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1
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 AbstractOBJECTIVES: 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 AbstractOBJECTIVES: 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 AbstractSpecific 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 AbstractSpecific 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 AbstractOBJECTIVES: 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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Byrd, Debbie C., Adam Welch, Ralph A. Lugo, Victoria Palau, David L. Hurley, and David S. Roane. "Student Research Influencing College Culture." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/7169.
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Hagemeier, Nicholas E., Chad Gentry, Leonard B. Cross, Daniel L. Rose, Gentry E. Miller, and Chelsea E. Phillips. "Student Pharmacists’ Personal Finance Perceptions, Projected Student Loan Indebtedness, and Career Decision Making." Digital Commons @ East Tennessee State University, 2014. https://dc.etsu.edu/etsu-works/1456.
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Objectives: 1) Describe relationships between student pharmacists’ personal finance perceptions and projected post-graduation indebtedness; 2) Examine the association between personal finance perceptions, demographic characteristics, and post-PharmD career intentions. Method: Student cohorts at two colleges of pharmacy (N= 226) completed a self-administered 39-item questionnaire assessing personal finance perceptions, behaviors, student loan indebtedness, and post-PharmD career intentions. Parametric and nonparametric independent t-test and one-way ANOVA equivalents, and logistic regression techniques were used to examine differences across and relationships between study variables. Results: A 73% usable response rate was obtained. On average, students anticipate $169,323 (± $81,641) in post-graduation student loan debt and expect to pay off debt in 8.0 (± 6.4) years. Over 75% of students feel pressured to get out of debt upon graduation and 55% have a plan for debt repayment. Projected student loan debt did not differ across students who anticipate pursuing postgraduate training versus those planning to enter practice directly. However, students intending to directly enter practice were 2.6 times as likely to indicate debt influences their post-PharmD career plans compared to individuals intending to pursue postgraduate training (p=0.001). Students intending to practice in community pharmacy settings were 3.3 times as likely to indicate debt influences their post-PharmD career plans compared to individuals planning to enter all other practice settings (pImplications: Our study adds to recent literature exploring the relationship between student indebtedness and career decision-making. Further research is warranted to explore interventions that foster increased personal finance self-awareness in student pharmacists and minimize student indebtedness.
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Stewart, David W., Peter C. Panus, and Nicholas E. Hagemeier. "An Analysis of Student Performance with Podcasting and Active Learning in a Pharmacotherapy Module." Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etsu-works/1471.
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Objectives: The objective was to determine the effect of podcasting, with resultant increased in-class active learning time, on student performance.
Methods: In an effort to increase in-class active learning time and improve understanding of the material in a third-year pharmacotherapy course, podcasts were developed to cover specific topics and were made available outside-of-class for students in 2010. Students in the same course in the year 2009 had received identical in-class didactic instruction for these topics. End-of-course exam scores were adjusted using analysis of covariance and compared using the t-test.
Results: The class averages on the end-of-course exams were significantly higher at 77.5 ± 1.2 (n = 65) for the class of 2009 compared to 72.9 ± 1.5 (n = 71) for the class of 2010 (p = 0.019). This difference remained significant after adjusting the 2009 and 2010 classes for the covariates. The difference between the classes was further magnified when using the covariate of GPA, 78.3 ± 1.2 compared to 72.2 ± 1.1 (p < 0.001) for the classes of 2009 and 2010, respectively. Rank ordering resulted in a significant difference in the exam grade in the lower 50th percentile 73.2 ± 1.6 (n = 34, 2009 class) compared to 65.8 ± 1.9 (n = 34, 2010 class), p = 0.004. No significant differences were noted between the two classes for those students in the upper 50th percentile.
Conclusion: Increased in-class active learning time led to decreased examination scores for the lower 50th percentile of students in the 2010 cohort. One potential explanation is that students were not held accountable for completing the out-of-class preparatory exercises.
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Michalski, Erika Lynn. "Pharmacy Student Perceptions| How Do They Change and What Does That Mean?" Thesis, Lindenwood University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3668733.
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With healthcare moving rapidly toward interprofessional expectations, this study examined the perceptions of a particular population of students pursuing a degree in the healthcare field. Pharmacy students attending a free-standing pharmacy institution were interviewed over the course of the 2012 - 2013 academic year. Interviews were conducted before, during, and after the students engaged in collaborative coursework with students from a variety of health care majors attending a nearby institution. The results demonstrated the positive impact exposure to peer students pursuing degrees in health care fields can have. Results of the interview process highlighted the impact intentional interaction with a variety of students (i.e. medical, nursing, social work, physical therapy, occupational therapy, and physician assistant students) had for the students at the free-standing pharmacy institution. Results also demonstrated an increase in the perceived value of collaboration with other health care professionals. Additionally, results highlighted the importance of respect and communication as active components of interprofessional collaborations. Study participants grew in their understanding of their own role in the field of healthcare. Lastly, the depth of participants' understanding of optimal patient care grew over the course of the intentional interaction during the academic year. Along with presenting and analyzing the results of the interview process, this document makes suggestions regarding practical application of said results to the academic curriculum at an institution granting only a pharmacy degree.
