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1
Lohana, Bhairavi B. "Pharmacy Ownership Interest of Pharmacy Students." University of Toledo / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1281415481.
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Bradford, Dominique, and Priscilla Watmore. "The Relationship Between Self-reported Professionalism and Student Involvement in Pharmacy Organizations at One College of Pharmacy." The University of Arizona, 2009. http://hdl.handle.net/10150/623917.
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Class of 2009 Abstract<br>OBJECTIVES: To determine if there is a correlation between student involvement in pharmacy organizations and self-reported professional development.
METHODS: A cross sectional, prospective, print-based questionnaire was submitted to students in their last didactic year of the Doctor of Pharmacy program at one university. The questionnaire was administered during a well attended, regularly scheduled class and students self-assessed their professionalism on the Behavioral Professionalism Assessment and provided data on their degree of involvement in pharmacy professional organizations.
RESULTS: The questionnaire was completed by 78 of 84 students (a 93% response rate). Nearly 94% of participants reported that involvement in pharmacy organizations played some role in their professional development and approximately 30% of these students based this opinion on participation, leadership, and networking opportunities offered by professional organizations. A significant positive correlation between self-reported professionalism and involvement (i.e., the number of: brown bags/health fairs and organizational meetings attended, p<0.05 for each) was identified.
CONCLUSIONS: A relationship was identified between professionalism and involvement at one college of pharmacy. Further research should be conducted at other colleges of pharmacy to determine if these data can be generalized to the larger pharmacy student population.
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Bossaer, John B., and Anne P. Spencer. "Preferred Learning Styles of Pharmacy Students at Two U.S. Colleges of Pharmacy." Digital Commons @ East Tennessee State University, 2011. https://dc.etsu.edu/etsu-works/2342.
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Objectives: To characterize the preferred learning styles of pharmacy students at two colleges of pharmacy in the southeastern United States. Method: The Pharmacists’ Inventory of Learning Styles (PILS) was developed and validated as an instrument specific to pharmacists. We administered the PILS via email using Survey Monkey. Pharmacy students at the Medical University of South Carolina (MUSC) or South Carolina College of Pharmacy (SCCP-MUSC campus) were surveyed in 2007. Pharmacy students at the Gatton College of Pharmacy (GCOP) at East Tennessee State University (ETSU) were surveyed in 2010. An email was sent to each student on a Monday in the fall semester, followed by reminder emails each of the following three weeks. Students were not allowed to take the survey twice and participation was voluntary. Results: Response rates from MUSC and ETSU students were 48% and 71%, respectively. Pharmacy students at both MUSC and ETSU displayed similar preferred learning styles. The most common learning style at each institution was the Producer (61%), while the second most common learning style at each institution was the Director (30.5%), as defined by Austin. Implications: These results are the first to characterize the preferred learning styles of pharmacy students using the PILS. The almost identical results between both schools support the idea that the majority of pharmacy student in the southeastern United States prefer structured learning environments, which is true of both Producers and Directors. Future research assessing the relationship between preferred learning style and educational outcomes in different learning environments is warranted.
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Domer, Erica R., Kunal S. Ramani, and Alexandria M. Smith. "An Evaluation of Institutional Introductory Pharmacy Practice Experiences." The University of Arizona, 2011. http://hdl.handle.net/10150/623563.
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Class of 2011 Abstract<br>OBJECTIVES: To assess the effectiveness of the institutional objectives for the Introductory to Pharmacy Practice Experience (IPPE) course at the University of Arizona, College of Pharmacy.
METHODS: This observational study included 83 first-year PharmD students, of which 36 were enrolled in the IPPE course during the Spring 2009 semester. At the beginning and end of the semester, each student was given a multiple-choice test with questions related to the institutional objectives for the IPPE course. At the end of the semester, the tests were scored and the pre- and post-tests were matched for each student.
RESULTS: No significant difference was found between the pre- and post-test scores, although most students had an improved score on the post-test. Of the students in IPPE, test scores were divided based on the type of practice site attended. No difference was found for the pre- or post-test scores between the different practice sites (p>0.1 for all comparisons) and a medium impact was found between community and hospital practice settings (affect size = 0.49).
CONCLUSION: It was concluded that although student competencies improved over the course of the semester, participation in the IPPE course during the first-year of pharmacy school did not significantly contribute to this improvement.
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Patel, Bhavin, and Joseph Bohanick. "Pre-pharmacy Students' Beliefs About Taking Medications." The University of Arizona, 2011. http://hdl.handle.net/10150/623575.
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Class of 2011 Abstract<br>OBJECTIVES: To assess the attitudes of future health professionals towards taking medication.
METHODS: A beliefs about medications questionnaire (BMQ) was passed out to pre-pharmacy students at a pre- pharmacy club meeting
on April 4, 2011. The questionnaire utilized a five-point Likert scale with 1 being strongly disagree and 5 strongly agree. The collected
data was used to compare with the BMQ scores from the general public available in the Horne et.al. study. RESULTS: Pre-pharmacy students had significantly less agreement with negative statements (mean and SD, 2.43 ± 0.65) than the lay public (mean and SD, 3.75 ± 0.29) (p = 0.029).
CONCLUSION: We found that pre-pharmacy students tended to view medication use more positively than the general public. However, more surveys were needed in order to confirm these results. Overall we found a significant difference between attitudes held by pre-pharmacy students towards medication use and attitudes held by the lay public.
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Edel, Courtney, Janka Vanova, and Marion Slack. "Use of Dietary Supplements Among Pharmacy Students." The University of Arizona, 2015. http://hdl.handle.net/10150/614106.
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Class of 2015 Abstract<br>Objectives: To compare the use of herbal and dietary supplements amongst pharmacy students to the use in the general population; assess knowledge and attitudes toward the use, and perceived effectiveness of herbal and dietary supplements.
Methods: Paper questionnaires that were administered to the first-, second- and third-year students collected data about the herbal and dietary supplement use, knowledge, students’ attitudes towards the use of herbal and dietary supplements, as well as information about demographics and students’ work experience. Overall use was compared to the 2007 National Health Interview survey findings.
Results: From a total of 179 students who responded, 52% indicated that they had ever used at least one product, which was greater than the 25%-use reported in the general population. Almost half (46%) of students indicated they had used fish oil/omega-3; about 38% used one or more of the other listed products. Students had limited knowledge on the use of herbal and dietary supplements. The average score on the side effects and indicated uses of selected dietary supplements was 50%; however, the third-year students scored significantly higher than the first-year students (p < 0.001). Students rated dietary supplements as not essential for health, but thought that the education on dietary supplements was inadequate.
Conclusions: About half (52%) of this sample of pharmacy students reported having ever used dietary supplements compared to only 25% of the general population. However, students seemed to have limited knowledge of dietary supplements and thought more education was needed.
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Marroquin, Cesar, and Maria Virgen. "Knowledge of Obesity Prevention in Pharmacy Students." The University of Arizona, 2005. http://hdl.handle.net/10150/624757.
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Class of 2005 Abstract<br>Objectives: To describe the physical activity and nutrition status of pharmacy students and determine the level of knowledge that these students have related to prevention of obesity.
Methods: This was a descriptive study of the physical activity and nutrition status of pharmacy students and their knowledge related to the prevention of obesity. Data were collected from all the students using a paper and pencil questionnaire (a copy is provided in the Appendix). Students were asked to answer questions related to causes of obesity, definition of obesity using BMI, and physical activity relating to BMI. They were also asked to compare physical activity to drug therapy and define the recommended exercise guidelines by the Institute of Medicine. Students were asked to match physical activities with the intensity of the activity from light to vigorous. Students were also asked to list the fruits, vegetables, unsaturated fats, sweetened drinks, fried foods, and whole-grain foods consumed the day prior. Students listed the frequency of moderate and vigorous activities they participated in the week prior. Students chose the benefits of physical activity most important to them and were asked to rank the importance of physical activity, diet and obesity prevention to their health. Demographic data were collected on age, gender, ethnicity, height and weight.
Results: Scores were derived for all questions and mean scores for the three classes were compared using student’s t-test for all groups. Mean scores and student’s t-test were also used to compare responses between genders.
Implications: Overall, pharmacy students are lacking education in preventing obesity. By educating pharmacists about healthy eating and physical activity they, in turn, can educate the public on preventing obesity.
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Hernandez, Carlos, and Marion Slack. "Self-management of Pain Among Pharmacy Students." The University of Arizona, 2016. http://hdl.handle.net/10150/613984.
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Class of 2016 Abstract<br>Objectives: The purpose of this study is to determine if pharmacy students are more likely to use pharmacological agents to manage pain and if men and women are equally likely to use pharmacological agents.
