Currents in Pharmacy Teaching and Learning - Articles in Press

Assessment of pharmacy students' perceived business management knowledge: Would exclusion of business management topics be detrimental to pharmacy curricula? - Corrected Proof

Brent L. Rollins, Kimberly Broedel-Zaugg, James Reiselman, Donald Sullivan — 2012-05-21

Abstract: Objective: To assess the effect of didactic business management material on students' pre- and postcourse self-perceived level of knowledge on 17 pharmacy business management topics, including inventory, personnel, and cash flow management. Methods: A pre- and posttest 17-question survey design was used at two different US pharmacy schools to evaluate the study's primary objective. Students were asked to rate on a 5-point scale their current knowledge of a given business management topic (1 = Limited, 2 = Somewhat Limited, 3 = Adequate, 4 = Somewhat Extensive, 5 = Extensive). Results: Overall, including both institutions, every business management knowledge–dependent variable measured significantly improved between pre- and postsurvey measurement (p < .001). Baseline precourse assessment of all students yielded an overall mean between limited and somewhat limited. All postcourse means were ≥3.15, meaning students' rated their knowledge base of all 17 dependent variables as adequate or better. Differences between the two schools were also assessed. Conclusion: Didactic business management material significantly improved students' self-perceived knowledge of business management topics. Most concerning was that students' precourse mean knowledge level of the given business management topics was limited to somewhat limited. Schools and colleges of pharmacy, especially those newly developing, should evaluate their curriculum to ensure business management is sufficiently covered so as to meet current Accreditation Council for Pharmacy Education standards as well as to not disadvantage their graduates in today's unstable economy.

Student pharmacists as researchers of consumer perspectives of the role of pharmacists - Corrected Proof

Bupendra Shah, Hamid Rahim, Hongjun Yin — 2012-05-21

Abstract: Objective: Students as researchers (SAR), a framework from educational science, can be used for enhancing student pharmacists' participation in research on consumer perspectives of pharmacist role. This study examined the impact of the SAR on following student pharmacists' outcomes: (1) Change in student pharmacists' perceptions of (a) the importance consumers place on services and (b) consumer attitude towards pharmacist role; (2) understanding consumer perspectives of pharmacists' role, (3) comfort in initiating dialogue with the general public; (4) ability to conduct small intervention studies with consumers, (5) motivation to provide information consumers need in future encounters, and (6) understanding barriers to consumer-pharmacist communication. In addition, student pharmacists' reflections were also examined. Methods: A prepost-quasi-experimental design was used to assess the impact of the SAR project on student outcomes. Two-hundred first professional year student pharmacists enrolled in a behavioral course at a large metropolitan university conducted the SAR project. Students were surveyed before and after the project and submitted a reflective essay. Quantitative data from surveys were analyzed using SPSS (Chicago, IL) and qualitative data from reflective essays were analyzed using thematic analysis. Results: The SAR project helped students realize the extent to which consumers consider pharmacist expertise, services, and relationship important. Prepost data analysis indicated that the SAR project improved student outcomes. In reflective essays, students conveyed that the activity made them more aware of patients' perceptions and raised questions about plans to improve patient-provider relationships. Conclusion: The SAR framework is effective in creating research and unique practice experiences for pharmacy students. Conclusion: The SAR framework is effective in creating research and unique practice experiences for pharmacy students.

Using student produced videos to increase knowledge of self-care topics and nonprescription medications - Corrected Proof

Jeanne E. Frenzel, Elizabeth T. Skoy, Heidi N. Eukel — 2012-05-21

Abstract: Objective: To develop and implement a video production project to increase student knowledge of self-care and nonprescription medication topics. Methods: Faculty created an innovative instructional design in which students produced videos to teach the public about common self-care topics and nonprescription medications. Videos were viewed by student peers, faculty, and community pharmacists. Before viewing the videos, a pre-exam was administered on a volunteer basis to second- and third-year pharmacy students to assess the baseline knowledge of self-care topics and nonprescription medications for second-year students and to assess the retention of knowledge learned regarding self-care topics and nonprescription medications of third-year students. Immediately after viewing the videos, a post-exam was administered to both groups. The exam evaluated students' knowledge of 14 self-care topics before and after the self-care video viewing. Results: Sixty-nine (84%) second-year students participated in a pre/post exam. Results were analyzed using a two-sided Fisher's exact test under the null hypothesis that students would not gain additional knowledge from viewing student-produced self-care videos. Second-year students' scores increased in 12 of the 14 subject areas after viewing the self-care videos. Conclusions: Implementation of a video production project improved pharmacy students' knowledge of self-care and nonprescription medication topics.

Incorporating team-based learning in a drug information course covering tertiary literature - Corrected Proof

John Redwanski — 2012-05-21

Abstract: Teaching tertiary literature in a drug information class can be uninteresting to students so a new innovative teaching technique was incorporated—team-based learning (TBL). After two years of using TBL, the grades for tertiary literature were compared with the two previous years when standard lectures were used. Because this technique reinforces the subject matter by having each student take an individual test and then a team test, the increased scores emphasized TBL over standard lecturing. For the two years before incorporating TBL, the average score was 81%, whereas the subsequent average was 90%. Students particularly liked to physically look up answers using the databases provided, which resembled real life experience. Times to set up the technique as well as finding adequate physical space for teams to collaborate were study limitations. Overall, TBL provided a new method for students to understand tertiary literature.

