To see the other types of publications on this topic, follow the link: Courier pharmacy.
Dissertations / Theses on the topic 'Courier pharmacy'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 27 dissertations / theses for your research on the topic 'Courier pharmacy.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse dissertations / theses on a wide variety of disciplines and organise your bibliography correctly.
1
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.
Full textAbstract:
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.
2
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.
Full textAbstract:
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.
3
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.
Full textAbstract:
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.
4
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.
Full textAbstract:
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.
5
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.
Full textAbstract:
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.
6
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.
Full textAbstract:
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.
7
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.
Full textAbstract:
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.
8
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.
Full textAbstract:
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.
9
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.
Full textAbstract:
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.
10
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.
Full textAbstract:
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.
11
Panus, Peter C., David W. Stewart, Nicholas E. Hagemeier, Jim C. Thigpen, and Lauren Brooks. "A Subgroup Analysis of the Impact of Self-testing Frequency on Examination Scores in a Pathophysiology Course." Digital Commons @ East Tennessee State University, 2014. https://dc.etsu.edu/etsu-works/1474.
Full textAbstract:
Objective: To determine if the frequency of self-testing of course material prior to actual examination improves examination scores, regardless of the actual scores on the self-testing.
Methods: Practice quizzes were randomly generated from a total of 1342 multiple-choice questions in pathophysiology and made available online for student self-testing. Intercorrelations, 2-way repeated measures ANOVA with post hoc tests, and 2-group comparisons following rank ordering, were conducted.
Results: During each of 4 testing blocks, more than 85% of students took advantage of the self-testing process for a total of 7042 attempts. A consistent significant correlation (p≤0.05) existed between the number of practice quiz attempts and the subsequent examination scores. No difference in the number of quiz attempts was demonstrated compared to the first testing block. Exam scores for the first and second testing blocks were both higher than those for third and fourth blocks.
Conclusion: Although self-testing strategies increase retrieval and retention, they are uncommon in pharmacy education. The results suggested that the number of self-testing attempts alone improved subsequent examination scores, regardless of the score for self-tests.
12
Brown, Stacy D., Brooks B. Pond, and Kathryn A. Creekmore. "A Case-Based Toxicology Elective Course to Enhance Student Learning in Pharmacotherapy." Digital Commons @ East Tennessee State University, 2011. https://doi.org/10.5688/ajpe756118.
Full textAbstract:
Objective. To assess the impact of a case-based toxicology elective course on student learning in related required courses and student performance on the Pharmacy Curriculum Outcomes Assessment (PCOA) examination.
Design. A case-based clinical toxicology elective course that contained topics from 2 required courses, Pharmacology III and Pharmacotherapy II, was offered in the spring 2009 to second- and third-year pharmacy students.
Assessment. Scores on the Toxicology subsection of the PCOA of students enrolled in the elective were higher than those of students not enrolled (91.3% ± 4.1 vs. 67.2% ± 5.7). Enrollment in the elective was related to increased examination scores among Pharmacotherapy II students (89.5% ± 2.0 vs. 83.9% ± 1.8). Students indicated on course survey instruments that they were satisfied with the new elective offering.
Conclusions. A toxicology elective provided a clinically relevant, active-learning experience for pharmacy students that addressed a curricular need within the college and increased examination scores.
13
Pryor, Jason, Piyush Singh, Nilesh Dankhara, Stacy D. Brown, and Darshan Shah. "Correlation of Newborn’s Clinical Course with Cord Blood Levels of Buprenorphine, Methadone, and Their Metabolites." Digital Commons @ East Tennessee State University, 2014. https://dc.etsu.edu/etsu-works/5277.
Full textAbstract:
Purpose In recent years, there has been a significant increase in opioid-related drug use among pregnant mothers, specifically Methadone, Subutex (Buprenorphine) and Suboxone (Buprenorphine and Naloxone) resulting in increased neonatal intensive care unit (NICU) admissions for treatment of neonatal abstinence syndrome (NAS). Standard tests such as urine, meconium, and cord stat blood samples have not been shown to accurately demonstrate maternal abuse of these medications or predict the clinical course of NAS. This study aims to correlate and compare clinical symptoms of NAS with cord/ placental blood concentrations of Buprenorphine, Methadone and their metabolites. Another goal is to demonstrate the ability to correctly identify maternal abuse and concentrations of these medications.