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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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Slack, Marion K., Jennifer R. Martin, Leah Worede, and Sameer Islam. "A Systematic Review of Extramural Presentations and Publications from Pharmacy Student Research Programs." American Association of Colleges of Pharmacy, 2016. http://hdl.handle.net/10150/620991.
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Objective. To conduct a systematic review of reports of pharmacy student research programs that describes the programs and resulting publications or presentations. Methods. To be eligible for the review, reports had to be in English and indicate that students were required to collect, analyze data, and report or present findings. The outcome variables were extramural posters/presentations and publications. Results. Database searches resulted in identification of 13 reports for 12 programs. Two-thirds were reports of projects required for a course or for graduation, and the remaining third were elective (participation was optional). Extramural posters resulted from 75% of the programs and publications from 67%. Conclusion. Although reporting on the outcomes of student research programs is limited, three-quarters of the programs indicated that extramural presentations, publications, or both resulted from student research. Additional research is needed to identify relevant outcomes of student research programs in pharmacy.
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Fitzgerald, W., and Nicholas E. Hagemeier. "Are You Smarter than a Student Pharmacist? A Case Law Review." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/1422.
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Cook, Jennifer, Erika Caine, and Matt Potter. "Student Pharmacist Decision Making." The University of Arizona, 2010. http://hdl.handle.net/10150/623760.
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Class of 2010 AbstractOBJECTIVES: The purpose of this study is to determine the effects of professional pharmacy educational training and occupational student pharmacist training towards the quantity of medication errors attributed to not investigating drug-drug interactions and/or not acknowledging contraindications for medications and treatment. METHODS: The design was a cross-sectional, analytical study of student pharmacists in their first, second, or third year of a four-year Doctor of Pharmacy program. A questionnaire of patient drug interaction scenarios along with student work experience and demographic survey questions was administered to a class of students to complete and return at the time it was administered. It was a prospective study. RESULTS: Questionnaires were completed by 180 students. None of the classes surveyed scored significantly higher than another class. Students with retail experience did not score significantly higher survey scores than those with hospital experience. Finally, when comparing the scores of students with experience in multiple fields, in comparison to those with experience in only one field of pharmacy, it was noted that there was no statistical significance. CONCLUSIONS: The amount of professional pharmacy education training and occupational student pharmacist experience was not found to have an affect on a student pharmacist’s ability to prevent medication error that was attributed to either not investigating a drug-drug interaction and/or not acknowledging contraindications for medications and treatment.
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Hagemeier, Nicholas E., and W. Fitzgerald. "Are You Still Smarter than a Student Pharmacist? A Case Law Review." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/1410.
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Tarasidis, Andrew, Karilynn Dowling, Anh Dinh, Pooja Subedi, Daniel Ventricelli, and Nicholas E. Hagemeier. "Residency, Fellowship, and Graduate School Value Beliefs among Student Pharmacists." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/1439.
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Objectives: To compare pharmacy students’ value beliefs across residency training, fellowship training, and graduate education with research and non-research emphases using expectancy-value theory as a framework. Method: First through fourth professional year (P1-P4) students (N=263) completed the 26-item Postgraduate Training Value Instrument (PTVI) for four postgraduate training paths. Items were responded to using a 5-point Likert scale. Intrinsic, attainment, utility, financial value and perceived cost scores were calculated for each training path. Using SAS 9.0, ANOVA procedures were employed to test differences between mean value construct scores across training paths. Results: An 84% response rate was obtained. Value construct scores ranged from 2.02 for financial value of fellowship training to 3.36 for intrinsic value of residency training. Positive value scores (i.e., scores that theoretically support task choice) were noted for two (residency intrinsic value and residency utility value) of the 20 evaluated value constructs. Students reported statistically significantly higher intrinsic, attainment, utility, and financial value scores for residency training as compared to other paths (pImplications: To our knowledge, this is the first study to theoretically quantify students’ value beliefs across commonly pursued postgraduate training paths. Our results indicate an overall lack of intrinsic, attainment, utility, and financial value for most paths and high perceived cost across all paths. The PTVI could be used to target interventions across curricula that seek to promote the value of various postgraduate training paths. Research is warranted to explore students’ value beliefs longitudinally.
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Hagemeier, Nicholas E. "Cents Making: Improving Student Pharmacists’ Personal Finance Skills and Behaviors." Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etsu-works/1425.
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II. Electing to Change the Profession: Educating to Influence Change
Interested in influencing change? Instructors are often creative in the selection of topics, educational methodologies and technology about how to influence change. This session will focus on creative approaches or subjects that educate about how to influence change in schools and in practice. Facilitators at each roundtable will describe how they try to influence change and the lessons learned from their experiences.
Learning Objectives:
1. Discuss how to use students to change practitioners and practice.2. Develop ideas for implementing change for use upon return to institution.3. Identify new ways to implement change in practice.
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Vargas, Linzee, Reema Patel, and Shelby Lehew. "The Impact of Pharmacy Mobile Application on Student Performance on NAPLEX-Based Questionnaire." The University of Arizona, 2017. http://hdl.handle.net/10150/624173.
