scholarly journals Remote Learning During Covid‐19 Lockdown: A Study on Anatomy and Histology Education for Pharmacy Students in Jordan

2021 ◽  
Author(s):  
Zina M. Al‐Alami ◽  
Sofia W Adwan ◽  
Mervat Alsous
Keyword(s):  
Pharmacy Students ◽  
Histology Education ◽  
Remote Learning

Reducing Stigma about Mental Illness in Pharmacy Students

2012 ◽  
Author(s):  
Andrew C. H. Szeto ◽  
Aliya Kassam ◽  
Geeta Modgill ◽  
Leslie Phillips ◽  
Alfred Remillard ◽  
...  
Keyword(s):  
Mental Illness ◽  
Pharmacy Students

A Large Scale Interprofessional Simulation Experience for Medical, Nursing, and Pharmacy Students

MedEdPORTAL ◽  
2015 ◽  
Vol 11 (1) ◽  
Author(s):  
Amy Zheng ◽  
Karen Macauley ◽  
Jennifer Namba ◽  
Susie Hutchins ◽  
Kathleen Sweeney ◽  
...  
Keyword(s):  
Large Scale ◽  
Pharmacy Students

DEVELOPMENT OF PHARMACY STUDENTS' FOREIGN LANGUAGE COMMUNICATIVE SKILLS IN THE CONTEXT OF CHANGING QUALIFICATION REQUIREMENTS FOR A SPECIALIST

2020 ◽  
Author(s):  
L. V. Gukina ◽  
L. V. Lichnaya
Keyword(s):  
Learning Environment ◽  
Foreign Language ◽  
Pharmacy Students ◽  
Communicative Skills ◽  
The Face

The article concerns the approaches to creating learning environment and methods of teaching to develop foreign language communicative skills in pharmacists in the face of changing qualification requirements for a specialist.

Inter-rater Reliability of Preceptors on Clinical Pharmacy Competency Evaluation

2020 ◽  
Vol 15 ◽  
Author(s):  
Dixon Thomas ◽  
Sherief Khalifa ◽  
Jayadevan Sreedharan ◽  
Rucha Bond
Keyword(s):  
United Arab Emirates ◽  
Clinical Pharmacy ◽  
Clinical Competence ◽  
Assessment Tool ◽  
Clinical Skills ◽  
Group Discussion ◽  
Pharmacy Students ◽  
Rater Reliability ◽  
Quasi Experimental ◽  
Competency Evaluation

Background:: Clinical competence of pharmacy students is better evaluated at their practice sites. compared to the classroom. A clinical pharmacy competency evaluation rubric like that of the American College of Clinical Pharmacy (ACCP)is an effective assessment tool for clinical skills and can be used to show item reliability. The preceptors should be trained on how to use the rubrics as many inherent factors could influence inter-rater reliability. Objective:: To evaluate inter-rater reliability among preceptors on evaluating clinical competence of pharmacy students, before and after a group discussion intervention. Methods:: In this quasi experimental study in a United Arab Emirates teaching hospital, Seven clinical pharmacy preceptors rated clinical pharmacy competencies of ten recent PharmD graduates referring to their portfolios and preceptorship. Clinical pharmacy competencies were adopted from ACCP and mildly modified to be relevant for the local settings. Results:: Inter-rater reliability (Cronbach's Alpha) among preceptors was reasonable being practitioners at a single site for 2-4 years. At domain level, inter-rater reliability ranged from 0.79 - 0.93 before intervention and 0.94 - 0.99 after intervention. No inter-rater reliability was observed in relation to certain competency elements ranging from 0.31 – 0.61 before intervention, but improved to 0.79 – 0.97 after intervention. Intra-class correlation coefficient improved among all individual preceptors being reliable with each other after group discussion though some had no reliability with each other before group discussion. Conclusion:: Group discussion among preceptors at the training site was found to be effective in improving inter-rater reliability on all elements of the clinical pharmacy competency evaluation. Removing a preceptor from analysis did not affect inter-rater reliability after group discussion.

Understanding and promoting students’ well-being and performance in university studies – effects of a 7-week Acceptance and Commitment Therapy based course (Preprint)

2019 ◽  
Author(s):  
Henna Asikainen ◽  
Nina Katajavuori ◽  
Kirsikka Kaipainen
Keyword(s):  
Mental Illness ◽  
University Students ◽  
Acceptance And Commitment Therapy ◽  
Well Being ◽  
Pharmacy Students ◽  
Reflective Journal ◽  
Reflective Journals ◽  
Commitment Therapy ◽  
Acceptance And Commitment ◽  
And Performance

BACKGROUND Internationally there have been many studies showing that the number of university students suffering from mental illness is growing and this problem should be addressed OBJECTIVE The aim of this study was to examine 41 pharmacy students’ experiences of a small Acceptance and Commitment Therapy (ACT) -based intervention that was implemented as a 7-week course with weekly online modules. METHODS Students’ well-being, experiences of stress, organised studying and psychological flexibility were measured with questionnaires at the beginning and end of the course. Students’ experiences of the effectiveness of the course and were analysed from open-ended responses and a reflective journal. RESULTS The results show that students’ well-being and ability to manage time and effort increased during the course(p≤0.003). In their reflective journals, students described how their ability to manage stress in their studies, cope with their thoughts and feelings, focus on the things that are more important to them, and manage their time in studying and their well-being had improved. CONCLUSIONS This study showed that it is possible to foster students’ well-being in their studies. More research is needed to identify the long-lasting effects of these kind of interventions.

