Currents in Pharmacy Teaching and Learning

Establishing a presence in the digital age

Robin M. Zavod — 2012-01-01

This introduction was crafted on my birthday when I was feeling a bit more aged than I was digital. Perhaps reflection comes a bit more easily on days like this, so I will parlay this midlife reflection into a brief discussion about the future of Currents in Pharmacy Teaching and Learning (CPTL) as we establish additional presence in the digital age.

Student-led development, delivery, and assessment of an integrated learning activity focusing on acute myocardial infarction

2012-01-01

Abstract: Background: Our school adopted a new curriculum in 2009 that uses integrated, active learning sessions to help students apply concepts learned in didactic lectures. Selected fourth-year pharmacy students have the opportunity to assist in these sessions. Objective: To describe the results of a fourth-year student research project that included the design, delivery, and evaluation of a new active learning session for first-year students. Material and Methods: Using criteria provided by faculty, the student developed a patient case–based activity integrating learning objectives from three first-year courses that related to myocardial infarctions. The activity was delivered to 128 students and then evaluated using a pre/post-test design to examine change in knowledge and an attitudinal survey to evaluate student perception of learning. Data were analyzed using descriptive statistics. Results: The pretest was completed by 127 students (99.2% response); the post-test and survey were completed by 124 students (96.6% response). Post-test scores reflected up to a 41.5% improvement in correct responses on individual questions; a paired t-test indicated that the average score was statistically significantly higher after the activity than that on the pretest (p < 0.01). Most students agreed that the activity contributed to their learning, was relevant to pharmacy practice, improved their confidence and ability to provide pharmaceutical care, and reinforced didactic lecture material. Conclusion: An integrated, active learning exercise developed and delivered by a fourth-year pharmacy student was successful for helping first-year students reinforce and integrate didactic content related to myocardial infarctions.

The use of short downloadable lectures to supplement didactic lectures

Benjamin Chavez, Francis Hughes — 2012-01-01

Abstract: Pharmacy school faculty who teach in the pharmacotherapeutics courses have a lot of information to present in a small amount of time, making it difficult to incorporate active learning strategies in the classroom. We evaluated student-reported use and students' impressions of listening to a downloadable audio file to introduce specific topics in a therapeutics course before coming to class. Using inexpensive equipment and shareware recording software, faculty members were able to prepare a short introductory lecture that could be downloaded as an MP3 file. Of the 420 students offered the audio lecture, 178 (42%) reported downloading and listening to the MP3 file before class. Students who listened to the audio lecture were more likely to report feeling more prepared for class. In addition, students reported that they would rather listen to a short audio presentation before class instead of reading material in the textbook. Our results are limited because of the low response rate and subjective quality of the data collected. However, downloadable lectures represent a new method for presenting information to students while potentially allowing more time in the classroom spent on active and cased-based learning. More studies are needed to assess the impact of downloadable lectures on performance and grades.

The effect of prior experience with aseptic techniques on learning outcomes in a sterile compounding laboratory course

Anna Ratka, Elaine Demps, André Mack — 2012-01-01

Abstract: The goal of this study was to investigate the effect of prior experience in aseptic techniques on learning outcomes in the sterile compounding laboratory course among second-year professional pharmacy students. Data were collected via self-reports using pre and post course questionnaires on proficiency in 21 practical skills in aseptic compounding. In the precourse questionnaire, students were asked about prior experience with compounding of sterile preparations. A 20-question test on knowledge related to practical skills was given with the questionnaire. Student responses collected pre and post course were analyzed. Comparisons were made between two groups: students without prior experience and students with prior experience in aseptic techniques, referred to as Novices and Experienced, respectively. Differences in skills and knowledge between Novices and Experienced students identified before the course were significant and persisted after the course. Improvement in practical skills was significantly higher in Novices than Experienced students. Students with prior experience performed better on the test and in practical skills that required engagement of higher levels of the thinking process. The findings from this study address a poorly investigated but nevertheless important aspect of pharmacy education: the impact of prior experience on pharmacy students' performance in required curricular courses. Implications from this study relate to student-centered instruction and addressing the differences in knowledge and skills among students.

