scholarly journals A Service-Learning Course for First-Year Pharmacy Students

2008 ◽  
Vol 72 (4) ◽  
pp. 86 ◽  
Author(s):  
Kevin R. Kearney
Keyword(s):  
Service Learning ◽  
Pharmacy Students ◽  
First Year

scholarly journals Deeper Learning through Service: Evaluation of an Interprofessional Community Service-Learning Program for Pharmacy and Medicine Students

2015 ◽  
Vol 5 (1) ◽  
Author(s):  
Megan Clark ◽  
Meredith McKague ◽  
Vivian R. Ramsden ◽  
Shari McKay
Keyword(s):  
Service Learning ◽  
Transformative Learning ◽  
Community Service ◽  
Low Income ◽  
Interprofessional Education ◽  
Pharmacy Students ◽  
First Year ◽  
Community Service Learning ◽  
Learning Program ◽  
New Findings

Abstract   Background  This Community Service-Learning Project (CSLP) at the University of Saskatchewan is designed to help students develop patient-centred care practices in urban underserved settings.  First-year medical and pharmacy students partner interprofessionally to both learn and serve, working with community-based organizations (CBOs) that primarily serve either low-income or newcomer residents of Saskatoon. Since the CSLP’s pilot year in 2005-2006, 98 first-year medical and pharmacy students have participated in the CSLP.       Methods and Findings  We evaluated the outcomes and processes of the CSLP since the 2006-2007 year, using mixed methods: end-of-project questionnaires; document analysis looking for key and recurrent themes; end-of-project semi-structured interviews with CBO coordinators and clients. We examined students’ experiences, including satisfaction, achievement of learning objectives, learning processes, and perceived outcomes. Students’ main learning outcomes related to client-centered approach, interprofessional attitudes and skills, and personal development. Various learnings related to program processes are reported.   Conclusions  Our evaluation reinforced findings from the literature on both interprofessional education and community service-learning, as well uncovering some new findings.   Students described a transformative learning experience that helped them begin to develop understanding and skills to work more effectively with clients in urban underserved settings.

scholarly journals Remote OSCE Experience: What First Year Pharmacy Students Liked, Learned, and Suggested for Future Implementations

Pharmacy ◽  
2021 ◽  
Vol 9 (1) ◽  
pp. 62 ◽  
Author(s):  
Amanda Savage ◽  
Lana M. Minshew ◽  
Heidi N. Anksorus ◽  
Jacqueline E. McLaughlin
Keyword(s):  
Concept Maps ◽  
Response Rate ◽  
Skill Development ◽  
Pharmacy Practice ◽  
Pharmacy Students ◽  
Objective Structured Clinical Examination ◽  
First Year ◽  
Future Work ◽  
Assessment Strategies ◽  
Frequency Counts

During the wake of the COVID-19 pandemic, many schools quickly transitioned their teaching and assessment strategies to online formats. In Spring 2020, a 3-station remote Objective Structured Clinical Examination (OSCE) was implemented for first-year pharmacy students. The day following the remote OSCEs students answered three open-text prompts about the remote OSCE experience: (1) “I liked...”, (2) “I learned…”, and (3) “I suggest…”. Responses were open-coded and frequency counts were calculated to determine the most prevalent codes. Concept maps were created to visualize and explore connections between the codes. Out of 157 students, 156 students completed the reflection assignment, a 99.36% response rate. The three major themes in the Liked data were: Logistics (n = 65, 41.7%), Differences In-person Versus Remote (n = 59, 37.8%), and Skill Development (n = 43, 27.6%). The three major themes in the Learned data were: Technology (n = 66, 42.3%), Communication (n = 58, 37.2%), and Skill Development (n = 56, 35.9%). The three major themes in the Suggest data were: Logistics (n = 89, 57.1%), Technology (n = 31, 19.9%), and Continuation of Remote OSCE (n = 31, 19.9%). Overall, the remote OSCE experience was well-received, and students described it as applicable to their future pharmacy practice. Future work should explore the design, implementation, and outcomes of remote OSCEs.

scholarly journals HIV/AIDS awareness among first year pharmacy students and the role of the university

2007 ◽  
Vol 3 (2) ◽  
Author(s):  
Selente Bezuidenhout ◽  
Rob Summers
Keyword(s):  
The Body ◽  
Pharmacy Students ◽  
First Year ◽  
Tertiary Institutions ◽  
University Of Technology ◽  
Inadequate Knowledge ◽  
Aids Awareness ◽  
The University ◽  
Hiv Aids

As HIV/AIDS continues to spread and affect the lives of millions of people, a sense of urgency has developed about the imperative need to stop the epidemic. Education is the key to change knowledge, attitudes and behaviour. There is currently a gap in educationprogrammes targeting youths of ages 18-24 years, for example, those enrolled in tertiary institutions. The aim of the study was therefore to establish the level of HIV/AIDS awareness among undergraduate pharmacy students at the University of Limpopo (Medunsa Campus)/ Tshwane University of Technology Schools of Pharmacy. A structured questionnaire was administered to pharmacy students on entry to the programme. Although the students of 2003, 2004 and 2005 obtained mean percentage HIV/AIDS awareness scores in the range of 70%-80%, they had inadequate knowledge of some transmission routes, events that occur when HIV invades the body, the “window period” and some symptoms. These knowledge gaps should be addressed by universities by integrating HIV/AIDS policies and education fully into all aspects of their planning, operations andteaching.

scholarly journals Perceived Impact of a Longitudinal Leadership Program for All Pharmacy Students

2014 ◽  
Vol 5 (3) ◽  
Author(s):  
Jane R. Mort ◽  
Joe D. Strain ◽  
David L. Helgeland ◽  
Teresa M. Seefeldt
Keyword(s):  
Positive Impact ◽  
Leadership Skills ◽  
Pharmacy Students ◽  
First Year ◽  
Leadership Perceptions ◽  
Leadership Program ◽  
Leadership Potential ◽  
Professional Business ◽  
Perceived Impact

Objective: To describe a longitudinal leadership program involving all students and report the perceived impact. Design: The program included a first year Leadership Interview, a third year Report of Leadership, and a fourth year Professional Business Meeting Attendance. Activities involved guided reflection. Assessment: Students (n=138) indicated the activities helped them recognize the importance of leadership and their leadership potential (e.g., 72.5% and 62.3% of students due to meeting attendance, respectively). Students participated in leadership activities that they would not have pursued otherwise, either in response to the activity (27.7% due to interview) or as a requirement of the activity (51.1% for leadership report). Students reported developing specific leadership skills through the activities. Most students planned to be involved in a district/regional (72.5%), state (84.1%), and national (51.4%) meeting in the five years following graduation. Conclusion: Students reported a positive impact on leadership perceptions and participation. The report is a preliminary step in the development and assessment of a longitudinal curricular initiative involving all pharmacy students.   Type: Case Study

scholarly journals A Follow-Up Study of a First-Year Leadership and Service Learning Module

2020 ◽  
Author(s):  
Farzana Ansari ◽  
Jennifer Wang ◽  
Ryan Shelby ◽  
Eli Patten ◽  
Lisa Pruitt
Keyword(s):  
Service Learning ◽  
First Year ◽  
Follow Up Study ◽  
Learning Module

Evaluation of a hybrid ambulatory care elective for first year pharmacy students

2016 ◽  
Vol 8 (1) ◽  
pp. 104-111
Author(s):  
Morgan Comee ◽  
Amanda M. Morrill ◽  
Katherine Carey
Keyword(s):  
Ambulatory Care ◽  
Pharmacy Students ◽  
First Year
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