Methods: Questionnaires were administered after a regularly scheduled class for first, second and third year pharmacy students. Data collected included a pain intensity rating, whether pain was acute or chronic, how the pain was managed (medication, exercise, etc.) and if pain interfered with activities.
Results: A total of 218 students (41% men, 71% aged 19-25) participated; 70% reported acute pain, 16%, chronic pain, and 14%, no pain. Pain intensity was greater in the chronic pain group (5.8 ± 1.7) than in the acute pain group (5.0 ± 2.1; p = 0.028). Chronic pain respondents were more likely to use prescription NSAIDs, muscle relaxers, physical therapy, transdermal electrical nerve stimulation, steroid injections and beta blockers (p < 0.02). There were few differences between men and women; women used OTC NSAIDs and acetaminophen at higher rates than men (p < 0.02). Women also used two non-pharmacological strategies (changed position and relaxation) at higher levels than men (p < 0.02). Students with chronic pain reported more pain interference with daily and leisure activities (p < 0.005) and work (p = 0.003) than students in the acute pain group.
Conclusions: Different strategies were used for pain management between acute and chronic pain participants, and also between both men and women. Students with chronic pain reported more interference with activities than those with acute pain.
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Brown, Stacy D., and Nicholas E. Hagemeier. "Effective Research Mentoring Strategies for Pharmacy Students." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/1420.
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Moyers, Jennifer, and Martha Mrozowski. "The Knowledge of Drug Interactions by Third Year Pharmacy Students at Two Western Schools of Pharmacy." The University of Arizona, 2006. http://hdl.handle.net/10150/624685.
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Class of 2006 Abstract<br>Objective: To determine the degree of knowledge of clinically significant drug-drug interactions by third-year pharmacy students at two schools of pharmacy located in the Western U.S., hereafter referred to as School A and School B. The purpose was also to determine if the degree of knowledge of drug interactions was related to the amount of work experience as well as exposure to drug interaction information in the curriculum of the pharmacy school at which these students are completing their degrees. The hypothesis of this study was that there would be no difference in knowledge of clinically significant drug-drug interactions by pharmacy students at School A and School B.
Methods: A two-page questionnaire was distributed to third year pharmacy students at School A and School B. The first page of the questionnaire contained 10 questions on potential drug-drug interactions and asked the students to indicate if an interaction was present and also rank their confidence for the response provided to the interaction question using a scale of 0 (not confident) to 10 (very confident). For each drug-drug pair, there were three response choices: (A) Should not be used together-contraindicated, (B) May be used together with monitoring, and (C) May be used together without monitoring. The second page of the questionnaire requested information regarding demographics such as age, gender, whether or not the students currently work in a pharmacy setting outside of pharmacy school and if they do, which pharmacy setting and for how many years, where the students believe most of their knowledge regarding drug-drug interactions is from, whether the students would like to have more class-time dedicated to drug-drug interactions, and asked the students’ opinion of how important it is for pharmacists to be aware of drug-drug interactions. In order to determine whether or not exposure to drug interaction information during the curriculum affected the degree of knowledge of drug interactions, a survey of the amount of time devoted to drug-drug interactions during pharmacy school was given to a representative from each school. This survey asked whether or not the curriculum at the particular school had a required course that was in whole or part specific to drug-drug interactions, how many hours were devoted to drug-drug interactions in Therapeutics, Pharmacology, Medicinal Chemistry, and other non-elective courses, and asked for an estimated total number of hours devoted to drug-drug interactions during pharmacy school.
Results: A total of 182 students completed and returned the questionnaire, 68 from School A and 114 from School B. There was no significant difference regarding the knowledge of DDIs between students at School A versus School B. The average (SD) number of drug interaction questions answered correctly was 54% (±17%) correct and 56% (±15%) correct respectively. There was no significant difference in subject characteristics including mean age, gender, and type of pharmacy-related work experience between the schools. The results of the survey indicated that the majority of students at both schools work in a community setting for a pharmacy- related job (58 students (88%) and 94 students (75%) for Schools A and B, respectively). A regression analysis showed that student confidence in their ability to correctly identify interactions was the only significant predictor of DDI knowledge (p=0.0138). However, there was only a weak correlation found between correctly answered questions and confidence in the ability to answer the question correctly (r = 0.22). The majority of subjects at both schools indicated that more time should be devoted to DDIs and that DDI information is very important. Conclusion: The study found that third year pharmacy students correctly identified approximately 55% of the drug-drug interactions. There was no significant difference in drug-drug interaction knowledge between the two schools surveyed. In addition, there was only a weak correlation between drug interaction knowledge and the student’s in their ability to correctly identify interactions. After controlling for age, gender, and work experience, we found that confidence was the only significant predictor of DDI knowledge. The majority of the students at both schools believe that drug-drug interaction knowledge is very important and that there should be more exposure to drug-drug interaction information throughout their curriculum. Future studies that survey drug-drug interaction knowledge at more schools may be warranted in order to incorporate changes in curriculums that will further develop the knowledge of drug-drug interactions in future pharmacists.
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Acosta, Stefanie, and Valerie Barnes. "Perceived Stress and Coping Methods in Pharmacy Students." The University of Arizona, 2010. http://hdl.handle.net/10150/623795.
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Class of 2010 Abstract<br>OBJECTIVES: To determine the perceived level of stress pharmacy students experience related to academics and the methods they use to relieve that stress.
METHODS: This was a descriptive cross-‐sectional study. Questionnaires were administered to first, second, and third year University of Arizona College of Pharmacy students during regularly scheduled class time. Data on perceived level of stress, sources of stress, and methods of relieving stress were collected and analyzed. Data on average hours worked per week, marital status, number of children, age, gender, and number of professional organizations involved in were also collected.
RESULTS: The stress survey was completed by a total of 182 students at the College of Pharmacy. The overall stress score was highest in the second year students, although the total score was relatively low (total score 18.7; p=0.04). The four items that resulted in the highest stress scores were exams and/or grades (stress score ≥ 2.1), amount of class material (stress score ≥ 1.8), financial responsibilities (stress score ≥ 1.8) and lack of free time (stress score ≥ 1.6). Stressful situations that the students felt the most during the semester were thinking about the things that they had to accomplish (score ≥ 3.2) and having to control the way they spend their time (score ≥ 2.6). Common stress relievers were spending time with family, friends and pets ( ≥ 27%), watching television or movies ( ≥ 22%) and exercising ( ≥ 17%). Of those students who exercised, >44% felt it helped relieve stress very much. CONCLUSIONS: Little difference in levels of stress was observed between the classes. Based on the results, pharmacy students at the University of Arizona do not appear to be excessively stressed. Spending time with family/friends/pets, watching TV/DVDs, and exercising were the most common ways of relieving stress.
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Green, Cable Thomas. "Visualizing understandings online nontraditional pharmacy students' experiences with concert mapping /." Columbus, Ohio : Ohio State University, 2004. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1059397698.
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Thesis (Ph. D.)--Ohio State University, 2003.<br>Title from first page of PDF file. Document formatted into pages; contains xix, 331 p.; also includes graphics (some col.). Includes abstract and vita. Advisor: Thomas McCain, Communication Graduate Program. Includes bibliographical references (p. 295-331).
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Queiruga, Caryn, and Rebecca Roush. "Medication Error Identification Rates of Pharmacy, Medical, and Nursing Students: A Simulation." The University of Arizona, 2009. http://hdl.handle.net/10150/623966.
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Class of 2009 Abstract<br>OBJECTIVES: To assess the ability of pharmacy, medicine, and nursing students to identify prescribing errors
METHODS: Pharmacy, medicine, and nursing students from the University of Arizona were asked to participate in this prospective, descriptive study. Pharmacy and medical students in the last didactic year of their program and traditional bachelor of nursing students in the fourth semester of their program were eligible to participate. Subjects were asked to assess a questionnaire containing three sample prescriptions, evaluate if each was correct and indicate the type of error found, if any. The primary outcome measure was the number of correctly identified prescribing errors. The secondary outcome measure was the number of correct types of error found. Error identification rates for each group were calculated. Comparisons in these rates were made between pharmacy, medicine and nursing students. Chi square tests were used to analyze the nominal data gathered from various groups. RESULTS: Pharmacy students were significantly better able to identify errors than medical and nursing students (p<0.001).
Pharmacy students were significantly better able to determine the type of error (p<0.001).
CONCLUSIONS: Overall, pharmacy students had higher prescribing error identification rates than medical and nursing students. More studies need to be done to determine the most appropriate way to increase prescribing error identification rates.
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Nguyen, Vivian, Justin Cole, and Nick Porter. "Factors that Influence Pharmacy Students when Choosing Career Paths." The University of Arizona, 2008. http://hdl.handle.net/10150/624273.