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Class of 2017 AbstractObjectives: To determine if the use of RxSkills effectively improves student scores on the North American Pharmacist Licensure Examination (NAPLEX)-based questions among third and fourth-year pharmacy students at the University of Arizona (UA) College of Pharmacy. Methods: This is a pre-post interventional study using a survey of volunteer students from the classes of 2016 and 2017 at the UA College of Pharmacy. An email calling for volunteers was sent using the listserv to students providing information regarding the study. Once the pre-test was completed, instructions for downloading the mobile application were sent to the students. After six weeks of RxSkills use, a link to the post-test was sent to the students for completion. Student scores on the NAPLEX-based questions, use of the application (frequency and duration) and helpfulness, and demographic data were collected. Results: The number of participants in the study from each class was similar with 15 students from the Class of 2016 (52%) and 14 from the Class of 2017 (48%). There was no correlation between how often RxSkills was used and improvement in scores. Overall, student score on the NAPLEX-based questions were significantly improved post-RxSkills use (mean 10.48, SD 2.49) compared to pre-RxSkills use (mean 9.68, SD 2.24) with a p-value of 0.03. Conclusions: The use of RxSkills resulted in an improvement in student scores on the NAPLEX-based questions, indicating its usefulness in studying for the NAPLEX. Students would benefit from using the application when studying for this exam.
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Arquette, Meghan. "Attitudes and Perceptions of Pharmacy Preceptors Regarding the Instruction of International Student Pharmacists." The University of Arizona, 2017. http://hdl.handle.net/10150/624023.
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Class of 2017 AbstractObjectives: To explore and describe the attitudes of pharmacy preceptors regarding the instruction of international student pharmacists. Methods: Two focus groups were held, involving a total a ten pharmacy preceptors associated with the University of Arizona College of Pharmacy, the majority of whom had prior experience working with international pharmacy scholars. Results: Preceptors reported a number of both benefits and challenges associated with instructing international scholars. They benefited from the students’ contribution to the pharmacy team, and from the exposure to different cultures. The challenges they encountered primarily involved the language barrier, cultural differences, and differences in knowledge and training compared to local students. Conclusions: Preceptors reported overall positive experiences in working with international pharmacy scholars, and also faced a number of challenges.
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Rennison, Susan M. "Student engagement with formal lectures on the MPharm programme at the University of Portsmouth." Thesis, University of Portsmouth, 2011. https://researchportal.port.ac.uk/portal/en/theses/student-engagement-with-formal-lectures-on-the-mpharm-programme-at-the-university-of-portsmouth(6895c161-da05-462b-a154-151b5c1b198c).html.
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Lectures have been used as a teaching method for many centuries and remain a standard on most university courses. More than twice as many teaching hours are devoted to lectures on the MPharm course at the University of Portsmouth than to all other teaching methods. Lecturers frequently express concern however, at low levels of attendance at lectures and, during 2007-8, registers were taken at approximately 15% of MPharm lectures. The aims of the research were to ascertain whether any correlation existed between lecture attendance and exam performance, and to investigate both lecturers’ and students’ attitudes towards and opinions of lectures as a method of teaching. A Scoping Exercise was used to put the work into context with other UK Schools of Pharmacy (SoPs).
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Airey, Tatum, Andrea Bisso, and John Murphy. "Student Perceptions of the Role of Portfolios in Evaluating the Outcomes of Pharmacy Education." The University of Arizona, 2011. http://hdl.handle.net/10150/614583.
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Class of 2011 AbstractOBJECTIVES: The Accreditation Council for Pharmacy Education recommends incorporation of portfolios as part of the pharmacy curriculum. A study was conducted to evaluate students’ perceived benefits of the portfolio process and to gather suggestions for improving the process. METHODS: A questionnaire was designed, administered, and answered by 250 pharmacy first, second, and third year pharmacy students at the University of Arizona College of Pharmacy. The dependent variable was the students’ perceived benefit of the portfolio process. RESULTS: Students perceived increased benefit if the portfolio helped them: gain an understanding of the expected outcomes, understand the impact of extracurricular activities on attaining competencies, identify what should be learned, identify their strengths and weaknesses, and modify their approach to learning. First year students wanted more examples of portfolios while second and third years suggested more time with their advisor. CONCLUSION: Overall, students perceived the portfolio process as having moderate benefit.
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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 AbstractSpecific 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.
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Sarvestani, A. M., Kristina Medlinskiene, Justine Tomlinson, and Kevin Adams. "Introducing a pharmacy undergraduate student-led health check service at the University of Bradford." Pharmacy Education, 2019. http://hdl.handle.net/10454/17255.
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Lin, Jack, Theodore Knuck, and Jason Orozco. "Knowledge and Attitudes of Student Pharmacists Concerning Oral Emergency Contraception." The University of Arizona, 2009. http://hdl.handle.net/10150/623970.
