

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Alfakhry, Ghaith, Rowaida Saymeh, Issam Jamous, and Khaled Alhomsi. "Gauging the learning environment at Damascus University Pharmacy School in Syria using the DREEM questionnaire: A cross-sectional study." MedEdPublish 12 (October 19, 2022): 60. http://dx.doi.org/10.12688/mep.19333.1.

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Introduction: This study was undertaken to provide the first record of evaluation of the educational environment of the Bachelor of Pharmacy program at Damascus University (DU), Syria using the internationally adopted Dundee Ready Education Environment Measure (DREEM) tool and compare it with other pharmacy schools around the world. Methods: A cross-sectional study was conducted at DU Pharmacy School in 2022. The validated DREEM 50-item inventory was added to Google Forms and used to collect data electronically. Data was collected during the second term between April 2022 and June 2022. Students from all years were included. Results: A total of 269 students completed the questionnaire. The Cronbach’s alpha of the DREEM questionnaire was 0.94. The total DREEM score was 89.8±32.1/200. DU Pharmacy School scored significantly less on the total DREEM score than its other counterparts around the world with a large effect size (d>0.80). All subscales scored below 50% and the lowest scoring subscales were students’ perception of learning (SPL=41.8%) and students’ perception of the social environment (SSP=42.5%). Conclusions: This study provides the first assessment of the learning environment at DU Pharmacy School. The findings implied that the educational environment is in need of major improvement, especially in areas related to teaching and learning practices and the general social environment; future research should focus on designing interventions that could effectively address these potential areas of improvement.

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Aspden, Trudi, Rachael Butler, Lynne Bye, and Lynne Petersen. "Using multiple lenses to explore how an undergraduate curriculum supports pharmacy students’ patient-centred competency development." Pharmacy Education 22, no. 1 (August 26, 2022): 727–43. http://dx.doi.org/10.46542/pe.2022.221.727743.

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Background: This study explores how a Bachelor of Pharmacy curriculum supports students’ holistic patient-centred competency development. Methods: This mixed-method exploratory study identified patient-centred care themes through a literature review. The themes were mapped to a curriculum. They also informed staff and student focus groups, and student, intern, and preceptor surveys. Qualitative data were thematically analysed, descriptive statistics were generated from quantitative data and the findings triangulated. Results: Six themes and 22 subthemes were identified and mapped. Attributes synthesised from subthemes, were explored via surveys. Eight staff and 20 students participated in four focus groups. The influence of people, immersive learning experiences and learning variety were identified as key facilitators for competency development. 51 students, 18 interns and 51 preceptors completed the questionnaires. The responses validated the themes and attributes and identified curricular strengths and gaps. Conclusion: A multi-step study incorporating triangulation generated a comprehensive and confirming overview of curriculum components, which led to pharmacy students’ development of patient-centred competencies.

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Aspden, Trudi J., Pushkar R. Silwal, Munyaradzi Marowa, and Rhys Ponton. "Why do pharmacists leave the profession? A mixed-method exploratory study." Pharmacy Practice 19, no. 2 (June 3, 2021): 2332. http://dx.doi.org/10.18549/pharmpract.2021.2.2332.

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Background: Recent New Zealand policy documents aim for pharmacists to be retained, and promote the provision of extended clinical pharmacy services. However, younger pharmacists have expressed dissatisfaction with the profession on informal social for a. Objectives: To explore the characteristics, and perspectives of pharmacy as a career, of recent Bachelor of Pharmacy (BPharm, four-year degree) graduates who have left, or are seriously considering leaving the New Zealand pharmacy profession in the near future and where they have gone, or plan to go. Methods: We conducted a cross-sectional study with a mixed-method explanatory sequential design. An anonymous online survey among those who completed their pharmacy undergraduate degree (BPharm or equivalent) in 2003 or later and who had left or who were seriously considering leaving the New Zealand pharmacy profession in the next five years, was open from 1st December 2018 to 1st February 2019. Recruitment occurred via University alumni databases, pharmacy professional organisations, pharmaceutical print media, social media and word-of-mouth. Ten semi-structured interviews were then conducted with a purposive sample of survey respondents. Descriptive statistics were generated from the quantitative data and qualitative data were analysed using manifest content analysis. Results: We received 327 analysable surveys of which 40.4% (n=132) were from those who had already left the New Zealand pharmacy sector at the time of the data collection and the rest (59.6% n=195) were those working within the sector, but seriously considering leaving the profession. Reasons most commonly reported for studying pharmacy were having an interest in health and wanting to work with people. The most common reasons for leaving, or wanting to leave, were dissatisfaction with the professional environment, including inadequate remuneration, and a perceived lack of career pathways or promotion opportunities. A wide range of career destinations were declared, with medicine being most frequently reported. Conclusions: Most of the reasons for leaving/considering leaving the profession reported relate to the values and features of the pharmacy profession such as the professional environment, remuneration and career pathways. These findings are consistent with other studies and may represent a barrier to achieving the aims of recent health policy documents.

