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Journal articles on the topic "Courier pharmacy"
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Zozaya, Néboa, Almudena González-Domínguez, Natividad Calvente, et al. "Continuity of care between hospital pharmacies and community pharmacies, and costs avoided: a pilot experience in times of COVID-19 in Spain." Global & Regional Health Technology Assessment 8 (February 18, 2021): 8–13. http://dx.doi.org/10.33393/grhta.2021.2215.
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Introduction: In March 2020, due to the pandemic caused by COVID-19, a pilot experience of pharmaceutical continuity of care received by hospital outpatients was launched in Cantabria, a Spanish autonomous community. Thanks to this experience, the medication was dispensed by the hospital pharmacy through the community pharmacy of the patient’s choice. Our objective was to estimate the costs avoided by this practice during the months of April and May 2020.
 Methods: The analysis of the economic impact was carried out in terms of saved costs, from the hospital and from the social perspective. Savings associated with the avoided home delivery of medication and avoided labor productivity losses were calculated, as well as the time associated with avoided trips in monetary terms.
 Results: A total of 2,249 hospital-dispensed drugs were delivered through the community pharmacy in the analyzed period, with an average of 57.7 daily deliveries. The experience, which involved one hospital and 262 pharmacies of Cantabria, saved patients 93,305 km in trips to the hospital, associated with an average time saving of 1,374 hours. In terms of costs, the hospital saved on shipments by courier, estimated at €30,205, since it was the community pharmacy and the distribution warehouses that delivered the drugs. From a social perspective, this initiative saved €23,309 due to the trips (€8,907) and productivity losses (€14,402) that were avoided.
 Conclusions: This exceptional situation may be a good opportunity to improve the coordination between hospital pharmacies and community pharmacies in Spain, not only during the pandemic but also in the post-COVID-19 era.
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Wilson, Nicola. "SP2 Management of ethylene glycol poisoning in an adolescent: a clinical pearl." Archives of Disease in Childhood 105, no. 9 (2020): e1.2-e2. http://dx.doi.org/10.1136/archdischild-2020-nppg.2.
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Situation16 year old girl admitted with suspected ingestion of ethylene glycol. She was treated with fomepizole and continuous renal replacement therapy (CRRT).How the Pharmacy Team ContributedEthanol was prescribed until fomepizole arrived. The volume of ethanol to be administered was calculated wrongly by the consultant due to confusion about the available strength. The Paediatric Intensive Care Unit (PICU) pharmacist intervened and the correct dosage information was given.PICU pharmacist used Toxbase to determine the correct treatment of ethylene glycol poisoning and advised on dosing regime, including adjustment due to CRRT. The pharmacist facilitated prescribing on the electronic system (added drug to system, set up administration instructions and assisted with prescribing – pharmacist was not an Independent Prescriber). This allowed medical staff to concentrate on resuscitation, monitoring cardiac function, inserting intravenous lines and obtaining access for CRRT.The PICU pharmacist and pharmacy technician co-ordinated initial supply of fomepizole. Fomepizole is usually ordered directly from the manufacturer during office hours. The patient presented in the early evening so further supply had to be obtained from a hospital hundreds of miles away after referring to the Rarely Used Medicines list. Pharmacist contacted appropriate on-call pharmacist and arranged for transfer of medicines via courier. Pharmacy technician arranged for further supply form the manufacturer the following day.Pharmacy technician arranged supply of additional dialysis fluids for CRRT due to the higher than usual administration rate.Without contribution from the pharmacy team the patient is likely to have been given the wrong dose of ethanol and fomepizole, and there would have been delay in initiation of treatment followed by an interruption, as it was wrongly assumed that it was kept as stock in the adjoining ‘adult hospital’ and subsequent supply from a local hospital would not have been sought by ward staff until original supply ran out.OutcomeEthylene glycol poisoning was confirmed on laboratory testing. Levels of ethylene glycol fell steadily over 36 hours, allowing CRRT and fomepizole to stop. Patient was discharged from PICU after 48 hours with no apparent long-lasting effects, but was referred to various specialities including renal, gastroenterology and psychology.Patient and family denied knowledge of intentional or accidental ingestion. Police investigation was inconclusive.Lessons to be LearnedLarger supplies of fomepizole are now kept in stock within Health Board. Supplies were missing from emergency cupboards when stock was needed, despite being on stock lists, necessitating courier fees to transfer stock from elsewhere. Procedures reviewed to ensure that stock is available in emergency cupboards at all times.This patient demonstrated that current (target) stock levels of fomepizole were inadequate for providing treatment during CRRT as the required doses are substantially higher (administered every four hours rather than every twelve hours) and would have lasted less than 12 hours for this average sized teenager. National Rarely Used Medicines list was updated to reflect actual stock levels and other hospitals increased their stockholding due to the realisation that existing stock was inadequate and that further supplies were hard to obtain out of working hours.
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Havens, Josh, Moses New-Aaron, Yangyang Gao, Qingfeng He, Fadul Nada, and Sara H. Bares. "1303. Impact of Pharmacy Type on HIV Viral Suppression at a University-Based HIV Clinic in the Midwest." Open Forum Infectious Diseases 6, Supplement_2 (2019): S470. http://dx.doi.org/10.1093/ofid/ofz360.1166.
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Abstract Background People with HIV (PWH) utilize various pharmacy types beyond the traditional local pharmacy including mail order and specialty pharmacies. Some pharmacies often provide additional adherence services such as refill reminders, expedited delivery, and adherence packaging. Limited data are available describing the relationship between pharmacy type and HIV viral suppression (VS). We evaluated the impact of pharmacy type on VS. Methods We conducted a single-center, retrospective cohort study of PWH (≥19 years) receiving care at a Midwestern HIV clinic between January 1, 2018, and December 31, 2018, with at least 1 HIV RNA reading during the study period. We collected sociodemographic information, ART regimen, adherence (PDC—percentage of days covered), and clinical characteristics. Patients were stratified by pharmacy type: local (traditional pharmacy without adherence services), local specialty (traditional pharmacy with adherence services and same-day, couriered delivery), and mail order (mail order pharmacy with or without adherence services). Pearson Chi-squared tests and binary logistic regression were used to examine the effect of pharmacy type on VS (HIV viral load ≤50 copies/mL). Results A total of 1014 patients met study criteria; 164 (16%) utilized a local, 720 (71%) local specialty, and 130 (13%) mail order. VS rates were similar between pharmacy types: local (91%), semi-specialty local (88%), and mail order (96%). After adjusting for sociodemographic characteristics, ART regimen, ART adherence and other clinical characteristics, there was no association between pharmacy type and VS when comparing local and mail to local specialty pharmacy types (local—aOR: 0.98, 95% CI, 0.46–2.12; mail—aOR: 1.65, 95% CI, 0.46–6.0). Factors found to be negatively associated with VS were single marital status (aOR: 0.49; 95% CI, 0.24–0.95), current or historical opportunistic infection (aOR: 0.51; 95% CI, 0.26–0.99), and usage of a multiclass or dual ART regimen (aOR: 0.40; 95% CI, 0.16–0.98). Conclusion Despite additional services offered by some pharmacies, no differences were observed in HIV VS between pharmacy types. Disclosures All authors: No reported disclosures.