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Class of 2009 AbstractOBJECTIVES: The purpose of this work is to explore the correlations between demographics, knowledge, and attitudes that student pharmacists have in regards to oral emergency contraception (OEC) and their dispensing. METHODS: University of Arizona pre-rotation student pharmacists were asked to complete a questionnaire during a regularly scheduled required class. The questionnaire had three sections consisting of general OEC knowledge, specific attitudes regarding OEC, and demographic data. RESULTS: Students who stated moral and/or ethical objections to dispensing OEC had significantly lower knowledge scores. They also showed a response pattern to attitude and belief questions opposite to that of students who stated feeling comfortable dispensing OEC in most situations. There were no significant differences in total correct scores on the knowledge questions between gender or year in school, however, there were significant differences in some specific questions. CONCLUSIONS: Students who did not feel comfortable dispensing OEC or had moral and/or religious objections to dispensing OEC were found to have lower knowledge scores. With the exception of two knowledge questions, total correct scores on OEC knowledge questions increased with year in school. Lack of knowledge about OEC may in part contribute to unease and objections to dispensing them.
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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 AbstractSpecific 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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Hesselbacher, Elizabeth, Aaron Pié, and Aimee Quesnel. "Student Pharmacists’ Attitudes Regarding Direct-To-Consumer Advertising (DTCA)." The University of Arizona, 2009. http://hdl.handle.net/10150/623964.
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Class of 2009 AbstractOBJECTIVES: The purpose of this study was to expand the current knowledge regarding opinions about the consequences of DTCA, specifically in terms of their implications for pharmacy practice. We evaluated this by examining student pharmacist attitudes toward DTCA and their perception of its practical ramifications as they progressed through pharmacy coursework. We also compared attitudes of student pharmacists’ with those of practicing pharmacists’ as previously published. METHODS: Students at the University of Arizona College of Pharmacy, enrolled in their 1st, 2nd, and 3rd year of coursework, completed a questionnaire with 16 Likert-scale items soliciting levels of agreement with statements regarding DTCA. Two direct questions about overall support for DTCA and experience with patient questions regarding DTCA were included. Demographic data was also collected. RESULTS: No difference was found between groups of students with respect to attitudinal statements regarding DTCA when analyzed by ANOVA (p>0.05). Similar results were found for overall support for DTCA as analyzed by Chi-square (p>0.05). There was a statistically significant difference in overall support for DTCA between students and pharmacists when assessed by Chi-square (p<0.05). CONCLUSIONS: Pharmacists are more likely to not support DTCA, whereas student pharmacists are more likely to be uncertain of whether or not they support it. An obvious difference between these groups is practice experience, which probably increases exposure to DTCA. Though it is difficult to discern the cause of this difference in opinion, it may suggest a link between experience and attitudes toward advertising policy.
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Calhoun, McKenzie L. "Gauging Student Knowledge Base and Creating a Plan to Address Deficits." Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etsu-works/6902.
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DRAUGALIS, JOLAINE REIERSON. "ENHANCING UNDERGRADUATE STUDENT INTEREST IN GRADUATE EDUCATION AND RESEARCH VIA VIDEOTAPE (RECRUITMENT)." Diss., The University of Arizona, 1987. http://hdl.handle.net/10150/184055.
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A number of issues related to graduate education in pharmacy have become apparent in the last several years. Recruitment of pharmacy students into graduate programs is one of the concerns. Currently, little information exists regarding this topic other than annual enrollment data. A certain number of pharmacy undergraduates must pursue graduate education to allow for the continued growth of the profession. A study was conducted to determine if a newly created videotape intervention would change participants attitudes and awareness levels concerning graduate educational pursuits in pharmacy. First and third professional year students at four Colleges of Pharmacy were randomly assigned to the treatment or control groups. Members of the control group were asked to complete the survey instrument only. The instrument consisted of three measures of intention to pursue graduate education, personal attitudes toward this pursuit, and perceptions of how significant others (the subjective norm) felt about these endeavors. The Theory of Reasoned Action (Ajzen and Fishbein) provided the theoretical framework for the research. Results of the study indicated that the intervention was able to change intentions, attitudes, and awareness levels regarding graduate education and research activities. Intentions of enrolling in graduate school did not differ between two entry level degree programs or in males versus females. First year students had higher intentions of obtaining graduate education than third year students. The subjective norm was more important than attitudes in predicting the intentions concerning graduate school attendance. These results demonstrate that positive changes in intentions, attitudes, and awareness levels can be obtained from such videotape interventions.
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Richmond, Rachel. "Evaluating the Impact of a Methampetamine Education Program for Student Pharmacists." The University of Arizona, 2008. http://hdl.handle.net/10150/624275.