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Henderson, Catherine D., Amy E. Broeseker, Cindy G. Berry, David N. Fort, Angela R. Thomason, Terri M. Cahoon, and Mary C. Karlet. "Interprofessional education sessions involving doctor of pharmacy, bachelor of science in nursing, and nurse anesthetist students." Currents in Pharmacy Teaching and Learning 5, no. 5 (September 2013): 458–69. http://dx.doi.org/10.1016/j.cptl.2013.06.003.

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Tricia Mae Barrun Gatmaitan, Tom Kristian Galvan Bigay, Franz Marie Fernandez Bravo, Ada Mae Serrano Brillon, Alexandrea Cunanan Calaycay, Maria Kim Rose Bollena Casiber, Maria Janine Cruz Cruz, et al. "Assessment of the knowledge, attitude, and practice of proper medication disposal of pharmacy students in Centro Escolar University - Manila." GSC Biological and Pharmaceutical Sciences 19, no. 3 (June 30, 2022): 270–78. http://dx.doi.org/10.30574/gscbps.2022.19.3.0253.

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Several nations, including the Philippines, have neglected the proper disposal of medications. Since pharmacists are involved in every step of the drug process, they are the best people to ask for information on this subject. This study aims to evaluate the bachelor of science pharmacy students enrolled at Centro Escolar University-Manila (CEU-Manila) for the school year 2021–2022 in terms of their knowledge, attitudes, and practices regarding the correct disposal of unused and expired pharmaceuticals. A descriptive and correlational study utilizing mixed methodologies was done among 709 randomly selected pharmacy students from CEU-Manila. The data were gathered using a Google Forms survey. Frequency, percentage distribution, and multiple linear regression were the three statistical approaches utilized in this study. The study showed that most students generally had good knowledge and attitude but not good practice towards proper medication disposal, likely due to factors such as the respondents' demographic profiles. It is likely due to factors such as the respondents' demographic profiles. Not having taken dispensing subjects 1 and 2 and not having families with comorbidities have shown to influence the respondents' attitudes and practices as dispensing subjects played a role in their practices. Take-back programs should be implemented as law and promoted in each pharmacy to give knowledge to consumers about improper medication disposal. Continuing education and training for BS Pharmacy programs regarding proper ways of disposing of medication should be required to promote correct medication disposal and apply it in their continuing profession.

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Bushell, Mary, Jane Frost, Louise Deeks, Sam Kosari, Zahid Hussain, and Mark Naunton. "Evaluation of Vaccination Training in Pharmacy Curriculum: Preparing Students for Workforce Needs." Pharmacy 8, no. 3 (August 20, 2020): 151. http://dx.doi.org/10.3390/pharmacy8030151.

