scholarly journals Investigating knowledge regarding antibiotics among pharmacy and allied health sciences students in a Sri Lankan university

2018 ◽  
Vol 12 (09) ◽  
pp. 726-732 ◽  
Author(s):  
Mohamed HF Sakeena ◽  
Alexandra A Bennett ◽  
Fahim Mohamed ◽  
Herath MDR Herath ◽  
Indika Gawarammane ◽  
...  
Keyword(s):  
Sri Lanka ◽  
Health Care Professionals ◽  
Allied Health ◽  
Antibiotic Use ◽  
Health Sciences ◽  
Pharmacy Students ◽  
Medical Laboratory ◽  
Undergraduate Teaching ◽  
Questionnaire Response ◽  
The University

Introduction: Education and adequate training regarding the appropriate use of antibiotics for health care professionals is essential in developing countries. Educational strategies can also influence appropriate antibiotic use in the community. The aim of this study was to assess and compare knowledge of antibiotics and antimicrobial resistance (AMR) between pharmacy and other allied health sciences (AHS) students at the University of Peradeniya, Sri Lanka. Methodology: A cross-sectional study was conducted at the University of Peradeniya, Sri Lanka, which offers undergraduate teaching in pharmacy and other AHS; nursing, radiography and medical laboratory sciences. All students in each program were invited to participate in this study. Data was collected using a self-administered questionnaire. Descriptive data analysis and Chi square tests were performed. Results: Pharmacy (n = 102) and other AHS students (n = 284) completed the questionnaire (response rate 69%). A majority of participants (76%) reported antibiotic use in the past year. A significantly higher proportion of pharmacy students reported antibiotic use was appropriate for the management of skin wound infection, urinary tract infection and sore throat compared to AHS students, p < 0.05. No significant differences were observed between pharmacy and AHS students regarding knowledge of AMR. Most students understood terms related to antibiotic resistance through their undergraduate studies. Conclusion: Pharmacy students demonstrated better knowledge and understanding regarding antibiotics utilization than AHS students. Both pharmacy and AHS students had good understanding regarding AMR. The undergraduate curricula of pharmacy and AHS have contributed significantly to understanding the terminology associated with antibiotics and AMR.

scholarly journals Transition to First Year University Study: A Qualitative Descriptive Study on the Psychosocial and Emotional Impacts of a Science Workshop

10.28945/4297 ◽  
2019 ◽  
Vol 16 ◽  
pp. 197-210
Author(s):  
Jyothi Thalluri ◽  
Joy Penman
Keyword(s):  
Academic Success ◽  
Allied Health ◽  
Dropout Rate ◽  
Health Sciences ◽  
Health Science ◽  
Health Programs ◽  
Future Research ◽  
First Year ◽  
Laboratory Activities ◽  
The University

Aim/purpose The purpose of this article is to discuss the psychosocial and emotional outcomes of an introductory health science workshop designed to support and assist incoming health science students before starting their university study.   Background For the past two decades, a South Australian university offered an on-campus face to face workshop titled ‘Preparation for Health Sciences’ to incoming first-year students from eleven allied health programs such as Nursing, Physiotherapy and Medical Imaging. While many were locals, a good number came from regional and rural areas, and many were international students also. They consisted of both on-campus and off-campus students.   The workshop was created as a new learning environment that was available for students of diverse age groups, educational and cultural backgrounds to prepare them to study sciences. The content of the four-day workshop was developed in consultation with the program directors of the allied health programs. The objectives were to: introduce the assumed foundational science knowledge to undertake health sciences degree; gain confidence in approaching science subjects; experience lectures and laboratory activities; and become familiar with the University campus and its facilities. The workshop was delivered a week before the orientation week, before first-year formal teaching weeks. The topics covered were enhancing study skills, medical and anatomical terminology, body systems, basic chemistry and physics, laboratory activities, and assessment of learning.   Methodology In order to determine the outcomes of the workshop, a survey was used requiring participants to agree or disagree about statements concerning the preparatory course and answer open-ended questions relating to the most important information learned and the best aspects of the workshop. Several students piloted this questionnaire before use in order to ascertain the clarity of instructions, terminology and statements. The result of the 2015-2018 pre- and post-evaluation showed that the workshop raised confidence and enthusiasm in commencing university and that the majority considered the workshop useful overall. The findings of the survey are drawn upon to examine the psychosocial and emotional impacts of the workshop on participants. Using secondary qualitative analysis, the researchers identified the themes relating to the psychosocial and emotional issues conveyed by the participants.   Contribution The contributions of the article are in the areas of improving students’ confidence to complete their university degrees and increasing the likelihood of academic success. Findings Of the 285 students who participated in the workshops from 2015 to 2018, 166 completed the survey conducted at the conclusion of the initiative, representing a 58% response rate. The workshops achieved the objectives outlined at the outset. While there were many findings reported (Thalluri, 2016), the results highlighted in this paper relate to the psychosocial and emotional impacts of the workshop on students. Three themes emerged, and these were Increased preparedness and confidence; Networking and friendships that enhanced support, and Reduced anxiety to study sciences. Some drawbacks were also reported including the cost, time and travel involved. Recommendations for practitioners Students found the introductory workshop to be psychosocially and emotionally beneficial. It is recommended that the same approach be applied for teaching other challenging fields such as mathematics and physics within the university and in other contexts and institutions. Recommendations for researchers Improving and extending the workshop to provide greater accessibility and autonomy is recommended. A longitudinal study to follow up the durability of the workshop is also proposed. Impact on society The impacts in the broader community include: higher academic success for students; improved mental health due to social networking and friendship groups and reduced anxiety and fear; reduced dropout rate in their first year; greater potential to complete educational degrees; reduced wastage in human and financial resources; and increased human capital. Future research Addressing the limitations of cost, time and travel involved, and following-up with the participants’ academic and workplace performance are future directions for research.

