Evaluation of Third Year Doctor of Pharmacy Students’ Attitudes, Perceptions, and Behaviours on their Elective Decisions | Pharmacy Education Evaluation of Third Year Doctor of Pharmacy Students’ Attitudes, Perceptions, and Behaviours on their Elective DecisionsWritten by: Diane E. Hadley, Charmaine Rochester, Donna Huynh, Lisa Lebovitz • October 8 2014•Volume 14• Abstract

Background: The establishment of a University of Maryland School of Pharmacy (UMSOP) satellite campus, in conjunction with curricular changes, produced a challenge of ensuring that both campuses received equal access to electives.

Aims: The aim is to characterise UMSOP third year doctor of pharmacy (P3) students’ attitudes, perceptions, and behaviours toward their Autumn 2011 and Spring 2012 elective decisions at UMSOP. The primary outcome focused on determining if elective decisions were driven by internal or external factors. Secondarily the drop/audit process and student’s feedback on elective improvement were assessed.

Method: An IRB approved prospective survey evaluated UMSOP P3 students’ responses.

Results: A response rate of 58% was achieved with a higher frequency of internal factors affecting elective decisions. Conclusion: Internal factors drove elective decisions compared to external factors in UMSOP P3 students.

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*** Note – The authorship should be: Diane E. Hadley, Lisa Lebovitz, Donna Huynh, Charmaine Rochester. ***

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Motivating Undergraduate Students via Online Learning to Develop Clinical Competencies | Pharmacy Education Motivating Undergraduate Students via Online Learning to Develop Clinical CompetenciesWritten by: Kevin P. McNamara, Chooi Yeng Lee • September 18 2014•Volume 14• Abstract

Background: Online learning is becoming increasingly common for undergraduate health professions.

Aims: To examine the effect of an online hypertension management module in motivating undergraduate pharmacy students to further develop clinical competencies during future clinical placements.

Method: The module focuses on approaches to counselling techniques for chronic disease management. It is complemented by therapeutics lectures, counselling tutorial and an objective structured clinical examination. A student survey, constructed based on the Theory of Planned Behaviour, was undertaken after completion of the assessment.

Results: Sixty two percent reported increased motivation to practice what they had learnt during placements, and a majority also reported improved attitudes and perceived self-efficacy. Levels of motivation had significant moderate correlations with improved appreciation of counselling techniques (r=0.489, p<0.001), and confidence to further practice blood pressure counselling (r=0.411, p<0.001).

Conclusion: Increased motivation to manage hypertension during future placements appears correlated with perceived self-efficacy and engagement with the learning concepts.

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Used tags: Clinical competenciesmotivationonline learningpharmacyundergraduatesRelated articles: The use of a high-fidelity simulation manikin in teaching clinical skills to fourth year undergraduate pharmacy students Abstract Background: A relatively new development in simulation-based teaching in...Collaborating to develop Clinical Pharmacy Teaching in Sri Lanka Abstract Background: Bachelor of Pharmacy programs were introduced in 2006...The use of videos in blended learning to enhance students’ learning in systems-based patient assessment with development of associated clinical skills: an Analysis Abstract Background: Many healthcare programmes require students to learn practical...How postgraduate pharmacy students develop professional understanding: Re-conceptualising deep, reflective learning Abstract Published literature has shown that learners conceptualise and approach...Development of an online pharmaceutical calculations learning module Abstract At Monash University prior to 2004, no formal mechanism...PEJ HomeAboutArchivesContactFAQSubmissionsSearch:helpREGISTER LOGIN About

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Team Based Learning: Preparing pharmacy students for an integrated curriculum during induction | Pharmacy Education Team Based Learning: Preparing pharmacy students for an integrated curriculum during inductionWritten by: Jason Hall, Alain Pluen, Harsha Parmar, Sally Freeman • July 1 2014•Volume 14• Abstract

Background: Pharmacy students have to integrate their science and practice learning and be able to apply it in practical situations. Integrating knowledge and skills from diverse disciplines can be a challenge and supporting students in this was a priority for the school. Team Based Learning (TBL) has been used as an active learning strategy to promote a supportive learning environment where students work in small groups to solve case-based problems.

Aims: The aim was to describe how TBL was introduced to students during their induction and to describe the student response.

Method: The first year of the undergraduate pharmacy programme started with a week-long induction comprising four TBL sessions, designed in part to set out the expectation of integrating pharmaceutical science and pharmacy practice knowledge and introducing the Code of Conduct for pharmacy students. The student experience of TBL was determined using an online survey and the marks students achieved in the assessments.

Results: The students’ individual assessment means were 72%, 80% and 49%, whilst the team means were 96%, 97% and 74%. Five themes emerged from the students comments on TBL which were: comfort, how TBL helped learning, assessing too early in the programme, preparation time and having the opportunity to meet others on the programme.

Conclusion: The students responded positively to TBL in the induction. The TBL sessions set the expectation of pre- learning/preparation for all teaching sessions and science-practice integration throughout the programme. TBL also allowed students to engage with a greater number of their peers than would have been possible with more didactic forms of teaching.

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*** Note – The authorship should be: Jason Hall, Sally Freeman, Harsha Parmar, Alain Pluen. ***

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Used tags: InductionIntegrated curriculumteam-based learningRelated articles: Teaching ethics to pharmacy students using a team-based learning approach Abstract Background: Team-based learning (TBL) has been implicated in teaching...Self-directed learning: preparing students for lifelong learning Abstract Introduction: CPD is likely to be an important element...The use of videos in blended learning to enhance students’ learning in systems-based patient assessment with development of associated clinical skills: an Analysis Abstract Background: Many healthcare programmes require students to learn practical...Integrated learning: An EBL approach to pharmaceutical chemistry Abstract This paper reports on the evaluation of an enquiry...Integrating students’ learning with professional practice through laboratory and workshop based teaching in undergraduate medicinal chemistry Abstract Teaching medicinal chemistry in the second year of a...PEJ HomeAboutArchivesContactFAQSubmissionsSearch:helpREGISTER LOGIN About

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