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Rodrigues, Jeferson Milan, Jessica Cristina Orlando, and Sônia Valéria Pinheiro Malheiros. "Evaluation of rational use of medicines among freshmen at the University San Francisco courses in Production Engineering and Pharmacy." Perspectivas Médicas 24, no. 3 (2013): 11–23. http://dx.doi.org/10.6006/perspectmed.20130302.6255772654.
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WILSON, VALERIE, URSULA SCHLAPP, and JULIA DAVIDSON. "Prescription for learning? Meeting the development needs of the pharmacy profession." International Journal of Lifelong Education 22, no. 4 (2003): 380–95. http://dx.doi.org/10.1080/02601370304833.
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Matia, Graciele de, Marcio José de Almeida, Roberto Zonato Esteves, Elaine Rossi Ribeiro, and Izabel Cristina Meister Martins Coelho. "Desenvolvimento e Validação de Instrumento para Avaliação das Competências Gerais nos Cursos da Área da Saúde." Revista Brasileira de Educação Médica 43, no. 1 suppl 1 (2019): 598–605. http://dx.doi.org/10.1590/1981-5271v43suplemento1-20190055.
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ABSTRACT The evaluation of the General Competencies in undergraduate courses in the healthcare area remains challenging. Objectives To develop an instrument for supporting teaching staff in evaluating the General Competencies of undergraduate students in the healthcare area; to test the reliability of the instrument with teachers and students of the same working field; validate the instrument of General Competencies, directed to teachers and students from the health area. Methods the present was a Methodological study, approved by REC N. 826.770. The validation of the construct, criterion and content based on the National Curricular Guidelines (NCG), and the search for a theoretical framework were performed, as well as statistical tests such as alpha Cronbach, t Test, p-value, Factorial Analysis, Pearson’s Correlation Coefficient and Akaike Information Criterion, which also ensured the reliability. The study was performed in a Higher Education Institution in Curitiba/PR, in the courses of Nursing, Biomedical Sciences, Pharmacy, Psychology and Medicine. The study population consisted of 50 evaluations of students and 50 of teachers, covering all the periods and courses during the second half of 2014. Results it was possible to create one model with three versions of instruments that evaluated the general competencies for the healthcare area courses. One of these was directed towards the general competencies of 10 courses in the healthcare area, subdivided in Health Care, Decision-making, Communication, Leadership, Administration and Management and Continuing Education, with one instrument directed at the student and another ‘mirror’ at the professor. The second and third versions had three dimensions: Health Care, Management in Healthcare and Education in Health, directed towards the general competencies of the new structure of the NCG of the medical course. The three versions also had an instrument for teachers and a mirror one for students. Conclusion To validate the instrument on General Competencies, directed to teachers and undergraduate students of health area courses, the theoretical search, the NCG and the experts’ evaluation were used for Content Validity; the t Test, Chi-square Test and Pearson’s correlation coefficient were used for Criterion Validation; statistical tests of exploratory and confirmatory factorial analysis and the AIC were used for Construct Validity; and Cronbach’s alpha and the AIC were used for Content validity, using the same steps described for the first goal, to ensure the reliability of the instruments. After this process three versions of the instrument were developed, the first two to be used with teachers and with teachers and students together; and the third version is adequate to be used with students or teachers; and also, for teachers and students together. However, it can be used by all health courses studied.
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Daly, Donnelle, and Stephen Chavez Matzel. "Building a Transdisciplinary Approach to Palliative Care in an Acute Care Setting." OMEGA - Journal of Death and Dying 67, no. 1-2 (2013): 43–51. http://dx.doi.org/10.2190/om.67.1-2.e.
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A transdisciplinary team is an essential component of palliative and end-of-life care. This article will demonstrate how to develop a transdisciplinary approach to palliative care, incorporating nursing, social work, spiritual care, and pharmacy in an acute care setting. Objectives included: identifying transdisciplinary roles contributing to care in the acute care setting; defining the palliative care model and mission; identifying patient/ family and institutional needs; and developing palliative care tools. Methods included a needs assessment and the development of assessment tools, an education program, community resources, and a patient satisfaction survey. After 1 year of implementation, the transdisciplinary palliative care team consisted of seven palliative care physicians, two social workers, two chaplains, a pharmacist, and End-of-Life Nursing Consortium (ELNEC) trained nurses. Palomar Health now has a palliative care service with a consistent process for transdisciplinary communication and intervention for adult critical care patients with advanced, chronic illness.
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Supiano, Katherine P. "Weaving Interdisciplinary and Discipline-Specific Content into Palliative Care Education: One Successful Model for Teaching End-of-Life Care." OMEGA - Journal of Death and Dying 67, no. 1-2 (2013): 201–6. http://dx.doi.org/10.2190/om.67.1-2.x.
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While palliative care is best delivered in an interdisciplinary format, courses teaching the interdisciplinary approach to palliative care are rare in healthcare education. This article describes a graduate-level course in palliative care for students in nursing, pharmacy, social work, and gerontology taught by faculty from each discipline. The overarching goals of this course are to convey core palliative care knowledge across disciplines, articulate the essential contribution of each discipline in collaborative care, and to define interdisciplinary processes learners need to understand and navigate interdisciplinary palliative care. Learning outcomes included increased knowledge in palliative care, enhanced attitudes in practice and application of skills to clinical practice settings, increased ability to contribute discipline-specific knowledge to their teams' discussions, and a sense of increasing confidence in participating in the care of complex patients, communicating with families, and contributing to the team as a member of their own discipline.
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"Prescription couriers not breaking data protection rules, Community Pharmacy Scotland reassures." Pharmaceutical Journal, 2018. http://dx.doi.org/10.1211/pj.2018.20204928.
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Burns, Amanda, Leslie Manuel, Andrew Dickie, and Jennifer Bessey. "Pediatric Pharmacy Services in Canadian Adult Hospitals: An Inventory and Prioritization of Services." Canadian Journal of Hospital Pharmacy 72, no. 4 (2019). http://dx.doi.org/10.4212/cjhp.v72i4.2917.
