Relevant bibliographies by topics / Student of pharmacy

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Student of pharmacy'

Author: Grafiati
Published: 4 June 2021
Last updated: 13 February 2022

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Journal articles on the topic "Student of pharmacy"

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Cox, Emily R., Kem P. Krueger, and John E. Murphy. "Pharmacy Student Involvement in Student Organizations." Journal of Pharmacy Teaching 6, no. 3 (1998): 9–18. http://dx.doi.org/10.1300/j060v06n03_03.

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Rath, Carolyn, Frank Tillman, Jessica Stickel, Madison Jones, and Lori Armistead. "Implementation of a Student-Developed, Service-Based Internship for Pharmacy Students." INNOVATIONS in pharmacy 10, no. 2 (April 8, 2019): 1. http://dx.doi.org/10.24926/iip.v10i2.1550.

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Purpose: This article describes the development, implementation, and impact of a student-created pharmacy internship program with aspects of service-learning, professional development, and ambulatory care pharmacy practice. Program Description: As the pharmacy profession continues to evolve, pharmacy internships present valuable opportunities for student pharmacists to explore career pathways and develop personal and professional skills. While internships in clinical and industry settings support interns’ professional development, service-based internships provide additional benefits to student pharmacists by promoting cultural awareness, community engagement, and commitment to serving underserved patients. Student leaders from the Student Health Action Coalition (SHAC) at the University of North Carolina Eshelman School of Pharmacy created a service-learning, ambulatory care-focused pharmacy internship for fellow student pharmacists. Two rising third-year students were selected to participate in the internship in the summer of 2018. Over the two-month program, the interns participated in various program components including direct patient care activities, faculty-led workshops and topic discussions, and quality improvement projects. In addition to supporting the interns’ academic and professional growth, this program also furthered the mission of SHAC to promote positive health outcomes for underserved populations. Summary: The SHAC Ambulatory Care in Underserved Populations Internship represents an innovative initiative by pharmacy student leaders to develop a service-focused internship for fellow student pharmacists. Participation in the internship provides unique opportunities not often available in conventional pharmacy curricula, including engagement with underserved patient populations and exploration of strategies to mitigate health disparities. Crafted by students for fellow students, this internship provides opportunities for personal and professional growth for both student developers and interns to carry into their future pharmacy careers. Article Type: Student Project
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Juergens, John P., and Marvin C. Wilson. "Enhancing Pharmacy Student Leadership." Journal of Pharmacy Teaching 14, no. 2 (2007): 77–90. http://dx.doi.org/10.1300/j060v14n02_05.

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Ross, Elisabeth J. "Pharmacy College Application Service." Journal of Pharmacy Practice 13, no. 5 (October 2000): 331–37. http://dx.doi.org/10.1106/eyu2-ynht-cx4f-c6dm.

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The American Association of Colleges of Pharmacy (AACP) is developing a centralized application service for U.S. colleges and schools of pharmacy. The Pharmacy College Application Service, known as PharmCAS, will allow applicants to use a single application and one set of materials to apply to multiple Pharm.D. programs. The purpose of PharmCAS is to benefit AACP member institutions, applicants, and the AACP office in terms of facilitation of the admissions process, student recruitment, and data collection. Other health professions’ education associations have established centralized application services with proven success.
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Vinall, Ruth, Parto Khansari, Jason McDowell, L. Douglas Ried, and Eugene Kreys. "Impact of Completion of a Pre-Pharmacy Biochemistry Course and Competency Levels in Pre-Pharmacy Courses on Pharmacy Student Performance." Pharmacy 7, no. 3 (August 16, 2019): 117. http://dx.doi.org/10.3390/pharmacy7030117.

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Poor performance in foundational science courses, which are usually taken during the first or second year of pharmacy school, can have several negative consequences including increases in student drop-out rates and increases in the number of dismissals and remediating students. The primary goal of the current study was to determine whether completion of a pre-pharmacy biochemistry course and/or performance on a biochemistry competency test (administered at the beginning of the pharmacy program) are associated with pharmacy student performance in foundational science courses and overall academic performance. A secondary goal was to determine whether performance in pre-pharmacy courses and/or student demographics are associated with pharmacy student performance. Prospective univariate analyses (n = 75) determined that completion of a pre-pharmacy biochemistry course is not associated with pharmacy student performance. However, performance on a biochemistry competency test was associated with performance in Biochemistry and Cell&Molecular Biology (p = 0.002). Furthermore, post-hoc analyses determined that pre-pharmacy cumulative chemistry GPA correlates with performance in both the Biochemistry and Cell&Molecular Biology and Medicinal Chemistry foundational science courses (p = 0.002 and p = 0.04, respectively) and can predict first year GPA (p = 0.002). The combined data indicate that further assessment of the impact of pre-pharmacy competency in biochemistry and chemistry on pharmacy student success is warranted.
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Mack, Dalia R. "The Pharmacy Technician's Role in Pharmacy Student Education." American Journal of Pharmaceutical Education 72, no. 6 (September 2008): 138. http://dx.doi.org/10.5688/aj7206138.

