Browsing by Subject "Pharmacy"

Now showing 1 - 3 of 3
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    Experiences Of Transgender People Filling Prescriptions In Community Pharmacies
    (2020-02) Bortz, Ryan
    Literature and research surrounding transgender people and healthcare is scant. In particular, there is very little information regarding the intersection of transgender people, pharmacy services, pharmacies, and pharmacists. The objective of this study was to describe the experiences of transgender people filling prescriptions in community pharmacies. Semi-structured interviews were conducted with eleven self-identifying transgender people. Participants were asked to describe their experiences filling prescriptions at their pharmacies. One theme identified was a struggle with obtaining the correct needles and/or syringes for participants using injectable hormones. Moreover, based on the professional experience of the author, systemic issues related to pharmacy software introduce difficulty and multiple opportunities for error when processing prescriptions for needles and syringes. A multi-pronged approach of addressing educational needs as well as streamlining the prescription fulfillment process within pharmacy software systems should be used in order to more fully prevent these errors in the future.
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    Minutes: Senate Benefits Advisory Committee: April 7, 2005
    (University of Minnesota, 2005-04-07) University of Minnesota: Senate Benefits Advisory Committee
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    Using Multiple Choice Questions Written at Various Bloom’s Taxonomy Levels to Evaluate Student Performance across a Therapeutics Sequence
    (University of Minnesota, College of Pharmacy, 2011) Tiemeier, Amy M.; Stacy, Zachary A.; Burke, John M.
    Objective: To evaluate the results of a prospectively developed plan for using multiple choice questions (MCQs) developed at defined Bloom’s levels to assess student performance across a Therapeutics sequence. Methods: Faculty were prospectively instructed to prepare a specific number of MCQs for exams in a Therapeutics sequence. Questions were distributed into one of three cognitive levels based on a modified Bloom’s taxonomy, including recall, application, and analysis. Student performance on MCQs was compared between and within each Bloom’s level throughout the Therapeutics sequence. In addition, correlations between MCQ performance and case performance were assessed. Results: A total of 168 pharmacy students were prospectively followed in a Therapeutics sequence over two years. The overall average MCQ score on 10 exams was 68.8%. A significant difference in student performance was observed between recall, application, and analysis domain averages (73.1%, 70.2% and 60.1%; p<0.001). Student performance within each Bloom’s level across the three courses was significantly different for recall (p<0.001), application (p<0.001), and analysis (p<0.001) MCQs. A significant correlation was observed between the recall domain and the case (0.67; p<0.01), application domain and the case (0.62; p<0.01), and analysis domain and the case (0.64; p<0.01). Conclusions: As students progress through the curriculum, faculty may need to find ways to promote recall knowledge for more advanced topics while continuing to develop their ability to apply and analyze information. Exams with well-designed MCQs that prospectively target various cognitive levels can facilitate assessment of student performance.