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Background: To introduce and evaluate a university vaccination training program, preparing final year Bachelor of Pharmacy (BPharm) and Master of Pharmacy (MPharm) students to administer vaccinations to children and adults in community pharmacy and offsite (mobile and outreach) settings. Methods: Final year BPharm and MPharm students were trained to administer intramuscular vaccinations to adults and children. The education program embedded in pharmacy degree curriculum was congruent with the requirements of the Australian National Immunisation Education Framework. The training used a mix of pedagogies including online learning; interactive lectures; and simulation, which included augmented reality and role play. All pharmacy students completing the program in 2019 were required to carry out pre- and post-knowledge assessments. Student skill of vaccination was assessed using an objective structured clinical assessment rubric. Students were invited to complete pre and post questionnaires on confidence. The post questionnaire incorporated student evaluation of learning experience questions. Results: In both cohorts, student vaccination knowledge increased significantly after the completion of the vaccination training program; pre-intervention and post-intervention mean knowledge score (SD) of BPharm and MPharm were (14.3 ± 2.7 vs. 22.7 ± 3.3; p < 0.001) and (15.7 ± 2.9 vs. 21.4 ± 3.2; p < 0.001) respectively. There was no difference between the BPharm and MPharm in the overall knowledge test scores, (p = 0.81; p = 0.95) pre and post scores respectively. Using the OSCA rubric, all students (n = 52) were identified as competent in the skill of injection and could administer an IM deltoid injection to a child and adult mannequin. Students agreed that the training increased their self-confidence to administer injections to both children and adults. Students found value in the use of mixed reality to enhance student understanding of the anatomy of injection sites. Conclusion: The developed vaccination training program improved both student knowledge and confidence. Pharmacy students who complete such training should be able to administer vaccinations to children and adults, improving workforce capability. Mixed reality in the education of pharmacy students can be used to improve student satisfaction and enhance learning.

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Ahmad, Akram, Muhammad Umair Khan, Jagadeesan Moorthy, Bandari Deepak Kumar, Gogikar Sudhir Kumar, and Isha Patel. "Comparison of knowledge, attitudes and perceived barriers towards adverse drug reactions reporting between Bachelor of Pharmacy and Doctor of Pharmacy students in Southern India." Journal of Pharmaceutical Health Services Research 7, no. 1 (February 8, 2016): 63–69. http://dx.doi.org/10.1111/jphs.12128.

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Limaye, Dnyanesh, Drashty Mehta, Shakshi Singh, Apurva Pardeshi, Tanvi Patil, Arlan Sydymanov, Vaidehi Limaye, et al. "Knowledge, and attitude towards human papilloma virus infection among pharmacy students in Mumbai, India." International Journal of Reproduction, Contraception, Obstetrics and Gynecology 7, no. 7 (June 27, 2018): 2532. http://dx.doi.org/10.18203/2320-1770.ijrcog20182856.

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Background: Human papillomavirus (HPV) is a common sexually transmitted infection (STI) that may cause cervical cancer and other malignancies including those of the vulva, anus, vagina, penis, head and neck. In most Asian countries including India, cervical cancer is the second most common cancer in women. Awareness about HPV and cervical cancer, use of vaccines can be very helpful in prevention, control and early diagnosis of cervical cancer.Methods: A cross-sectional study was carried out among students from Mumbai University, India during May - June 2017. Two hundred students were approached to participate in the study of which 142 were selected to participate (males: 54; females: 88). Pretested questionnaire was distributed and collected data was analyzed using IBM SPSS version 23.Results: Participants had fair knowledge (61% average) about HPV, whereas knowledge about symptoms, prevention and spread of HPV was very poor i.e. 18%. Knowledge about HPV vaccine was 50% and 78% participants had positive attitude for HPV vaccine.Conclusions: This study showed the lacunas in the pharmacy curriculum and urgent need to create awareness of HPV among bachelor of pharmacy students from Mumbai University.

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Mayefis, Delladari, Sri Hainil, and Hidayati Hidayati. "Hari Farmasis Sedunia: Penyuluhan Informasi Obat dan Pembagian Masker Gratis di Kampung Seraya Batu Ampar Batam." PengabdianMu: Jurnal Ilmiah Pengabdian kepada Masyarakat 4, no. 1 (March 6, 2019): 36–39. http://dx.doi.org/10.33084/pengabdianmu.v4i1.686.

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World Pharmacists day is an annual event to commemorate World Pharmacist Day. One form of our participation in the Bachelor of Pharmacy STIKes study program Mitra Bunda Persada Batam in celebrating the World Pharmacist Day is to hold information on drug information as well as free mask distribution for residents in Seraya Batu Ampar village. This free mask distribution is because in recent months there have been forest fires that have caused air pollution in Batam City. The World Pharmacist Day program was held in September 2015 with Drug Information Services for residents and free mask distribution for motorists on the streets around the village while. The program began in the morning, which started with a question and answers from the residents about the drugs they were using, then continued with the distribution of masks. This event was very well received by the residents because it was scarce for an event like this to be done. Our Pharmacy Study Program is very enthusiastic about being able to provide community service

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Koster, Andries S., and Jan D. Vermunt. "Longitudinal Changes of Deep and Surface Learning in a Constructivist Pharmacy Curriculum." Pharmacy 8, no. 4 (October 26, 2020): 200. http://dx.doi.org/10.3390/pharmacy8040200.