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Class of 2008<br>Objectives: The purpose of this study was to determine factors that influence the career aspirations of first and third year pharmacy students from the University of Arizona. We hypothesized that greater than 50% of first year Doctor of Pharmacy students from UA will plan on pursuing residencies upon graduation, more first year students will prefer clinical practice when compared to third year students, and the factor that contributes most to pharmacy students going into community practice is compensation.
Methods: Surveys were administered during regularly scheduled classes to first and third year students. The questions contained in the data collection form consisted of demographic information and motivating factors that were implemented into the survey in the format of the Likert scale.
Results: Questionnaires were completed by 83 1st year pharmacy students and 58 3rd year students. Seventeen students (29%) from the Class of 2009 and 19 students (23%) from the Class of 2011 stated that they would like to pursue a residency. First year students felt that applying clinical knowledge was the most important factor, while the third year students considered ideal geographical location to be the most important. However, the data was not statistically significant when the two groups were compared.
Conclusions: The data demonstrated that pharmacy students’ preferences do not change drastically as they progress through pharmacy school. The similarity in responses from both groups may suggest that the students have not had adequate exposure to a variety of pharmacy practice settings. Both groups of students gave similar responses on their plans to pursue a residency, therefore, it did not support our hypothesis that a majority of the first year students would focus on this career path. The data does support our hypothesis of first year students’ preference of a clinical setting when compared to third year students. Salary compensation was not ranked in the top 4 most important factors, therefore, we concluded that it is not a significant aspect for students regardless of what career setting they would pursue.
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Gonzalez, Venessa, Cecilia Perez, and Yung Sun Song. "Assessing the University of Arizona of College of Pharmacy (UA COP) Students’ Attitudes towards, Perceptions of, and Interests in Compounding Pharmacy Using a Voluntary Questionnaire." The University of Arizona, 2017. http://hdl.handle.net/10150/624178.
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Class of 2017 Abstract<br>Objectives: To assess the University of Arizona College of Pharmacy (UA COP) students’ attitudes toward, perceptions of, and interest in compounding pharmacy and to describe the influence of’ experience in compounding pharmacy.
Methods: Questionnaires were administered during a regularly scheduled class. Students rated their opinions on the level of regulation of compounding pharmacies and the quality of patient care provided by compounding pharmacists compared to that provided by traditional community pharmacists, as well as their attitudes towards recommending a compounding pharmacy to a patient, family member, and himself/herself. Students also indicated their interest in learning and working in a compounding pharmacy. The survey was approved by the University IRB.
Results: A total of 242 students completed the questionnaire, an 81% response rate. The 2nd and 3rd year students had significantly more experience in compounding pharmacy than the 1st year students (p=0.016). Students (92%) who had experience in compounding pharmacy, believed that compounding pharmacies are much more regulated compared to other pharmacies (p<0.001). Students with or without experience were interested in learning more about compounding pharmacy (p=0.14); however, students with experience were more interested in working in a compounding pharmacy (p<0.01).Attitudes towards and perceptions of quality of care of compounding pharmacy were similar.
Conclusions: UA COP students have positive attitudes toward, perceptions of, and interest in compounding pharmacy and students’ experiences in compounding pharmacy influenced their interest in learning and working in a compounding pharmacy.
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Roop, Amanda, and Vicky Lo. "Factors Associated with Regular Physical Activity in Pharmacy Students." The University of Arizona, 2007. http://hdl.handle.net/10150/624427.
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Class of 2007 Abstract<br>Objectives: The purpose of the study was to determine the factors associated with regular physical activity of students in the college of pharmacy.
Methods: Pharmacy students currently enrolled and attending classes at the University of Arizona College of Pharmacy were asked to fill out a questionnaire about physical activity/exercise, nutrition, and demographics. The questionnaires were passes out 10 minutes at the end/beginning of classes.
Results: Students in the high exercise/physical activity group participated in exercise/physical activity for significantly greater lengths of time in one session than those in the low group (p < 0.001). Students in the high exercise/physical activity group were more likely than the low group to exercise in the morning before school or after school or work (p = 0.00469 and 0.0375 respectively). Students in the high exercise/physical activity group answered that pharmacists and other health care professionals can influence patients to a greater extent than those in the low group ( p = 0.0482).
Conclusions: Students that participate in exercise/physical activity 3-4 times per week or more were more likely to do so for longer periods of time in one session and fit it into their schedule before school/work or in the afternoon/evening after school/work. It appears that these students were more likely to have a specific time for exercise and do not rely on incidental physical activity to get their exercise. Students that are regular exercisers may feel that pharmacists and other health care professionals can influence patients to a greater extent regarding exercise than those students who do not regularly exercise.
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Brown, Stacy D., Nicholas E. Hagemeier, David Hurley, Ralph Lugo, David S. Roane, and Larry Calhoun. "Engaging PharmD Students through a Concentration in Pharmacy Research Program." Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etsu-works/1450.
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The startup of the Bill Gatton College of Pharmacy has allowed the introduction of novel means of engaging students in a variety of programs. The Concentration in Pharmacy Research (CPRx) is designed to give students focused experience in conducting research in Pharmaceutical Sciences and Pharmacy Practice. Initiated by faculty desire to engage PharmD students productively in the lab to augment our degree program, the CPRx arose because of student desire for recognition of their research efforts. The CPRx was formalized by developing a proposal that contained input from students, faculty and staff, passed through both departments and then the Faculty Council. Successful fulfillment of the CPRx requires students to complete a total of 12 credits in designated research elective courses, offered in both departments. A capstone APPE is also required where each student drafts a publication of his or her work and submits the paper for publication. The demand for research elective participation has been large. Currently, a total of 61 2nd and 3rd year PharmD students are enrolled in research courses. Of these, 15 are formally enrolled in the CPRx. To date, 73 abstracts and presentations and 25 peer-reviewed papers have been authored by Gatton students. The overall success of this program shows the powerful enthusiasm that arises from faculty and student engagement in active and productive research. The CPRx provides a unique means for Gatton students, especially those seeking residencies, to individualize their PharmD degree and enable greater success and diversity of career choices.
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Measom, Hal, and Robert Montierth. "Factors Affecting the Selection of Pharmacy as a Profession: Students vs. Practitioners." The University of Arizona, 2005. http://hdl.handle.net/10150/624760.
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Class of 2005 Abstract<br>Objectives: To explore the factors that motivate current pharmacy students to enter the field of pharmacy, and compare these motivational factors to currently registered and practicing pharmacists.
Methods: Identical questionnaires were distributed to the student and pharmacist populations. The questionnaire collected ratings on how influences such as job security, earnings potential, community service, and family obligation affected decisions to enter the profession of pharmacy. Other data regarding salary information, satisfaction with the profession, first career choices, and basic demographics were also collected.
Results: Questionnaires were completed and returned by 214 students and 84 practitioners. Statistically significant differences were found between groups for all demographic descriptors (p<0.001). Differences were also seen amongst rating scores applied to most of the various motivational factors listed. However, when put in ranking order, the top 4 motivating influences for choosing pharmacy were consistent across all survey groups. The factor with the least influence on study participants was also consistent amongst all groups.
Implications: People that are choosing pharmacy as a profession today differ demographically from experienced pharmacists; however the influences on selecting pharmacy as a profession are similar.
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Edwards, Ruth M. "Opening the door on student learning : using artefacts to explore pharmacy students' learning practices." Thesis, University of Stirling, 2013. http://hdl.handle.net/1893/16412.
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Pharmacy as a profession is on a path of significant change with many external and internal influences on the nature and conceptions of professional practice and the diverse and changing nature of this knowledge in turn creates a challenge for pharmacy educators. Conceptual changes to pharmacy knowledge and practice have profound pedagogical implications for how pharmacy education will change over the next few years. This study makes an original contribution to knowledge in pharmacy education, both in terms of the methodology used (the use of artefacts to explore learning with pharmacy students and the use of theory from anthropology, fine art and literature from English medieval poetry to view the data) and also in terms of the findings. The key findings of the study are that artefacts afford access to insight into pharmacy students’ learning, and use of these identified a number of learning and assessment practices, particularly some normally un-noticed practices. Using fine art to view participants’ assessment practices has allowed insight into their conceptions of assessment (as the summative written examination) and hence their views on feedback. In particular there was a strong affective dimension expressed in participants’ accounts of their learning, which is often ignored in teaching, learning and assessment practices. Participants’ learning is constructed through a ‘meshwork’ of interconnected and interwoven practices. The difficulties experienced by participants were explored and were found to be primarily modal (relating to a particular way of thinking or practising) or ontological (relating to ‘being’ or ‘becoming’ as a pharmacy student or to their professional identity). Recommendations for MPharm curriculum development at Robert Gordon University are discussed along with the implications for the wider professional community. (Please note this is a redacted version of the thesis. Some images have been removed for copyright reasons.)