Student perceptions of using a human patient simulator for basic cardiac assessment

William Maidhof, Nissa Mazzola, Matthew Lacroix — 2012-01-01

Abstract: Objectives: To discern the level of satisfaction of Doctor of Pharmacy students after using a Human Patient Simulator (HPS) to develop cardiovascular assessment skills. Design: A survey was developed and sent to all students who used the HPS for cardiac assessment. Student responses were anonymous and participation in the survey was voluntary. The survey design allowed students to describe initial expectations, reflections after use, and interest in future HPS use. Assessment: Two-hundred seventy-seven students completed the survey. Student responses were overall positive, showing a high degree of satisfaction and increased confidence in performing cardiovascular assessment skills. Conclusions: The integration of HPS into a Doctor of Pharmacy curriculum is beneficial for enhanced learning and increased student confidence, and is extremely well received by students.

Students' perception of professional advocacy following a political advocacy course

Anne C. Pace, Schwanda K. Flowers — 2012-01-01

Abstract: Objective: To analyze the characteristics of pharmacy students who had taken a political advocacy elective compared with those who did not on their engagement in advocacy activities. Methods: An elective in political advocacy is offered to first-, second-, and third-year pharmacy students. A survey was developed to assess the students' perceived knowledge of the issues affecting the pharmacy profession, willingness to vote in an election, current level of advocacy, and likelihood for advocacy after graduation. The survey also assessed the students' current leadership activities, involvement in local and national pharmacy organizations, and prior experience with professional pharmacy issues. The survey was voluntarily administered to the student body. Comparisons between the elective class and student body were made using descriptive statistics and t-test. Results: Of the 462 students, 100 (21.6%) completed the online survey. Students who took the elective rated their knowledge of current issues significantly higher than those who did not. A greater percentage of students who took the course reported participating in advocacy activities within the last month compared with those who did not (41.2% vs. 14.8%). Finally, the students who took the course expressed significantly more personal responsibility for being politically active compared with those who did not. Implications: Despite the constraints of current pharmacy curriculums, the results of this study demonstrate that offering an elective in political advocacy is beneficial in educating pharmacy students about issues affecting the profession and instilling the importance of being involved as a student pharmacist, as well as in the future.

Impact of a health literacy presentation during an Introductory Pharmacy Practice Experience

Susanne G. Barnett, Brian Kaske — 2012-01-01

Abstract: Objectives: To identify the influence of an educational health literacy presentation by student pharmacists on community pharmacist preceptors participating in an Introductory Pharmacy Practice Experience (IPPE) focused on the identification and assistance of patients with low health literacy skills. Methods: One-hundred thirty-four second-year Doctor of Pharmacy students spent 20 hours completing a health literacy module in community pharmacies as part of their required curriculum. At the conclusion of the module, students provided pharmacy staff with an educational presentation on health literacy and suggestions for the staff to improve the identification and assistance of limited health literacy patients. Preceptor pharmacists were subsequently invited to complete an online survey to identify changes made to their practice based on student presentations and to assess their own understanding of health literacy. Results: After completion of the IPPE student health literacy presentation, 61% of pharmacists reported making at least one change to better identify or care for patients with low health literacy. The most common changes implemented were decreasing the amount of medical jargon spoken during medication consultations and increasing the number of open-ended question asked to patients. Conclusions: IPPE students may be used to influence the practice habits of community pharmacists to identify and assist patients with low health literacy. Similar IPPE health literacy modules may be applied to other schools and colleges of pharmacy.

Evaluation of student pharmacists' knowledge on influenza

Kali M. VanLangen, Elizabeth Engle, Jennifer K. Hagerman, Michael E. Klepser — 2012-01-01

Abstract: Objective: Evaluate student pharmacists' knowledge of influenza to identify knowledge gaps. Methods: An electronic survey was made available to students enrolled in the College of Pharmacy. Survey domains included self-reported assessment of knowledge pertaining to the epidemiology, pathogenesis, vaccination, and treatment of influenza. Source of knowledge and source reliability were also assessed. Results: Two-hundred thirty-eight student pharmacists completed the survey. Approximately 90% of students correctly identified signs and symptoms of influenza, modes of transmission, and body systems affected by the virus. Vaccine formulations were correctly identified by 80% of students surveyed. Timing of antiviral administration was correctly identified by 43.7% of students. Conclusions: Pharmacists can play an important role in the treatment and prevention of influenza. Future education should focus on general vaccination information and appropriate use and administration of antiviral medications.