International pharmacy students’ transition to Nottingham: Semi-structured interviews (Preprint)

2019 ◽  
Author(s):  
Yicong Liu
Keyword(s):  
International Students ◽  
Teaching Style ◽  
Cultural Adjustment ◽  
Independent Study ◽  
Cross Cultural ◽  
Pharmacy Students ◽  
Learning Ability ◽  
Structured Interviews ◽  
International Pharmacy ◽  
The Uk

BACKGROUND The transition from China to the UK can be challenging, and there is increasing concern among academics since cross-cultural learning and living may be a challenge for these students. OBJECTIVE To find out international pharmacy students’ worries and challenges as well as benefits on the transition experience from China to the UK. METHODS Semi-structured interviews were used to explore this group of students’ transition experiences. Selective transcription was done because of time limitations in the project. RESULTS The natural and cultural environment was the most pleasant experience for Tianjin students during this transition process. Cross-cultural adjustment and self-adaptability, as well as their autonomous learning ability were the main barriers for international students. CONCLUSIONS The difference between Asian and Western culture caused barriers for international students to fit into a new environment. In terms of integrating into local students, insufficient English language skills, culture shock and personality could be the influence factors. Moreover, the different teaching style and learning style could be the possible reasons for students having difficulty in an independent study. CLINICALTRIAL N/A

Examining Transnational Student Mental Health Responses to COVID-19 During the Transition to Remote Learning: A Longitudinal Study (Preprint)

2020 ◽  
Author(s):  
Laura Leticia Salazar Preciado ◽  
Sally Haack ◽  
Luis Renee González Lucano ◽  
Ricardo Javier Díaz Domínguez ◽  
Inbal Mazar
Keyword(s):  
Mental Health ◽  
Longitudinal Study ◽  
Alcohol Consumption ◽  
Sleep Time ◽  
Health Science ◽  
Science Students ◽  
Health Science Students ◽  
Survey Results ◽  
Survey Sample ◽  
Remote Learning

BACKGROUND COVID-19 represents a major global health crisis and has resulted in drastic changes to daily life. While even prior to the start of the pandemic college students had a high prevalence of mental health conditions, this group is even more at risk during the pandemic. OBJECTIVE To investigate the emotional impact of quarantine and transition to remote learning on health science students from two countries, regarding anxiety prevalence, mental wellbeing and coping behaviors during the first month of the COVID-19 outbreak. METHODS A total of 28 students from Tecnologico de Monterrey (TEC) in Guadalajara, Mexico and 19 students from Drake University (Drake) in Iowa, United States participated in the study. All students were studying health sciences, including degree programs such as medicine, pharmacy, and nutrition and wellness. This longitudinal study assessed students’ immediate psychological response during the COVID-19 pandemic by using an anonymous online questionnaire administered in April and again in May 2020. The survey was created to assess anxiety levels, coping mechanisms, and changes in daily habits. Demographics such as gender, age, non-academic working, living arrangements, household size, and number of roommates/co-habitants were also collected. RESULTS The April survey sample included 47 students and the May survey sample included 41 students. At least 50% of respondents were females, 20 to 21 years of age. The April survey results showed that more TEC students rated their food intake as higher than before the pandemic when compared to Drake students (p=0.032). Alcohol consumption reportedly stayed the same for Drake students and was lower for TEC students (p=0.004). The May survey results showed a statistically significant difference only for the alcohol consumption (p<0.001). Sleep time between April and May in TEC students showed a significant statistical difference, with students reporting less sleep time in May (p=0.016). The analysis for the level of anxiety according to the Beck Anxiety Inventory showed no statistically significant differences, neither when comparing between intra (TEC p=0.189 and Drake p=0.879) and inter group survey times (TEC vs Drake in April p=0.919 and TEC vs Drake in May p=0.305). The most common physical symptoms reported by students during both study periods were: feeling hot, nervous, fear of losing control, inability to relax, and fear of the worst happening. CONCLUSIONS There is growing concern surrounding the mental health status and needs of health science students during the pandemic. It is important to monitor changes in students’ mental health in response to the pandemic and to create interventions that target students appropriately.

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