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Class of 2008 AbstractObjectives: The purpose of this study was to assess changes in the attitudes and knowledge of student pharmacists who attend an educational program on health and legal issues resulting from methamphetamine abuse. Methods: This study involved the presentation of a 50-minute educational program aimed at teaching student pharmacists about the health problems resulting from methamphetamine abuse and how these problems led to laws requiring pseudoephedrine-containing products to be behind the pharmacy counter. A pre-test and post-test was used to evaluate and compare knowledge before and after the educational program. Knowledge components included the laws applicable to the sale of pseudoephedrine-containing products and methamphetamine’s effect on the body. Attitude changes about the need to keep pseudoephedrine-containing products behind the pharmacy counter were also evaluated in the pre- test/post-test format. Results: The mean responses for the two attitudinal items on the pre-test and post-test were not significantly different. However, the overall mean (SD) number of correct responses for the knowledge portion (i.e., seven questions) of the pre-test and post-test were 3.04 (0.18) and 5.85 (0.16) (p=8.23 x 10- 18), respectively, reflecting a gain in knowledge. Conclusions: Although the attitudes of the participants regarding keeping pseudoephedrine-containing products behind the pharmacy counter did not change significantly, our findings suggest they did gain knowledge regarding the requirements of the CMEA and the health consequences of methamphetamine abuse.
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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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Hanauer, Courtney, Dani Schiefer, Natalee Tanner, Jeannie Lee, and Richard Herrier. "Student Confidence and Knowledge Pre and Post a Capstone Course." The University of Arizona, 2013. http://hdl.handle.net/10150/614247.
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Class of 2013 AbstractSpecific Aims: To determine the impact of a capstone course, Pharmacy Practice (PhPr) 811 entitled Advanced Patient Care, on preparing third-year University of Arizona College of Pharmacy (UA COP) Doctor of Pharmacy (Pharm.D.) students for their advanced pharmacy practice experiences and their future responsibilities as members of interprofessional healthcare teams. Methods: This study used pretest-posttest design. A survey was utilized to assess both the student’s self-confidence and knowledge in managing eight, commonly-encountered acute and chronic disease states. The students’ level of self-confidence in clinically managing patients with the specified disease states was measured using 17 questions on a 5-point Likert-type scale, while their knowledge was assessed using eight multiple-choice questions. Main Results: A total of 83 students participated in the study by completing both the pre- and post-course surveys (87.4% response rate). Following completion of the course, mean confidence score increased significantly to 4.01 (±0.80, p<0.001), while mean knowledge score increased slightly to 6.85 (±1.08). Positive change scores were determined for each self-assessed confidence item (0.90 ± 0.90), which indicated a significant increase in students’ overall level of confidence (p <0.001). On the other hand, the change in knowledge resulted in an overall positive change (0.47 ±1.19), which was not statistically significant (p= 0.47). Conclusion: The Advanced Patient Care course, PhPr 811, positively impacted the students’ self-assessed level of confidence. Even though the level of knowledge did not change significantly due to high baseline level, the students’ confidence level for clinical management increased significantly after participating in the capstone course.
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Mollon, Lea, and Janet Cooley. "Evaluating Design Improvements to a Preceptor Performance and APPE Assessment Tool Using Pharmacy Student Focus Groups." The University of Arizona, 2014. http://hdl.handle.net/10150/614234.
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Class of 2014 AbstractSpecific Aims: The final year of the Doctor of Pharmacy program at the University of Arizona is comprised of seven 6-week Advanced Pharmacy Practice Experiences (APPEs). Students evaluate rotations via voluntary anonymous, web-based assessments at the end of each rotation. The purpose of this study was to evaluate an original and a modified assessment tool using pharmacy student focus groups to determine if student feedback via the assessment tools accurately reflected opinions of rotation content and preceptor performance. Methods: Two moderators conducted tape-recorded focus groups with fourth-year pharmacy students using 10 standardized prompts. The first focus group included 5 students from the class of 2013. Based on data from that session, the assessment tool was modified. The second focus group included 5 students from the class of 2014 to evaluate the outcome of these modifications. Session transcripts and notes were used to construct thematic analysis tables and draw conclusions. Main Results: Focus group data revealed feedback via both assessment tools was not completely honest because of concerns about anonymity. The Class of 2013 felt limited by evaluating only their primary preceptor. The Class of 2014 stated that some revisions to the evaluation tool, such as item-specific comment boxes and separate evaluative sections for rotation site, preceptor, and rotation experience were helpful; however, they found the assessment tool lengthy, leading to survey fatigue. Conclusion: Student feedback from either assessment tool was not completely reflective of true attitudes of rotation experiences. Continued improvements to the tool and its delivery may provide more accurate feedback for quality improvement purposes.
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Hagemeier, Nicholas E., Chad K. Gentry, Debbie C. Byrd, Leonard B. Cross, Daniel Rose, Nasar Ansari, Pooja Subedi, and Tandy Branham. "Student Pharmacists’ Personal Finance Perceptions, Projected Indebtedness upon Graduation, and Career Decision-Making." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/1484.
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Objectives: To evaluate the extent to which students’ personal finance perceptions, projected student loan indebtedness, and demographic characteristics predict post-PharmD career intentions.
Methods: Students at three pharmacy colleges completed a 31-item survey instrument that assessed personal finance perceptions, self-efficacy beliefs, anticipated student loan debt upon graduation, postgraduate intentions, anticipated practice setting upon graduation, and demographic characteristics. Logistic regression models were used to examine the extent to which personal finance perceptions, student loan indebtedness, and demographic characteristics predicted postgraduate intentions and anticipated practice setting.