Teaching oncology pharmacotherapy: focus on cancer as a chronic disease

Michael D. Newton, Myke R. Green, Christopher J. Campen, Terry L. Schwinghammer — 2012-01-01

Abstract: Objective: To examine how United States schools and colleges of pharmacy address oncology pharmacotherapy and provide guidance for change based on current practice needs. Methods: A survey of pharmacy practice department chairs at schools and colleges of pharmacy in the U.S. was conducted using a 20-question survey instrument. The instrument captured oncology teaching methods; oncology pathophysiology; pharmacotherapy contact hours, education, and background of instructors; and personal opinions regarding the importance of oncology in the professional pharmacy curriculum. Results: Seventy-two (62%) of the 116 institutions responded. A median of 28 contact hours were reported for oncology pharmacotherapy (range 8–108). Two-thirds of respondents reporting below 28 contact hours expressed no need to dedicate more time to oncology pharmacotherapy. About 60% of schools use board-certified oncology specialists, but about 20% use faculty without oncology credentials. Conclusions: These survey results may provide guidance to schools and colleges of pharmacy to help ensure that all pharmacists have sufficient training in oncology to provide competent care to patients with cancer.

Integration of pharmacotherapy topics across the curriculum using a “Create-Your-Own-Patient Case” team project

David G. Fuentes — 2012-01-01

Abstract: Background: Creativity in didactic pharmacy education is documented in course design, delivery, and assessment; yet paucity exists in encouraging students' creativity toward the application, analysis, synthesis, and integration of knowledge in creating their own work. Objective: To design, implement, and evaluate a creative team project within a psychopharmacotherapy course allowing students to (1) integrate prior content with psychiatric pharmacotherapy, (2) apply disease state knowledge, and (3) accurately correlate diagnoses' symptomatology to describe a patient through case narratives. Design: Second-year Doctor of Pharmacy (PharmD) students were randomly given a list of psychiatric/medical diagnoses and personality disorders and assigned to create a patient case within team-based frameworks during a six-day (36-h) psychopharmacotherapy course. Results: All teams accurately integrated assigned diagnoses in a patient-specific manner using varied levels of complexity, creating cases consistent with a 21-item rubric based on a comprehensive psychiatric/medical evaluation. Most teams (85%) accurately commented on their patients' mental status and assigned correct psychiatric evaluation and diagnostic tests to their patient. Individually, students reported great satisfaction and benefit from participating in this project. Evaluation of case content revealed areas of instruction within pharmacy curricula that may warrant further investigation, such as formal referrals to other providers, health literacy, physical assessment, and the use of peer evaluation. Conclusions: A creative project in which student teams synthesized their own patient cases allowed them to apply didactic content to integration of psychiatric/medical diagnoses as they synthesized a patient case narrative, and helped the instructor identify areas in which to optimize pharmacy instruction.

Lecturing: A lost art

Peter E. Penson — 2012-01-01

Abstract: Lecturing, for many years the typical mode of learning and teaching in university courses, has received much criticism in pedagogic circles in recent years. It has been suggested that lecturing promotes surface learning rather than deep learning, and that there is no real rationale for its use. This commentary intends to provide a rationale for lecturing in relation to professional courses, such as pharmacy, in which students are expected to assimilate learning from a wide range of sources, including clinical placements, laboratory classes, workshops, and their own reading. In this context, a series of lectures form the backbone of a course in which the lecturer brings together disparate elements of the curriculum and puts them into context. This enables learning in higher education to proceed in a constructivist manner in which students see their course as a whole, rather than an accumulation of unrelated activities and classes.