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Mason, Nancy, Jacqueline Dela Pena, Bianca Campbell, and Burgunda Sweet. "Pharmacy Phamilies as a Component of a Co-Curricular Program for Doctor of Pharmacy Students." INNOVATIONS in pharmacy 11, no. 4 (October 22, 2020): 2. http://dx.doi.org/10.24926/iip.v11i4.3212.

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Background: Pharmacy student professional growth depends heavily on co-curricular involvement, in addition to classroom learning. Co-curricular programming can be supported by an innovative structure using self-directed learning and a unique mentorship process. Innovation: A novel faculty and peer mentorship structure, called Pharmacy Phamilies, is integrated into a credited Lifelong Learning course that spans the 4 years of our PharmD program. This course is comprised of student-chosen activities to meet requirements in six domains, as well as reflections and other assignments. Recent changes include a new Pharmacy Phamily group reflection process and the use of co-curricular logs to document student activities. Findings: Based on a student survey, the majority of respondents were satisfied with their level of engagement with their Pharmacy Phamily (72%) and with their advisor (76%). The majority also reported that the Pharmacy Phamily program is meeting its goals of establishing a sense of community at the college (76%) and enhancing students’ professional development (72%). A total of 86% of students preferred the Pharmacy Phamily group reflection over the former six individual reflections and 93% of students agreed the co-curricular log was a useful tool to document involvement in professional activities. Conclusion: Pharmacy Phamilies and peer-reviewed, group reflection can provide an inclusive structure of support and social connection for students at the college of pharmacy. Article Type: Note
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Islam, Mohammed A., Simi Gunaseelan, and Seher A. Khan. "A Research Elective Course on Dietary Supplements to Engage Doctor of Pharmacy Students in Primary Literature Evaluation and Scholarly Activity." Journal of Pharmacy Practice 28, no. 6 (January 18, 2014): 577–84. http://dx.doi.org/10.1177/0897190013516510.

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Purpose: To develop and implement a research elective course to enhance skills of pharmacy students on primary literature evaluation and evidence-based practice on dietary supplements and generate scholarly publications. Methods: A 2 credit hour independent research elective course was designed and implemented in the third-year doctor of pharmacy curriculum. The course involved student-led research activities that included formulating research project, reviewing of primary literature, collection and evaluation of data, and writing of review articles for publication in peer-reviewed journals. An online survey was administered to evaluate students’ perceptions of the course. Results: Students successfully completed the course. The course resulted in peer-reviewed publications through student–faculty collaboration. Pharmacy students enrolled in the elective course perceived that the course helped them enhance their analytical reasoning, critical thinking and drug-literature evaluation skills, gain evidence-based knowledge, and apply the knowledge into practice during their advanced pharmacy practice experiences community pharmacy rotations. Conclusions: The course provided opportunity to the pharmacy students to not only critically search and evaluate the literature but also publish in peer-reviewed journals. Other pharmacy schools/colleges can adopt this course model to create opportunities for student–faculty collaborations toward scholarly accomplishments.
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Eiland, Lea S., Norman E. Fenn, Pooja Shah, Mary Soliman, Hae Jin Cho, Katie D. Ellis, and Kristine A. Parbuoni. "How to Incorporate the Experiential Student Pharmacist Into the Pediatric Practice Setting." Journal of Pediatric Pharmacology and Therapeutics 25, no. 5 (June 1, 2020): 390–400. http://dx.doi.org/10.5863/1551-6776-25.5.390.

