An introductory pharmacy practice experience emphasizing student-administered vaccinations.
(73/749)
OBJECTIVE: To introduce a requirement for second-professional year (P2) and third-professional year (P3) students to administer vaccinations to adults in community pharmacy-based immunization clinics. DESIGN: Second-professional year students were trained to administer influenza, pneumococcal, and other vaccinations to adults following the American Pharmacists Association's standards. All P2 students in fall 2004 and all P2 and P3 students in fall 2005 were assigned to 2 community pharmacy-based immunization clinics in the metropolitan Denver area under the supervision of immunization-certified staff pharmacists. An evaluation of the experience was conducted using retrospective preceptor and student-based survey data. ASSESSMENT: In 2004 and 2005, the students administered approximately 5,000 (30-50 immunizations per student) and 15,000 (60-70 per student) immunizations, respectively. Students and preceptors agreed that the requirement to administer vaccinations was an appropriate activity for students and that it increased the students' self-confidence. When asked to rate the value of the students' work administering adult immunizations in the fall 2004 semester, the mean score given by the P2 students' immunization-certified preceptors was 9.2 on a 10-point Likert scale (1 = no value and 10 = great value). CONCLUSION: Consistent with accreditation standards for students to have direct patient care responsibilities in introductory pharmacy practice experience courses, a requirement for P2 and P3 students to administer vaccines to adult patients in community pharmacies was successfully introduced. (+info)
Preadmission predictors of PharmD graduates' performance on the NAPLEX.
(74/749)
OBJECTIVES: To identify prepharmacy variables that predicted graduate performance on the North American Pharmacist Licensure Examination (NAPLEX) test. METHODS: Undergraduate and pharmacy school transcripts for 424 students admitted to the Texas Tech University Health Sciences Center (TTUHSC) Doctor of Pharmacy program from the fall of 1996 to the fall of 2001 were reviewed. NAPLEX scores were provided by the Texas State Board of Pharmacy (TSBP). Statistical analyses were performed using SPSS, 11.5. RESULTS: Grade point average, composite Pharmacy College Admission Test (PCAT) score, and California Critical Thinking Skills Test (CCTST) score were each positively correlated with NAPLEX score (p < 0.001 for each). Type of school where organic chemistry was completed; age; advanced courses taken in chemistry, biology, and math; and attainment of a BS, BA, or MS degree were not significantly correlated with NAPLEX score (p > 0.05). When comparing students who successfully graduated and passed the NAPLEX with students who were academically suspended or who failed the NAPLEX, there were significant differences in mean PCAT scores, CCTST score, and age (p < 0.05 for all). Stepwise regression analysis applying all admission variables except PCAT subscores revealed a correlation between predictors (composite PCAT, prepharmacy GPA, and age) and NAPLEX score (p < 0.001). CONCLUSION: Composite PCAT score was the strongest predictor of success and failure on the NAPLEX. However, the combined predictive ability of PCAT and CCTST scores, prepharmacy GPA, and age was relatively low. Thus, a full review of each candidate's application is justified. (+info)
Pharmacy students' perceptions of a teaching evaluation process.
(75/749)
OBJECTIVE: To assess PharmD students' perceptions of the usefulness of Duquesne University's Teaching Effectiveness Questionnaire (TEQ), the instrument currently employed for student evaluation of teaching. METHODS: Opinions of PharmD students regarding the TEQ were measured using a survey instrument comprised of Likert-type scales eliciting perceptions, behaviors, and self-reported biases. RESULTS: PharmD students viewed student evaluation of teaching as appropriate and necessary, but conceded that the faculty members receiving the best evaluations were not always the most effective teachers. Most students indicated a willingness to complete the TEQ when given the opportunity but expressed frustration that their feedback did not appear to improve subsequent teaching efforts. CONCLUSION: The current TEQ mechanism for student evaluation of teaching is clearly useful but nevertheless imperfect with respect to its ability to improve teaching. Future research may examine other aspects of pharmacy students' roles as evaluators of teaching. (+info)
A structured approach for teaching students to counsel self-care patients.
(76/749)
OBJECTIVES: To determine whether the use of a structured interviewing framework improved students' ability to treat self-care patients. DESIGN: First-professional year pharmacy students (P1) in their first quarter of Pharmacy Practice Skills Development were taught self-care through a series of 4 modules. In each module students' content knowledge and application were assessed using quizzes and role-play scenarios, respectively. During the second module, a structured interview model (QuEST process) was presented by the instructor and students were tested on the same content and role-play used in module 1. ASSESSMENT: Sixty-four students completed the 4 self-care modules. Quiz scores improved from the first to the second module (75.8% vs. 88.4%, p < 0.001). Mean role-play scores also significantly improved after learning the QuEST process. CONCLUSION: The QuEST process is an effective tool to teach students how to counsel patients with self-care issues. (+info)
An online debate series for first-year pharmacy students.