Methods The design was an observational study where cord/placental blood samples were obtained from eligible subjects. In addition to the standard cord stat test done by state, samples were analyzed using liquid chromatography mass spectrometry (LC-MS/MS) to quantify the metabolites of Buprenorphine, Norbuprenorphine and Methadone. Investigators performing the LC-MS/MS were blinded. Infants were treated on attending physician’s discretion according to clinical course. All infants were followed until discharge. Demographics and clinical course, including NICU stay, were recorded.
Results A total of 19 mothers were enrolled, out of which, 15 (78.9%) mothers were on Subutex, 2 (10.5%) on Suboxone and 2 (10.5%) on Methadone. Data analysis was performed only on subjects with exposure to Subutex due to low sample size for Suboxone and Methadone subjects. Cord stat performed by the state lab was negative in 33.3% of subjects; however, 100% of the cord blood samples tested by LC-/MSMS were positive. The percentage of neonates transferred to NICU for NAS was 60% of which 67% received replacement therapy. Length of stay in NICU for treatment of NAS did not have any correlation to the concentration of the metabolites in cord blood. Pearson’s correlation coefficient (r) between duration of NICU stay and Norbuprenorhine concentration was r = -0.07 (p-value = 0.40); Buprenorphine concentration was r = -0.30 (p-value = 0.14); Norbuprenorphine-glucoronate concentration was r = -0.05 (p-value = 0.43); Buprenorphine-glucoronate concentration was r = -0.31 (p-value = 0.13). No correlation was found after adding the concentrations of all the above metabolites with NICU stay r = -0.24 (p-value = 0.19).
Conclusion The cord stat result is inferior to cord/placental blood levels of drug metabolites using LC-MS/MS for diagnosing maternal substance abuse in at risk infants. No correlation was found between the concentrations of metabolites and length of stay in NICU or duration of replacement therapy. This study was limited by a small sample size.
14
Alhaj-Suliman, Suhaila Omar. "Model-based meta-analysis to compare primary efficacy-endpoint, efficacy-time course, safety and tolerability of opioids used in the management of osteoarthritic pain in humans." Thesis, University of Iowa, 2018. https://ir.uiowa.edu/etd/6647.
Full textAbstract:
Osteoarthritis is a common degenerative disorder that affects joints. Despite recent therapeutic advances, osteoarthritis continues to be a challenging health problem, and elderly population is particularly at risk. Pain is the most unbearable symptom experienced by osteoarthritic patients. Currently, several pharmacological medications are available to manage osteoarthritic pain. Opioids, potent analgesics, have shown extraordinary ability to reduce intense pain in many osteoarthritic clinical trials. Although many clinical trials have investigated the efficacy and safety of opioids in osteoarthritic patients, there is an increased need for a study to integrate the reported outcomes and utilize them to achieve a better understanding of efficacy and safety profiles of opioids. Therefore, in our present study, efficacy, safety, and tolerability profiles of opioid compounds used to manage osteoarthritic pain were assessed and compared using a model-based meta-analysis (MBMA). To achieve our goal, a comprehensive database consisting of pain relief compounds with information on summary-level of efficacy over time, adverse events and dropout rates was compiled from multiple sources. MBMA was conducted using nonlinear mixed-effects modeling approach. The results showed that the selected models successfully captured the observed data, and primary efficacy endpoint estimations indicated that the ED50 of oxycodone, oxymorphone, and tramadol were 47, 84, and 247 mg per day, respectively. Efficacy-time course analysis showed that opioids had rapid time to efficacy onset, suggesting potential powerful pain relief effects. Also, it was found that gastrointestinal adverse events were the most opioid-associated and dose-dependent adverse effects. In addition, the analysis revealed that opioids are well-tolerable at low to moderate doses. The results presented here provided clinically meaningful insights into the efficacy and safety of oxycodone, oxymorphone, and tramadol. In addition, the presented framework analysis has a clinical impact on drug development where it can help in optimizing the dose of opioids to manage osteoarthritic pain, making precise key decisions for positioning of new drugs, and designing more efficient clinical trials.