Results: A total of 763 usable responses were obtained (response rate=90.3%). Students reported an anticipated personal student loan debt mean at graduation of $162,747±87,093 and an estimated 7.4±5.8 years to pay off non-mortgage debt post-graduation. Fifty-three percent of students reported planning to practice in a community pharmacy setting post-graduation, and 54% indicated intentions to enter practice directly. Student loan indebtedness was not a significant predictor of planning to pursue postgraduate training. There was a significant association between debt influence and pressure perceptions and pursuance of postgraduate training (aOR=0.78;p=0.009). The odds of indicating hospital (vs. chain community) pharmacy as the anticipated setting decreased 36% with every 1-point increase in debt influence and pressure perceptions (aOR=0.64;p<0.001
Conclusions: Perceived debt pressure and influence predicted intention to enter practice directly (vs. pursuing postgraduate training) and selection of chain community pharmacy (vs. hospital pharmacy). Student loan indebtedness was not a significant predictor of postgraduate training intentions. Interventions that equip students to manage pressure associated with student loan debt should be explored.
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Tweddell, Simon. "Introducing team-based learning in a pharmacy curriculum : a qualitative study of staff and student experiences." Thesis, University of Huddersfield, 2018. http://eprints.hud.ac.uk/id/eprint/34528/.
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There is an increasing move towards an outcomes-based approach to educating healthcare professionals including the development of key skills such as problem-solving and critical thinking. Some healthcare regulators have changed accreditation criteria to ensure that graduates can apply knowledge and skills, analyse complex situations, and develop the skills to learn independently. There is a move to ensure that curricula are designed to take into account modern educational theory and research and promote active and deep approaches to learning. Accordingly, educators have redesigned curricula to be delivered by more learner-centred approaches involving active problem solving and peer and collaborative learning. These approaches require educators to adapt from the role of content deliverer to that of learning architect and facilitator of learning. This qualitative research study takes a phenomenological approach to consider the experiences of pharmacy educators and students in a pharmacy school that has designed its curriculum to be delivered predominantly by team-based learning (TBL). The findings of the study include: a dissatisfaction with traditional methods in engaging and motivating students; mixed feelings about the initial idea of TBL; the need for substantial resources for planning, staff training, designing and quality assuring resources when transitioning to TBL; improved student engagement and student preparation with TBL; staff benefits in working more collaboratively and enhanced enjoyment of teaching using TBL; perceived benefits of peer learning and transferable skills development; substantially higher staff workload during transition; challenges in writing effective application exercises, and developing the facilitation skills needed for a learner-centred classroom. In addition there is the need for substantial planning around timetabling, sourcing suitable rooms, ensuring consistency of approach across educators, and the development of bespoke quality assurance processes. Overall this research suggests that the majority of participants supported the implementation of TBL in the curriculum and that the benefits outweighed the challenges.
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Bossaer, John B., and Peter C. Panus. "Student Performance in a Pharmacotherapy Oncology Module Before and After Flipping the Classroom." Digital Commons @ East Tennessee State University, 2014. https://dc.etsu.edu/etsu-works/2340.
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Objectives: To determine if a flipped classroom improved student end of module exam performance in a pharmacotherapy oncology module. Method: Third year pharmacy students in the Class of 2013experienced the Pharmacotherapy Oncology Module (15 contact hours) as traditional lectures with optional case studies as supplemental homework (ungraded). The Class of 2014 experienced the same module content with a flipped classroom approach. The middle 10 contact hours were flipped as follows: 10 Vodcasts (8 hours total time) and 6 hours of in-class case studies in place of optional case studies. Students were instructed to watch Vodcasts before in-class case studies, but were not held accountable (i.e. quizzed) for pre-class preparation. The exam questions were identical in both cohorts. Performance on exam questions covered with the flipped approach was compared between the two cohorts using ANCOVA with prior academic performance variables (GPA) as covariates. Results: The students experiencing the flipped classroom approach performed poorer on exam questions covering flipped topics than the cohort that received traditional lecture with optional case studies with previous GPA used as a covariate (p , 0.05). Implications: A flipped classroom approach to incorporate active learning does not necessarily improve student performance. Limitations of this flipped classroom experiment include long vodcasts (30 to 50 minutes) and lack of student accountability for watching vodcasts. Further research is needed to determine optimal classroom flipping techniques that result in improved student performance.
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Hess, Richard, John Bossaer, Adam C. Welch, Steve Harirforoosh, and Samuel Karpen. "The Validation of an OSCE Assessment to Measure Student Pharmacist Competencies of pre-APPE." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/7799.
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Ivey, Michael, Linda M. Calkins, and Ferena Salek. "A Comparison of Pharmacy Student Intern and Nurse Impact on Home Medication List Completeness During Medication Reconciliation." The University of Arizona, 2014. http://hdl.handle.net/10150/614224.