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ABSTRACTBackground: The rate of potential adverse drug events is reported to be 3 times higher among pediatric inpatients than among their adult counterparts. Various methods have been suggested to reduce medication errors in pediatric patients. One of the most influential of these strategies is inclusion of a clinical pharmacist on the multidisciplinary care team. However, there is currently no literature describing the inventory of pharmacy services provided to pediatric patients in Canadian adult hospitals.Objectives: The primary objective of this study was to describe pediatric and neonatal pharmacy services provided in adult hospitals in Canada. The secondary objective was to determine whether the services provided correspond to services that pharmacists working in Canadian pediatric hospitals identified as important for adult hospitals that provide pediatric services.Methods: Two web-based surveys were created, focusing on 35 pharmacy services. The first survey was intended for adult hospitals, and the second for pediatric hospitals. The surveys were distributed by e-mail and were completed in January and February 2018.Results: A total of 55 and 43 valid responses were received from respon-dents in adult hospitals and pediatric hospitals, respectively. An inventory of pharmacy services provided by adult hospitals to their pediatric and neonatal patients was obtained. Of the adult hospitals that responded, 61% (33/54) had pharmacists assigned to pediatric or neonatal units. The frequency with which most pharmacy services were provided was comparable to the importance identified by pharmacists working in pediatric hospitals. However, for the provision of education during admission and at discharge and for the provision of medication reconcil-iation at discharge, frequency and importance were not comparable. Conclusions: Adult hospitals with a pharmacist assigned to an inpatient pediatric or neonatal clinical area met most expectations of pharmacists working in pediatric hospitals in terms of pharmacy services provided. However, some services require optimization for this patient population.RÉSUMÉContexte : On rapporte que le taux de réactions indésirables potentielles aux médicaments est trois fois plus élevé chez les enfants hospitalisés que chez les adultes. Diverses méthodes ont été proposées pour réduire les erreurs de médication chez les patients pédiatriques. L’une des stratégies les plus influentes consiste à inclure un pharmacien clinique au sein de l’équipe de soins pluridisciplinaire. Cependant, il n’existe actuellement aucun document dressant l’inventaire des services de pharmacie offerts aux patients pédiatriques dans les hôpitaux canadiens pour adultes. Objectifs : L’objectif principal de cette étude consistait à décrire les services de pharmacie pédiatriques et néonataux offerts dans les hôpitaux pour adultes au Canada. L’objectif secondaire consistait quant à lui à déterminer si les services offerts à la population pédiatrique dans les hôpitaux pour adultes correspondaient à ceux que les pharmaciens travaillant dans les hôpitaux pédiatriques canadiens reconnaissaient comme étant importants.Méthodes : Deux sondages en ligne se focalisant sur 35 services de pharmacie ont été créés. Le premier était destiné aux hôpitaux pour adultes et le deuxième aux hôpitaux pédiatriques. Les sondages ont été distribués par courriel et effectués en janvier et février 2018.Résultats : Cinquante-cinq (55) répondants des hôpitaux pour adultes et 43 des hôpitaux pédiatriques y ont répondu en bonne et due forme. Les investigateurs ont obtenu en outre la liste des services de pharmacie offerts par les hôpitaux pour adultes à leurs patients pédiatriques et néonataux. Soixante et un pour cent (61 %), soit 33 sur 54, des répondants provenant des hôpitaux pour adultes à étaient des pharmaciens affectés aux unités pédiatriques ou néonatales. La fréquence de l’offre de la majorité des services de pharmacie était d’importance comparable à ce que les pharmaciens travaillant dans les hôpitaux pédiatriques ont relevé. Toutefois, pour ce qui est des instructions données au patient à l’admission et au congé et de la prestation du bilan des médicaments au congé, la fréquence et l’importance de ces services n’étaient pas comparables.Conclusions : Les hôpitaux pour adultes disposant d’un pharmacien affecté à un domaine clinique pédiatrique ou néonatal répondaient à la plupart des attentes des pharmaciens travaillant dans les hôpitaux pédiatriques en termes d’offre de services de pharmacie. Cependant, certains services demandent à être optimisés pour cette population de patients.
Dissertations / Theses on the topic "Courier pharmacy"
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Dindal, Derek, Sabrina Sykes, and Amy Kennedy. "Identification and Evaluation of Courses within Pharmacy School Curricula Focusing on Health Care Disparities." The University of Arizona, 2012. http://hdl.handle.net/10150/614464.
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Class of 2012 Abstract<br>Specific Aims: To identify and assess cultural competency courses for healthcare professionals that are available to pharmacy students.
Methods: A literature review was performed to identify research articles discussing pharmacy courses in health care disparities. Additionally, a systematic review of all curricula for ACPE accredited schools of pharmacy was conducted and these syllabi were subsequently evaluated.
Main Results: The search identified XXX articles focusing on specific health disparities curricula in schools of pharmacy and XXX syllabi about specific courses. Out of those articles and syllabi XXX were included in the analysis. Results are pending.
Conclusions: Anticipated results will be utilized to design effective health disparities curricula at the University of Arizona College of Pharmacy.
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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 etiquette, career exploration, and professional history and visioning. Formative and summative evaluations, e-portfolio entries, and submitted assessments and reflections were used to evaluate inaugural course outcomes. Results: Early course self-reflections and self-assessments revealed students particularly appreciated increasing their self-awareness related to strengths, learning strategies, and financial management. However, mid-semester formative evaluations revealed that 75% of students perceived little benefit from the class secondary to previous exposure to course topics. Purposeful activities were used to stress differences between topic exposure and reflection upon and integration of content into one’s self-schema. Summative course evaluations were subsequently positive (median 4 or 5 on 5-point Likert scale for all items), and e-portfolio submissions and course self-reflections indicated self-reported professional and personal growth in multiple domains. Implications: Students benefitted from multiple, purposeful, authentic opportunities to develop personal and professional self-awareness through participation in the course. However, incorporation of perceivably familiar personal and professional development topics in pharmacy curricula may be met with student reservation. Integration of self-awareness opportunities throughout the curriculum may foster student buy-in regarding perceivably familiar topics.
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Hess, Rick, Nicholas E. Hagemeier, Reid Blackwelder, Daniel Rose, Nasar Ansari, and Tandy Branham. "Teaching Communication Skills to Medical and Pharmacy Students Through a Blended Learning Course." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/1478.
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Objective. To evaluate the impact of an interprofessional blended learning course on medical and pharmacy students’ patient-centered interpersonal communication skills and to compare precourse and postcourse communication skills across first-year medical and second-year pharmacy student cohorts.