15
Astre, Vanessa. "Mise au point d'une solution rectale thermogélifiante et bioadhésive contenant des acides gras à chaîne courte." Paris 5, 1998. http://www.theses.fr/1998PA05P075.
Full text
16
Kirk, Loren, and Stacy D. Brown. "High-Performance Liquid Chromatographic Method for a Compounded Vancomycin Oral Solution for Application Toward a Beyond-Use Date Determination." Digital Commons @ East Tennessee State University, 2014. https://dc.etsu.edu/etsu-works/5278.
Full text
17
Popa, Michelle. "An Examination of Awareness of Over-the-Counter Nonsteroidal Anti-Inflammatory Drugs and Adverse Events." ScholarWorks, 2011. https://scholarworks.waldenu.edu/dissertations/1143.
Full textAbstract:
The elderly population is among the fastest growing populations in the United States. Finding and consuming medications safely and effectively are challenging endeavors for this population. Nonsteroidal anti-inflammatory drugs (NSAIDs) are a widely consumed class of medications among the elderly population, with 70% of individuals consuming over-the-counter (OTC) NSAIDs once a week and 34% using them daily. The purpose of this quantitative study was to determine whether (a) patients are aware of the risks associated with the consumption of NSAIDs, and (b) there are differences in awareness based upon specific demographic characteristics and levels of patient-physician communication. The health belief model (HBM) was used to interpret the results. The HBM is a social cognition framework that takes into account different perceptions, namely, perceived susceptibility of acquiring a health condition, perceived severity of the condition and its consequences, perceived barriers to engaging in the recommended behavior, perceived benefits of engaging in the recommended behavior, and perceived costs of engaging in the recommended behavior. Multiple linear regression was used to analyze the data. The results, which were based upon a cross-sectional survey of 124 participants, showed that the participants' awareness of adverse events associated with NSAIDs use was not associated with sociodemographic variables, rates of consumption, or patient-physician communication. The findings will give the key stakeholders more insight into the issue of preventable adverse events that might lead to the establishment of more safety programs and informatics structural systems to monitor the consumption of OTC NSAIDs and improve lines of communication to protect the elderly population.
18
Ishii, Ione. "A iniciação científica como prática pedagógica na formação de estudantes de farmácia." Universidade de São Paulo, 2015. http://www.teses.usp.br/teses/disponiveis/48/48134/tde-07032016-144629/.
Full textAbstract:
A iniciação científica (IC) tem como objetivo formar pesquisadores e profissionais que contribuam para o avanço científico-tecnológico do país. Estudos têm evidenciado benefícios da IC: complementação acadêmica e profissional, desenvolvimento pessoal e de pensamento crítico. Além disso, são observadas mudanças qualitativas na relação do estudante com a aprendizagem: o conhecimento ganha significado e sentido, e sua compreensão torna-se profunda. Graduandos com essas características foram descritos por Marton e Säljö (1976) como estudantes com abordagem profunda à aprendizagem. Estes utilizam a metacognição de modo eficiente através de mecanismos de autorregulação. A metacognição foi definida por Flavell (1979) como a capacidade de pensar sobre a própria cognição. A sociedade atual tem exigido, cada vez mais, a formação de profissionais autônomos, críticos, capazes de resolver problemas e aprender para o resto da vida, características presentes em estudantes com abordagem profunda à aprendizagem. Os cursos de farmácia têm passado por mudanças curriculares para atender às novas exigências da profissão. Instigada pelos trabalhos sobre o tema e a necessidade de aperfeiçoar o ensino realizei pesquisa qualitativa através de entrevistas, nas quais os alunos falam sobre a experiência na IC. Pretendo, assim, contribuir para o aprimoramento da orientação como prática pedagógica e para a melhoria dos cursos de graduação. Em 2014, foram coletados depoimentos que evidenciaram a adoção de abordagens profundas à aprendizagem e a utilização de mecanismos metacognitivos. A fim de confirmar esses resultados, foram realizadas novas entrevistas em 2015. A comparação dos depoimentos evidenciou aspectos da orientação na IC, confirmados em conversas com professores orientadores desses estudantes. Os três docentes que participaram desta etapa revelaram e reiteraram ações pedagógicas eficientes: focar no aluno e não na pesquisa, identificando expectativas, dificuldades e potencialidades dos graduandos; considerar a IC como complementação da formação acadêmica e profissional; selecionar alunos com interesse e disponibilidade de tempo para dedicar-se aos estudos e à pesquisa; encarar a defasagem conceitual e procedimental dos estudantes, responsabilidade do orientador, ajudando-os na superação dessas dificuldades mesmo em detrimento do desenvolvimento de pesquisas mais complexas; organizar ambientes de trabalho que promovam relações interpessoais saudáveis.