Browsing by Subject "pharmacy education"
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Item Adopting an Advanced Community Pharmacy Practice Experiential Educational Model Across Colleges of Pharmacy(University of Minnesota, College of Pharmacy, 2011) Rodis, Jennifer L.; Jennings, Brandon T.Objective: To discuss the experience of sharing an experiential model of education and practice development between two colleges of pharmacy and to provide a framework to guide faculty in this type of collaboration. Case Study: The Ohio State University College of Pharmacy (OSU COP) Partner for Promotion (PFP) program was developed in response to the need for advancing practice in the community pharmacy setting. After successful implementation of this program, the PFP program design and materials were shared, adapted, and implemented at the University of Utah College of Pharmacy (Utah COP). Collaborating faculty developed a framework based on lessons learned through this experience which proposes key guiding strategies as considerations to address prior to embarking on sharing any aspect of an educational program or model between institutions. Each step of the framework is described and applied to the process followed by The OSU COP and Utah COP in sharing the PFP program. Additional considerations related to transfer of educational models are discussed. Results/Conclusion: Sharing the education model and materials associated with the PFP program between institutions has enhanced experiential opportunities for students and helped develop residency training sites in the community setting. In addition, the relationship between the two colleges has contributed to faculty development, as well as an increase in community pharmacy service development with community pharmacy partners at each institution. It is hoped this experience will help guide collaborations between other colleges of pharmacy to enhance education of future pharmacists while positively impacting pharmacy practice, teaching, and research by faculty.Item Baseline Knowledge and Education on Patient Safety in the Ambulatory Care Setting for 4th Year Pharmacy Students(University of Minnesota, College of Pharmacy, 2015) Skelley, Jessica W.; Carpenter, Chase; Elkins, Trisha; Woolley Jr, Thomas W.; Dugan, B. DeeAnnObjectives: To assess the baseline knowledge of fourth year student pharmacists on their ability to properly identify and categorize medication related problems (MRP) during their Advanced Pharmacy Practice Experience (APPE) in the ambulatory care setting, and to assess the efficacy of a written resource designed to educate and train users on identification and documentation of MRP’s and used for this purpose with participating students on their ambulatory care APPE. Methods: A pretest consisting of ten multiple-choice questions was administered electronically to fourth year student pharmacists (N=18) at the start of their ambulatory care APPE. The test was designed to assess both the students’ baseline knowledge regarding MRP’s, and their ability to identify a wide variety of medication-related problems. Students then received a written copy of The Medication Therapy Intervention & Safety Documentation Program training manual and were asked to read it in its entirety in the first week of their APPE. Finally, students were given a posttest survey (identical to the pretest) to complete to assess if their knowledge had increased from baseline. Results: The average score for the 18 students taking the baseline knowledge pre-test was 63.33%, indicating limited baseline knowledge regarding the identification and classification of MRP’s. In assessing the effectiveness of the written training document, the overall posttest results compared to pretest results did not indicate improvement in students’ knowledge or ability to properly identify and classify medication related problems (MRP) after reviewing the training manual. The average scores declined from 63.33% on the pretest to 62.78% on the posttest, although this was not found to be statistically significant (p = 0.884). However, a statistically significant decline in students’ knowledge occurred on one specific question, which tested their ability to classify MRP’s (p = 0.029). Conclusions: Based on the results of the pre-test, students at our institution enter their APPE year with limited baseline knowledge of medication safety within the ambulatory care setting. Results from the posttest indicate potential ineffectiveness of a written document in providing effective education on MRP’s to students in the experiential setting. Education may be made more effective with a hands-on, active learning approach that overcomes the limitations of other passive forms of learning.Item Design and Evaluation of Health Literacy Instructional Video for Pharmacy Students(University of Minnesota, College of Pharmacy, 2013) Butler, Lakesha M; Devraj, Radhika; Santanello, CatherineObjectives: 1) To describe the development of a health literacy video tailored for pharmacy students. 2) To compare the use of a health literacy video as an instructional method to a previously used health literacy instructional strategy by using both and: a) assessing pharmacy students’ perceptions of their ability to communicate with low health literacy patients and b) assessing pharmacy students’ perceptions of their overall understanding of the role of health literacy in a pharmacy setting. Case Study: A novel pharmacy health literacy instructional video was created providing patient-pharmacist scenarios involving low literacy patients. A previously used role-play activity was performed in a required “Health Promotion and Literacy” course followed by the viewing of the newly designed health literacy instructional video. Two separate paper-based survey instruments were developed and administered to individually assess both active learning strategies and for comparison of the strategies. Statistically significant differences were noted on all five survey questions with the instructional video rating higher than the role play activity in the overall enhancement of students’ understanding of health literacy. Conclusions: A pharmacy health literacy instructional video was well received by students. It significantly improved students’ perception of their ability to communicate with low health literacy patients in a pharmacy setting and their overall understanding of health literacy.Item Performance and Perceptions of Pharmacy Students using Team-based Learning (TBL) within a Global Health Course(University of Minnesota, College of Pharmacy, 