(77/749)
OBJECTIVES: This article describes an online debate series that was developed as a new component to an introductory core course for first-professional year pharmacy students. Objectives were to facilitate the group process, introduce controversial issues related to the US healthcare system, improve critical thinking and communication skills, enable students' ability to analyze and evaluate evidence, help develop skills in formulating written arguments, and encourage tolerance of diverse points of view. DESIGN: One hundred sixty-two students were assigned to 40 teams (half assigned to argue as "Pros" and half as "Cons") and paired into 20 debating groups. The paired teams posted 3 arguments in an online forum alternatively over a 12-week period. The winning teams were determined by a panel of 3 judges. ASSESSMENT: Feedback from the judges was posted online and summarized in an in-class discussion. Thematic analysis of qualitative data from students and faculty members demonstrated the effectiveness of the online debate component in helping students work together in a group, learn alternative sides of complex issues, and write persuasive arguments. CONCLUSION: This novel online-debate forum was a feasible teaching and learning strategy, which helped pharmacy students improve their communication skills and critical thinking, expanded their scope of knowledge, and provided a platform for group process. (+info)
A student orientation program to build a community of learners.
(78/749)
OBJECTIVES: To describe and evaluate a new student orientation program designed to lay the foundations for a community of learners. DESIGN: A weeklong orientation program structured as the first week of an 18-week fall semester was held for the first-professional year class. Each of the activities supported program objectives and developed elements of a community of learners. ASSESSMENT: Students' reflective portfolios, daily evaluations and final program evaluations provided evidence of development of a community of learners. Positive student observations included the use of technology, a discussion of the curriculum and experiential education, the use of reflective portfolios, and presentations from pharmacy practitioners. Students also appreciated becoming acquainted with the faculty, staff, and their peers in a non-threatening atmosphere. Some of the aspects rated as least helpful were the learning styles exercise, library tour, history of pharmacy session, and the overall length of the orientation. SUMMARY: A model for a new student orientation program that builds the foundations for the development of a community of learning, which is vital to preparing students to provide pharmaceutical care in interdisciplinary teams and become critical thinkers, was successfully established. This model could be implemented at other schools of pharmacy. (+info)
OBJECTIVE: To develop a diagnostic test for assessing cognitive skills related to metacognition in a physiology course. METHODS: Cognitive skills believed to be related to metacognition (visualizing lecture information and interpreting diagrams) were identified in a first-professional year (P1) physiology course and test items were constructed for each. Analyses included overall reliability, item discrimination, and variance comparisons of 4 groups to assess the effect of prior physiology coursework and diagnostic test score level on the first examination in physiology. RESULTS: Overall reliability was 0.83 (N = 78). Eighty percent of the test items discriminated positively. The average diagnostic test scores of students with or without a prior physiology course did not differ significantly. Students who scored above the class mean on the diagnostic test and who had taken a prior physiology course also had the highest average scores on the physiology examination. CONCLUSION: The diagnostic test provided a measure of a limited number of skills related to metacognition, and preliminary data suggest that such skills are especially important in retaining information. (+info)
Asynchronous video streaming vs. synchronous videoconferencing for teaching a pharmacogenetic pharmacotherapy course.
(80/749)
OBJECTIVES: To compare students' performance and course evaluations for a pharmacogenetic pharmacotherapy course taught by synchronous videoconferencing method via the Internet and for the same course taught via asynchronous video streaming via the Internet. METHODS: In spring 2005, a pharmacogenetic therapy course was taught to 73 students located on Amarillo, Lubbock, and Dallas campuses using synchronous videoconferencing, and in spring 2006, to 78 students located on the same 3 campuses using asynchronous video streaming. A course evaluation was administered to each group at the end of the courses. RESULTS: Students in the asynchronous setting had final course grades of 89% +/- 7% compared to the mean final course grade of 87% +/- 7% in the synchronous group (p = 0.05). Regardless of which technology was used, average course grades did not differ significantly among the 3 campus sites. Significantly more of the students in the asynchronous setting agreed (57%) with the statement that they could read the lecture notes and absorb the content on their own without attending the class than students in the synchronous class (23%; chi-square test; p < 0.001). CONCLUSIONS: Students in both asynchronous and synchronous settings performed well. However, students taught using asynchronous videotaped lectures had lower satisfaction with the method of content delivery, and preferred live interactive sessions or a mix of interactive sessions and asynchronous videos over delivery of content using the synchronous or asynchronous method alone. (+info)