Peer review of the curriculum as a continuous process of improvement - Corrected Proof

Karen F. Marlowe, Kurt A. Wargo, Kristi W. Kelley — 2012-05-21

Abstract: Background: Peer review has always been an important part of the scientific process. As academicians, it is important that we bring the same level of rigor to review of the curriculum. Within our institution, we began this process in an effort to ensure quality in a team-taught integrated curriculum. Objective: It is the goal of this manuscript to share the peer review process developed for our institution as a continuous improvement process for the curriculum. Second, we include preliminary results on the first cycle of reviews of our curriculum. Methods: A five-phase process was developed to allow involvement of the entire faculty and allow student input in the review process. Courses are evaluated for their teaching and learning, content, assessment, and evaluation. Results: Throughout the initial three-year review cycle, 21 courses were reviewed using the criteria. The results of those reviews are presented. Conclusions: This innovative approach to peer review of courses has been an important step to implementing an integrated curriculum within our institution. A continual process of review that integrates stakeholders and the relevant members of the faculty should allow for maintenance of a high standard of curricular outcomes.

Seven deadly speaker sins - Corrected Proof

Deborah St. James — 2012-05-21

Abstract: Although many pharmacists and other health care providers are extremely bright, well-educated, and highly motivated, most do not receive the training they need to be confident and persuasive speakers. In today's competitive job market, pharmacists must be able to communicate not only with those in their field of expertise but also with others, including patients, corporate leaders, and budget directors. This short article is based on years of training pharmacists, physicians, and other health care providers to become better speakers and communicators. It describes the most common mistakes speakers make and the best ways to correct those mistakes. Those mistakes include: (1) trying to tell too much, (2) not meeting the needs of the specific audience, (3) not having a clear purpose, (4) lacking clear organization, (5) speaking with a monotonous voice, (6) reading the talk without practicing, and (7) using poorly designed visual aids. Having worked with thousands of scientists and health care providers, I have found that with training and practice they can—and often do—become more effective and dynamic presenters and communicators.

Student engagement in professional political advocacy in colleges/schools of pharmacy - Corrected Proof

2012-05-21

Abstract: Objective: To assess the extent to which a sample of United States colleges/schools of pharmacy engage in developing student professional political advocacy (SPPA) and identify core concepts, essential skills, and related barriers. Methods: A data collection tool was developed and used in a pilot study composed of interviews of key individuals (provost, pharmacy college/school Dean, faculty, and student leader) at six institutions. Qualitative data analysis was conducted by transcript review and coding. Results: Most Deans interviewed stated their college/school had a goal “to prepare students for professional political advocacy” though respondent-rated SPPA as low to medium priority among all college/school priorities. SPPA goals were implicit under leadership or citizenship statements rather than explicitly stated. Respondents' opinions varied regarding the existence and value of such goals, how they are addressed, and whether incentives are provided. Necessary concepts and skills commonly identified included: distinguishing advocacy from issue education; understanding political processes, communication, interpersonal, and leadership skills; and formulating concise, targeted messages. Commonly identified barriers included time constraints; academic schedule conflicts; institutional limitations; lack of faculty and student awareness, interest, confidence, or commitment; travel logistics; and costs. Conclusions: This limited pilot study indicated that various members of the selected colleges/schools of pharmacy value developing students' advocacy skills, perceive common educational development goals and barriers, and have considered mechanisms for enhancing SPPA in their programs. This study provides a foundation for further study and development in the area.

Diabetes-focused rotation's impact on student confidence and knowledge - Corrected Proof

Samuel L. Ellis, Wesley Nuffer, Christopher J. Turner — 2012-05-21

Abstract: Objective: To assess the impact of a diabetes-focused advanced pharmacy practice experience on students' diabetes-related confidence and knowledge. Methods: A survey tool was created, including 22 confidence and 30 knowledge questions centered on diabetes care. Students entering into a diabetes-focused advanced pharmacy practice experience (APPE) during rotation 7 served as the intervention group, whereas students without this experience were the control group. Both groups completed the survey before and after rotation 7. Results: Twenty-two students (13 intervention, 9 control) completed the baseline survey and 14 students (9 intervention, 5 control) completed the follow-up. The intervention group showed a significant improvement in total confidence compared with control (3.92–5.52, p = 0.002). Within-group analyses showed a significant improvement in knowledge in the intervention group (18.6–22.4, p = 0.04) compared with no difference in the control group (17.8–18.3, p = 0.85). Conclusions: This pilot study suggests that a diabetes-focused APPE improves students' diabetes-related confidence and knowledge.

Pharmacists attitudes toward using the internet to satisfy their continuing education needs: An exploratory study - Corrected Proof

Nelly Conte — 2012-05-21

Abstract: Objective: To explore the perceptions among pharmacists regarding continuing education (CE) using the Internet. Methods: A random survey of pharmacists who practice in Puerto Rico. Results: Use of Internet-based CE was 50.7%, (n = 67) and mostly by pharmacists 51 years of age or younger. This result is different from what have been found. In general, the participating pharmacists had a positive attitude toward online continuing education. Significant differences existed among the participants who pursued Internet-based CE with regard to the perception of web-based CE compared to those who did not. Responding pharmacists who had experienced Internet-based CE perceived greater advantages, such as its being available anywhere and anytime as well as its being flexible. Those who had taken continuing education courses on the Internet expressed their belief that online CE has a positive impact on the profession, while also perceiving it to be less complex than did those who had not taken any web-based courses. Conclusions: Although a majority of pharmacists have participated in CE using the Internet and hold a positive opinion of the attributes of Internet-based CE its adoption as a valid alternative to live CE is incomplete. Lack of technological/Internet skills, a preference for live CE, and lack of time are possible barriers to the adoption of Internet-based CE. Designers of CE courses may benefit from the opinions generated by this study and consider quality improvements to bolster the current and repeated pursuit of Internet-based CE.