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Experiential education conducted in the pediatric practice setting provides student pharmacists the opportunity to learn about a unique patient population. For many students, experiential rotations may be the only form of pediatric education they receive in pharmacy school. Providing quality pediatric experiences is essential to stimulate students' interest in this practice area and train those with goals to become pediatric pharmacists. It is also important to ensure graduating pharmacists have exposure to fundamental pediatric pharmacy concepts. Although pediatric practice areas and institutions differ in patient populations and services, a well-rounded rotation experience should be provided for the pharmacy student. Preceptors must decide what concepts to teach and what activities students should be incorporated into during this experiential period. This article provides goals and activities for student pharmacists that can be included in newly designed introductory pharmacy practice experiences and advanced pharmacy practice experiences within various pediatric settings.
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Mills, Shaylee, Lynne Emmerton, and Tin F. Sim. "Immunization training for pharmacy students: a student-centered evaluation." Pharmacy Practice 19, no. 3 (August 29, 2021): 2427. http://dx.doi.org/10.18549/pharmpract.2021.3.2427.

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

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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
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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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
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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Dowling, Karilynn, Nicholas E. Hagemeier, and Courtney Mospan. "Pharmacy Student Dispensing Behaviors in Practice-Based Dilemmas." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/1438.

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Objectives: To examine the extent to which pharmacy students’ attitudes, subjective norm beliefs, and perceived behavioral control beliefs explain gray dispensing decisions, using the theory of planned behavior (TPB) as a framework. Method: Third professional year pharmacy students (n=159) from two academic cohorts were provided three written case scenarios: (1) a dentist prescribing outside of his scope of practice; (2) a physician prescribing for a family member; and (3) a patient who was out of refills on insulin. A brief questionnaire assessed TPB constructs, whether or not the student would dispense the medication, and the number of times the student would dispense in 10 similar situations. Composite scores were calculated for TPB constructs after analyzing internal consistency reliability. Linear regression techniques were used to analyze the influence of the constructs on mean intent to dispense in similar scenarios. Results: The percent of students who indicated they would dispense in each scenario was 68% in scenario 1, 74% in scenario 2, and 81% in scenario 3. For all case scenarios, mean intent to dispense in similar scenarios was explained by attitude scores (p≤0.006). For the insulin refill and family prescribing cases, mean intent to dispense was also explained by subjective norm beliefs (pImplications: Student attitudes consistently predicted intention to dispense across the gray scenarios. These findings can be used to develop and target upstream TPB construct interventions in pharmacy education that influence students’ downstream dispensing decisions. Additional research is warranted to determine if TBP constructs similarly explain the dispensing behaviors of practicing pharmacists.
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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
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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Loui, James, Ashorena Mezdo, Nikita Patel, and Jeannie Lee. "Pharmacy Student Perceptions on Geriatric Quality of Life." The University of Arizona, 2012. http://hdl.handle.net/10150/614506.

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Class of 2012 Abstract
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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Hagemeier, Nicholas E., Chelsea L. Beavers, and Tucker S. Carlson. "A Longitudinal Analysis of Pharmacy Student Wellbeing: The First Professional Year." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/5429.

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

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Objectives. To determine if student self-testing improves performance during a doctor of pharmacy course. Methods. Students were given access to online quizzes with a large pool of randomly selected questions specific to upcoming examination content. Quizzes were electronically scored immediately upon completion and students were provided corrective feedback. Results. Examination scores following implementation of the practice quizzes were significantly higher in all but the last testing period. The upper fiftieth percentile of students scored higher on both the practice quizzes and subsequent examinations in all but the fourth testing period. Conclusions. Providing pharmacy students with self-testing opportunities could increase their retention of course material and provide feedback to both students and educators regarding learning, as well as provide students with a measure of their metacognition.
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Stewart, David W., Peter C. Panus, James Thigpen, Nicholas E. Hagemeier, and Lauren K. Brooks. "Pharmacy Student Self-testing as a Predictor of Exam Performance." Digital Commons @ East Tennessee State University, 2012. https://dc.etsu.edu/etsu-works/1465.