Methods. Students completed ten 1-hour online modules and participated in five 3-hour group sessions over one semester. Objective structured clinical examinations (OSCEs) were administered before and after the course and were evaluated using the validated Common Ground Instrument. Nonparametric statistical tests were used to examine pre/postcourse domain scores within and across professions.
Results. Performance in all communication skill domains increased significantly for all students. No additional significant pre/postcourse differences were noted across disciplines.
Conclusion. Students’ patient-centered interpersonal communication skills improved across multiple domains using a blended learning educational platform. Interview abilities were embodied similarly between medical and pharmacy students postcourse, suggesting both groups respond well to this form of instruction.
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Hess, Rick, Nicholas E. Hagemeier, Reid B. Blackwelder, Daniel Rose, Nasar Ansari, and Tandy Branham. "Teaching Communication Skills to Medical and Pharmacy Students Using a Blended Learning Course." Digital Commons @ East Tennessee State University, 2016. https://doi.org/10.5688/ajpe80464.
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Objective. To evaluate the impact of an interprofessional blended learning course on medical and pharmacy students’ patient-centered interpersonal communication skills and to compare precourse and postcourse communication skills across first-year medical and second-year pharmacy student cohorts.
Methods. Students completed ten 1-hour online modules and participated in five 3-hour group sessions over one semester. Objective structured clinical examinations (OSCEs) were administered before and after the course and were evaluated using the validated Common Ground Instrument. Nonparametric statistical tests were used to examine pre/postcourse domain scores within and across professions.
Results. Performance in all communication skill domains increased significantly for all students. No additional significant pre/postcourse differences were noted across disciplines.
Conclusion. Students’ patient-centered interpersonal communication skills improved across multiple domains using a blended learning educational platform. Interview abilities were embodied similarly between medical and pharmacy students postcourse, suggesting both groups respond well to this form of instruction.
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Dindal, Derek, and Sabrina Sykes. "Identification and evaluation of courses within pharmacy school curricula focusing on health care disparities." The University of Arizona, 2012. http://hdl.handle.net/10150/623600.
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Class of 2012 Abstract<br>Specific Aims: To identify and assess cultural competency courses for healthcare professionals that are available to pharmacy students. Methods: A literature review was performed to identify research articles discussing pharmacy courses in health care disparities. Additionally, a systematic review of all curricula for ACPE accredited schools of pharmacy was conducted and these syllabi were subsequently evaluated. Main Results: The search identified XXX articles focusing on specific health disparities curricula in schools of pharmacy and XXX syllabi about specific courses. Out of those articles and syllabi XXX were included in the analysis. Results are pending.
Conclusions: Anticipated results will be utilized to design effective health disparities curricula at the University of Arizona College of Pharmacy.
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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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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 by trained faculty using the validated Common Ground Instrument. Communication skill domains evaluated on a 1 to 5 scale included: rapport building, agenda setting, information management, active listening, addressing feelings, and establishing common ground. Nonparametric statistical tests were used to examine paired pre-/post-course domain scores within professions and pre- and post-course scores across professions. Results: Performance in all communication skill domains increased significantly for pharmacy and medical students (p valuesImplications: The blended learning Communication Skills for Health Professionals course improved students’ interpersonal communication skills across multiple domains. Fostering communication skill development in medical and pharmacy students could improve the extent to which future health care professionals engage in patient-centered communication.
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Hagemeier, Nicholas E., Rick Hess, Kyle S. Hagen, and Emily L. Sorah. "Impact of an Interprofessional Communication Course on Nursing, Medical, and Pharmacy Students’ Communication Skill Self-Efficacy Beliefs." Digital Commons @ East Tennessee State University, 2014. https://dc.etsu.edu/etsu-works/1475.
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Objective. To describe an interprofessional communication course in an academic health sciences center and to evaluate and compare interpersonal and interprofessional communication self-efficacy beliefs of medical, nursing, and pharmacy students before and after course participation, using Bandura’s self-efficacy theory as a guiding framework.
Design. First-year nursing (n=36), first-year medical (n=73), and second-year pharmacy students (n=83) enrolled in an interprofessional communication skills development course voluntarily completed a 33-item survey instrument based on Interprofessional Education Collaborative (IPEC) core competencies prior to and upon completion of the course during the fall semester of 2012.
Assessment. Nursing students entered the course with higher interpersonal and interprofessional communication self-efficacy beliefs compared to medical and pharmacy students. Pharmacy students, in particular, noted significant improvements in communication self-efficacy beliefs across multiple domains postcourse.
Conclusion. Completion of an interprofessional communications course was associated with a positive impact on health professions students’ interpersonal and interprofessional communication self-efficacy beliefs.
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Hanauer, Courtney, Dani Schiefer, Natalee Tanner, Jeannie Lee, and Richard Herrier. "Student Confidence and Knowledge Pre and Post a Capstone Course." The University of Arizona, 2013. http://hdl.handle.net/10150/614247.
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Class of 2013 Abstract<br>Specific Aims: To determine the impact of a capstone course, Pharmacy Practice (PhPr) 811 entitled Advanced Patient Care, on preparing third-year University of Arizona College of Pharmacy (UA COP) Doctor of Pharmacy (Pharm.D.) students for their advanced pharmacy practice experiences and their future responsibilities as members of interprofessional healthcare teams.
Methods: This study used pretest-posttest design. A survey was utilized to assess both the student’s self-confidence and knowledge in managing eight, commonly-encountered acute and chronic disease states. The students’ level of self-confidence in clinically managing patients with the specified disease states was measured using 17 questions on a 5-point Likert-type scale, while their knowledge was assessed using eight multiple-choice questions.
Main Results: A total of 83 students participated in the study by completing both the pre- and post-course surveys (87.4% response rate). Following completion of the course, mean confidence score increased significantly to 4.01 (±0.80, p<0.001), while mean knowledge score increased slightly to 6.85 (±1.08). Positive change scores were determined for each self-assessed confidence item (0.90 ± 0.90), which indicated a significant increase in students’ overall level of confidence (p <0.001). On the other hand, the change in knowledge resulted in an overall positive change (0.47 ±1.19), which was not statistically significant (p= 0.47).
Conclusion: The Advanced Patient Care course, PhPr 811, positively impacted the students’ self-assessed level of confidence. Even though the level of knowledge did not change significantly due to high baseline level, the students’ confidence level for clinical management increased significantly after participating in the capstone course.