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Wallman, Andy. "Pharmacy Internship : Students’ Learning in a Professional Practice Setting." Doctoral thesis, Uppsala universitet, Institutionen för farmaci, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-112771.
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The aim of this thesis was to explore Swedish pharmacist students’ learning during pharmacy internship. Internships are meant to introduce students to professional practice. Education programs have to reflect changes in the professional role, and take into account that learning in a professional practice setting differs from organized formal education. This thesis includes both quantitative and qualitative research approaches and applies workplace learning theories. A scheme for measuring pharmacy students’ reflective ability was developed and shown to be feasible and reliable. Factors important for reflection were found to be primarily social and contextual, especially trained tutor and small pharmacy size. Notably, learning style or critical thinking did not correlate to students’ reflective ability. Tutors and students perceived that students used a wide variety of activities supporting learning of a broad repertoire of knowledge and skills, preparing them for coming professional working life. Tutors are most important to support learning. However, the current curriculum and formal activities do not address all these outcomes and learning activities used, e.g. workplace learning. The first overall conclusion is that internship plays an essential part in the pharmacist education program. The integration of formal and informal learning activities during internship, including raising awareness of incidental learning, is important to support students in learning the professional practice of pharmacy. This integration could possibly be strengthened by introducing further tutor training, different assignments, and by using portfolios. The second conclusion is that the community of practice is essential for students’ learning during internship, especially the student-tutor interaction. Hence, the entire social context has to be considered and it is important to ensure a good learning environment at pharmacies during internship. In summary, this thesis contributes to the understanding of students’ learning during pharmacy internship and introduces educational research on the Swedish undergraduate pharmacy education programs.
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Esch, Jennifer, and Guadalupe Sandoval. "Pharmacy Student Knowledge of Teratogens to Avoid in Pregnancy." The University of Arizona, 2010. http://hdl.handle.net/10150/623792.
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Class of 2010 Abstract<br>OBJECTIVES: The purpose of the study was to determine the knowledge of third year pharmacy students about the safety of certain medications during pregnancy and to assess their awareness of an important resource available on medication safety.
METHODS: The study used an analytical cross-‐sectional design. A pre-‐test was administered to determine baseline knowledge. Dee Quinn provided a presentation on teratogens. The same test was then administered as a post-‐test to assess the amount of knowledge gained from the presentation. The pre and post-‐tests were matched for data analysis. A mean and standard deviation were developed for pre and post-‐test data and the results were compared to each other using a t-‐test for dependent groups. RESULTS: Students showed a significant increase in knowledge after the presentation (p<0.0001). 78% of students had improved scores after the presentation. 100% of students felt that pharmacists could help make a difference in preventing malformations due to teratogen exposure. There was no significant difference between men and women or students with children and without children. Work experience did not affect knowledge scores. 64% of students felt more comfortable counseling pregnant patients after the presentation. Awareness of the Teratology Information Service improved after the presentation.
CONCLUSIONS: After the presentation, students rated themselves as more comfortable speaking with pregnant patients and showed improved knowledge of teratogens. Gender, being a parent and work experience had no relevance on knowledge scores. The investigators recommend that this presentation be given to all students at the College of Pharmacy to improve knowledge in this area.
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Green, Cable Thomas. "Visualizing Understandings Online: Nontraditional Pharmacy Students’ Experiences with Concept Mapping." The Ohio State University, 2003. http://rave.ohiolink.edu/etdc/view?acc_num=osu1059397698.
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Mohamed, Hameem Fatima Sakeena. "Antimicrobial resistance and pharmacy students in Sri Lanka and Australia." Thesis, The University of Sydney, 2018. http://hdl.handle.net/2123/20693.
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This thesis opens with background information about the research presented in this thesis focussing on antimicrobial resistance (AMR) as a global challenge, contributing factors for the development and spread of AMR, the World Health Organization (WHO) Global Action Plan on AMR, the pharmacists’ role in guiding the appropriate use of antibiotics and the importance of education in addressing AMR. Furthermore, this introduction chapter describes the aims of the research presented in this thesis and provides an overview of this thesis (Chapter 1). The next chapter presents a systematic review of studies investigating the non-prescription sales of antimicrobial agents in developing countries. The review found that antimicrobials were able to be purchased without a prescription in 28 developing countries across Asia, Africa, South America, Europe and the Middle East. Contributing factors for non-prescription sales of antimicrobials were poor medicines regulations, lack of available suitably qualified pharmacists, commercial pressures on pharmacy staff, consumer demand, inappropriate prescribing practices and a lack of awareness of AMR. Together, these factors contribute to the development and spread of AMR. Importantly, this review identified the paucity of qualified and trained pharmacy staff at community pharmacies as an important contributing factor for these inappropriate sales (Chapter 2). The next chapter presents a narrative review that explores the pharmacists’ role in the appropriate use of antibiotics and how this role can be enhanced to help address the challenge of AMR in developing countries. Studies from developed countries have demonstrated that improved patient outcomes are achieved when pharmacists’ roles are enhanced within the healthcare system, when they are recognised as part of the healthcare team to provide advice on the rational and safe use of medicines, and university curricula and continuing professional education provide theoretical and practical knowledge and skills regarding the quality use of medicines. In addition, antimicrobial stewardship involving pharmacists should be established in hospitals to ensure judicious and appropriate antimicrobial use (Chapter 3). Both these reviews highlight the importance of relevant education and training to produce effective pharmacists who support and promote appropriate antibiotic use in the community and hospital settings. Chapter 4 investigates antibiotic use, knowledge of antibiotics and AMR among undergraduate pharmacy students at Sri Lankan universities and compares junior and senior pharmacy student groups. This study found that pharmacy students in Sri Lankan universities commonly report using antibiotics and entry-level students hold some misconceptions about antibiotics. A comparison between junior and senior pharmacy students suggests that pharmacy education is associated with improved understanding of appropriate antibiotic use and AMR among undergraduate pharmacy students in Sri Lanka (Chapter 4). Chapter 5 describes knowledge about antibiotics and AMR among Sri Lankan undergraduate students of various healthcare fields: pharmacy and the Allied Health Sciences (AHS) of nursing, radiography and medical laboratory sciences. In this study pharmacy students demonstrated better knowledge and understanding regarding antibiotics utilisation than AHS students (Chapter 5). The next chapter describes antibiotic use, knowledge of antibiotics and AMR among pharmacy students at Australian universities. This chapter also discusses comparative data regarding antibiotic knowledge between junior and senior pharmacy student groups. Moreover, this study found that pharmacy students of Australian universities commonly report using antibiotics and some inappropriate antibiotic use was identified among junior pharmacy students. In line with other studies in this thesis, pharmacy education was associated with an improved understanding of appropriate antibiotic use and AMR among pharmacy students in Australia (Chapter 6). Chapter 7 compared usage and knowledge regarding antibiotics and AMR among undergraduate pharmacy students in a developing country, Sri Lanka and a developed country, Australia. Antibiotic use was highly prevalent among undergraduate pharmacy students in both countries and some misconceptions about antibiotics and a lower level of knowledge of AMR was observed among Sri Lankan undergraduate pharmacy students. These results are useful to identify gaps in pharmacy education and to inform interventions to improve pharmacists’ education and training on antibiotics and AMR (Chapter 7). As an extension of the previous studies, the next chapter proposes an optimal AMR curriculum for pharmacy students and practicing pharmacists in Sri Lanka to improve knowledge regarding antibiotics and AMR. This has the potential to increase the appropriate use of antibiotics in Sri Lanka and we recommend that this module to be incorporated into the pharmacy curriculum in Sri Lankan universities. Furthermore, this module can be used as a continuous professional development programme for practicing pharmacists in Sri Lanka (Chapter 8). Chapter 9 presents a narrative review describing strategies that need to be implemented to improve appropriate antibiotic dispensing practices in Sri Lanka. This review identified that multi-faceted approach incorporating enforcement of existing medicines regulations, education and training of pharmacy staff, consumer awareness of appropriate antibiotic use and implementation of antimicrobial stewardship program are required to improve appropriate dispensing practices in Sri Lanka (Chapter 9). Chapter 10 describes the need to strengthen the role of pharmacists in Sri Lanka. This chapter emphasises the crucial need for the qualified trained pharmacist to become more integrated member of Sri Lankan healthcare team in order to achieve greater improvement in antibiotics usage and AMR and more positive health outcomes in all Sri Lankans (Chapter 10). The next chapter describes some insights regarding the need to reinforce AMR education in pharmacists of developing countries (Chapter 11). The last chapter summarises research presented in this thesis and provides recommendations for future research (Chapter 12).
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Loui, James, Ashorena Mezdo, and Nikita Patel. "Pharmacy student perceptions on geriatric quality of life." The University of Arizona, 2012. http://hdl.handle.net/10150/623652.