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Objectives: To determine if benefit exists in allowing students to self-test over relevant material as they progress through a professional course. Method: A total of 1,342 multiple choice questions were developed for pharmacy students to self-test for a pathophysiology course. Prior to each examination, students were allowed to take online quizzes which were randomly generated and related to the exam content. Quizzes were scored immediately, and students were shown the incorrect questions along with all answer choices. A matrix of intercorrelations and repeated measures ANOVA were generated using PASW Statistics Version 19 (IBM, Armonk, NY) to evaluate number of quiz attempts, highest attempt score, lowest attempt score, average attempt score, last attempt score, undergraduate GPA, and composite PCAT in relation to exam grade. Results: Seventy-seven of 79 students took advantage of self-testing and completed a total of 7,042 attempts. For the four exams, average quiz attempts score had the highest correlation, R = 0.591, 0.670, 0.550, and 0.373 respectively, to exam score (p ≤ 0.001 for each comparison). For each student who took advantage of self-testing, a paired analysis revealed exam score was significantly higher on the first three exams when compared with quiz attempts average. Implications: Literature indicates self-testing strategies increase recall ability as compared to more commonly employed study techniques. Self-testing opportunities in the pharmacy curriculum could increase student retention of course materials and provide feedback to educators regarding student learning while offering students an indication of their comprehension.
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Books on the topic "Student of pharmacy"

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Washington State University. College of Pharmacy. Washington State University College of Pharmacy student handbook. [Pullman, Wash.]: College of Pharmacy, Washington State University, 2004.

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Hanson, Glen. Student note-taking guide to accompany Drugs and society. London: Jones and Bartlett, 2004.

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Student Note-Taking Guide to Accompany Drugs and Society. 8th ed. Boston: Jones and Bartlett, 2004.

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G, Louie Stan, ed. Immunology for pharmacy students. Australia: Harwood Academic Publishers, 1999.

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G, Louie Stan, ed. Immunology for pharmacy students. Amsterdam: Harwood Academic Publishers, 1999.

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A, Hodges Norman, ed. Essential microbiology for pharmacy and pharmaceutical students. Chichester, West Sussex, UK: John Wiley & Sons, 2013.

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1903-, Gunn Colin, Carter S. J. 1920-, and Cooper J. W. 1896-, eds. Cooper and Gunn's dispensing for pharmaceutical students. Edinburgh: Churchill Livingstone, 1987.

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Sarker, Satyajit D. Chemistry for pharmacy students: General, organic and natural product chemistry. Chichester, England: John Wiley & Sons, 2007.

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G, Watson David. Pharmaceutical analysis: A textbook for pharmacy students and pharmaceutical chemists. Edinburgh [Scotland]: Churchill Livingstone, 1999.

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G, Watson David. Pharmaceutical analysis: A textbook for pharmacy students and pharmaceutical chemists. 3rd ed. Edinburgh: Elsevier Churchill Livingstone, 2012.

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Book chapters on the topic "Student of pharmacy"

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Marriott, Helen. "Micro Language Planning for Student Support in a Pharmacy Faculty." In Language Planning and Policy: Language Planning in Local Contexts, edited by Anthony J. Liddicoat and Richard B. Baldauf Jr, 240–52. Bristol, Blue Ridge Summit: Multilingual Matters, 2008. http://dx.doi.org/10.21832/9781847690647-017.

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Sarker, Satyajit D., and Lutfun Nahar. "Introduction." In Chemistry for Pharmacy Students, 1–15. West Sussex, England: John Wiley & Sons, Ltd,., 2013. http://dx.doi.org/10.1002/9781118687529.ch1.

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Sarker, Satyajit D., and Lutfun Nahar. "Atomic Structure and Bonding." In Chemistry for Pharmacy Students, 17–33. West Sussex, England: John Wiley & Sons, Ltd,., 2013. http://dx.doi.org/10.1002/9781118687529.ch2.

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Sarker, Satyajit D., and Lutfun Nahar. "Stereochemistry." In Chemistry for Pharmacy Students, 35–58. West Sussex, England: John Wiley & Sons, Ltd,., 2013. http://dx.doi.org/10.1002/9781118687529.ch3.

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Sarker, Satyajit D., and Lutfun Nahar. "Organic Functional Groups." In Chemistry for Pharmacy Students, 59–189. West Sussex, England: John Wiley & Sons, Ltd,., 2013. http://dx.doi.org/10.1002/9781118687529.ch4.

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Sarker, Satyajit D., and Lutfun Nahar. "Organic Reactions." In Chemistry for Pharmacy Students, 191–282. West Sussex, England: John Wiley & Sons, Ltd,., 2013. http://dx.doi.org/10.1002/9781118687529.ch5.

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Sarker, Satyajit D., and Lutfun Nahar. "Natural Product Chemistry." In Chemistry for Pharmacy Students, 283–370. West Sussex, England: John Wiley & Sons, Ltd,., 2013. http://dx.doi.org/10.1002/9781118687529.ch6.

