Simulation-based learning to teach blood pressure assessment to doctor of pharmacy students.
(17/99)
OBJECTIVE: To assess the effect of simulation-based learning on doctor of pharmacy (PharmD) students' ability to perform accurate blood pressure assessments and to measure student satisfaction with this novel teaching method. METHODS: Didactic lectures on blood pressure assessment were combined with practical sessions using a high-fidelity computerized patient simulator. Before and after the simulation sessions, students completed a written objective examination to assess knowledge and completed a survey instrument to determine their attitudes regarding the learning experience. Individual clinical skills were assessed using the patient simulator. RESULTS: Ninety-five students completed the study. Significant improvement was seen in students' knowledge and their ability to accurately determine blood pressure following simulation sessions. Survey responses indicated that students felt confident that simulation-based learning would improve their ability to perform accurate blood pressure assessments. CONCLUSION: Pharmacy students showed significant improvement in clinical skills performance and in their knowledge of the pharmacotherapy of hypertension. Students expressed high levels of satisfaction with this type of learning experience. (+info)
Using a human patient simulation mannequin to teach interdisciplinary team skills to pharmacy students.
(18/99)
OBJECTIVES: To determine the effectiveness and student acceptance of using a human patient simulation (HPS) training module focused on interdisciplinary teamwork skills. DESIGN: During their second-professional year, all pharmacy students were in enrolled in Principles of Pharmacotherapy 4: Cardiovascular Diseases and Patient Care Lab IV, a problem-based learning course. As part of the patient care laboratory, students participated in a simulated case of an acutely ill patient with a hypertensive emergency. During the simulation, students performed a history and physical examination. They then worked as a team to make treatment recommendations to the nursing and physician staff members. Following the exercise, a facilitated debriefing session was conducted. Students completed satisfaction surveys to assess the quality and effectiveness of the session. ASSESSMENT: Over 98% of students agreed or strongly agreed that they learned material relevant to their current studies. When compared to student lectures, 90% of students felt that they learned clinical patient care better when using a HPS mannequin in simulated patient scenarios. CONCLUSION: HPS-based learning offers a realistic training experience through which clinical knowledge and interpersonal teamwork skills can be taught. Students enjoy the experience and find it relevant to their future practice. Simulation-based training may teach certain topics better than traditional lecture formats and as such could help to fill gaps in the current pharmacy curriculum. (+info)
Teaching patient assessment skills to doctor of pharmacy students: the TOPAS study.
(19/99)
OBJECTIVES: To determine the content and extent, design, and relative importance of patient assessment courses in the professional pharmacy curriculum. METHODS: A 20-item questionnaire was developed to gather information pertaining to patient assessment. Pharmacy practice department chairs were mailed a letter with an Internet link to an online survey instrument. RESULTS: Ninety-six percent of the programs indicated that patient assessment skills were taught. Forty-five percent of respondents indicated their course was a standalone course. The most common topics covered in assessment courses were pulmonary examination, vital signs, and cardiovascular assessment. CONCLUSION: There is significant variability in the topics covered, depth of content, types of instruction, and evaluation methods used in patient assessment courses in US colleges of pharmacy. This survey was an initial assessment of what is being done regarding education of student pharmacists on patient assessment. (+info)
Gifts and corporate influence in doctor of pharmacy education.
(20/99)
OBJECTIVES: To explore the nature of corporate gifts directed at PharmD programs and pharmacy student activities and the perceptions of administrators about the potential influences of such gifts. METHODS: A verbally administered survey of administrative officials at 11 US colleges and schools of pharmacy was conducted and responses were analyzed. RESULTS: All respondents indicated accepting corporate gifts or sponsorships for student-related activities in the form of money, grants, scholarships, meals, trinkets, and support for special events, and cited many advantages to corporate partner relationships. Approximately half of the respondents believed that real or potential problems could occur from accepting corporate gifts. Forty-four percent of respondents agreed or strongly agreed that corporate contributions could influence college or school administration. Sixty-one percent agreed or strongly agreed that donations were likely to influence students. CONCLUSIONS: Corporate gifts do influence college and school of administration and students. Policies should be in place to manage this influence appropriately. (+info)
Prepharmacy years in college and academic performance in a professional program.