scholarly journals Satisfaction of pharmacy students with e-learning approach in the University of Health Sciences Casablanca, Morocco during COVID-19 lockdown

2021 ◽  
pp. 495-503
Author(s):  
Lamia Slimani ◽  
Layla Hammidi ◽  
Fayssal Jhilal ◽  
Chakib Nejjari ◽  
Samir Ahid
Keyword(s):  
Student Satisfaction ◽  
Teaching Method ◽  
Cross Sectional Study ◽  
Health Sciences ◽  
Pharmacy Students ◽  
P Value ◽  
Cross Sectional ◽  
Emergency Situations ◽  
E Learning ◽  
The University

Objective: The aim of this study was to assess the satisfaction of pharmacy students with e-learning during the COVID-19 lockdown. Methods: A cross-sectional study was conducted in the Pharmacy School of Mohammed VI University of Health Sciences of Casablanca in April 2020. An anonymous questionnaire previously validated by the pedagogical committee of the university was administered to students via google forms. Results: A total of 154 responses were received, 122 (79.22%) were female students. The majority of students were satisfied with the general organisation (between 60.4% and 81.8% depending on the studied parameter), e-learning (63.6%), educational content (between 61% and 85.7% depending on the studied parameter), self-assessment methods (between 64.9% and 84.4% depending on the studied parameter), adaptation (63%), the involvement of teachers (83.8%), and the administration of the faculty (75.9%). Multivariate analysis showed that two factors were significantly associated with student satisfaction related to e-learning in this study. This corresponds to the level of study (p-value = 0.026; OR=4.009; IC95% [1.176-13.663]) and the adaptation (p-value = 0.004; OR=3.671; IC95% [1.519-8.868]). This study found that satisfaction levels were higher among third year students, which could be interpreted by the fact that they were more familiar with e-learning. Conclusion: Students were mostly satisfied with e-learning during the lockdown. The experience from this study showed an advantage for other schools by the partial introduction of e-learning training as a teaching method in normal situations in order to better deal with emergency situations.

Experience of Antibiotic Use and Resistance Among Pharmacy Students in the University of Kerbala

2019 ◽  
Vol 5 (1) ◽  
pp. 21-30
Author(s):  
Ahmed Sahib ◽  
Saif Abbas ◽  
Karar Hasson ◽  
Mohammed Mahmoud
Keyword(s):  
Antibiotic Resistance ◽  
Health Care Cost ◽  
Antibiotic Use ◽  
Pharmacy Students ◽  
Fourth Stage ◽  
Antibiotics Use ◽  
Effective Role ◽  
High Level ◽  
The University ◽  
The Impact

Antibiotic resistance occurs when bacteria develop the ability to defeat the drugs designed to kill them. Antibiotics dispensing without prescription, misuse of antibiotics are considered as a major cause of antibiotic resistance. Antimicrobial resistance causes extra health care cost and leads to loss of productivity; also patients with resistant infections are more expensive and difficult to treat. Many strategies and steps can be taken at all levels of society to reduce the impact and limit the spread of resistance. The pharmacist has effective role in averting antibiotic resistance. Methodology: A questioner form was designed to assess student’s knowledge, attitude and perception about antibiotic use and resistance, 146 pharmacy students from the fourth stage and fifth stage in the University of Kerbala, were selected randomly. Result: A total number of 146 students, (70 from the fourth stage and 76 from the fifth stage) were participated in this study of both sexes (30 male: 116 female). About 82% of students understand what the antibiotic resistance term mean. 87% of students knew that antibiotics shouldn’t be used for common cold. 84% of students did not stop taking antibiotics until taken all of the antibiotics as directed. 34% of students usually consult a doctor before starting an antibiotic. Less than 23% of students did not stop taking antibiotic when any side effect appears. Conclusion: Based on results obtained in this study that done in Kerbala University / College of Pharmacy it has been concluded that students were of high level in knowledge and perception about antibiotics use and resistance, but the students were of lower level in attitudes, lower percent of student have good attitude toward antibiotics use.