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Wink, Konrad, and Lutz Hein. "Neuentwicklung von Pharmaka – Klinische Studien." In Pharmakotherapie in der Anästhesie und Intensivmedizin, 45–55. Berlin, Heidelberg: Springer Berlin Heidelberg, 2011. http://dx.doi.org/10.1007/978-3-540-79156-0_3.

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Liu, Ming, Simon Buckingham Shum, Efi Mantzourani, and Cherie Lucas. "Evaluating Machine Learning Approaches to Classify Pharmacy Students’ Reflective Statements." In Lecture Notes in Computer Science, 220–30. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-23204-7_19.

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Becker, Helmut E. "Empirische Studien zur Pharma-Kommunikation." In Konsum und Verhalten, 125–219. Heidelberg: Physica-Verlag HD, 1992. http://dx.doi.org/10.1007/978-3-642-58167-0_4.

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Conference papers on the topic "Student of pharmacy"

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Hussain, Farhat Naz, Alesha Smith, and Kyle John Wilby. "Awareness of Disabilities in Pharmacy Program Recruitment Material: Are we doing Enough?" In Qatar University Annual Research Forum & Exhibition. Qatar University Press, 2020. http://dx.doi.org/10.29117/quarfe.2020.0116.

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Introduction: Targeted recruitment of students with disabilities is a novel area in pharmacy education and may help to attract qualified students in light of decreasing applicant numbers. Therefore, the aim of this study was to explore the visibility of disabilities within online recruitment material for pharmacy programs and to determine the location of targeted information available to prospective students with disabilities. Methods: The top 50 ranked programs offering a professional pharmacy degree under the Pharmacy and Pharmacology QS subject rankings were identified and included if recruitment material was published in English. Online recruitment material was reviewed for presence of persons with disabilities in photos, presence or description of persons with disabilities in videos, information specific to disabilities on the program website, and information specific to disabilities on the university website (if not located on the program website). Results: For inclusion, 41 out of 50 pharmacy schools met the criteria. No institutions displayed visual student disabilities in pictures or videos of recruitment material. Overall, the majority of institutions (88%) provided information for prospective students with disabilities. The type of information offered was highly variable across institutions. Of the top 50 pharmacy schools in the USA, 85% have information on student disability through the pharmacy homepage and 75% of institutions in Europe provided information through the university homepage. Interestingly, 62.5% of schools in Asia did not provide student disability information. Conclusions: Recruitment material for pharmacy degree programs should be current, inclusive, and reflective of student populations eligible to be admitted. This study found a distinct underrepresentation of students with disabilities and information pertaining to disabilities within recruitment material for a sample of international pharmacy programs.( *This study has now been published. Hussain FN, Smith A, Wilby K. The Visibility of Disabilities within Pharmacy Program Recruitment Material. INNOVATIONS in pharmacy. 2020;11(3). doi: https://doi.org/10.24926/iip.v11i3.3339.)
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Al-Naimi, Hend, Bassant Elkattan, Hiba Mohammed, Laila Shafei, Marwa Elshazly, and Alla El-Awaisi. "Pharmacy Student Leaders’ Perspectives on the Impact of COVID-19 on their Learning: SWOC Analysis." In Qatar University Annual Research Forum & Exhibition. Qatar University Press, 2020. http://dx.doi.org/10.29117/quarfe.2020.0309.

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The COVID-19 pandemic has caused disruptions in many aspects of life across the globe including education provision. This pandemic led to major and rapid restructuring of curricula and assessments as student suddenly moved to unfamiliar learning environment. Active involvement of students in the education process and curricula reform is encouraged. This paper aimed to explore pharmacy student leaders’ perspectives related to their learning during COVID-19 pandemic in terms of strengths, weakness, opportunities, challenges and recommendations to move forward. A meeting with pharmacy student leaders was convened. Each student leader individually reflected on their experiences using a structured SWOC (Strengths, Weaknesses, Opportunities, Challenges) framework which was then used to guide discussion. Each student then rated anonymously the importance and the probability of the themes to come up with overall score. Online learning came with both negative and positive aspects from the students’ point of view. Despite the efforts that were made by the college and students to adapt to the new educational system, there were drawbacks that affected the quality of the education. Pharmacy programs need to implement strategies within their programs about disaster preparedness and build student resilience and wellbeing.
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Magola, Esnath, Aditi Puri, Harsha Parmar, and Andrew McBain. "Integration; the 2nd year MPharm student perspective on interprofessional teaching." In Manchester Pharmacy Education Conference. The University of Manchester Library, 2014. http://dx.doi.org/10.3927/227390.

