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Pharmacy : an introduction to the profession
Pharmacists \"L. Michael Posey and Abir (Abby) A. Kahaleh give readers an insider's perspective on the workings of the profession. They revisit key topics such as government regulation, career pathways, membership organizations, communication skills, and ethics. In addition, they address how patient care services are changing the practice of pharmacy\"--Amazon.com.
Book
Get the Residency
Stand out in a competitive field with ASHP's modern guide that offers, first-hand advice, interview guidance, warnings and effective techniques to help students stand out in their hunt for post-graduate residency or fellowship. The editors, along with faculty and clinicians across the country, share their effective techniques with you in this updated edition. Inside you'll find: Interview preparation for both virtual and on-site formats Key lessons for each chapter summarize important concepts Lists of residency interview questions students should consider asking and may be asked during interviews New literature and insights on diversity aspects to consider Updated content from established and emerging experts in post-graduate training in pharmacy.
eBook
Application of data-driven blended online-offline teaching in medicinal chemistry for pharmacy students: a randomized comparison
Background
The purpose of this study was to evaluate the effectiveness and efficiency of implementing a data-driven blended online-offline (DDBOO) teaching approach in the medicinal chemistry course.
Methods
A total of 118 third-year students majoring in pharmacy were enrolled from September 2021 to January 2022. The participants were randomly assigned to either the DDBOO teaching group or the traditional lecture-based learning (LBL) group for medicinal chemistry. Pre- and post-class quizzes were administered, along with an anonymous questionnaire distributed to both groups to assess students’ perceptions and experiences.
Results
There was no significant difference in the pre-class quiz scores between the DDBOO and LBL groups (
T
=-0.637,
P
= 0.822). However, after class, the mean quiz score of the DDBOO group was significantly higher than that of the LBL group (
T
= 3.742,
P
< 0.001). Furthermore, the scores for learning interest, learning motivation, self-learning skill, mastery of basic knowledge, teamwork skills, problem-solving ability, innovation ability, and satisfaction, as measured by the questionnaire, were significantly higher in the DDBOO group than in the traditional group (all
P
< 0.05).
Conclusion
The DDBOO teaching method effectively enhances students’ academic performance and satisfaction. Further research and promotion of this approach are warranted.
Journal Article
Trends in the Number of Authors and Institutions in Papers Published in AJPE 2015-2019
Objective. To investigate the number of authors and unique institutions per paper published in the American Journal of Pharmaceutical Education (AJPE) in 2015 through 2019, and to examine the number of authors and unique institutions for papers that were nominated for the Rufus A. Lyman Award in the same period.
Methods. Articles published in AJPE from 2015 through 2019 were reviewed. Data collected for each article included article type, number of authors, and number of institutions.
Results. Of the 811 articles published in AJPE during this period, the number of authors increased significantly from a mean (SD) of 3.5 (1.8) to 4.5 (2.2). The number of unique institutions also increased significantly from 1.7 (1.1) to 2.4 (1.8).
Conclusion. There is a trend toward a greater number of authors and unique institutions for the publications in one pharmacy education journal. Explanations for this trend may include pressure to publish, increased research complexity, and expanded interprofessional collaboration.
Journal Article
The Importance of Medicinal Chemistry Knowledge in the Clinical Pharmacist’s Education
Objective. To show why medicinal chemistry must be a key component of the education of pharmacy students, as well as in the pharmacist’s practice.
Findings. Five case reports were selected by their clinically relevant elements of medicinal chemistry and were explained using structure-activity relationship data of the drugs involved in the case easily obtained from primary literature and in medicinal chemistry textbooks.
Summary. This paper demonstrates how critical clinical decisions can be addressed using medicinal chemistry knowledge. While such knowledge may not explain all clinical decisions, medicinal chemistry concepts are essential for the education of pharmacy students to explain drug action in general and clinical decisions.
Journal Article
Implementation of the Pharmacists’ Patient Care Process in a Medicinal Chemistry Course
Objective. To implement the Pharmacists’ Patient Care Process (PPCP) in a medicinal chemistry course.
Methods. Doctor of Pharmacy students in a medicinal chemistry course were challenged to apply the PPCP in a lesson on cholinesterase inhibitors and NMDA receptor antagonist in the treatment of Alzheimer’s disease. A clinical faculty member with expertise in the topic reviewed the clinical information provided to ensure applicability to patient care. A pre- and post-course survey was administered to assess students’ understanding of the PPCP and the effectiveness of the strategies used. Students’ pre- and post-course responses were analyzed, and qualitative themes were identified.
Results. Of the 141 students enrolled in the course, 96% and 97% completed the pre- and post-course surveys, respectively. Students’ post-course responses were higher than pre-course answers to the question that they knew all the steps of the PPCP (96% vs 66%, respectively). Ninety one percent in the post-course survey compared to 62% in the pre-course survey listed the PPCP steps correctly. In addition, more than 90% of the students indicated that the strategies used in the class helped them understand and relate to the PPCP. Qualitative responses revealed themes with positive responses related to the course, course activities, PPCP goals and curriculum design based on the implementation of the PPCP. Conclusion. The introduction of the PPCP as a framework for all pharmacy practitioners is a worthy endeavor. Purposeful strategies to introduce the PPCP in a medicinal course were positively received by students. Formalized efforts to implement the PPCP in clinical, social and administrative, and science courses are critical to introduce the PPCP as a framework for all future pharmacy practitioners.