<br>The purpose of undergraduate research (UR) is to educate researchers and professionals so they may contribute for the scientific/technological advancement. Studies have shown the benefits of UR: academic and professional supplement, personal development and critical thinking. In addition, qualitative changes in the relationship between the student and learning have been observed: knowledge acquires a meaning and has a sense, and his/her understanding becomes profound. Undergraduate with such characteristics have been described by Marton and Säljö (1976) as students with a deep approach to learning. They utilize metacognition in an efficient way through mechanisms of self-regulation. Metacognition was defined by Flavell (1979) as the capacity to think about one´s own cognition. At this time society is looking for professionals who are independent, critical and able to solving problems and prepared to lifelong learning, features that are found in students with a deep approach to learning. Pharmacy courses have undergone curriculum changes in order to meet the new requirements of the profession. Instigated by the researches about this topic and the need to improve teaching, I conducted a qualitative research by means of interviews, in which students talk about their experience in UR. My intention is thus to contribute for the improvement of mentoring as a pedagogical practice and for the improvement of the undergraduate courses. In 2014, interviews provided evidence that the deep approaches to learning had been adopted as well as the use of metacognitive strategies by the undergraduate research students. With the aim of confirming such results, new interviews were conducted in 2015. By comparing the interviews aspects of the UR mentoring were found, confirmed by talks with the professors who supervised those students. The three professors participating in this stage revealed and reiterated efficient pedagogical actions: focus on the student, not on the research, to identify expectancies, difficulties and the potential of undergraduates; they consider UR as a complement to academic and professional education; they select students who are interested and have time available to dedicate themselves to research; they see conceptual and procedural gap of students as a responsibility of the mentoring, who can help them overcome such difficulties even to detriment of the development of more complex research; they organize the work environment to foster healthy interpersonal relations.
19
Li, Mengyao. "USING SEMIPHYSIOLOGICALLY-BASED PHARMACOKINETIC (SEMI-PBPK) MODELING TO EXPLORE THE IMPACT OF DIFFERENCES BETWEEN THE INTRAVENOUS (IV) AND ORAL (PO) ROUTE OF ADMINISTRATION ON THE MAGNITUDE AND TIME COURSE OF CYP3A-MEDIATED METABOLIC DRUG-DRUG INTERACTIONS (DDI) USING MIDAZOLAM (MDZ) AS PROTOTYPICAL SUBSTRATE AND FLUCONAZOLE (FLZ) AND ERYTHROMYCIN (ERY) AS PROTOTYPICAL INHIBITORS." VCU Scholars Compass, 2016. http://scholarscompass.vcu.edu/etd/4402.
Full textAbstract:
The purpose of the project was to investigate the impact of IV and PO routes difference for MDZ, a prototypical CYP3A substrate, and two CYP3A inhibitors (CYP3AI) -FLZ and ERY-, on the magnitude and time course of their inhibitory metabolic DDI.
Individual semi-PBPK models for MDZ, FLZ and ERY were developed and validated separately, using pharmacokinetic (PK) parameters from clinical/in-vitro studies and published physiological parameters. Subsequently, DDI sub-models between MDZ and CYP3AIs incorporated non-competitive and mechanism-based inhibition (MBI) for FLZ and ERY, respectively, on hepatic and gut wall (GW) CYP3A metabolism of MDZ, using available in-vitro/in-vivo information. Model-simulated MDZ PK profiles were compared with observed data from available clinical PK and DDI studies, by visual predictive check and exposure metrics comparison. DDI magnitude and time course for CYP3AI (IV vs. PO) followed by MDZ (IV vs. PO) at various time points were predicted by the validated semi-PBPK-DDI models. Two hypothetical CYP3A substrates and four CYP3AI (derived from MDZ, FLZ and ERY, with GW metabolism removed, hepatic metabolism reduced, or oral bioavailability (Foral) and/or elimination half-life (t1/2) modified) were also simulated to generalize conclusions.