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Class of 2012 Abstract<br>Specific Aims: To review overall quality of life (QOL) in active geriatric patients and to observe different attitudes toward aging in the student comparison groups. Subjects: Current students, regardless of academic year, attending the University of Arizona College of Pharmacy with a university email account.
Methods: Data was collected using an electronic questionnaire. A link to the questionnaire was sent out via email to all University of Arizona, College of Pharmacy students. Another email containing the link to the questionnaire was sent two weeks after the initial notification. The questionnaire consisted of 36 questions requesting students to express their perspective on the health status, mental status and physical abilities of the elderly.
Main Results: Geriatric patients tended to have a more positive view on their overall health when compared to students' perceptions of geriatric QOL (86.7% versus 35.7%, P <0.05). Students were also more likely to have the perception that geriatric patients had limitations in regular activities due to physical health and emotional problems when compared to the actual responses of older adults (72.6% versus 40.0%, P <0.05; and 60.0% versus 16.7%, P <0.05; respectively). There was a significant difference (P<0.05) between responses from students and geriatric patients to every question.
Conclusions: There appears to be a noteworthy difference between pharmacy student perceptions of geriatric QOL and actual older adult QOL responses that may warrant an educational intervention.
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Kurowsky, John D. "A Survey of Pharmacy and Medical School Students’ Ability to Recognize Drug-Drug Interactions." The University of Arizona, 2007. http://hdl.handle.net/10150/624404.
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Class of 2007 Abstract<br>Objectives: The purpose of this study was to determine if there is a difference between both graduating medical and pharmacy students in their capabilities to appropriately recognize drug-drug interactions that have led or can lead to serious toxicological consequences in humans. The hypothesis of this study was that there would be no difference between the ability of medical and pharmacy students to recognize potential drug-drug interactions.
Methods: A two-page questionnaire was giving during the last semester before both the medical and pharmacy students graduate. The first page requested information about demographics, such as: gender, age, current educational program, previous education in healthcare, other degrees held, and average hours worked in healthcare per week for the past year. The second page contained 22 questions on potential drug-drug interactions. Also, there will be some questions that do not contain any drug-drug interactions. The students had four choices, in which they could answer. The choices were (1) The two drugs should not be used together (contraindicated), (2) The two drugs may be used safely together with monitoring, (3) The two drugs may be used safely together without monitoring, and (4) Not sure if the drugs can be used together.
Results: Of the 168 questionnaires distributed, 51 were completed and returned. Forty-seven pharmacy students responded, while only 4 medical students responded. Pharmacy students correctly identified 38.4% + 11.7% of the interactions. The minimum correct responses was 13.6% and the maximum was 68.2% Pharmacy students without a bachelor of science (BS) performed slightly better than the students having a BS with a mean score of 40.0% + 3.0% and 37.1% + 9.0%, respectively. There was no significant difference between the groups (p = 0.42). Males had a mean score of 39.1% + 8.2%, while females had a mean score of 38.1% + 13.1%. There was no significant difference between the groups (p = 0.78). Also, there was no significant difference between the student’s age or how many hours they worked per week regarding the percent of correct responses.
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Pihl, Rebecka. "Are Swedish pharmacy students prepared for patient communication at a distance? : A focus group study on pharmacy students' views and opinions on telepharmacy and pharmacy education, with a focus on communication at a distance." Thesis, Uppsala universitet, Institutionen för farmaci, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-446762.
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Background: The use of telepharmacy has increased worldwide during the last decades, and facilitated by the COVID-19 pandemic, it will likely accelerate further. Sweden has several pre-conditions needed for telepharmacy, yet, telepharmacy development is slow. Aim: The present study's objective was to examine Swedish pharmacy students' views and opinions on telepharmacy in Sweden today and their education. A particular interest in communication education and whether it has prepared the students for patient communication at a distance. Additionally, the study explores e-pharmacy professionals views on the needed skills and experiences when working in the Swedish telepharmacy field. Methods: Two focus groups of fourth-year pharmacy students were performed in April 2021 via the web-based videoconference program Zoom. An open-ended questionnaire was sent via e-mail to practising e-pharmacy professionals. Five students and three e-pharmacy professionals participated in the study. Thematic inductive analysis was used to analyse the collected data. Results: The study's result implicates that the Swedish pharmacy education curriculum does not include telepharmacy. The students desire further education regarding communication at a distance but believe that part of the current education could be applied in an e-pharmacy setting. The students' skepticism to e-pharmacies ability to perform safe and satisfactory pharmaceutical services is largely based on preconceptions and assumptions, partly confirmed by e-pharmacy professionals. Conclusions: To not inhibit future developments in the pharmacy market, future pharmacists must be educated on telepharmacy methods. This study's insights may be useful for future educational initiatives and developments of the pharmacy education curriculum.
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Collins, D'Arcy, and Justin Gollon. "Creation and Assessment of an Evaluation Tool for Advanced Pharmacy Practice Experiences." The University of Arizona, 2007. http://hdl.handle.net/10150/624326.
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Class of 2007 Abstract<br>Objectives: To design and assess a novel evaluation tool for advanced pharmacy practice experiences (APPEs).
Methods: APPE students and faculty of the University of Arizona College of Pharmacy (UA COP) completed an electronic survey assessing their level of agreement with nine questions regarding the evaluation tool’s format, content, and usefulness; they were also asked to select which of two grading systems, current (S, P, C, D, E) or alternate (pass/fail), they prefer. Results were compared with a 50% satisfaction benchmark using a Chi-square test (p<0.05). No identifying/demographic data was collected.
Results: Surveys were completed by 48 of 107 eligible participants, giving a 45% response rate. The averaged response rank reflected agreement with all survey questions but number six. When compared to the benchmark, the results were significantly positive except for question number six (p=0.07). No significant difference existed between the current grading system group and the alternate group preferences (p=0.449). Conclusions: UA COP faculty and students should continue to use this evaluation tool to assess proficiency during the APPE portion of their college of pharmacy curriculum. The subjects responded positively to the evaluation, indicating that it is valuable to both faculty and students. Subjects, however, were reluctant to endorse that it facilitates communication between students and preceptors. Future changes to the adjectival scale, accessibility, and the grading system could be investigated.
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Dowling, Karilynn, C. M. Mospan, and Nicholas E. Hagemeier. "Dispensing Dilemmas: Pharmacy Students’ Decision-Making in Gray Areas of Practice." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/1442.
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Hagemeier, Nicholas E., Russell B. Melchert, and Samuel M. Polovac. "Choices, Choices, Choices: Seeking Synergy in Pharm.D. And Ph.D. Admissions." Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etsu-works/7744.
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Potential Pharm.D. students and graduate students -- lots of choices! This session targeted by Pharm.D. and graduate admissions stake-holders will describe how understanding career-decision-making processes can assist colleges and schools in developing and implementing interventions to foster Pharm.D. and graduate student recruitment. Attendees will explore mechanisms through which Pharm.D. and graduate programs can collaborate to promote evidence- and experience-informed career decisions among potential matriculants.
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Scott, Mollie A., Seena L. Haines, Nicholas E. Hagemeier, and Jacqueline M. Zeeman. "Creation of Organizational Initiatives to Cultivate Joy, Resilience, and Well-Being in Pharmacy Education." Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etsu-works/7745.
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Increasing emphasis has been placed on improving clinician resilience and well-being due to concerning rates of burnout, depression, and suicide in healthcare professionals. Session participants will learn how multiple instiutions have created initiatives that promote a culture of health and well-being for students, staff, and faculty. Particpants will learn about practical strategies for performing an environmental scan of current culture and incorporating assessment tools, educational programs, and workplace wellness into their own organizational initiatives.
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Alfred, Timothy, and Jabin Davis. "An Assessment of the HIPAA-Related Knowledge of Pharmacy Students at the University of Arizona." The University of Arizona, 2004. http://hdl.handle.net/10150/624777.
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Class of 2004 Abstract<br>Objectives: To assess students’ knowledge of HIPAA and to address the null hypotheses that knowledge scores on HIPAA-related questions did not differ by class year, months of work experience, or HIPAA training and work experience. Methods: This project used a cross-sectional survey design with a self-administered questionnaire distributed by the investigators in a classroom setting. The questionnaire consisted of 13 multiple-choice questions to assess students' knowledge of HIPAA as well as four descriptive items. The questions addressed the following HIPAA categories: general principles of HIPAA; minimum necessary standards for use of protected health information (PHI); permitted uses and disclosures of PHI for treatment, payment, and health care operations; personal representatives and PHI; PHI for marketing; and public health activities and PHI. The questionnaire was tested for content validity and item reliability. First, second, and third year pharmacy students who were enrolled during the spring 2004 semester and attended class the day the questionnaire was administered were eligible to participate.
