scholarly journals A Mentor-Based Portfolio Program to Evaluate Pharmacy Students’ Self-Assessment Skills

2013 ◽  
Vol 77 (4) ◽  
pp. 81 ◽  
Author(s):  
Lindsay R. Kalata ◽  
Marie A. Abate
Keyword(s):  
Pharmacy Students ◽  
Self Assessment ◽  
Assessment Skills

scholarly journals Blended Learning on Blood Pressure Measurement: Investigating Two In-Class Strategies in a Flipped Classroom-Like Setting to Teach Pharmacy Students Blood Pressure Measurement Skills

Healthcare ◽  
2021 ◽  
Vol 9 (7) ◽  
pp. 822
Author(s):  
Samieh Farahani ◽  
Imaneh Farahani ◽  
Maira Anna Deters ◽  
Holger Schwender ◽  
Bjoern Bengt Burckhardt ◽  
...  
Keyword(s):  
Blood Pressure ◽  
Blended Learning ◽  
Pressure Measurement ◽  
Flipped Classroom ◽  
Blood Pressure Measurement ◽  
Pharmacy Students ◽  
Learning Approach ◽  
Self Assessment ◽  
Class Session ◽  
Self Confidence

For reliable blood pressure measurement, various potential sources of inaccuracies need to be considered to avoid incorrect decision-making. Pharmacy students should be sensitized and taught the skill accordingly. One strategy to teach students’ blood pressure measurement skills might be through a blended learning approach in a flipped classroom-like setting. With a randomized two-arm study among pharmacy students in their eighth semester, the required extent of in-class session in the scope of a blended learning approach in a flipped classroom-like setting was evaluated. Participants’ self-confidence and self-perceived proficiency were evaluated through a survey, and participants’ blood pressure measurement performance was assessed by objective structured clinical examination (OSCE). Participants’ satisfaction with, and perception of, the flipped classroom were also surveyed. The extended in-class activities did not result in a significantly higher increase of participants’ OSCE score and self-assessment score when compared to the brief in-class session. Both in-class sessions yielded a significant increase in the OSCE scores as well as in the self-assessment scores. Moreover, the teaching approaches were predominantly well-received by the students. The use of both flipped classroom-like approaches improved pharmacy students’ blood pressure measurement performance, though the brief in-class session was sufficient. Students’ self-confidence/self-perceived proficiency in blood pressure measurement skills increased similarly in both settings.

Use of ePortfolio Assessment for Developing Reflective Practitioners

2021 ◽  
Vol 7 (4) ◽  
Author(s):  
Lopez L ◽  
◽  
Kakadia R ◽  
Kim A ◽  
Park SE ◽  
...  
Keyword(s):  
Clinical Education ◽  
Cognitive Skills ◽  
Salt Lake ◽  
Salt Lake City ◽  
Self Directed Learning ◽  
Self Assessment ◽  
Student Centered Learning ◽  
Assessment Skills ◽  
Reflective Practitioners ◽  
Lake City

The purpose of the newly implemented ePortfolio assessment program was to help students develop self-directed learning and reflection skills in clinical education and professional values including ethics, professionalism and conscientiousness. Development of higher-level cognitive skills through a student-centered learning modality could ultimately promote reflective learners who will continue to learn throughout their profession. Student self-assessment skills and self-learning plans were captured during the initial patient care exposure in the second year of clinical education using an ePortfolio platform in Canvas (Salt Lake City, UT) learning management system. This new learning methodology can be useful in measuring non-traditional competencies, such as ethics, professionalism and conscientiousness and provide an opportunity for students to become reflective learners. Leveraging this new tool could contribute toward creating reflective practitioners who are competent in ethics and professionalism and self-assessment skills.

scholarly journals Developing Physical Assessment Skills in Pharmacy Students through Participation in a Creative Movement Workshop: An Interdisciplinary Study between Pharmacy and Dance

Pharmacy ◽  
2020 ◽  
Vol 8 (3) ◽  
pp. 142
Author(s):  
Amber Wesner ◽  
Ting-Yu Chen
Keyword(s):  
Personal Space ◽  
Pharmacy Students ◽  
Physical Assessment ◽  
Creative Movement ◽  
Before And After ◽  
Assessment Skills ◽  
Spatial Exploration ◽  
Physical Assessment Skills ◽  
Interdisciplinary Study ◽  
To Receive

The role a pharmacist plays in the care of patients is continually changing and expanding. Most recently, there is movement towards including pharmacists in the physical assessment of patients. We developed a creative movement workshop with the purpose of increasing students’ levels of comfort with touch, ability to interpret non-verbal mannerisms, to increase empathy for the patient, and to increase student comfort in conducting physical exams. In this interventional study, surveys were administered to third year pharmacy students, before and after the creative movement workshop, in order to assess participant’s change in level of comfort with a variety of behaviors needed to conduct effective physical assessment. The two hour workshop involved: partner stretching, mirroring, and creative spatial exploration between bodies. The 11-item survey evaluated students’ perceptions on touch, nonverbal communication, and sharing personal space. Our results showed that the level of comfort improved for the ability to give touch (p = 0.001), the ability to receive touch (p = 0.002), and the ability to share personal space (p = 0.001). Participants commented that the workshop increased their understanding of how important confidence is when performing physical assessment and reported an increased appreciation for how much non-verbal mannerisms can communicate to another. This study explores how an interdisciplinary workshop between pharmacy and dance has the potential to increase student effectiveness as future healthcare professionals, by targeting skills not often focused on within traditional pharmacy curriculums, including: sharing personal space, displaying empathy, and providing a comforting and confident touch.

scholarly journals Providing Effective Feedback in Breast Imaging to Improve Trainee Performance

2020 ◽  
Vol 2 (4) ◽  
pp. 390-397
Author(s):  
Nidhi Sharma
Keyword(s):  
Medical Education ◽  
Performance Improvement ◽  
Breast Imaging ◽  
Healthcare Delivery ◽  
Next Generation ◽  
Physician Burnout ◽  
Self Assessment ◽  
Effective Feedback ◽  
Assessment Skills ◽  
Specific Feedback

Abstract While feedback is an essential component of medical education, feedback to trainees is frequently nonspecific and not focused on performance improvement. Providing specific feedback to trainees helps them to reflect, develop self-assessment skills, and recalibrate. In light of increasing clinical volumes, stresses related to modern healthcare delivery, and high physician burnout, instructors need efficient methods to provide actionable feedback to trainees. For breast imaging radiologists involved in education, improving feedback skills can help their learners develop expertise in breast imaging while also attracting and inspiring the next generation of radiologists.

Development of self-assessment skills in medical students

1984 ◽  
Vol 18 (4) ◽  
pp. 226-231 ◽  
Author(s):  
SHARON E. SCLABASSI ◽  
SUSAN K. WOELFEL
Keyword(s):  
Medical Students ◽  
Self Assessment ◽  
Assessment Skills
Sign in / Sign up

Export Citation Format

Share Document