(21/99)
OBJECTIVE: This study investigated whether there was a significant difference in the cumulative grade point average (GPA) of individual students at the end of their first 3 professional years in the doctor of pharmacy curriculum as a function of previous years in college. METHODS: The cumulative GPA for the first- through third-professional years was calculated for the 2004-2007 graduating classes. Previous college education was classified as 2 years, 3 or more years without a bachelor's degree, and bachelor's degree or higher. Students with 2 years of prepharmacy education were classified as early assurance (EA) versus non-early assurance. Specifically, non-early assurance students were those who transferred in after 2 years but did not participate in the early assurance program. Statistical differences in the cumulative GPA were calculated using MANOVA with repeated measures followed by a LSD Post-Hoc test. RESULTS: Students with a bachelor's degree performed better academically, especially in the first professional year of the program compared to those with other levels of education including those who entered through our EA program. There was a consistent decrease in cumulative GPA during the second-professional year, but no additional change in the third-professional year. CONCLUSIONS: Students who obtain a bachelor's degree perform better academically presumably because of previous college experiences. (+info)
Preparing PharmD students to participate in Medicare Part D education and enrollment.
(22/99)
OBJECTIVE: To create and implement a teaching module that prepares students to assist Medicare beneficiaries in evaluating and enrolling in Medicare Part D plans. DESIGN: A 6-hour module entitled "Medicare 2006: This Year, It's Different!"1 was developed and first presented to students in February 2006. Material describing provisions of Medicare Part D was included as well as instructions on using the plan selection tools available on the Medicare web site. Learning activities developed included listing the top 10 things a Medicare beneficiary should know about Medicare Part D, participating in a mock patient counseling activity, selecting an appropriate Medicare prescription drug plan for a given list of drugs, and writing a paper explaining features of the plan they selected and justifying their selection. ASSESSMENT: Assessment of the 64 students who completed the module was based on completion of individual Top 10 lists, participation in mock counseling sessions, and appropriate drug plan recommendations in plan selection assignments. Overall student response to the series was overwhelmingly positive. CONCLUSION: Given opportunities to apply Medicare Part D knowledge in the classroom setting, PharmD students were able to empathize with the plight of elderly patients and took the initiative to participate in Part D education and enrollment efforts in their communities. (+info)
The structured interview and interviewer training in the admissions process.
(23/99)
OBJECTIVES: To determine the extent to which the structured interview is used in the PharmD admissions process in US colleges and schools of pharmacy, and the prevalence and content of interviewer training. METHODS: A survey instrument consisting of 7 questions regarding interviews and interviewer training was sent to 92 colleges and schools of pharmacy in the United States that were accredited or seeking accreditation. RESULTS: Sixty survey instruments (65% response rate) were returned. The majority of the schools that responded (80%) used interviews as part of the PharmD admissions process. Of the schools that used an interview as part of the admissions process, 86% provided some type of interviewer training and 13% used a set of predefined questions in admissions interviews. CONCLUSIONS: Most colleges and schools of pharmacy use some components of the structured interview in the PharmD admissions process; however, training for interviewers varies widely among colleges and schools of pharmacy. (+info)
Impact of a diabetes certificate program on PharmD students' knowledge and skills.
(24/99)
OBJECTIVES: To determine the impact of a pregraduation diabetes certificate program on PharmD students' knowledge and skills. METHODS: A comprehensive elective in diabetes was created and implemented in the third-professional year of the PharmD curriculum. A nonrandomized, single-blinded, controlled, 2-year study was conducted to determine the impact of the elective. Written and oral examinations were administered to the participants and students in a control group. RESULTS: The certificate students' (N = 25) and control students' (N = 12) average oral examination grades were 88.5% +/- 13.4% and 89.5% +/- 15.8%, respectively (p = 0.58). The certificate students' average grade on the counseling section of the oral examination was 9% higher than that of the students in the control group (p = 0.01). The certificate students' and control students' grades on the written examination were 80.9 +/- 11.1% and 61.1 +/- 17.4% (p = 0.0062), respectively. CONCLUSIONS: A diabetes certificate program improved students' knowledge of diabetes disease state management and patient education skills compared to students who did not take the elective. (+info)