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Bono, Corey, Carey Geier, and Anna Gimness. "The use of focus groups to develop the Advanced Patient Care course at The University of Arizona College of Pharmacy." The University of Arizona, 2010. http://hdl.handle.net/10150/623755.
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Class of 2010 Abstract<br>OBJECTIVES: To determine what information and clinical skill sets current student pharmacists, recent graduates, and current preceptors felt should be incorporated in designing the Advanced Patient Care course at The University of Arizona College of Pharmacy (UACOP).
METHODS: This was a prospective, descriptive study using focus groups. Subjects included students in the fourth year of a four-year Doctor of Pharmacy program at the UACOP currently on rotations, recent UACOP graduates practicing in residency programs, and current preceptors for the UACOP who work closely with the students. Participants verbally consented and completed a demographic questionnaire. The three focus group sessions (each lasting 1.5 hours) were audiotaped, and the data was coded into categories and subcategories based on frequencies of topics that were discussed.
RESULTS: A total of 14 subjects, separated into three focus groups of students, residents, and preceptors were held with 5, 4, and 5 subjects respectively. Both men and women were included in the study, with only females in the resident group. The student, resident, and preceptor groups had mean ages of 29±5.4, 28±3.7, and 47±12 years respectively. Overall the most commonly discussed topics included various learning techniques, specific drug or disease state focuses, and the importance of professionalism. CONCLUSIONS: Many insightful ideas for the Advanced Patient Care course soon to be implemented at the UACOP were generated by the three focus groups. Focus groups including pharmacy students, residents and preceptors are a useful tool for designing new courses and determining information and skill sets to be added to college of pharmacy curriculums.
Books on the topic "Courier pharmacy"
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Dolara, Piero, ed. TOX: lezioni di tossicologia. Firenze University Press, 2006. http://dx.doi.org/10.36253/88-8453-412-7.
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TOX is a manual aimed primarily at the Toxicology courses of the Faculty of Pharmacy and Science, that can also be profitably utilised by students following different degree courses in other Faculties (Medicine, Agriculture, Engineering)and by anyone else looking for a thorough but succinct overview of toxicological questions. TOX covers the principal sectors of general toxicology (acute and chronic toxicity, mutagenesis, teratogenesis, carcinogenesis, reproductive toxicity, oxidative damage, epidemiological methods), specialist toxicology(dietary toxicity, tobacco smoke, pesticides, N-nitroso compounds, heterocyclic amines and aromatic amines toxicity) and environmental toxicology (environmental estrogens, PAH, heavy metals, dioxins and polychlorinated di-benzo-furans, water and air pollution).
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Levin, Bruce Lubotsky, Ardis Hanson, and Peter D. Hurd, eds. Introduction to Public Health in Pharmacy. Oxford University Press, 2018. http://dx.doi.org/10.1093/med/9780190238308.001.0001.
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The need for texts that blend the areas of pharmacy and public health has continued to expand. Introduction to Public Health in Pharmacy (second edition), builds upon the Center for the Advancement of Pharmacy Education (CAPE) Educational Outcomes report, which emphasizes public health in the domains of Foundational Knowledge and Essentials of Pharmacy Practice and Care, focusing on both patient and population health care outcomes. This second edition has (a) a strong pharmacy-relevant emphasis on the foundations of public health in pharmacy and (b) an increased emphasis on the impact of pharmacy on disease states important in public health and pharmacy in the United States and internationally. This text can be adopted for pharmacy and public health courses but would also be a valuable resource to those teaching therapeutics, patient care, disease prevention, and community engagement. In addition, it is an invaluable resource and handbook for practitioners. The focus is on the role of pharmacy in population health.
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Veatch, Robert M., Amy Haddad, and E. J. Last. Case Studies in Pharmacy Ethics. Oxford University Press, 2017. http://dx.doi.org/10.1093/med/9780190277000.001.0001.
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The third edition of Case Studies in Pharmacy Ethics presents a comprehensive series of cases faced by pharmacists that raise ethical issues, with chapters arranged in a manner that simultaneously presents the topics that would be covered in a course on ethical theory. After an introduction, the book is divided into three parts. The introduction takes up four basic issues in ethical theory: the source, meaning, and justification of ethical claims; the two major ways of determining if acts are morally right; how moral rules apply to specific situations; and what ought to be done in specific cases. Part I deals with conceptual issues. Chapter 1 presents a five-step model the pharmacist can use for ethical problem solving. Chapter 2 addresses identification of value judgments in pharmacy and separation of ethical from nonethical value judgments. Chapter 3 looks at where the pharmacist should turn to find the source of ethical judgments. Part II presents cases organized around the major principles of ethics: beneficence and nonmaleficence, justice and the allocation of resources, autonomy, veracity (dealing honestly with patients), fidelity (including confidentiality), and avoidance of killing. Part III presents cases organized around topics that present ethical controversy: abortion, sterilization, and contraception; genetics and birth technologies; and mental health and behavior control. The remaining chapters cover drug formularies and drug distribution systems; health insurance, health system planning, and rationing; pharmaceutical research; consent to drug therapies; and terminally ill patients. The book includes links to professional codes of ethics and a glossary.
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Arora, Kelly R. Teaching Interspiritual Dialogue to Health Care Professionals. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780190677565.003.0022.
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Interspiritual conversations are becoming more common in health care settings as providers recognize that patients’ diverse spiritual/religious values, beliefs, and practices may influence their health care decision-making and general well-being. This essay explores the practical dimensions of teaching health care professionals how to use an interspiritual dialogue approach grounded in values and particularism through a course entitled “Faith, Spirituality and Culture in Health Care,” which was designed for and taught to doctoral students at a Denver, Colorado, School of Pharmacy. After considering the contemporary context for teaching interspiritual dialogue to healthcare professionals, the essay reflects upon and relates the pedagogical choices made in designing and teaching the course, as well as the course structure, outline, objectives, and schedule.
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Afumbom, Akom Delbert. Emerging Adult Essay. Oxford University Press, 2017. http://dx.doi.org/10.1093/acprof:oso/9780190260637.003.0034.
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I am a young African male, aged 29. I am a native of Kom, Belo subdivision, Boyo division of the Northwest Region of Cameroon, commonly known as the grass fields. I come from a very humble family of four children (two boys and two girls) and am the third in line after the first two girls. My father was a nurse and worked with the then missionaries, today called the Cameroon Baptist Convention, for four decades up to the time of his retirement more than a decade ago. My mother was a housewife for close to a decade after marriage, but she got a job as a ward helper or aide with the Baptist Convention hospital, where she has worked for close to three decades. She presently serves as a pharmacy aide, after having received short training courses within said field....