Results: Scores were derived for the 13 multiple-choice questions and mean scores for the three classes were compared using Kruskal-Wallis 1-way ANOVA by ranks. Pearson correlation coefficients were calculated for scores versus months of work experience. Spearman rank correlations were used to compare knowledge scores with the following: (1) work experience and HIPAA training, (2) work experience and no HIPAA training, (3) no work experience and HIPAA training, or (4) no work experience and no HIPAA training. ANOVA and Tukey’s tests were used to assess any differences between the HIPAA categories.
Implications: Students training at experiential sites must be familiar with the HIPAA requirements. This assessment provided important curricular feedback to the College.
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Patel, Sarjit, Ahmad Rkein, and Michael Sisk. "Pharmacists and Business Plans: Identifying Pharmacists’ and Pharmacy Students’ Comfort Level Developing Business Plans." The University of Arizona, 2010. http://hdl.handle.net/10150/623900.
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Class of 2010 Abstract<br>OBJECTIVES: To assess the comfort level of pharmacists and 4th year pharmacy students regarding their ability to develop business plans and their perception of available resources to help them.
METHODS: A questionnaire sought information on the comfort level on multiple sections of a business plan: mission statement, executive summary, description of business/service, marketing, operations, and finances. The questionnaire was sent electronically to pharmacy preceptors and pharmacy students at The University of Arizona College of Pharmacy.
RESULTS: Questionnaires were completed by a total of 94 pharmacists and student pharmacists (30% response rate). Of those 94 respondents, 55 were pharmacists, 35 were student pharmacists, and 4 were left unknown. Individuals between the ages of 21-29 were less comfortable with business plan concepts (p-values range from 0.005 to 0.028). Men were more comfortable with the business plan than women (all p-values <0.002). Pharmacists had shown to be more comfortable than student pharmacists in all areas of the business plan (all p-values <0.005). Forty-six percent of the individuals said there are currently not enough resources available and 83% of individuals said that there is a definite need for more training opportunities. Live, web-based CE courses and elective pharmacy curriculum courses were thought as the most beneficial training opportunities (29%, 30%, and 22%, respectively). CONCLUSIONS: There is a need for more resources and training opportunities to improve the comfort levels that pharmacists and student pharmacists have for business plans in order to help implement new innovative ideas that will continue to expand pharmacy services.
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Spies, Alan R. "Psychological contract violations in pharmacy students and their affect on outcomes /." Full text available from ProQuest UM Digital Dissertations, 2006. http://0-proquest.umi.com.umiss.lib.olemiss.edu/pqdweb?index=0&did=1324368201&SrchMode=1&sid=5&Fmt=2&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1218815711&clientId=22256.
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McFarland, Charles, David Lee, and Marion Slack. "Reliance on Electronic Drug Information Resources: Pharmacy Students, Residents and Faculty." The University of Arizona, 2015. http://hdl.handle.net/10150/614141.
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Class of 2015 Abstract<br>Objectives: To assess how likely pharmacy students, faculty, residents and pharmacists will rely on an electronic device when presented with a specific drug name to research and to identify which electronic devices these four particular groups are most likely to use on a daily basis by including students enrolled in the first, second, or third year didactic coursework attending a four-year Doctor of Pharmacy program; faculty members and residents who were associated with a public research university located in the southwestern United States of America; and the pharmacy professional working in a research hospital type setting.
Methods: Questionnaires were administered following three different scenarios. The first involved distributing the questionnaire during regularly scheduled classes to the first-year, second-year, and third-year professional pharmacy students. The second involved distributing questionnaires to the faculty and residents to their respective mailboxes and then collecting them at a later date. And the third scenario involved the project advisor distributing the questionnaires to his colleagues at the University of Arizona Medical Center (UAMC), now known as Banner – University Medical Center (Tucson), and then collecting them at a later date.
Results: A total of 262 pharmacy students, 12 faculty, and 17 residents and other pharmacists participated in this study. Almost half of the first-year (44%) students do not work while in pharmacy school, 18% for the second-year students, and 9% for the third-year students whereby those who did work while in pharmacy school obtained more exposure to the various drug names currently available versus those who did not work. When comparing each group, having more experience typically resulted in less reliance on an electronic device. The first-year students, having the least experience, relied on an electronic device the most for the USA (3.1), pulled (3.3), and foreign (3.6) drug categories versus the residents and the working professional group (2.4, 2.4, and 3.0, respectively). The p-values for the USA, pulled, and foreign drug categories were all less than 0.001 (p < 0.001) which equates to all three groups being clinically significant. However with the fictitious drug category, the p-value was not clinically significant (p > 0.05). When analyzing the seven drugs currently marketed in the United States (USA), each group (P1, P2, P3, faculty, residents and pharmacists) knew the most about Cialis (2.5, 1.7, 1.2, 1.2, and 0.8) and Nexium (1.5, 1.1, 1.0, 0.5, and 0.3), respectively, versus the five newer drugs. The p-values for these two drugs showed clinical significance (p < 0.001).
Conclusions: With the number of new drugs constantly being introduced to the global market, the pharmacist must typically rely heavily on his or her electronic device to provide optimal patient care, but with experience gained comes less reliance on these electronic devices. Both men, women, and the various groups surveyed had similar levels of confidence when reaching for their electronic device. Repeated use of these electronic devices can potentially increase the pharmacist's knowledge about a particular new drug whereby one day, it becomes common knowledge about the drug being dispensed (e.g. Cialis and Nexium). These electronic devices are now included as one of the more common tools found inside the typical pharmacy nowadays alongside the counting tray and spatula. Unfortunately these electronic devices do have their own personal limitations and the pharmacist must still use his or her own clinical judgement.
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Darbandi, David, and Kimberly Demelio. "Self-‐Assessment of Drug Information Skills by Third and Fourth Year Pharmacy Students." The University of Arizona, 2010. http://hdl.handle.net/10150/623799.
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Class of 2010 Abstract<br>OBJECTIVES: To determine and compare the ability and confidence of pharmacy students’ drug information skills at the end of their third and fourth years of pharmacy school.
METHODS: This study used a self-‐assessment questionnaire that was distributed to third and fourth year doctor of pharmacy candidates at the end of the academic year. The questionnaire consisted of 22 items using a 5-‐point scale that ranged from excellent (5) to poor (1) and 5 demographic questions. The topics included five categories: communication issues, resource use, critical evaluation, questions and answers, and miscellaneous items.
RESULTS: Seventy-‐one of 86 (82.6%) third year students and 51 of 79 (64.6%) fourth year students participated in the study. Fourth year students were found to be more confident than third year students in their abilities to provide drug information responses in 21 of 22 questions and in all 5 category topics (p < 0.001 for each comparison). Compared to women, men were more comfortable in speaking with health care professionals about drug information requests (p = 0.047), and were more confident in their ability to use International Pharmaceutical Abstracts (p = 0.035), to prepare an appropriate recommendation when conflicting information was found in the literature (p = 0.040), and in evaluating meta-‐analysis literature (p = 0.045).
CONCLUSIONS: Additional drug information requirements and experiences during the fourth year clinical rotations were associated with higher confidence in the self-‐perception of drug information skills compared to third year pharmacy students who only had didactic courses in drug information. More studies need to be completed that compare different types of drug information rotations and requirements.
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Kiersma, Mary E., Nicholas E. Hagemeier, Aleda M. H. Chen, Brittany Melton, Marwa Noureldin, and Kimberly S. Plake. "A Graduate Student Mentoring Program to Develop Interest in Research." Digital Commons @ East Tennessee State University, 2012. https://dc.etsu.edu/etsu-works/1468.
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Objective. To assess the impact of a graduate student mentoring program on student interest in research and postgraduate education and on graduate student confidence in mentoring.
Methods. Undergraduate and pharmacy students (mentees) and graduate students (mentors) were matched and participated in the study, which required them to engage in at least 2 discussions regarding research and careers. Mentees completed a pre- and post-assessment of their perceptions of research, postgraduate training plans, and perceptions about mentors. Mentors completed a pre- and post-assessment of their perceptions about themselves as mentors and their confidence in mentoring.
Results. Although there were no significant differences among the mentees’ perceptions of research or the mentors’ confidence in mentoring, qualitative analysis indicated that the mentees’ perceptions of research improved and that the mentors believed their mentoring skills improved.
Conclusions. Based on the results of the qualitative analysis, implementing a graduate student mentoring program may help improve students’ perceptions of research and graduate students’ confidence in mentoring, which could increase student interest in postgraduate education and prepare mentors for future leadership roles.
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Song, Mi Chi, and Austin Gessay. "Medical, Nursing, and Pharmacy Students’ Ability to Recognize Potential Drug-Drug Interactions: A Comparison of Healthcare Professional Students." The University of Arizona, 2009. http://hdl.handle.net/10150/623967.