The final semi-PBPK-DDI models predict well the PK profiles for IV/PO MDZ in absence/presence of IV/PO CYP3AI, with deviations between model-predicted and observed exposure metrics within 30%. Prospective simulations demonstrate that:
1) CYP3A substrates, e.g., MDZ, are consistently more sensitive to metabolic inhibition after PO than after IV administration, due to pre-systemic hepatic and/or GW metabolism. For substrates without GW metabolism and limited hepatic metabolism, only a marginal route difference for substrate administration is observed.
2) For high-Foral CYP3AIs, e.g., FLZ, no inhibitor IV-PO route DDI differences are expected, unless they are given simultaneously with PO MDZ.
3) For low-Foral CYP3AIs, e.g., ERY, greater inhibition is expected after IV than after PO administration for IV MDZ, but is difficult to predict for PO MDZ.
4) In addition to Foral and plasma t1/2 of CYP3AIs, the DDI onset, peak and duration are determined by their oral absorption rate and by the resulting hepatic and/or GW concentration profiles relative to Ki for noncompetitive CYP3AIs, but by CYP3A kinetics (synthesis, degradation rate) for MBI CYP3AIs.
20
Triballeau-Hugounenq, Nicolas. "Découverte par criblage virtuel d'agonistes originaux des récepteurs sensibles aux acides α-aminés de la famille 3/C des RCPG". Paris 5, 2006. http://www.theses.fr/2006PA05S009.
Full text
21
Rosendo, Bruno Gomes. "Cem anos de ensino da Farmácia em Portugal (1910-2010): legislação e planos curriculares." Master's thesis, [s.n.], 2011. http://hdl.handle.net/10284/2868.
Full textAbstract:
Trabalho apresentado à Universidade Fernando Pessoa como parte dos requisitos para obtenção do grau de Mestre em Ciências Farmacêuticas.<br>Na presente dissertação procede-se a uma análise da evolução dos curricula dos cursos de Farmácia nos últimos cem anos, tendo considerado importante recuar à Monarquia Constitucional, no sentido de dar conta das importantes mudanças ocorridas desde o liberalismo, onde a aprendizagem da profissão farmacêutica se efectuava em boticas. Por conseguinte, os períodos históricos preferenciais da nossa análise no que toca o plano das reformas curriculares são a I República, o Estado Novo e a Democracia. Por isso concedemos maior ênfase à evolução das reformas do ensino da farmácia e do respectivo impacto nos curricula dos cursos superiores de Farmácia desde a I República à liberalização do ensino da Farmácia em Portugal nos tempos mais recentes, destacando-se, como um exemplo de sucesso, a evolução do curso de Ciências Farmacêuticas da Faculdade de Ciências da Saúde da Universidade Fernando Pessoa.
Esta pesquisa tem fundamentalmente por base os diplomas legislativos que estiveram na origem das reformas ocorridas no ensino da Farmácia durante o período em questão. In this project proceeds to an analysis of the evolution of the curriculum of pharmacy in the last hundred years, having considered important back to the constitutional monarchy, in order to take account of important changes since liberalism, where learning is the pharmaceutical profession carried out in drugstores. Therefore, the preferred historical periods of our analysis regarding the level of curricular reforms are the First Republic, the “Estado Novo” and Democracy. For this we attach greater emphasis to the development of pharmacy education reforms and their impact on the curricula of courses in pharmacy from the First Republic to the liberalization of the pharmacy education in Portugal in recent times, especially as an example of success, the evolution of the course of Pharmaceutical Sciences, Faculty of Health Sciences, University Fernando Pessoa.
This research is mainly based on statutes that led to reforms occurring in the teaching of pharmacy during the period in question.
22
Coetsee, Janine Mari. "A comparison of chronic medicine prescribing patterns between mail order and community pharmacies in South Africa / Janine Mari Coetsee." Thesis, 2013. http://hdl.handle.net/10394/10710.
Full textAbstract:
Pharmaceutical care can be defined as “the care that a given patient requires and receives
which assures safe and rational drug usage” (Mikael et al., 1975:567). The supply of medication
is an important link in the health care chain, and the supply of chronic medication specifically
was reviewed in this study. The World Health Organization (WHO, 2008d) states that chronic
disease and related deaths are increasing in low- and middle-income countries, causing 39%
and 72% of all deaths in low- and middle-income countries respectively.