scholarly journals Communities’ views, attitudes and recommendations on community-based education of undergraduate Health Sciences students in South Africa: A qualitative study

2013 ◽  
Vol 5 (1) ◽  
Author(s):  
Langalibalele H. Mabuza ◽  
Paula Diab ◽  
Stephen J. Reid ◽  
Busisiwe E. Ntuli ◽  
Penelope S. Flack ◽  
...  
Keyword(s):  
South Africa ◽  
Student Teaching ◽  
Health Care Professionals ◽  
Community Support ◽  
Health Sciences ◽  
Western Cape ◽  
Community Based ◽  
Community Based Education ◽  
Health Sciences Students ◽  
The University

Background: Medical and Health Sciences students in South Africa undertake community-based education (CBE). Health professionals based at host sites are jointly responsible for training of these students in conjunction with university staff. This study explored the communities’ views, attitudes and recommendations regarding CBE undertaken by these students, in order to improve the qualityof community support for these programmes.Method: A qualitative descriptive study was conducted at CBE placement sites of students from the Faculties of Health Sciences of the University of Limpopo (UL), University of KwaZulu-Natal (UKZN) and University of the Western Cape (UWC) during 2010 and 2011. Focus group discussions were held with site facilitators, community leaders and patients, and interviews were audio recorded, transcribed and translated into English where necessary. Data were analysed using NVivo (version 9).Findings: CBE was seen to benefit communities, students and host institutions as there was perceived improvement of service delivery, better referral to hospitals and reduction of workloads on site staff.CBE was also seen as having potential for recruiting professionals who have better orientation tothe area, and for motivating school pupils for a career in health sciences. Students acquired practicalskills and gained confidence and experience. Challenges included poor communication between universities and host sites, burden of student teaching on site facilitators, cultural and religious sensitivity of students and language barriers.Conclusion: The study revealed that communities have an important role to play in the CBE offuture health care professionals. CBE activities could be better organised and managed through formalised partnerships.

scholarly journals Transition to First Year University Study: A Qualitative Descriptive Study on the Psychosocial and Emotional Impacts of a Science Workshop

10.28945/4188 ◽  
2019 ◽  
Keyword(s):  
Academic Success ◽  
Allied Health ◽  
Dropout Rate ◽  
Health Sciences ◽  
Health Science ◽  
Health Programs ◽  
Future Research ◽  
First Year ◽  
Laboratory Activities ◽  
The University

[This Proceedings paper was revised and published in the 2019 issue of the journal Issues in Informing Science and Information Technology, Volume 16] Aim/purpose The purpose of this article is to discuss the psychosocial and emotional outcomes of an introductory health science workshop designed to support and assist incoming health science students before starting their university study. Background For the past two decades, a South Australian university offered an on-campus face to face workshop titled ‘Preparation for Health Sciences’ to incoming first-year students from eleven allied health programs such as Nursing, Physiotherapy and Medical Imaging. While many were locals, a good number came from regional and rural areas, and many were international students also. They consisted of both on-campus and off-campus students. The workshop was created as a new learning environment that was available for students of diverse age groups, educational and cultural backgrounds to prepare them to study sciences. The content of the four-day workshop was developed in consultation with the program directors of the allied health programs. The objectives were to: introduce the assumed foundational science knowledge to undertake health sciences degree; gain confidence in approaching science subjects; experience lectures and laboratory activities; and become familiar with the University campus and its facilities. The workshop was delivered a week before the orientation week, before first-year formal teaching weeks. The topics covered were enhancing study skills, medical and anatomical terminology, body systems, basic chemistry and physics, laboratory activities, and assessment of learning. Methodology In order to determine the outcomes of the workshop, a survey was used requiring participants to agree or disagree about statements concerning the preparatory course and answer open-ended questions relating to the most important information learned and the best aspects of the workshop. Several students piloted this questionnaire before use in order to ascertain the clarity of instructions, terminology and statements. The result of the 2015-2018 pre- and post-evaluation showed that the workshop raised confidence and enthusiasm in commencing university and that the majority considered the workshop useful overall. The findings of the survey are drawn upon to examine the psychosocial and emotional impacts of the workshop on participants. Using secondary qualitative analysis, the researchers identified the themes relating to the psychosocial and emotional issues conveyed by the participants. Contribution The contributions of the article are in the areas of improving students’ confidence to complete their university degrees and increasing the likelihood of academic success. Findings Of the 285 students who participated in the workshops from 2015 to 2018, 166 completed the survey conducted at the conclusion of the initiative, representing a 58% response rate. The workshops achieved the objectives outlined at the outset. While there were many findings reported (Thalluri, 2016), the results highlighted in this paper relate to the psychosocial and emotional impacts of the workshop on students. Three themes emerged, and these were Increased preparedness and confidence; Networking and friendships that enhanced support, and Reduced anxiety to study sciences. Some drawbacks were also reported including the cost, time and travel involved. Recommendations for practitioners Students found the introductory workshop to be psychosocially and emotionally beneficial. It is recommended that the same approach be applied for teaching other challenging fields such as mathematics and physics within the university and in other contexts and institutions. Recommendations for researchers Improving and extending the workshop to provide greater accessibility and autonomy is recommended. A longitudinal study to follow up the durability of the workshop is also proposed. Impact on society The impacts in the broader community include: higher academic success for students; improved mental health due to social networking and friendship groups and reduced anxiety and fear; reduced dropout rate in their first year; greater potential to complete educational degrees; reduced wastage in human and financial resources; and increased human capital. Future research Addressing the limitations of cost, time and travel involved, and following-up with the participants’ academic and workplace performance are future directions for research.