Journal Article
Integrating a New Medicinal Chemistry and Pharmacology Course Sequence into the PharmD Curriculum
To evaluate the implementation of an integrated medicinal chemistry/pharmacology course sequence and its alignment with a therapeutics series.
Each topic was divided into modules consisting of 2-hour blocks, and the content was integrated and aligned with the therapeutics series. Recitation sessions emphasizing application skills in an interactive environment followed each of three 2-hour blocks. To ensure that students achieved competency in each unit, students failing any unit examination were encouraged to undergo remediation.
Student feedback was collected by an independent researcher through social media and focus groups and relayed anonymously to course directors for midcourse improvements. Responses from surveys, interviews, and student ratings of faculty members and of courses were used to implement changes for future editions of the courses.
The majority of students and faculty members felt the integration and alignment processes were beneficial changes to the curriculum. Elements of the new sequence, including remediation, were viewed positively by students and faculty members as well.
Journal Article
The state and prospects of development of national higher pharmaseutical education
The paper considers the materials of the Pharmacists Summit and International Pharmaceutical Congresses, in particular, the issue of achieving quality pharmaceutical education. It shows cause of the proper training process of pharmacy sector specialists in accordance with current state and requirements of the society and suggests a model of professional pharmaceutical education. According to the authors of the paper, the implementation of education quality in Ukraine calls for, first, professionally educated personnel in the pharmacy sector of healthcare; second, proper academic and university infrastructure for training future specialists within the system of higher pharmaceutical education; third, ensuring the high quality of higher pharmaceutical education on the basis of implementing the competence approach and taking into account international experience on pharmacy development. Increasing significance of the pharmacy branch in Ukraine is directly linked to the quality of training of pharmacy specialists, continuous improvement of the content of their education, implementation of new educational technologies, adapting higher pharmaceutical education to European standards. According to the authors, an important condition of ensuring effective professional training of future pharmacy specialists within the national system of higher pharmaceutical education is the following: firstly, considering public demand to the level of healthcare services, disease prevention; secondly, implementing the productive global experience on introducing customer service standards. The established prospects of the development of national higher pharmaceutical education include: 1) the adoption of ethical principles of training Masters of Pharmacy within the system of higher pharmaceutical education; 2) focus on European pharmacy standards which are based on high customer service standards; 3) improvement of the content of pharmacy specialist education taking into account the development of national pharmaceutical production; 4) ensuring the development of the clinical direction within the system of general pharmacist training.
Journal Article
Student Learning with Generated and Answered Peer-written Questions
Objective. To investigate the degree to which student-generated questions or answering student-generated multiple-choice questions predicts course performance in medicinal chemistry.
Methods. Students enrolled in Medicinal Chemistry III over a 3-year period were asked to create at least one question per exam period using PeerWise; within the software, they were also asked to answer and rate one peer question per class session. Students’ total reputation scores and its components (question authoring, answering, and rating) and total answer scores (correctness of answers submitted indicating agreement with the author’s chosen answer) were analyzed relative to final course grades.
Results. Students at the non-satellite campus and those who generated more highly rated questions performed better overall in the course accounting for 12% of the variability in course grades. The most notable differences were between the top third and bottom third performing students within the course. The number of questions answered by students was not a significant predictor of course performance.
Conclusion. Student generation of more highly rated questions (referred to as more thoughtful in nature by the software program) is predictive of course performance but it only explained a small variability in course grades. The correctness of answers submitted, however, did not relate to student performance.
Journal Article
Outcomes of Individualized Formative Assessments in a Pharmacy Skills Laboratory
Objective: To determine the effectiveness of an individualized teaching method in a pharmacy skills laboratory.
Design: All third-year students enrolled in an Accreditation Council for Pharmacy Education (ACPE) accredited doctor of pharmacy program (n=150) received an individual formative assessment from clinical pharmacists on communication skills and clinical competency after the students counseled standardized mock glaucoma patients during a laboratory focused on alternative dosing formulations. Objective structured clinical examination (OSCE) scores for this station from the 2012 and 2013 classes were compared before and after the intervention.
Assessment: Ophthalmic OSCE station scores were higher after the individual formative feedback intervention. Students in 2013 had a mean score of 83.2 ± 8.3% compared to a mean of 74.3 ± 12.9% in 2012 for this OSCE station. The percentage of students receiving an “A” on the OSCE station increased from 8.1% to 31.3% after the intervention.
Conclusion: Individualized formative teaching methods benefited students in both their communication skills and clinical assessment. Future research should focus on wider implementation and overcoming obstacles, such as increased facilitator needs.
Journal Article