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Veatch, Robert M., Amy Haddad, and E. J. Last. A Model for Ethical Problem Solving. Edited by Robert M. Veatch, Amy Haddad, and E. J. Last. Oxford University Press, 2017. http://dx.doi.org/10.1093/med/9780190277000.003.0002.
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Chapter 1 begins with a five-step model for analyzing a case posing ethical questions in pharmacy: (1) responding to a “sense” or feeling that something is wrong, (2) gathering information and making an assessment, (3) identifying the ethical problem, (4) seeking a resolution, and (5) working with others to choose a course of action. This five-step model is illustrated by the book’s first case, one involving reporting a possibly lethal medical error. A patient dies after mistakenly being given heparin intended for another patient. The case is followed by commentary applying the model and concluding with possible resolutions of the dilemma. The pharmacist might share the information with all those involved, including the family of the now-deceased patient, or tell only the pharmacist who prepared the drugs. The implications of the ethical principles involved, such as nonmaleficence and veracity, are explored.
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Marcsisin, Michael J., Jason B. Rosenstock, and Jessica M. Gannon, eds. Schizophrenia and Related Disorders. Oxford University Press, 2016. http://dx.doi.org/10.1093/med/9780199331505.001.0001.
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Psychotic disorders such as schizophrenia fascinate and challenge mental health providers, who seek to understand these conditions and assist individuals and families who suffer from them. Schizophrenia causes significant disability and increased mortality, and practitioners struggle to identify and manage the condition appropriately. It can be particularly difficult for trainees and students to grasp the basics in a way that can effectively inform clinical care. Hopefully, this book will help. This volume of the Pittsburgh Pocket Psychiatry series provides a comprehensive overview of schizophrenia and related psychotic disorders, which will assist psychiatry residents, medical students, and other professional trainees in diagnosing and treating individuals with these conditions. The book draws on the latest scientific research to discuss the neurobiology and pathophysiology of these illnesses; reviews the key clinical and diagnostic features of psychotic illnesses consistent with the revised criteria of DSM-5; discusses the course of these illnesses and their associated psychosocial issues; and provides strategies for treating individuals afflicted with these illnesses. It will help practitioners develop a better understanding of how to manage the challenges of evaluating, diagnosing, and treating individuals with psychotic illnesses. The handy, pocket-size format should make the book convenient and user-friendly, while the text itself is concise and readable, geared towards the young professional. Case examples, sample questions, and resource lists supplement core material and make this volume practical, particularly as a self-study guide. Contributing authors represent psychiatry, social work, and pharmacy; all have experience teaching and mentoring trainees and other health professionals.
Book chapters on the topic "Courier pharmacy"
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Wudthayagorn, Jirada. "Implementing Outcome-Based Assessment: Lessons Learned from an English for Pharmacy Course." In Innovation in Language Learning and Teaching. Palgrave Macmillan UK, 2015. http://dx.doi.org/10.1057/9781137449757_9.
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Ming, Long Chiau, Yee Siew Mei, Ahmad Mazli Muhammad, Mumtaz Hussain, and Mohamed Mansor Manan. "Outcome Base Approach for a New Pharmacoinformatics Course for Bachelor of Pharmacy Programme." In Taylor’s 7th Teaching and Learning Conference 2014 Proceedings. Springer Singapore, 2015. http://dx.doi.org/10.1007/978-981-287-399-6_37.
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Sheaffer, Elizabeth A., Katie Boyd, and Cheryl D. Cropp. "Course Model Redesign for Continuity of Instruction." In Advances in Medical Education, Research, and Ethics. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-7998-7623-6.ch006.
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The purpose of the chapter is to illustrate instructional models that were implemented by Samford University McWhorter School of Pharmacy to comply with COVID-19 social distancing restrictions. While the second half of Spring 2020 was completely online (statewide shutdown), the university remained open in a hybrid manner for the 2020-21 academic year. There are three sections in the chapter: didactic, interprofessional, and advanced pharmacy practice experiences. The didactic section discusses course delivery methods and active learning, office hours, remote testing, student feedback, and contingency planning. The interprofessional section illustrates some of the school's synchronous and asynchronous interprofessional learning activities before and during the COVID-pandemic, as well as interprofessional education assessment methods. The last section of the chapter discusses how advanced pharmacy practice experience “direct patient care” was redefined, examples of the experiences, and contingency plans that were put into place to ensure on-time graduation for the classes of 2020 and 2021 pharmacy students.
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"Pharmacy Qualifications and Courses at the School." In The School of Pharmacy, University of London. Elsevier, 2013. http://dx.doi.org/10.1016/b978-0-12-407665-5.00018-8.
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Rahmawati, F., D. Wahyono, and M. Ihsan. "The development and evaluation of a clinical pharmacy course at a pharmacy school in Indonesia." In Unity in Diversity and the Standardisation of Clinical Pharmacy Services. CRC Press, 2017. http://dx.doi.org/10.1201/9781315112756-43.
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Simunich, Bethany, Katie Asaro, and Nicole Yoder. "Collaborative Instructional Design Strategies in an Online Health Systems Pharmacy Degree Program." In Cases on Instructional Design and Performance Outcomes in Medical Education. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-5092-2.ch002.
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This case study describes both the process and outcome for instructional design strategies used in the design and development of a fully online Health-System Pharmacy Administration (HSPA) M.S. degree program. The development of this online degree program was a partnership between two Midwest higher education institutions: a public research university (PRU) and an interprofessional health sciences university (HSU). The PRU had instructional designers experienced with creating fully-online graduate degree programs, while the HSU had knowledgeable faculty, staff, and administrators associated with the HSPA program. Instructional designers from the public research university designed the courses collaboratively with HSPA instructors, most of whom were health care professionals with minimal background in online teaching strategies. The instructional designers created an enhanced design process that infused the collaboration with faculty development in online teaching, as well as some amount of technology training for the Learning Management System used in the HSPA program.
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Stanescu, Liana, and Marius Brezovan. "Original E-Assessment Methods." In Handbook of Research on E-Assessment in Higher Education. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-5936-8.ch007.
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This chapter presents a couple of original e-assessment methods included in the non-commercial e-learning platform developed by the computers and information technology department. The platform has been in use for over 10 years in both University of Craiova and University of Medicine and Pharmacy of Craiova. Thus, two original e-assessment methods specially created for medical e-learning that use a medical imagistic database acquired in patient diagnosis process are presented. These two methods use content-based image query and content-based region query. Furthermore, the chapter aims to present two methods for question generating: a semi-automated method that uses tags and templates defined by professors, while the second one, automated, is based on domain ontologies developed for course content available in the database of the e-learning platform. The next discussed topic refers to an automatic assessment of narrative answers using the space vector model, a technique coming from information retrieval domain.