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Class of 2009 Abstract<br>OBJECTIVES: The purpose of this study is to evaluate and compare the DDI knowledge of pharmacy, medical, and nurse practitioner students who are beginning clinical clerkships.
METHODS: This study utilized a prospective evaluation of DDI knowledge among healthcare professional students who were currently enrolled in their final didactic year at the University of Arizona College of Medicine, College of Pharmacy, or College of Nursing’s nurse practitioner course. Students were provided with 15 possible DDI pairs, and asked to select an appropriate management strategy for each pair. Management options included: “Avoid Combination,” “Usually Avoid Combination,” “Take Precaution,” “No Special Precaution,” and “Not Sure.” The primary outcome measure was the ability to correctly categorize each DDI pair into one of the five management responses. The secondary outcome measure was the number of clinically significant DDIs recognized. Analysis of variance was used to evaluate differences between groups. An alpha of 0.05 was set a-priori.
RESULTS: Response rates were 61% for medical students (72 of 119), 82% for pharmacy students (64 of 78) and 100% for nurse practitioner students (29 of 29). The mean number correct for management strategies was comparable in the medical students (2.5, SD= 1.9) and nurse practitioner students (3.0, SD= 1.9), while the pharmacy students had a mean score of 6.1 (SD= 2.2) correct answers. There was a significant difference between the groups in correct responses (p< 0.001). In regards to student ability to identify interactions, the mean number correct was 10.1 (SD= 2.6), 5.0 (SD= 3.3), and 4.4 (SD= 3.0) for pharmacy, medicine, and nursing respectively (F= 60.6; p< 0.001). Post hoc analysis demonstrated that pharmacy students performed significantly better than medical and nurse practitioner students in regards to their ability to: 1) select management strategies for DDI pairs; and 2) identify a DDI interaction. No significant differences were found between the medical and nurse practitioner students.
CONCLUSIONS: Pharmacy students demonstrated better knowledge than medical and nurse practitioner students with respect to identifying and selecting management strategies for possible DDIs. However, there is much room for improvement for all groups.
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Tilbury, Desiree. "Pharmacy Students’ Training in Smoking Cessation and Confidence on Implementation in the Practice Setting." The University of Arizona, 2005. http://hdl.handle.net/10150/624772.
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Class of 2005 Abstract<br>Objectives: To assess students’ confidence levels about smoking cessation implementation from different types of training experience and assess what factors contribute the strongest towards successful interventions for students in the practice setting. Methods: The project design involved the administration of a questionnaire for students distributed by the investigator to 1st, 2nd, and 3rd year University of AZ College of pharmacy students. Section I provided a grid which asked the student to fill in how many hours of each tobacco cessation training areas they had completed. Section II was focused on how the student addressed these issues in their work setting, and used confidence intervals to identify how confident they were in addressing these issues with patients. Section III focused on work history and addressed issues such as work hours, exposure to patients, counseling opportunities, etc., to get a feel for how active the students were in counseling at their worksite. Section IV of the questionnaire addressed the student’s demographic characteristics, such as race/ethnicity, marital status, and age. Question 18 at the end of Section IV provided the student space for constructive comments about the survey.
Results: Scores were derived from the surveys and confidence intervals were compared to total training time using a Pearson r. The third year students were significantly more confident (p < 0.035) for all aspects of counseling, asking, advising, assessing readiness, arranging, and monitoring. Third year students were also more confident than second year students in all aspects of counseling except asking. The differences between the first and second years were not significant for any of the aspects of counseling (p > 0.05). Third year students also had significantly more experience (2.9 years) than first (1.1 years) or second (1.8 years) year students (p = 0.001). Correlations were drawn to compare confidence and: total training hours, work experience, times counseled; to correlate training time and times counseled, and to compare work experience to actual times counseled. The highest correlation drawn to actual times counseled was shown to be total training time, suggesting this is the most important predictor of patient counseling for pharmacy students. ANOVA tests were used to assess any differences in demographics between year of student categories.
Implications: Students effectively counseling patients on smoking cessation is most closely related with formal training they complete, rather than how confident they feel or how knowledgeable they are about the effects of smoking.
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Holt, Justin, and Samuel Kocol. "Knowledge and Awareness of Hepatitis C Virus Among Second Year Pharmacy Students." The University of Arizona, 2005. http://hdl.handle.net/10150/624751.
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Class of 2005 Abstract<br>Objectives: To determine the change in knowledge regarding the prevalence, risk factors, transmission, and treatment of hepatitis C infections before and after an educational presentation to second year pharmacy students.
Methods: Two questionnaires were administered to the study subjects. The pre-test was administered two weeks prior to the educational presentation and the post-test was administered immediately following the presentation. Students were required to attend the lecture, but participation in the pre- and post-tests was voluntary. The questionnaires addressed issues regarding general hepatitis C virus information as well as opinion questions surrounding the subject’s feelings about themselves and the disease state. Results: The mean number of correct responses on the post-test was significantly higher than the mean number of correct responses on the pre-test (p < 0.001). There was no statistically significant difference between males and females when comparing mean pre-test, post- test, and change between pre- and post-test scores. The data found no association between a student’s perceived risk level for developing hepatitis C and their knowledge about the hepatitis C virus, whether they had received prior hepatitis C testing, or the mean number of correct responses on either the pre-test or post-test.
Implications: An educational presentation on hepatitis C is an effective tool to increase the knowledge of pharmacy students concerning the hepatitis C virus and its risks, prevalence, and treatment options.
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Zheng, Guanhao, and 郑冠濠. "Quantitative survey of pharmacy students' attitudes and use of traditional Chinese medicine (TCM)." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2014. http://hdl.handle.net/10722/206583.
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This survey is to study the attitudes, personal experiences of Health care professional students, and knowledge about the basic concepts of Traditional Chinese Medicine (TCM) in Hong Kong and Guangzhou district of Mainland China.
The research methodology used was a questionnaire which was distributed amongst healthcare professional students in Hong Kong and Guangzhou.
About Seventy-five percent of participants have ever used TCM at some time to treat minor diseases. On a scale from zero to ten, the mean (SD) scores for the perceived effectiveness of TCM were 6.55 (2.07), and most of them (89%) gave five to nine scores. The average proportion of TCM used in their whole lives estimate was 24%. Most of participants (83.3%) used TCM only one to five times per year in the last five years. In participants’ opinion, TCM is more natural and having less adverse effect, while WM is pure, specific, credible, easy to administer and having better patients’ compliance. WM was the priority, or even first choice when the participants faced with a variety of representative diseases. And people had a good understanding degree of some basic concepts of TCM. Although there were a few differences in gender groups comparing and district groups comparing, broadly speaking the similarities still were in majority.
In conclusion, most of pharmacy students have their own knowledge about TCM, but more measures must be carried out to improve the popularizing rate of TCM. Moreover, mainland students have better knowledge of TCM and more positive attitude compared to TCM. The attitude and practice do not appear to vary significantly between genders.<br>published_or_final_version<br>Pharmacology and Pharmacy<br>Master<br>Master of Medical Sciences
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Salem, Hanaa A. "Design and evaluation of a hepatitis B immunization program for pharmacy students." Scholarly Commons, 1992. https://scholarlycommons.pacific.edu/uop_etds/2226.
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The objectives of this study are: (1) To compare the effectiveness of two dosing schedules of hepatitis B vaccine in achieving compliance within the vaccines; (2) To determine the immunization requirements in U.S. pharmacy schools both at admission and before the students begin clinical clerkships; and, (3) To design an immunization program for pharmacy students at the University of the Pacific in an attempt to enhance compliance.
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Sainsbury, Erica Jane. "A sociocultural approach to conceptual change learning in first year pharmacy students." Phd thesis, Faculty of Education and Social Work, 2009. http://hdl.handle.net/2123/7717.
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Blanton, Tracey, and Morgan Stimson. "Evaluation of the Impact of Interprofessional Education Experience on the Perceptions and Attitudes of Pharmacy Students." The University of Arizona, 2010. http://hdl.handle.net/10150/623754.
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Class of 2010 Abstract<br>OBJECTIVES: To evaluate the impact of interprofessional education on the perceptions and attitudes of pharmacy students. METHODS: A remodeled version of the Interdisciplinary Education Perceptions Scale (IEPS) was administered during a regular class time for first, second, and third year students. This adapted IEPS was designed and validated to assess three aspects of interprofessional perceptions: competency and autonomy (sub-scale 1), perceived need for cooperation (sub-scale 2), and perception of actual cooperation (sub-scale 3). Data regarding sex, age, previous health care work experience, and previous degree achievement were also collected.