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In the undergraduate Pharmacy program at the department of Pharmaceutical Sciences, Utrecht University, an educational model is used that is aimed at the development of deep and self-regulating learning. It is, however, unknown whether these objectives are realized. The aim of this study was to assess longitudinal changes in processing and regulation strategies of student learning during their progression in the curriculum, that is explicitly based on constructivist principles. Processing strategies (deep vs. stepwise), regulation strategies (self- vs. external), conceptions of learning and orientations to learning were measured with the Inventory of Learning patterns of Students (ILS). Longitudinal data are reported here for students, of which data are available for year 1/2 and year 4/5 (n = 90). The results demonstrate that the use of deep processing (critical thinking in particular, effect size = 0.94), stepwise processing (analyzing in particular, effect size = 0.55) and concrete processing strategies (effect size = 0.78) increases between the bachelor phase (year 1/2) and the master phase (year 4/5). This change is based on the students having a constructivist view about the nature of learning and is mediated through a relatively large increase in the use of self-regulating strategies (effect size = 0.75). We conclude that this six-year undergraduate Pharmacy program effectively stimulates the development of deep and self-regulated learning strategies in pharmacy students.

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ALAM, Ashraf. "TEST OF KNOWLEDGE OF ELEMENTARY VECTORS CONCEPTS AMONG FIRST-SEMESTER BACHELOR OF ENGINEERING AND TECHNOLOGY STUDENTS." Periódico Tchê Química 17, no. 35 (July 20, 2020): 477–94. http://dx.doi.org/10.52571/ptq.v17.n35.2020.41_alam_pgs_477_494.pdf.

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Physics, as an academic discipline, has its mathematical language, and vectors are its indispensable constituent, even at the pre-mandatory stage. This study aimed to obtain a clear and deep understanding of the perception of students' cognition about the facets of the vectors that form the basis of Newtonian mechanics. This study not only provides fundamental knowledge about the cognition of theoretical vector constructs among students, but also helps to improve existing pedagogies and, eventually, leading to students' discernment. The author developed a Test of Knowledge of Elementary Vector Concepts (TKEVC) that was delivered to engineering students in the first semester who were starting the required engineering physics course during the 1st week of class, before any instruction on vectors. TKEVC was administered to a sample of 476 students from 7 different engineering colleges and universities in India. The result obtained with this test states that only 37% of students enrolled in the engineering physics course have extensive knowledge of vectors to advance physics topics, specifically mechanics, while almost 67% of students enter the course without a complete understanding of the vector principles in any aspect. These findings have substantial implications for math and physics classes. The researcher discussed the questions asked to the students and their answers, emphasizing the conceptual and methodological errors they made. The results have substantial implications for the teaching of engineering mathematics and physics, the professional development of teachers, and the preparation of teams of teachers for engineering institutions.

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Ahmad, Akram, Muhammad U. Khan, Jagadeesan Moorthy, Shazia Q. Jamshed, and Isha Patel. "Comparison of knowledge and attitudes about antibiotics and resistance, and antibiotics self-practicing between Bachelor of Pharmacy and Doctor of Pharmacy students in Southern India." Pharmacy Practice 13, no. 1 (March 13, 2015): 523. http://dx.doi.org/10.18549/pharmpract.2015.01.523.

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Alexander, Scott J., and Natalie A. DiPietro Mager. "Ohio Community Pharmacist Interest and Participation in Community-Clinical Linkages." INNOVATIONS in pharmacy 10, no. 2 (June 14, 2019): 18. http://dx.doi.org/10.24926/iip.v10i2.1760.