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"9 How to Govern Chemical Courses. The Case of the Paris École de pharmacie During Vauquelin’s Direction, 1803-1829." In Compound Histories. BRILL, 2018. http://dx.doi.org/10.1163/9789004325562_011.
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Ranjan, Jayanthi, and Mary Jeyanthi P. "Big Data Analytics in the Healthcare Industry." In Global Business Leadership Development for the Fourth Industrial Revolution. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-4861-5.ch006.
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In the contemporary e-era, big data plays a major role across the manufacturing and production industries, service and consultancy industries, and of course, information technology, and it heightens the influence on healthcare industries too. More and bigger data is becoming accessible publicly like Google Trends, Cancer Genome Atlas data portal, etc. Hence, developing big data analytics tools and techniques is the need of the hour in healthcare and pharma. The problem of the healthcare industry generates with the lack of information that is available for decision-making. The volume of data available is no doubt too big, but the integration of data from different players becomes a very tedious task. The aim of this report is to provide a detailed comparative study of pharmaceutical industry from Indian and global perspectives and also to provide the applications of big data analytics in the healthcare industry and indicate the limitations and way forward.
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Taber, Douglass F. "Intramolecular Diels-Alder Cycloaddition: 7-Isocyanoamphilecta- 11(20),15-diene (Miyaoka), (–)-Scabronine G (Kanoh), Basiliolide B (Stoltz), Hirsutellone B (Uchiro), Echinopine A (Chen)." In Organic Synthesis. Oxford University Press, 2015. http://dx.doi.org/10.1093/oso/9780190200794.003.0078.
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The amphilectane diterpenes, exemplified by 7-isocyanoamphilecta-11(20),15-diene 3, have been little investigated. In the course of a synthesis of 3, Hiroaki Miyaoka of the Tokyo University of Pharmacy and Life Sciences took advantage (Synlett 2011, 547) of the kinetic enolization and silylation of 1 to convert it into a trienone that spontaneously cyclized to 2. Scabronine G 6, isolated from the mushroom Sarcodon scabrosus, was found to enhance the secretion of neurotrophic factors from 1321N1 astrocytoma cells. To set the absolute configuration of the two quaternary centers that are 1, 4 on the cyclohexane ring of 6, Naoki Kanoh and Yoshiharu Iwabuchi of Tohoku University cyclized (Org. Lett. 2011, 13, 2864) 4 to 5. Although described by the authors as a double Michael addition, this transformation has the same connectivity as an intramolecular Diels-Alder cycloaddition. The diterpenes isolated from the genus Thapsia, represented by basiliolide B 9, induce rapid mobilization of intracellular Ca2+ stores. Brian M. Stoltz of Caltech effected (Angew. Chem. Int. Ed. 2011, 50, 3688) Claisen rearrangement of 7 to give an intermediate that cyclized to 8 as a mixture of diastereomers. A significant challenge in the synthesis was the assembly of the delicate enol ether/lactone of 9. Hirsutellone B 12, isolated from Hirsutella nivea, shows significant antituberculosis activity. Hiromi Uchiro of the Tokyo University of Science found it useful (Org. Lett. 2011, 13, 6268) to protect the intermediate unsaturated keto ester by intermolecular cycloaddition with pentamethylcyclopentadiene before constructing the triene of 10. Simple thermolysis reversed the intermolecular addition, opening the way to intramolecular cycloaddition to give 11. The tetracyclic ring system of the diterpene echinopine A 15 represents a substantial synthetic challenge. David Y.-K. Chen of Seoul National University approached this problem (Org. Lett. 2011, 13, 5724) by Pd-mediated cyclization of 13 to the diene, which then underwent intramolecular Diels-Alder cycloaddition to give 14, with control of the relative configuration of two of the three ternary centers of 15. Double bond migration followed by oxidative cleavage of the resulting cyclohexenone then set the stage for the intramolecular cyclopropanation that completed the synthesis of 15.
Conference papers on the topic "Courier pharmacy"
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E. Brock, Sabra, Zvi G Loewy, and F. Ellen Loh. "Team Skills: Comparing Pedagogy in a Graduate Business School to That of a College of Pharmacy Professional Program." In InSITE 2017: Informing Science + IT Education Conferences: Vietnam. Informing Science Institute, 2017. http://dx.doi.org/10.28945/3733.
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Aim/Purpose: To measure the change in team skills resulting from team projects in professional and graduate school courses, a pilot study was conducted among students in two courses in a graduate school of business and one in the pharmacy school of the same institution of higher learning. This pilot study evaluated (a) students receiving training and practice in working as part of a classroom team were able to translate the formal training into the belief they had improved routine team interactions and experienced benefits from the intervention, and (b) determine whether changes in perceived team skills acquired by graduate business students differed from those of pharmacy school students. Background: This pilot study examined the usefulness of adding a teamwork skills module imported from a graduate school of business to increasing team skills in a pharmacy curriculum. Methodology: Thirty-five students (22 in a graduate school of business and 13 in a school of pharmacy) took a survey comprised of 15 questions designed on a 5-point scale to self-evaluate their level of skill in working in a team. They were then exposed to a seminar on team skills, which included solving a case that required teamwork. After this intervention the students repeated the survey. Contribution: As the pharmacy profession moves to be more integrated as part of inter-professional healthcare teams , pharmacy schools are finding it necessary to teach students how to perform on teams where many disciplines are represented equally. The core of the pharmacy profession is shifting from dependence on the scientific method to one where team skills are also important. Findings: The small size of the pilot sample limited significance except in the greater importance of positive personal interaction for business students. Directional findings supported the hypothesis that the business culture allows risk-taking on more limited information and more emphasis on creating a positive environment than the pharmacy culture given its dependence on scientific method. It remains moot as to whether directly applying a teaching intervention from a business curriculum can effectively advance the team skills of pharmacy students. Recommendations For Practitioners: Educators in professional schools such as pharmacy and medicine may find curricular guidance to increase emphasis on learning teamwork skills. Recommendations for Researchers: Researchers are encouraged to explore cross-disciplinary exchanges of teaching core business skills. Impact on Society : The question is posed that as pharmacy schools and the pharmacy profession integrate more into the business of pharmacy whether this difference will close. Future Research: A full study is planned with the same design and larger sample sizes and expanding to include students in medical, as well as pharmacy classes.