RESULTS: A total of 211 pharmacy students completed the survey (73 first-years, 85 second-years, and 53 third-years). Analysis of variants (one-way ANOVA) was used to analyze the potential difference in perceptions between the three groups of pharmacy students using both the total and sub-scale scores. No statistically significant difference was found between total scores, sub-scale 1, sub-scale 2, or sub-scale 3 with regard to pharmacy school year. There was also no significant difference in perceptions with regard to sex, age, work experience, or degree status for any scale scoring.
CONCLUSIONS: Perceptions of interprofessional education did not differ between first-, second-, and third-year pharmacy students at the University of Arizona, College of Pharmacy.
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Thoi, Sandi, and Christine Lin. "The Impact of Interprofessional Education on the Attitudes of First-‐year Pharmacy Students." The University of Arizona, 2010. http://hdl.handle.net/10150/623787.
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Class of 2010 Abstract<br>OBJECTIVES: To determine how an interprofessional education (IPE) activity impacts students' attitudes toward interacting with other health professionals.
METHODS: Students who are enrolled as first-‐year students at the University of Arizona College of Pharmacy in the Fall 2009 semester were eligible for this study. Questionnaires administered during regularly scheduled classes collected levels of agreement with statements relating to working with other health professionals and the importance of IPE. Data on gender, years of undergraduate study, current degrees, type of work experience, and years of work experience were also collected.
RESULTS: Questionnaires were completed by 93 students before the IPE activity and 66 students after the IPE activity. Overall, attitudes toward interprofessional learning and working with other healthcare professionals, reflected by student questionnaire ratings, were the same or worse after the IPE activity.
CONCLUSIONS: Attitudes toward interprofessional learning and working with other healthcare professionals appeared to have no change or changed for the worse after the IPE activity that took place on September 3, 2009.
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DeBake, Danielle, Sheena Jolson, and Christina Klemm. "Students’ Perceptions of Learning from Work and Extracurricular Activities While Attending Pharmacy School." The University of Arizona, 2010. http://hdl.handle.net/10150/623878.
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Class of 2010 Abstract<br>OBJECTIVES: To determine what competencies students feel they learn the most from work, school and extracurricular experiences. METHODS: Questionnaires were administered during a regularly scheduled, required class for third year pharmacy students. Students rated 30 different competencies they felt they learned the most, intermediate, and least amount from work, school and extracurricular experiences. Data on years of work experience, type of work experience, average weekly hours, age, gender, and level of involvement in professional organizations was also collected.
RESULTS: There were 63 students included in this study. Students who had a higher level of participation in extra-curricular activities were found to be significantly younger than those who had lower levels of participation (p = 0.05). Students worked on average 11.5 hours a week and had an average of 3.5 years pharmacy related work experience. More than half (>50%) of the competencies were perceived by the third year students to be learned the most in the classroom setting. The competencies students felt they learned the most in the classroom and work setting were from Domain 1: Patient care and Domain 2: Professionalism and management in health systems. Students characterized 80% of the competencies in Domain 3: Health improvement, wellness, and disease prevention to be most learned through extracurricular activities.
CONCLUSIONS: It appears students feel they learn primarily in the classroom setting with similar amounts of competencies gained at work and through extracurricular activities.
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Calhoun, McKenzie L., and E. Brian Harris. "Developing Interprofessionalism: Integrating Students and Residents of Pharmacy and Medicine into an Interprofessional Practice." Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etsu-works/6898.
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Latimer, Laura, and Irina Teremshonok. "Descriptive Analysis of Textbook Acquisition by Second Year Pharmacy Students at the University of Arizona." The University of Arizona, 2009. http://hdl.handle.net/10150/623994.
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Class of 2009 Abstract<br>OBJECTIVES: The use and utility of textbooks in health professional training programs is variable. Studies on these topics in medical schools have shown a wide variety of results with most showing surprisingly little textbook use and that students who purchased textbooks tend to have surprisingly low levels of use, with an increasing trend towards preferences for electronic resources. The purpose of the study was to evaluate pharmacy students’ use of course textbooks.
METHODS: Second year students at the College of Pharmacy of the University of Arizona completed a survey that included what required or recommended books in the second year curriculum were purchased, how much of the text they actually read, as well as a 6 point response scale to rate each textbooks usefulness.
RESULTS: Seventy-four students completed the survey near the end of the academic year. Only 30.45 percent of respondents purchased course textbooks. Purchased percentages for individual textbooks ranged from 62.3% to 0%. Student ratings for usefulness of each textbook ranged from 2.0 to 5.3 with the medicinal chemistry and drug information textbooks rated the lowest and electronic resources rated the highest. The vast majority of students who purchased the book used it them for less than one hour per week.
CONCLUSIONS: Less than a third of students purchase required or recommended textbook. Time spent using the textbook was extremely low. Usefulness varied with the textbook and students expressed a strong preference for electronic resources
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Mospan, Cortney M., and McKenzie L. Calhoun. "Developing Students as Advocates through a Pilot Advocacy Curricular Thread within a PharmD Curriculum." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/6873.
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There is a need for education about and development of advocacy skills within student pharmacists. Pharmacy literature describes experiences incorporating advocacy education within curricula; however, these are often singular, limited experiences. To increase student pharmacists’ awareness, knowledge, and skills, effective advocacy curricular threads are necessary within curricula. This paper provides rationale for the need for a greater emphasis on development of these skills within student pharmacists, evidence of curricular experiences surrounding advocacy from the literature, initial observations from a piloted curricular thread at one school, and implications for the academy.
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Ling, Jessica, and Diana Tang. "Student Pharmacists’ Knowledge and Attitudes towards Herbal Medications: A Pilot Test at One University." The University of Arizona, 2012. http://hdl.handle.net/10150/623650.
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Class of 2012 Abstract<br>Specific Aims: To determine pharmacy students' knowledge and attitudes towards herbal medicine, and to identify factors that have the most influence on herbal knowledge.
Subjects: Students in the 1st, 2nd, 3rd, or 4th years of the Doctor of Pharmacy program at the University of Arizona.
Methods: Questionnaires administered during regularly scheduled classes and email collected knowledge, attitudes, and demographic data. This included age, gender, highest level of education, completion of herbal medication/OTC course, practice site, availability of herbals and herbal information at the practice site, and use of herbal medication in a family member.
Main Results: Questionnaires were completed by 270 out of the 395 students enrolled in pharmacy school. An average of 4.8 ± 3.02 out of the 14 questions (34%) were answered correctly on the knowledge section. Pharmacy students agreed that providing information about herbal medication is a pharmacist's professional responsibility and that an elective course on herbal medications would be useful (mean = 3.31 ± 1.52 and 3.73 ± 1.32 respectively on a scale of 0-5 where 5 = strongly agree and 0 = do not agree). Pharmacy school year and completion of an herbal/OTC course were the largest contributing factors to higher scores on the knowledge portion.
Conclusions: With an average knowledge score of less than 50% and average rating of less than 2.5 out of 5, pharmacy students have a weak understanding and a low confidence level in recommending and counseling patients on herbal medications. Requiring a course that includes herbal medications may be beneficial.
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Makadia, Nirav, Amit Shah, and Ankur Shah. "The Knowledge, Attitudes, and Beliefs Regarding Geriatric Care among Student Pharmacists." The University of Arizona, 2012. http://hdl.handle.net/10150/623655.
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Class of 2012 Abstract<br>Specific Aims: The purpose of this study was to assess the attitudes, beliefs and knowledge of pharmacy students regarding geriatric care. Methods: A questionnaire was administered to first, second and third year pharmacy students to assess the impact of geriatric curriculum on students at the University of Arizona College of Pharmacy. The primary grouping variable was whether or not students had previously taken a course focused on geriatrics.
Main Results: A total of 193 pharmacy students completed the questionnaire which resulted in a response rate of 64.33%. There is no comparison group for the first year class as all students in this class had never taken a geriatric-focused course. Therefore, no tests for statistical significance could be performed for this class. Students in the second year class who have taken a geriatrics-focused course scored higher than those without course experience on all four of the attitude and beliefs questions (p = 0.104, p = 0.042, p = 0.045, p = 0.025). The same held true for the third year class (p = 0.006, p <0.001, p = 0.050, p = 0.653). Both classes showed a statistically significant increase in knowledge of geriatric care in those students who have previously taken a geriatrics-focused course (p = 0.032 for second years, p = 0.022 for third years).
Conclusions: This study showed that pharmacy students at the University of Arizona College of Pharmacy who have previously taken a geriatrics- focused course have more positive attitudes and beliefs regarding geriatric care as well as a stronger knowledge base regarding geriatrics. With an aging population, it is important that pharmacists be knowledgeable and capable of caring for geriatric patients. Thus, we recommend that all pharmacy schools include a geriatrics-focused course as part of the standard curriculum for Pharm D. candidates.