The main objective of this study was to investigate the difference between chronic medication
prescribing patterns and subsequent claiming patterns for community (retail) and mail order
(courier) pharmacies in the South African private health care sector.
Computerized claims data for the period 1 January 2009 to 31 December 2010 were extracted
from the database of a South African pharmaceutical benefit management company. The
chronic database consisted of 6 191 147 prescriptions (N = 17 706 524), 14 045 546 items (N =
42 176 768) at a total cost of R2 126 516 154.00 (N = R4 969 436 580.88). A quantitative,
retrospective, cross-sectional drug utilisation review was conducted, and data were analysed
using the Statistical Analysis System® programme.
Various providers of chronic medication were analysed, namely dispensing doctors, dispensing
specialists, courier pharmacies and retail pharmacies. Chronic medication represented 34.97%
of all medication prescribed. Retail pharmacies dispensed 79% of this chronic medication (n =
2 441 613 items) and courier pharmacies 19% (n = 610 964 items). Courier pharmacies
dispensed 1 147 687 prescriptions containing chronic medication and retail pharmacies
dispensed 4 900 282. The average cost per prescription for chronic medication at retail
pharmacies was R325.43 ± R425.74 (2009) and R335.10 ± R449.84 (2010), and that of courier
pharmacies was R398.56 ± R937.61 in 2009 and R436.57 ± R1199.46 in 2010. The top-five chronic medication groups dispensed by both these pharmacy types were selected
according to the number of unique patients utilising these medications for at least four
consecutive months. The most utilised chronic medication groups were ACE inhibitors (n =
1 611 432), statins (n = 1 449 732), diuretics (n = 962 670), thyroid medication (n = 885 891)
and oral antidiabetics (n = 696 631).
The average medication possession ratio for retail pharmacies indicated that, on average,
statins, diuretics, thyroid medication and oral antidiabetics were undersupplied by retail
pharmacies. Courier pharmacies tended to oversupply more often than retail pharmacies, with
the cost of oversupplied medication ranging from 9% to 11% of total courier pharmacy
medication costs.
The average chronic prescription, item and levy cost did not vary significantly between courier
and retail pharmacies. This indicates that the relative cost of acquiring chronic medication is
similar at retail and courier pharmacy. The medication possession ratios of the top-five chronic
medication groups, however, did differ significantly. In order to choose the most appropriate
provider, the medical scheme provider needs to consider the over- and undersupply of
medication. Oversupply may lead to unnecessary costs whilst undersupply may lead to future
noncompliance and associated health problems. The costs associated with undersupply of
medication in the South African health care sector need further investigation.<br>PhD (Pharmacy Practice), North-West University, Potchefstroom Campus, 2014
23
Hedrick, Courtney Ann. "Developing a pharmacy professional elective course : underserved populations /." 2007. http://digitalcommons.butler.edu/ugtheses/17/.
Full text
24
Alshehri, Ahmed Mohammed. "The impact of third year pharmacy students providing medication therapy management in community pharmacies." 2012. http://hdl.handle.net/2152/20014.
Full textAbstract:
This retrospective study was conducted to examine the impact of third-year pharmacy students’ provision of medication therapy management (MTM) on medication and health-related outcomes of patients in community pharmacies. The study objectives were as follows: 1) describe patients’ socio-demographic and clinical characteristics; 2) describe the number and types of medication and health-related problems (MHRPs) identified by students, as well as students’ MTM interventions and recommendations; 3) describe medical provider/patient MTM recommendation acceptance rates; and 4) determine which factors (i.e., baseline MHRPs, medical conditions, prescription medications, over-the-counter (OTC) medications and herbal supplements, number of medical prescribers, MTM interventions, and MTM recommendations) were related to the number of MHRPs resolved.
The study used data (MTM cases) from a required MTM course, taught at The
University of Texas at Austin College of Pharmacy. The study included MTM cases provided by third-year pharmacy students enrolled in the Fall 2011 semester. MTM cases that were complete, unduplicated, and had patients aged ≥ 18 years were included the study. Descriptive statistics were used to address the first three study objectives. Multivariate linear regression was used to determine which factors were related to the number of MHRPs resolved.