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Hussain, Farhat Naz, Reem Al-Mannai, Mohammad Issam Diab, and Abdelali Agouni. "Investigating the use of a Lecture Capture System within Pharmacy Education: Lessons from an Internationally Accredited Undergraduate Pharmacy Program." In Qatar University Annual Research Forum & Exhibition. Qatar University Press, 2020. http://dx.doi.org/10.29117/quarfe.2020.0239.
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Introduction: Video lecture capture has been introduced to support students learning and assist with grasping difficult concepts. A variety of benefits is offered through the Echo360 system introduced at our institution nearly a decade ago. Methods: We evaluated lecture capture viewings for professional undergraduate pharmacy courses in the Fall and Spring semesters over three academic years and analyzed data for one cohort of students. Each course within the pharmacy program was analyzed and viewing figures downloaded through the Echo360 management system. The average number of views per lecture, per semester was summarized. Results: Junior students viewed lecture capture most frequently with the number of views highest at the beginning of the academic year. Year 1 students had the highest percentage of courses viewed by a number equal to or higher than students enrolled (9 occurrences out of 16 or 56%), followed by year 2 students (9 occurrences out of 21 or 43%), and finally year 3 students (3 occurrences out of 11 or 27%). Longitudinal data was also gathered for the Class of 2020 over three academic years. Conclusion/future directions: Further quantitative and qualitative studies are warranted to fully grasp the motivations for use, attitudes and perceptions towards the system. To ensure optimal use of the system by both students and faculty for a multitude of learning and teaching styles and methods, professional development sessions for students and faculty can be implemented to display the advantages of the lecture capture system and maximize the benefits from its availability. This study has now been published.
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Devine, Ken, and Katie Ryan. "Pharmacists as educators – Engaging with the community through outreach workshops in schools in Cork city." In Learning Connections 2019: Spaces, People, Practice. University College Cork||National Forum for the Enhancement of Teaching and Learning in Higher Education, 2019. http://dx.doi.org/10.33178/lc2019.36.
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Inspired by the UCC Campus engage initiative and in a quest to help final year pharmacy students develop higher-order thinking skills, students were tasked with designing and delivering outreach workshops on the “Role of the Pharmacist in Educating patients on microbes, antimicrobial usage, and infection prevention”. The assignment formed part of continuous assessment requirements for PF4015 Novel Drug Delivery module delivered to final year Pharmacy students on the B.Pharm course. These 1-hour interactive workshops were delivered to students across diverse age (primary and secondary) and socioeconomic backgrounds in schools during Science week in Nov 2016 & Nov 2017.
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An, Liping, Lifeng Miao, and Guangyu Xu. "Application of Micro Lesson in Courses of Pharmacy Specialty." In 2016 International Conference on Economy, Management and Education Technology. Atlantis Press, 2016. http://dx.doi.org/10.2991/icemet-16.2016.277.
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Solano, M., A. Guerin, C. Huynh, and D. Terry. "OHP-016 Postgraduate pharmacy independent prescribing course: overview across the uk." In 22nd EAHP Congress 22–24 March 2017 Cannes, France. British Medical Journal Publishing Group, 2017. http://dx.doi.org/10.1136/ejhpharm-2017-000640.410.
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MacKellar, Bonnie, and Maria Leibfried. "Designing and building mobile pharmacy apps in a healthcare IT course." In SIGITE/RIIT'13: SIGITE/RIIT 2013. ACM, 2013. http://dx.doi.org/10.1145/2512276.2512304.
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Zhu, Wufu, Wenhui Wang, Shan Xu, Yuping Guo, Qidong Tang, and Pengwu Zheng. "Teaching Reformation of Medicinal Chemistry Course of Pharmacy Major and Pharmaceutical Engineering Major." In 2015 International Conference on Social Science and Higher Education. Atlantis Press, 2015. http://dx.doi.org/10.2991/icsshe-15.2015.87.
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Zheng, Pengwu, Zhen Xiao, Linxiao Wang, Shan Xu, and Wufu Zhu. "Practice of Graduate Students Assisting Teachers to Teach Pharmacy Major Courses in Local Normal University." In International Conference on Education Innovation and Social Science (ICEISS 2017). Atlantis Press, 2017. http://dx.doi.org/10.2991/iceiss-17.2017.89.
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Giorgi, Giorgio, and María del Carmen Bravo Llatas. "Clinically relevant medicine label-based exercises: a friendly bridge between medicinal chemistry and pharmacotherapeutics." In Fourth International Conference on Higher Education Advances. Universitat Politècnica València, 2018. http://dx.doi.org/10.4995/head18.2018.8100.
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Aims. To make the students of Medicinal Chemistry (MC) course for doctor of pharmacy (PharmD) understand how strongly connected the chemical properties of drugs are to their clinical profiles and therapeutics, and determine students’ satisfaction degree. Design. Students in the spring 2013 section of the MC course were taught in a traditional teacher-centered manner. Students in the spring 2015 and 2016 ones had additional guided clinically relevant medicine label-based exercises. They worked in structured self-selected teams and chemically explained the clinical aspects of the selected drugs during oral communication sessions. They were given a 1 to 4 Likert-type scale satisfaction questionnaire, the data were collected and statistically treated. Results. The project was useful to show the connection between the chemical aspects of drugs and their clinical profiles (mean=3.33±0.65) and globally satisfactory (mean=3.07±0.47). The additional didactic material helped the students in the spring 2016 make the most of the MC course (mean=3.38±0.74, p=0.002). Conclusions. Medicine label-based exercises seem to be helpful to understand the connection between medicinal chemistry and pharmacotherapeutics. Feedback from students is generally quite favourable. The approach taken will continue to be modified and expanded.
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Serrano Santos, Jose Manuel. "Design, implementation and evaluation of an authentic assessment experience in a pharmacy course: are students getting it?" In Third International Conference on Higher Education Advances. Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/head17.2017.5294.
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Authentic assessment has been a focal strategy in higher education as a way to provide students with engaging and meaningful learning experiences in preparation for the real world work environments. Possibly due to the lack of consensus in the elements that outline that authenticity, limited amount of authentic learning experiences are reported and evaluated in the literature. This study aims to describe and evaluate the design and implementation of an authentic assessment in a pharmacy undergraduate course. A five-dimensional model for authentic instruction was utilized in the design of the learning experience. This was complemented with an eight-element framework that contributed to create an authentic assessment. Two surveys explored subjective authenticity as perceived by students and stakeholders. The results revealed that students find it hard to value their performance at the higher level that stakeholders do. While the use of models and frameworks in the design of authentic assessment is valuable, academics’ efforts need to be concentrated on further developing student’s metacognitive skills in order to provide relevancy and value to the knowledge, skills and attitudes developed in undergraduate tertiary education.