2011) Addo-Atuah, JoycePurpose: Team-based learning (TBL) has been shown to be a very useful active learning tool in a variety of disciplines and educational settings. The objectives of this study in a Global Health elective course within a PharmD curriculum were to (1) determine whether TBL contributes to performance (as measured by iRAT scores, tRAT scores, and grades); and (2) evaluate students’ perceptions of TBL as an instructional strategy. Case Study: TBL sessions were incorporated into a new elective course in Global Health along with other teaching methodologies. Student performance was evaluated during the TBL sessions and course team projects, among others. An anonymous student qualitative survey explored their perceptions of and experiences with TBL at the end of the course. Students’ performance in the TBL sessions improved as reflected in the comparison of individual Readiness Assurance Tests (iRATs) and the team Readiness Assurance Tests (tRATs) scores. Overall students’ performance in the course resulted in over 88% earning the letter grade A. Students’ performance in the TBL sessions, especially their iRATs, was reflected in their overall course grades. Over 75% of the students believed that TBL increased their analytical skills and nearly 50% believed that learning utilizing TBL would have the most lasting effect on their careers. Conclusion: TBL was successfully implemented in a Global Health elective course in a PharmD curriculum and students perceived it as a beneficial instructional strategy. This study adds to the TBL literature by providing some evidence of the applicability of TBL in a course not traditionally taught in the PharmD curriculum (i.e., Global Health). Future research and intervention(s) leading to the development and growth of TBL in pharmacy education are recommended.Item Technology in the Pharmacy Learning Environment: Surveys of Use and Misuse(University of Minnesota, College of Pharmacy, 2015) Begley, Kimberley J.; Monaghan, Michael S.; Clavier, Cheri W.; Lugo, Ralph A.; Crouch, Michael A.The use of technology in the classroom may have positive and negative effects on learning. The purpose of this investigation was twofold: to identify the effect technology is having on the pharmacy learning environment; and, to assess students’ use of technology during class time for non-academic purposes. This study included a national cross-sectional survey as well as a single, college-specific survey. The national survey had a faculty response rate of 71.2%. Of the responders, approximately 61% identified significant problems related to students’ use of technology in the pharmacy learning environment. Cell phones were a recognized concern and more than 90% of programs have chosen to restrict cell phone use in the classroom. The single college survey examining technology use during class for non-academic purposes had a student response rate of 87% and faculty response rate of 100%. Students and faculty members disagreed regarding the negative effects of technology use during class for non-academic purposes. Notably, 16% of students acknowledged their in-class use of technology for non-academic purposes had been disruptive to their learning, as compared to 95.7% of faculty. According to students, common reasons for off-task technology use included checking e-mail/text messages (75.1%), lack of engagement (58.1%), multitasking (56.2%), and accessing social media sites (33%). Faculty and students were asked about enforcement of technology policy. More faculty than students supported policy enforcement by faculty (65.2% versus 22.8%, respectively; p<0.001) as well as policy enforcement by students (78.3% versus 31.9%, respectively; p<0.001). Overall, technology use during class for non-academic purposes was common. Many schools and colleges of pharmacy are developing approaches to address these evolving issues by revising their technology use policies.Item Using the Evaluation Sciences to Understand How" and "Why" the University of Minnesota College of Pharmacy Leadership Program Works"(2022-02) Bechtol, RobertAims. The first aim was to identify key variables related to “how and “why” the University of Minnesota College of Pharmacy leadership program works/functions, based on individual stakeholder perspectives. The second aim was to identify the education outcomes, strengths, and opportunities for program improvement through application of the science of theory-driven evaluation to an examination of the program’s activities, intended goals and outcomes.Methods. Current pharmacy students, leadership program alumni, and leadership program directors participated in the study. Aim 1 was addressed using dyadic and one-on-one interviews, focus groups, and artifact reviews. Data were analyzed from all stakeholders and themes were developed. Aim 2 was addressed using the science of theory-driven evaluation (TDE). A preliminary logic model for the program was developed through a participatory evaluation approach and later superimposed with a social science theory from the leader/leadership development literature, Day’s Integrative Theory of Leader Development. Any lack of alignment between the program’s planned outcomes and the evaluation evidence, theoretical elements, and/or participants’ self-reported strengths and improvements, showcase opportunities for discussion and program improvement. Results. Sixteen themes describe “how” the leadership program works/functions (three major and thirteen supporting themes). An example of “how” the program works includes providing opportunities for real world application throughout the program. Fifteen themes describe “why” the leadership program works/functions (four major and eleven supporting themes). An example of “why” the program works includes students are able to discover their passions and develop a sense of self as a leader. Four major Educational Outcomes were also defined, with forty-five supporting themes. A strength of the program was helping students understand what a leader truly is by recognizing roles and responsibilities of leaders. A potential area for program improvement was helping students seek mentorship and leadership role models in better ways. Conclusions. Learning about the “how and why” a program works/functions allows investigators to identify important elements of the program, their inter-relationships, and their cumulative effects. Other pharmacy educators can use the findings to design their own leadership programs. Additionally, the study provided an opportunity to focus efforts on gathering evidence of strengths and program improvement.