Out of the total number of MTM cases, 274 met the study inclusion criteria and served as the study’s final sample. The patients’ average age was 63.8 (±14.5), and the majority were female (60.4%) and Caucasian (53.2%). Almost one-third of the patients (30.7%) drank alcohol. The mean number of medical conditions and prescription medications was 6.0 (±2.7) and 9.0 (±4.0), respectively. Pharmacy students identified 1,370 MHRPs [935 medication-related problems (MRPs) and 435 health-related problems (HRPs)] and recommended 1,004 medication and health-related recommendations (MHRRs) [542 medication-related recommendations and 462 health- related recommendations]. Medical providers and/or patients accepted recommendations regarding drug discontinuation (34.8%) and OTC and herbal supplements (28.9%) at higher rates than other recommendations. Regarding the regression, the overall model was statistically significant, F=76.88, df=7, 240, p<0.001, and baseline MHRPs (β=0.127, t=2.09, p=0.04) and MTM recommendations (β =0.715, t=11.37, p<0.0001) were significantly related to MHRPs resolved.
In conclusion, pharmacy students had a positive impact on patients’ medication and health-related outcomes through identifying MHRPs and providing MTM recommendations. The significant positive relationship between the number of MTM
recommendations and MHRPs resolved should encourage pharmacists and pharmacy students to be more eager to provide MTM recommendations, given the evidence that they will lead to improving patients’ medication and health-related outcomes.<br>text
25
Mavela, Nokhuthula Hloniphani. "A needs analysis of relevant stakeholders on a short course in homoeopathy for pharmacy front shop assistants in the greater Durban area." Thesis, 2016. http://hdl.handle.net/10321/1767.
Full textAbstract:
Submitted in partial compliance with the requirements of the degree of Master of Technology: Homoeopathy, Durban University of Technology, KwaZulu-Natal, South Africa, 2016.<br>INTRODUCTION: Homoeopathy is a medical system that offers a gentle approach to healing. In the Republic of South Africa, homoeopathic medicines are readily available in most retail pharmacies, hyper-stores, supermarkets and health shops. It is common and expected that in a pharmacy setting, one will find a qualified pharmacist dispensing medicines he/she is highly knowledgeable about, as well as advising customers/patients on the indication, administration and contraindications of these medicines. With this premise in mind, where complementary and alternative medicines are sold, we ideally expect qualified personnel dispensing and advising customers on the use of complementary and alternative medicines also not only conventional medicines. At the time of conducting this study, the knowledge of pharmacy staff was questionable pertaining to the depth of homoeopathic knowledge they possess, as there is limited formal training available on complementary and alternative medicine (CAM) in their curriculum in South Africa. It has been noted that, prior to the development of short courses, a needs analysis should be conducted.
AIM OF THE STUDY: To investigate the needs of pharmacy front shop assistants when dealing with homoeopathic medicines with the prospect of developing a short course.
METHODOLOGY: The research was a qualitative, descriptive, exploratory study. A measurement of views on what homoeopathy is, where pharmacy staff currently attain training on homoeopathy, and perceptions on the need for further training were conducted by means of a semi structured interview guide. Tesch’s Eight Step method was utilised for data analysis. CONCLUSION: The study clearly highlighted that there exists a poor level of knowledge of homoeopathy amongst pharmacy staff in the greater Durban area of KwaZulu-Natal South Africa, at the time of conducting the study. Despite low knowledge levels, the study was able to establish a keen interest amongst pharmacy staff on furthering and advancing their knowledge of homoeopathy to better serve the public and improve the quality of health care offered by pharmacy staff.<br>M
26
Gueylard, Chenevier Delphine. "Utilisation de la détermination hypothétique de la disposition à payer comme méthode d'évaluation des préférences des patients : application au traitement antibactérien de courte durée dans l'otite moyenne aiguë de l'enfant." Thèse, 2009. http://hdl.handle.net/1866/6506.
Full text
27
Sarem, Sarem. "Limited sampling strategies for estimation of cyclosporine exposure in pediatric hematopoietic stem cell transplant recipients : methodological improvement and introduction of sampling time deviation analysis." Thèse, 2014. http://hdl.handle.net/1866/13046.
Full text