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Background: Community-clinical linkages have been promoted as a means to improve population health. The community pharmacy is an ideal location for these partnerships to occur due to the expertise of the community pharmacist. While the need for these partnerships exists, there are limited data regarding community pharmacists’ current participation in such programs. Objective: The purpose of this analysis was to assess Ohio community pharmacists’ involvement and interest in community-clinical linkages. Methods: An electronic survey tool containing 26 questions was developed to assess Ohio community pharmacists’ participation in community-clinical linkages and interest to develop such partnerships. The tool was sent via email to a random sample of 500 pharmacists registered in Ohio and practicing in a community setting. Chi-square or Fisher exact nonparametric statistical tests were used as appropriate to identify whether there were any significant differences in current partnership or interest to partner with a prescriber who refers patients to their community pharmacy based on education (Bachelor of Science or Doctor of Pharmacy degree) or pharmacy location (urban, suburban, or rural). Results: Nine emails were undeliverable, leaving a sample of 491 pharmacists. Ninety-three (19%) responded to the survey. Sixteen respondents (17%) indicated that they currently partner with a prescriber who refers patients to their pharmacy for assistance with medications or chronic disease state management; this practice was more often reported in urban settings (p=0.022). Of those not currently participating in such a partnership, 53 (57%) were interested in developing one. Thirty-two respondents (34%) reported providing referrals for at least 1 type of screening or counseling service. For some types of services, pharmacists reported that they provide the service in the pharmacy and/or were interested to develop the service in the pharmacy rather than provide a referral. However, for any given service there were a number of pharmacists who expressed interest in providing referrals although they were not currently doing so. Conclusion: This sample of Ohio community pharmacists reported limited participation in community-clinical linkages but interest to develop them. Further studies should explore the pharmacists’ role and impact in such programs. Article Type: Original Research

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Bond, C. A., Michael E. Pitterle, and Cynthia L. Raehl. "Evaluation of Recent Pharmacy Graduates' Practice Patterns, Professional Lifelong Learning, Pharmacy Organization Memberships, and Salary." Annals of Pharmacotherapy 28, no. 1 (January 1994): 21–28. http://dx.doi.org/10.1177/106002809402800103.

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OBJECTIVES: To document information on recent bachelor of science (B.S.) pharmacy graduates' practice patterns, professional lifelong learning (PLL) methods, pharmacy organization memberships, and salary. The association between advanced training and education on PLL methods, pharmacy organization membership, and salary are explored. DATA SOURCES: Pertinent literature was identified by MEDLINE searches (1966–1992). STUDY DESIGN: The results of a Fall 1991 survey of recent B.S. pharmacy graduates (n=371) of the University of Wisconsin School of Pharmacy are reported (55 percent response rate). RESULTS: Hospital pharmacists devoted more time to PLL outside of work (l8.00 ± 17.89 h/mo) than community pharmacists (9.93 ± 8.76 h/mo), t=5.02, degrees of freedom (df)=289, p <0.001. Graduates who had completed an advanced degree program, residency, or fellowship (advanced degree/training [ADT]) spent more time in PLL (17.76 ± 10.63 h/mo) compared with graduates who had only obtained a B.S. degree (10.63 ± 8.56 h/mo), t=3.80, df=311, p<0.001. Graduates who had ADT were more likely to belong to multiple pharmacy organizations (2.14 ± 1.38 organizations) than hospital pharmacists (1.61 ± 1.27 organizations) and community pharmacists (l.ll ± 1.06 organizations). Of the pharmacists who graduated in 1989 and 1990 (one to two years postgraduation), 55 percent belonged to the American Pharmaceutical Association. This declined to 19 percent of the graduates from 1984 and 1985 (six to seven years postgraduation), a 62 percent decline in membership. Membership in the American Society of Hospital Pharmacists (ASHP) was held by 19 percent of graduates one to two years after graduation; and 34 percent of graduates belonged to ASHP six to seven years after graduation, an 81 percent increase. Graduates with ADT (compared with graduates with the B.S. degree only) showed the strongest correlation of membership affiliation, which was about equal with ASHP (phi=0.32) and ACCP (phi=0.33). Although pharmacists changed their individual pharmacy organization memberships during the first seven years after graduation, there was no evidence of a decline in overall interest in pharmacy organization membership. Pharmacists who had completed ADT had an annual mean salary of $51 112 ± $10 012; those pharmacists who did not complete an ADT program had an annual mean salary of $46 440 ± $7802, a difference of $4672 per year. Hospital pharmacists who had obtained ADT had an annual mean salary of $51 840 ± $9765; B.S. pharmacists without ADT in hospital practice had an annual mean salary of $43 603 ± $8192, a difference of $8237 per year. CONCLUSIONS: Pharmacists' PLL methods, organization memberships, and salaries varied significantly by their practice site and the completion of an ADT program.

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Journal articles on the topic 'Bachelor of Pharmacy'

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