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Class of 2014 AbstractSpecific Aims: The purpose of this quality improvement project was to compare the completeness of home medication lists generated upon hospital admission between pharmacy student interns and nurses. Methods: This project was a retrospective review of completed home medication lists obtained by pharmacy student interns or nurses in a Southern Arizona community hospital. During August and September 2013, medication lists from the previous day’s admissions were collected and de-identified. Medication lists were included in the evaluation if the patient was admitted directly to the hospital or through the emergency department, stayed for at least 24 hours and had at least one home medication upon admission. The primary outcome was the number of omissions left on home medication lists completed by pharmacy student interns or nurses. An omission was defined as any missing information in the medication list categories of drug name, dose, unit, route or frequency. Main Results: Fifty medication lists that included 519 medications were collected in the pharmacy student intern group and forty-four lists that included 376 medications were collected in the nurse group. Of the total medications, nurses left significantly more omissions in the categories of dose (19% vs. 1.9%), units (20.2% vs. 2.3%), and frequency (11% vs. 0.7%), where the P-value was < 0.05 for each. Lastly, the total number of omissions left by nurses compared to pharmacy student interns was significantly different (201 vs. 35 omissions, P < 0.05). Conclusion: Compared to nurses, these results suggest pharmacy student interns left fewer omissions and created a more complete home medication list for patients being admitted to the hospital.
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Wong, Pei Nee. "A mixed methods approach for assessing student and staff perceptions and experiences of a new collaborative transnational pharmacy programme." Thesis, Cardiff University, 2017. http://orca.cf.ac.uk/99907/.
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This doctoral thesis reports on a longitudinal, mixed methods investigation of staff and students’ views, expectations, and experiences of a collaborative pharmacy programme between Cardiff University School of Pharmacy and Pharmaceutical Sciences (CU) and Taylor’s University School of Pharmacy (TU). Despite a growing body of empirical research on transnational staff and students’ expectations and experiences, longitudinal mixed methods studies are rare. This study combined a qualitative interview-based and focus group approach with a quantitative questionnaire-based method. The overall aim is to gain a better understanding of the teaching and learning experiences of staff and students in a transnational education (TNE) programme. The qualitative element explored staff expectations and experiences in the early stage of the collaborative programme while student expectations and experiences were investigated at different points in time throughout their 4-year pharmacy study. The quantitative element investigated and compared the learning environment perceived by participating students in TU and CU. Data collection took place over a period of 36 months and comprised four phases. In Phase 1, staff and students’ initial expectations and experiences of a new collaborative pharmacy programme were explored using staff interviews and student focus groups. In Phase 2, a sample of students from CU and TU were recruited to participate in a questionnaire study to assess students’ perceived learning environment. In Phase 3, a number of studies were carried out using focus groups in order to find out students’ pre-arrival expectations and post-arrival experiences. Phase 4 involved a self-administered questionnaire with graduate students to assess students’ opinions about their overall experiences at the universities. The study revealed staff and students' expectations and their actual experiences in relation to the delivery of a transnational education. It was found that those students who participated were able to cope with sociocultural adjustment in a new learning environment. The study also provided indications of the need for training and professional development for staff to teach in a transnational environment. Finally, Malaysian students who come from a teachercentred pedagogy background should be informed and trained earlier before their transfer to lessen the impact brought about by intercultural differences in teaching and learning.
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Bossaer, John B., Peter Panus, David W. Stewart, Nick E. Hagemeier, and Joshua George. "Student Performance in a Pharmacotherapy Oncology Module Before and After Flipping the Classroom." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/1477.
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Objective. To determine if a flipped classroom improved student examination performance in a pharmacotherapy oncology module.
Design. Third-year pharmacy students in 2012 experienced the oncology module as interactive lectures with optional case studies as supplemental homework. In 2013, students experienced the same content in a primarily flipped classroom. Students were instructed to watch vodcasts (video podcasts) before in-class case studies but were not held accountable (ie, quizzed) for preclass preparation. Examination questions were identical in both cohorts. Performance on examination questions was compared between the two cohorts using analysis of covariance (ANCOVA), with prior academic performance variables (grade point average [GPA]) as covariates.
Assessment. The students who experienced the flipped classroom approach performed poorer on examination questions than the cohort who experienced interactive lecture, with previous GPA used as a covariate.
Conclusion. A flipped classroom does not necessarily improve student performance. Further research is needed to determine optimal classroom flipping techniques.
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Adams, Richard. "Development and feasibility testing of a supervised pharmacy student-led medication review of patients with diabetes in primary care." Thesis, University of East Anglia, 2014. https://ueaeprints.uea.ac.uk/49604/.