scholarly journals The Nature of Career Advice Provided to Undergraduate Allied Health Sciences Students at the University of South Australia

2006 ◽  
Author(s):  
Marie Williams
Keyword(s):  
Allied Health ◽  
Research Training ◽  
South Australia ◽  
Health Sciences ◽  
Career Progression ◽  
Specific Information ◽  
Postgraduate Study ◽  
Research Activities ◽  
Career Advice ◽  
The University

Purpose: The purpose of this study was to investigate the nature of career advice, especially advice concerning postgraduate research training degrees, provided to and by students in five health professional bachelor’s degree programs at the University of South Australia. In addition, differences between professional disciplines in terms of career advice and knowledge of current research activities of staff and research degree students were explored. Method: A cross-sectional survey of final year students in five disciplines within the School of Health Sciences was used in this study. Information was sought on demographics, the nature of career advice received, advice the respondent would provide to a peer, and knowledge of current research activities. Differences between disciplines were calculated with respect to positive responses for advice for postgraduate study (Honours, Masters by Research or PhD) and knowledge of current research activities. Results: In 2004, 278 students completed the survey (response rate 82%). The majority of respondents (72%) indicated that career advice was provided throughout their degree. The most frequent career advice was related to postgraduate study (encouraged 28%, discouraged 27%) or work within a specific place of employment immediately upon graduation (encouraged 17%, discouraged 24%). Respondents from physiotherapy were significantly more positive in their responses concerning postgraduate study, experience of research courses, and knowledge of research activities. Conclusions: While generic advice was provided, there appears to be a lack of specific information relating to career progression and requirements for promotion within different modes of employment. Systematic evaluation of the relationships between career advice provision, employment choices and career progression is required specifically in the allied health professions.

scholarly journals ASSESSING KNOWLEDGE, PERCEPTION AND ATTITUDES ABOUT ANTIBIOTICS AMONG FINAL YEAR PHARMACY UNDERGRADUATES IN SRI LANKA

2017 ◽  
Vol 9 (10) ◽  
pp. 234 ◽  
Author(s):  
Shukry Zawahir ◽  
Chathurangani Hettiarachchi ◽  
Hana Morrissey
Keyword(s):  
Sri Lanka ◽  
Clinical Education ◽  
Public Universities ◽  
Pharmacy Students ◽  
General Knowledge ◽  
Appropriate Use ◽  
Antibiotics Use ◽  
Speed Up ◽  
The Common ◽  
The University

Objective: Anti-microbial resistance has become a global problem especially in developing countries. The aim of the study was to evaluate the effect of socio-demographic predictors amongst final year pharmacy undergraduates in Sri Lanka on their knowledge, perception and attitudes regarding antibiotic use.Methods: A questionnaire-based study involved final year pharmacy students from four public universities in Sri Lanka. Data on knowledge, attitudes and perception about the appropriate use of antibiotics were analysed. Ethics approval was granted by the university of Ruhuna Sri Lanka.Results: There was good general knowledge of antibiotics (mean=15.57), however, 46% said metronidazole is not an antibiotic, 82% said that the use of antibiotics speed-up the recovery from the common cold. Perception (p=0.033) and attitudes (p=0.028) of respondents from urban area were significantly higher than that of those from rural area.Conclusion: Clinical education for pharmacy undergraduates should have an in-depth focus on the rational of antibiotics use in Sri Lanka.

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