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Maddock, Katie. "Student self-assessment of submitted work as a form of feedback." In Manchester Pharmacy Education Conference. The University of Manchester Library, 2014. http://dx.doi.org/10.3927/226816.

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Yardi, Yardi, and Nelly Suryani. "The Perception of Fourth Year Pharmacy Student of UIN Syarif Hidayatullah Jakarta Towards the Pharmacy Profession." In 1st International Integrative Conference on Health, Life and Social Sciences (ICHLaS 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/ichlas-17.2017.45.

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Hamid, Nurfarahin Natasya Binti, and Toni Anwar. "The MedMaps apps: Mobile application for finding, managing and commercialize pharmacy." In 2017 6th ICT International Student Project Conference (ICT-ISPC). IEEE, 2017. http://dx.doi.org/10.1109/ict-ispc.2017.8075306.

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Suryani, Nelly, and Yardi Yardi. "A Study to Investigate the Perception of First Year Pharmacy Student of UIN Syarif Hidayatullah Jakarta Towards the Pharmacy Profession." In 1st International Integrative Conference on Health, Life and Social Sciences (ICHLaS 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/ichlas-17.2017.49.

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Lopez, Beatriz, Carmen Rueda, Marta Sánchez-Paniagua López, Cristina Sainz, and Paz Sevilla. "EDUCATIONAL VIDEOS TO UNDERSTAND CHEMICAL QUESTIONS FOR THE STUDENT OF DEGREE OF PHARMACY." In International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/inted.2016.1153.

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Roca Melendres, MM, J. Clark, and P. Buena Gutierrez. "6ER-026 Perception of a peer-to-peer mentoring experience with european pharmacy students in a student-run free clinic." In 24th EAHP Congress, 27th–29th March 2019, Barcelona, Spain. British Medical Journal Publishing Group, 2019. http://dx.doi.org/10.1136/ejhpharm-2019-eahpconf.623.

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Torres-Cuevas, Isabel, Esther García Miralles, Marta Ribelles Llop, and Laura Marques Martínez. "Flipped Classroon en prácticas de ciencias de la salud." In IN-RED 2020: VI Congreso de Innovación Educativa y Docencia en Red. Valencia: Universitat Politècnica de València, 2020. http://dx.doi.org/10.4995/inred2020.2020.11982.

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New pedagogical methodologies in the health sciences area could be necessary for trainees. Flipped Classroom or inverted classroom (FC) is a tool that offers greater autonomy for the student, as well as better knowledge assimilation. The main objective of this study was the achievement of basic skills for the application of knowledge, communication, and interpretation of relevant data to make judgments for health sciences students. The number of students participating in the study was 1103 (n=1103), all of them from different degrees such as dentistry, pharmacy, and nursing. Students were distributed in 2 study groups: Group A, application of masterclass methodologies (M), and Group B, Flipped Classroom (FC) or inverted classroom method. At the end of the practical sessions, a test was used to evaluate the students' knowledge acquisition and their degree of satisfaction with the teaching methodology. The obtained results showed a significant increase in the maximum number of correctly-answered questions and a greater degree of satisfaction from those students who attended the practical lessons taught using the FC method. As a conclusion, the application of the FC method in health sciences leads to better results in the acquisition of the course competencies than the masterclass methodologies.
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Reports on the topic "Student of pharmacy"

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Patel, Komal. Assessment of Knowledge, Attitude, Perception of Pharmacy Students Towards Telepharmacy. University of Tennessee Health Science Center, April 2021. http://dx.doi.org/10.21007/chp.hiim.0072.

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Telemedicine is one of the fastest growing area in health care technology and COVID-19 pandemic has changed the way of practicing Telemedicine. Telepharmacy is a part of telemedicine where pharmacy use this technology to provide patient care services. Success of any technology depends on users’ willingness to learn and attitude towards technology. Early assessment of students’ attitude during pharmacy school is important to know in order to assess how receptive students are to accept Telepharmacy in their work setting currently or in future. That will also help to determine success of Telepharmacy implementation. This study will focus on assessing knowledge, attitude and perceptions of student pharmacists towards Telepharmacy.
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