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Introduction: The expected outcomes from medicines are, frequently not realised due to adverse reactions, inappropriate prescribing and patient failure to take their therapy as intended. Whilst medication review provided by pharmacists is designed to address these issues evidence for the effectiveness is weak, and sometimes counterintuitive. Reasons postulated are poor study design, inappropriate intervention location and limited consultations skills demonstrated by pharmacists. This thesis is designed to develop, feasibility test and pilot a supervised medication review service for patients with type 2 diabetes (T2DM) in primary care provided by undergraduate pharmacy students as part of their undergraduate education. Method: Literature review and focus groups were undertaken to refine the intervention. Ethical approval was obtained. Medication reviews were undertaken within the medical practices and supervised by a primary care based pharmacist. Students reviewed patient’s medicines and then one-to-one medication reviews with two patients. A range of outcome measures were utilised and tested. Recruitment and attrition rates were recorded. Patient and practitioner acceptability of the intervention and education experience was obtained. Results: 5 medical practices were recruited, from which 133 patients with T2DM consented to participate with 67 randomised to the intervention group. Thirty-two students undertook 58 medication reviews with patients. Patients reported satisfaction with student-led medication reviews and information received about medicines. No improvement in patient reported medication adherence or clinical outcomes were identified. The mean change in quality of life and patients’ satisfaction with information about medicines was significantly greater in the intervention group. Pharmacy students reported increased confidence and improved communication skills. Discussion and conclusions: The feasibility and pilot study provided data which would enable delivery of a future definitive trial. The intervention was deemed acceptable by patients and demonstrated improved quality of life and satisfaction with information about medicines. Educational benefits of this study were also observed.
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Clavier, Cheri W. "Academic Performance of First-Year Students at a College of Pharmacy in East Tennessee: Models for Prediction." Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etd/1106.
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With the increase of students applying to pharmacy programs, it is imperative that admissions committees choose appropriate measures to analyze student readiness. The purpose of this research was to identify significant factors that predict the academic performance, defined as grade point average (GPA) at the end of the first professional year, of pharmacy students. The population consisted of 466 students enrolled in a Doctor of Pharmacy Program in northeast Tennessee over a 5-year period. Statistical procedures included bivariate correlations, t-tests for independent samples, and multiple regression. Analysis of the data revealed that the majority of the students in the population were between 21 and 24 years of age, female, and White, non-Hispanic. Most were from the surrounding region, attended a 4-year undergraduate institution, and earned a bachelor’s degree prior to pharmacy school. Average PCAT scores were: 68 (Composite), 67 (Biology), 64 (Chemistry), 64 (Reading), 60 (Quantitative Ability), and 68 (Verbal Ability). The average undergraduate GPAs were 3.43 (cumulative) and 3.32 (math and science), whereas the average first-year pharmacy school GPA for the population was 3.33. Younger students tended to have higher first-year pharmacy GPAs than did older students. Students with higher PCAT Composite, Biology, Chemistry, or Verbal Ability scores also tended to have higher first-year pharmacy GPAs. Students in the population under study with high undergraduate math and science GPA or undergraduate cumulative GPA also tended to have a high first-year pharmacy GPA. Female students had higher first-year pharmacy GPAs than male students, and White, non-Hispanic students had higher first-year pharmacy GPAs than students of other races or ethnicities. Predictors of first-year performance differed based on gender and race or ethnicity, but cumulative and math and science undergraduate GPAs were consistently significant predictors. No significant difference in first-year pharmacy GPA was observed based on regional status, undergraduate institution type or location, or bachelor’s degree status. The linear combination of preadmission factors was significantly related to first-year pharmacy GPA using a multiple regression model, and the cumulative undergraduate GPA variable accounted for 25% of the variance in the first-year pharmacy GPA.
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Brown, Stacy D. "Using Guided Inquiry to Create a Student-Centered Classroom." Digital Commons @ East Tennessee State University, 2008. https://dc.etsu.edu/etsu-works/5261.
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Panus, Peter C., David W. Stewart, James Thigpen, Nicholas E. Hagemeier, and L. K. Brooks. "Self-Testing Improves Student Scores on Subsequent Exams." Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etsu-works/1461.
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Kelley, Katherine A. "Outcomes assessment of a Doctor of Pharmacy (PHARM.D.) Program : comparison of faculty and student perceptions of competency delivery and achievement /." The Ohio State University, 2002. http://rave.ohiolink.edu/etdc/view?acc_num=osu148646206784232.
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Lee, M., April Stidham, Sarah Melton, and Christine M. Mullins. "Interprofessional Team Development in Student Led Clinics in Rural Northeast Tennessee." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/7133.
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Zhou, Lili, Abdulaali R. Almutairi, Nimer S. Alsaid, Terri L. Warholak, and Janet Cooley. "Establishing the Validity and Reliability Evidence of Preceptor Assessment of Student Tool." AMER ASSOC COLL PHARMACY, 2017. http://hdl.handle.net/10150/626252.
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Objective. To evaluate the validity and reliability evidence of the preceptor assessment of student tool (PAST) which was designed to assess doctor of pharmacy (PharmD) student rotation performance. Methods. Evaluation data were loaded into WINSTEPS software to conduct a Rasch rating scale analysis. Validity evidence was examined from construct and content validity perspectives, and reliability was assessed via student and item separation index and reliability coefficient. Data from 435 observations were included in the analysis. Results. All 19 items measured the same construct of interest and the five-point rating scale functioned appropriately and differentiated students' ability. However, the item/person map indicated an absence of items at the end of the measurement continuum. Conclusion. Although adding items at the end of the measurement continuum may be beneficial, PAST showed good validity and reliability evidence when used to evaluate PharmD student rotations and is suitable to assess mastery learning.